Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology Chapter 11: Career Development: The Counselor and the World of Work © 2007 Thomson Brooks/Cole, a division of Thomson Learning Development Across the Lifespan © 2007 Thomson Brooks/Cole, a division of Thomson Learning A Little Background Counseling has long had a development focus 1980s ushered in the “true” era of developmental counseling ▪ CACREP: 1981—part of core curriculum ▪ Developmental models challenge us to look at clients from a wellness perspective © 2007 Thomson Brooks/Cole, a division of Thomson Learning Development is continual Development is orderly, sequential, and builds upon itself Development implies change, but our core remains the same Development is painful, yet growth-producing Developmental models are transtheoretical Development is preventive, optimistic, and wellnessoriented © 2007 Thomson Brooks/Cole, a division of Thomson Learning Development in Childhood Children develop at fairly predictable rates Know development, and you know when some children may be having difficulties– can refer them Rate of children’s physical developmental is fairly consistent However, scope of child’s development is a function of genetic predisposition in interaction with environment (see Figure 9.1, p 295) © 2007 Thomson Brooks/Cole, a division of Thomson Learning A series of developmental transitions Physical and psychological aspects of puberty Sexuality Planning future Intimacy and commitment College or work? Career choices Slow decline of physical abilities Physical and psychological issues related to growing older, death, and dying © 2007 Thomson Brooks/Cole, a division of Thomson Learning Piaget's Stages of Cognitive Development Some key terms ▪ Schemata (see Box 9.1, p 297) ▪ Assimilation ▪ Accommodation Stages ▪ Sensorimotor (birth through 2) ▪ Preoperational Stage (Ages 2-7) ▪ Concrete-operational Stage (Ages 7-11) ▪ Formal-operational Stage (Ages 11-16) © 2007 Thomson Brooks/Cole, a division of Thomson Learning Kohlberg's Stages of Moral Development See Box 9.3, p 302 (Heinz Dilemma) Preconventional Level (Approx Ages 2-7) ▪ Stage 1- punishment-obedience orientation ▪ Stage 2- instrumental-hedonism orientation Conventional Level (Approx Ages 8-13) ▪ Stage 3- good girl-nice boy orientation ▪ Stage 4- law and order orientation Postconventional Level (Approx Age 13+) ▪ Stage 5-social contract orientation ▪ Stage 6- principled conscience orientation See Box 9.3 © 2007 Thomson Brooks/Cole, a division of Thomson Learning Gilligan's Stages of Women's Moral Development (Book “In a different voice”) Preconventional Level Girl ▪ Narcissistic Reasoning; Functions from selfprotective/survival perspective ▪ Conventional Level Woman ▪ Puts needs of others before needs of self ▪ Postconventional Level Balance between care/responsibility for others and selfcare Comparison of Cognitive and Moral Development (See Table 9.1, p 304) © 2007 Thomson Brooks/Cole, a division of Thomson Learning Kegan's Constructive Developmental Model (Subject-Object Theory) Incorporative Stage: All reflexive—no sense of self Impulsive Stage : Limited control over actions Imperial Stage: Impulses can be controled, but controlled in narcissistic way to get needs met Interpersonal Stage: Embedded in relationships.Very beginning sense of self and of other Institutional Stage: Very strong sense of self-authorship Interindividual Stage: Mutuality Share of “selves,” difference is tolerated and understood, self-reflective ▪ See Box 9.5, p 306 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10 Perry's Theory of Intellectual and Ethical Development Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity Relativism: Many ways to define truth Understanding that there are differing perspectives on truth, ambivalent about what values to call one’s own Commitment in Relativism: Understanding and empathy for different kinds of “truth.” Committed to certain values, but willing to question self throughout life See Box 9.5 Discuss how Malcom X can be used to explain Kegan and Perry © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11 ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT (SEE TABLE 9.2, P 307) Trust V Mistrust (Birth to Year)……………… Autonomy vs Shame & Doubt (Ages 1-2)… Initiative vs Guilt (Ages 3-5)…………………… Industry vs Inferiority (Ages 6-11)………….… Identity vs Role Confusion (Adolescence)… Intimacy vs Isolation (Early Adulthood)…… Generativity vs Stagnation (Middle Adulthood) …………………………………….…… Integrity vs Despair (Later Life)……………… © 2007 Thomson Brooks/Cole, a division of Thomson Learning VIRTUE Hope Will Purpose Competence Fidelity Love Caring Wisdom 12 Seasons of a Man’s/Woman’s Life (Daniel and Judy Levinson) Four Eras (see Figure 9.2, p 308; Box 9.6, p 309) Pre-adulthood Middle Adulthood Early Adulthood Late Adulthood Eras preceded by transitional periods and followed by periods that reflect unique issues or life structures Gender splitting: Traditional stereotypes were the centerpoint for the struggles of men and women For example ▪ Men: Men: settling into a relationship ▪ Women: Motherhood and a career © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13 Fowler Stage 0, Primal Faith (Infancy) Stage 1, Intuitive-Projective Faith (Min Age 4) Stage 2, Mythic-Literal Faith (6 1/2 - 8) Stage 3, Synthetic-Conventional Faith (12-13) Stage 4, Individuative-Reflective Faith (18-19) Stage 5, Conjunctive Faith (30-32) Stage 6, Universalizing Faith (38-40) See Box 9.7 Other Developmental Theories? