Lifespan Development

Psychosocial approach to development

Erik Erikson (1963) Human life is produced by the interaction and modification of the biological, psychological, and societal systems

Requirements for a theory

Theory is defined as a logical system of concepts

Must be based on extensive evidence (experimentation and observation), be internally consistent (no contradictions), and parsimonious (simple yet accurate)

6 requirements for a developmental theory:

1. What is the direction of change over the lifespan?

2. What are the mechanisms that account for growth from conception through old age? Do these mechanisms vary across the lifespan?

3. How relevant are early experiences for later development

4. How do physical, cognitive, and social functions intersect?

5. How do environmental and social contexts affect individual development?

6. What factors are likely to place the person at risk for specific periods of the lifespan?

Evolutionary Psychology

the study of the evolutionary origins of mental structures, emotions, and social behaviors and draws upon principles of evolution to understand the human mind

Ethology

the comparative study of behavior in its social contexts in order to understand the immediate causes of these behaviors and their adaptive significance

Zygote

egg fertilized by sperm

Monozygotic twins

identical twins, occurs when the zygote splits, creating two identical sets of chromosomes

Dizygotic twins

 fraternal twins, occurs when there are two fertilized eggs (multiple ovulations) in the same cyle, fertilized separately but at the same time

First trimester

• fertilization

• development of amniotic sac

• growth of the placenta

• emergence of body parts

• differentiation of sex organs

• initial formation of cns

• movement

• grasp reflex

• babinski reflex

• heartbeat

Germinal period (1-2 weeks)

after fertilization, the zygote travels out of the fallopian tube and implants on the uterine wall

Embryonic period (3-8 weeks)

primary focus is developing supportive elements to house the embryo, including amniotic sac (forms and encloses the developing organism in amniotic fluid), placenta (allows nutrients and waste to pass), groundwork for all body structures and internal organs

Fetal period (8-12 weeks)

The embryo begins to develop male or female genitalia and is able to move fingers and toes

Second trimester

• Sucking and swallowing 

• preference for sweet taste 

• skin ridges on fingers and toes

• hair on scalp, eyebrows, back, legs, arms

• Sensitivity to touch, taste, and light 

• Sucks thumb

• Quickening: mother can feel baby’s movements

Third trimester

• Nervous system matures

• Coordination of sucking and swallowing 

• Mechanisms for regulating body temperature

• More efficient digestion and excretion

• Degeneration of the placenta toward the end of the ninth month

Infancy (first 24 months) Developmental Tasks

• Maturation of sensory/perceptual and motor functions

• Sensorimotor intelligence: Processing organizing and using information

• Communication

• Attachment

• Emotional Development

Infancy (first 24 months) Psychosocial crisis

trust vs mistrust

Infancy (first 24 months) central process

mutuality with caregiver

Infancy (first 24 months) Prime adaptive ego quality

hope

Infancy (first 24 months) core pathology

withdrawal

Toddlerhood (2-4) developmental tasks

• Elaboration of Locomotion

• Language Development

• Fantasy Play

• Self Control

Toddlerhood (2-4) psychosocial crisis

autonomy vs. shame and doubt

Toddlerhood (2-4) central process

imitation

Toddlerhood (2-4) Prime adaptive ego quality

will

Toddlerhood (2-4) core pathology

compulsions

Early School (4-6) developmental tasks

• Gender Identification

• Early moral development

• Self-Theory

• Peer play

Early School (4-6) psychosocial crisis

Initiative vs. Guilt

Early school (4-6) central process

Identification

Early school (4-6) prime adaptive ego quality

purpose

Early School (4-6) core pathology

inhibition

Middle childhood (6-12) developmental tasks

Developmental tasks:

