human development
a field of study devoted to understanding constancy and change throughout the lifespan
professional counseling
the application of mental health, psychological, or human development principles through cognitive, affective, behavioral of systematic intervention strategies that address wellness, personal growth, pathology.
ACA Code of Ethics
Counselors are dedicated to the promotion of human growth and development across the lifespan, engage in practices that are developmentally appropriate in nature, and act as advocates against any barrier that limits human development
Important to have counseling connection
Professional knowledge of the nature of human development
Understanding of both normative and exceptional challenges that can be and are experienced
Awareness of the research and theory on human development to guide professional practice decisions
development
the orderly and sequential changes that occur with the passage of time
How many periods of development are there? Name them.
Conception (0), Infancy (birth-24 mo), Toddler (1-3), early school age (4-6) middle childhood (7-12), early adolescence (13-18), late adolescence (19-25), early adulthood (26-35), middle adulthood (36-60), late adulthood (51-75), elder hood (75+)
Four goals of human development
Describe changes across lifespan
Explain changes
Predict changes
Intervene
Granville Stanley Hall
argued scientific method applies to human nature (children crawl before they walk); maturationist theory
maturationist theory
emphasized importance of genetics and evolution; each stage laid the foundation for what was to follow
psychoanalytic theory
Freud - behaviors were reflections of instinctual drives for pleasure shifted through stages of development; conflict resolution shaped environment
Psychosexual stages of development
mouth (oral)
anus (experience of control)
genitals (sex role behaviors, identification)
Epigenetic theory
focuses on biological and genetic origins of behaviors interacting with environment over time; 8 stags of developmental crises
Trust v Mistrust
infancy; learns to trust or not trust caregivers; positive outcomes lead to hope and drive, negative outcomes lead to withdrawal.
Autonomy v Shame and Doubt
toddler; independence of though; positives outcomes lead to potty training, willpower, control, negative outcomes could include compulsive behaviors
initiative v guilt
preschool
industry v inferiority
school age
identity v role confusion
adolescent
intimacy v isolation
young adult
generatively v. stagnation
adulthood; unconditional care for ones kids,, self absorption
integrity v despair
mature adult; understanding of self and satisfaction with life, reflection
Behaviorism theory
sole emphasis on environment, experience, and learning about the unfolding development; BF Skinner, Watson
BF Skinner
believed behavior was shaped as a result of consequences experiences
operant conditional model
behavior followed with rewards are more likely to continue than punishments
Albert Bandura
expanded classical behavioral model to include cognitive elements, emphasis on observational learning (modeling)
self-efficacy
the believe that personal achievement depends on one's own actions; maintains that behaviors come from people acting on the simulation of the environment
cognitive theory
emphasized the unfolding of conscious thought and abilities to process, store, retrieve and use info.
Jean Piaget
developed the concept of schema
schema
how individuals gather info and how this process changes developmentally (ex. dog): 1. first new encounter 2. experience of discomfort/not know how to make sense of a new stimulus 3. process of adaption called accommodation
Lev Vygotsky
maintained children actively construct their knowledge - emphasized roles in culture and mastered skills deemed important such as languages, signs, symbols
microsystem
parent child relationships
mesosystem
extended family, school, neighborhood
exosystem
society and culture
macrosystem
customs, laws, values
chronosystem
patterning of environmental events and transitions over the life of an individual as well as sociohistorical circumstance. Ex. divorce
developmental theory
provides framework for understanding why/how peoples behaviors, thoughts, attitudes, capabilities, and beliefs change over time
quanlitative
attempts to get comprehensive picture of a specific situation by gathering notes
quantitative
numbers based on data
focus of case study
to collect detailed info about the individual in a situation go when exhibiting behavior; heavy in quantitative date
independent variable
being manipulated, (presumed cause)
dependent variable
change in behavior that is measured (presumed effect)
Brofenbrenner
theorized diversity perspective; theorized that a child's development occurs within a complex system of relationships
Belmont Report
respect for persons
beneficence - do onto others as you would have them do onto you
justice
important areas of counselor focus
discovery, integration, application, teaching
first trimester
first 13 weeks after conception
develops head to toe, major organs begin to form
embryonic period
first 2-8 weeks
second trimester
14-27 weeks, genitals, eyebrows, eyelashes, fingernails form - can pass urine, suck thumb, swollen
third trimester
28 weeks and beyond; gains a lot of weight, moves around less, lanugo hair disappears, bones harden
hindbrain
separates into myeelencephalon (medulla oblongata) and metencephalon (pons and cerebellum)
midbrain
forms interior and superior colliculi (controls auditory and visual responses),
tegmentum (motor functions, attention, awareness, regulates some autonomic functions),
substantia nigra (involuntary movement, regulates mood, produces dopamine)
forebrain
separates into diencephalon (forms thalamus and hypothalamus [body temp, slip, hunger]), and telencephalon (neocortex [mass of brain] and rhinencephalon [olfactory center])
difference in emotions during pregnancy
1st tri: heightened emotions
2nd tri: general sense of wellbeing, increased anxiety and dependency on partner
3rd tri: anticipation
Stages of grief
Elizabeth Kubler Ross:
1. denial
2. anger
3. bargaining
4. acceptance
children's grief
impatience, inattention, protective, regression, separation anxiety, withdrawal
Sensorimotor
(Birth to 2 years) Infant's knowledge of the world is based on senses and motor skills; by the end of the period, uses mental representation
Preoperational thought
(2 to 6 years) Child learns how to use symbols such as words and numbers to represent aspects of the world but relates to the world only through his or her perspective
Concrete operational thought
(7 years to early adolescence) Child understands and applies logical operations to experiences provided they are focused on the here and now
Formal operational thought
(Adolescence and beyond) Adolescent or adult thinks abstractly, deals with hypothetical situations, and speculates about what may be possible
Vygotsky's processing theory
disagreed with Piaget's emphasis on progression and cognition in stages that were natural and invariant. Vygotsky emphasized the role of culture.
biopsychosocial theory
Focuses on the integration and reciprocal effect that the biological psychological and social systems have on our development
Ecological Systems Theory
(Brofenbrunner) A child's development occurs within a complex system of relationships including parent-child interactions (microsystem), extended family, school and neighborhood (mesosystem), and the general society, and culture (exosystem).