1. SECTION IV: The Development of the Person
Chapter 9: Development Across the Lifespan
Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology
Chapter 11: Career Development: The Counselor and
the World of Work

2. Chapter 9
Development Across the Lifespan

3. Chapter 9 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

4. Understanding Human Development
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 wellness-oriented

5. A Brief Overview of Physical and Psychosocial Development
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)

6. Development in Adolescence and Adulthood
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

7. The Development of Knowing: Cognitive and Moral Changes
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)

8. The Development of Knowing: Cognitive and Moral Changes
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

9. The Development of Knowing: Cognitive and Moral Changes
Gilligan's Stages of Women's Moral Development
(Book “In a different voice”)
Preconventional Level Girl
Narcissistic Reasoning; Functions from self-protective/survival perspective
Conventional Level Woman
Puts needs of others before needs of self
Postconventional Level
Balance between care/responsibility for others and self-care
Comparison of Cognitive and Moral Development (See Table 9.1, p. 304)

10. Adult Cognitive Development
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

11. Adult Cognitive Development
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

12. Lifespan Development Erikson's Stages of Psychosocial
Virtue
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 (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)………………..
Hope
Will
Purpose
Competence
Fidelity
Love
Caring
Wisdom

13. Lifespan Development
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)
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 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

14. Faith Development 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?

15. Applying and Comparing Knowledge of Development
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

16. Multicultural Social Justice/Focus: Development of Cultural Identity
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?

17. Multicultural Social Justice/Focus: Development of Cultural Identity
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

18. Ethical, Professional, & Legal Issues
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.

19. The Counselor in Process
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