• Friendships

• Concrete operations

• Skill learning

• Self-evaluation

• Team play

Middle childhood (6-12) psychosocial crisis

industry vs. inferiority

Middle childhood (6-12) central process

education

Middle childhood (6-12) prime adaptive ego quality

competence

Middle childhood (6-12) core pathology

inertia

Early adolescence (12-18) developmental tasks

• Physical maturation

• Formal operations

• Emotional development

• Membership in the peer group

• Romantic and sexual relationships

Early adolescence (12-18) psychosocial crisis

group identity vs. alienation

Early adolescence (12-18) central process

peer pressure

Early Adolescence (12-18) prime adaptive ego quality

fidelity to others

Early Adolescence (12-18) core pathology

dissociation

Later Adolescence (18-24) developmental tasks

• Autonomy from Parents

• Gender Identity

• Internalized Morality

• Career Choice

Later Adolescence (18-24) psychosocial crisis

individual identity versus identity/role confusion

Later Adolescence (18-24) central process

role experimentation

Later Adolescence (18-24) prime adaptive ego quality

fidelity to values

Later Adolescence (18-24) core pathology

repudiation

Early Adulthood (24-34) developmental tasks

• Exploring intimate relationships

• Childbearing

• Work

• Lifestyle

Early Adulthood (24-34) psychosocial crisis

intimacy vs. isolation

Early Adulthood (24-18) central process

mutuality among peers

Early Adulthood (24-34) prime adaptive ego quality

love

Early Adulthood (24-34) core pathology

exclusivity

Middle adulthood (34-60) developmental tasks

• Managing a career

• Nurturing an intimate relationship

• Expanding caring relationships

• Managing the household

Middle Adulthood (34-60) psychosocial crisis

generativity vs. stagnation

Middle Adulthood (34-60) central process

person-environment interaction and creativity

Middle Adulthood (34-60) prime adaptive ego quality

care

Middle Adulthood (34-60) core pathology

rejectivity

Trust

the appraisal of the availability, dependability, and sensitivity of another person

• Infants’ needs (i.e. feeding, hygiene, sleep, love) must be met by chosen caregiver in order for trust to be established.

Mistrust

Three sources:

1. Infant wariness

2. Lack of confidence in the caregiver

3. Doubt in one’s own ability to be loved

Autonomy

the ability to behave independently, to perform actions on one’s own

Happens when parents and child “leg go” and child has more control

Shame and doubt

Shame: Intense negative emotion that focuses on negative evaluation of self.

Doubt: Feeling uncomfortable in nearly any situation, even when the risk of failure is minimal.

Happens when parents and child “hold on” and child has little control

Initiative

an expression of agency and innovation

Children who impose themselves and their ideas/questions onto their social world, are showing an expression of curiosity

Guilt

the emotion that accompanies the sense that one has been responsible for an unacceptable thought, fantasy, or action.

Industry

the eagerness to acquire skills and perform meaningful work

Taking the initiative to do something/make something WELL, even perfectly

Must experience success

realistic expectations/standards

Inferiority

the feelings of worthlessness and inadequacy

Being denied feelings of accomplishment on a consistent basis leads to inferiority

Learned Helplessness often occurs and is a belief that success or failure have little to do with one’s effort and are largely outside one’s control

Group Identity

1. Categorizing people and recognizing distinguishing features of group members

2. Experiencing a sense of history as a member of a group

3. Emotional investment in the group

4. Social evaluation of one’s group and its relation to other groups.

Common Bond happens when adolescents are able to form interpersonal ties that provide feelings of acceptance and emotional support

Alienation

Refers to a sense of social estrangement, an absence of social support or meaningful social connection.

Common Identity happens when young people are forced to take on roles or are expected to comply with group expectations to which they do not subscribe.

Alienation may help young people to re-integrate into a more suitable group

Individual Identity

the integration of past, present, and future

These 3 sources of identity have to be woven together in a meaningful way, creating a purposeful self

Identity (role) confusion

lacks integration of past, present, and future; struggles to find meaning with these identities and has little/no purpose

Intimacy

the ability to experience an open, supportive, tender relationship with another person without fear of losing one’s own identity.

Provides mutual sense of enrichment in the relationship. o Family is the central context for intimate relationships.

Obstacles arise in seeking attainment of intimacy from romantic relationships: childhood experiences incompatibility, and environmental circumstances

Isolation

a fear or unwillingness to have close, confiding, meaningful relationships.

Can lead to social anxiety, loneliness, depression, and fragile or disrupted identity.

Can arise within an ongoing relationship or before one develops serious relationships

Generativity

Interest in and capacity to guide the development of the next generations, i.e. parenting.

Not limited to parenting; is evident in teaching, invention, mentoring in the workplace, expanding knowledge base, improving physical or social environment, and artistic creation

Stagnation

Suggests lack of psychological movement or growth

Operationalized as an absence of investment in the growth of self or others and rejection of ideas and values that differ from one’s own

Can lead to narcissism and depression