The world of the Counselor An introduction to the counseling profession 5e chapter 9

Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology Chapter 11: Career Development: The Counselor and the World of Work...  A

Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology

Chapter 11: Career Development: The Counselor and

the World of Work

 Development Across the Lifespan

 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

 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

 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)

 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

 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)

 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

 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)

 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

 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

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)………

VIRTUE

Hope Will Purpose Competence Fidelity

Love Caring Wisdom

 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

 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?

 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

 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?

 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

 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

 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