Chapter 9: Development Across the Lifespan
Chapter 10: Abnormal Development, Diagnosis and
Psychopharmacology
Chapter 11: Career Development: The Counselor and
the World of Work
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Development Across the Lifespan
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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
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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
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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)
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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
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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)
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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
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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)
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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
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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
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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)………………..
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VIRTUE
Hope
Will
Purpose
Competence
Fidelity
Love
Caring
Wisdom
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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
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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?
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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
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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?
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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
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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.
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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
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