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14 Applying Knowledge of Development Can assist clients in making smooth transitions Can help clients see how they view the world Can help clients understand what drives them Can refer to developmental experts when needed Can view expected, but difficult transitions as normal, not pathological Graph that Compares Developmental Models: Fig 9.3, p 314 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15 Bias in Developmental Models Mostly developed by White males Most of the research based on White males (until late 1990s) What might these models look like if social class, ethnicity, culture, and gender would have been taken into account Do they apply cross-culturally? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16 How we come to understand our cultural/ethnic background can be seen from a developmental perspective Models of cultural/ethnic development will be reviewed in Chapter 14 Assessing the cultural/ethnic identity of our clients can help us work more effectively with them © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17 ACA Code: A Developmental Emphasis From preamble: “ACA members are dedicated to the enhancement of human development throughout the life span” Professional associations that specifically focus on development: AADA, C-AHEAD Legal issue: Sometimes, counselors are so “positive” that they miss pathology This can lead to malpractice © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18 Understanding Your Own Development It’s important to understand our own developmental process—especially when we’re going through a transition phase Be open to examining your development © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19 [...]... Perry's Theory of Intellectual and Ethical Development Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity Relativism: Many ways to define truth Understanding that there are differing perspectives on truth, ambivalent about what values to call one’s own Commitment in Relativism: Understanding and empathy for different kinds of “truth.” Committed to certain... Faith (18- 19) Stage 5, Conjunctive Faith (30-32) Stage 6, Universalizing Faith (38-40) See Box 9. 7 Other Developmental Theories? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14 Applying Knowledge of Development Can assist clients in making smooth transitions Can help clients see how they view the world Can help clients understand what drives them Can refer to developmental... of Thomson Learning 17 ACA Code: A Developmental Emphasis From preamble: “ACA members are dedicated to the enhancement of human development throughout the life span” Professional associations that specifically focus on development: AADA, C-AHEAD Legal issue: Sometimes, counselors are so “positive” that they miss pathology This can lead to malpractice © 2007 Thomson Brooks/Cole, a division of. .. been taken into account Do they apply cross-culturally? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16 How we come to understand our cultural/ethnic background can be seen from a developmental perspective Models of cultural/ethnic development will be reviewed in Chapter 14 Assessing the cultural/ethnic identity of our clients can help us work more effectively with them © 2007... Life)……………… © 2007 Thomson Brooks/Cole, a division of Thomson Learning VIRTUE Hope Will Purpose Competence Fidelity Love Caring Wisdom 12 Seasons of a Man’s/Woman’s Life (Daniel and Judy Levinson) Four Eras (see Figure 9. 2, p 308; Box 9. 6, p 3 09) 1 Pre-adulthood 3 Middle Adulthood 2 Early Adulthood 4 Late Adulthood Eras preceded by transitional periods and followed by periods that reflect unique issues... of “truth.” Committed to certain values, but willing to question self throughout life See Box 9. 5 Discuss how Malcom X can be used to explain Kegan and Perry © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11 ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT (SEE TABLE 9. 2, P 307) Trust V Mistrust (Birth to 1 Year)……………… Autonomy vs Shame & Doubt (Ages 1-2)… Initiative vs Guilt... Traditional stereotypes were the centerpoint for the struggles of men and women For example ▪ Men: Men: settling into a relationship ▪ Women: Motherhood and a career © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13 Fowler Stage 0, Primal Faith (Infancy) Stage 1, Intuitive-Projective Faith (Min Age 4) Stage 2, Mythic-Literal Faith (6 1/2 - 8) Stage 3, Synthetic-Conventional Faith... Can view expected, but difficult transitions as normal, not pathological Graph that Compares Developmental Models: Fig 9. 3, p 314 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15 Bias in Developmental Models Mostly developed by White males Most of the research based on White males (until late 199 0s) What might these models look like if social class, ethnicity, culture, and... malpractice © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18 Understanding Your Own Development It’s important to understand our own developmental process—especially when we’re going through a transition phase Be open to examining your development © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19 ... Development Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity Relativism: Many ways to define truth Understanding that there are differing perspectives... of a Man’s/Woman’s Life (Daniel and Judy Levinson) Four Eras (see Figure 9. 2, p 308; Box 9. 6, p 3 09) Pre-adulthood Middle Adulthood Early Adulthood Late Adulthood Eras preceded by transitional... clients see how they view the world Can help clients understand what drives them Can refer to developmental experts when needed Can view expected, but difficult transitions as normal, not