Life Span, The: Human Development for Helping Professionals

by Broderick, Patricia C.; Blewitt, Pamela

• ISBN13: 9780130144256
• ISBN10: 0130144258
• Edition: 1st
• Format: Hardcover
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

The first developmental book written specifically for helping professionals, "The Life Span: Human Development for Helping Professionals, Second Edition," provides an in-depth look at developmental theories and how they apply to the fields of counseling, social work and psychology. Using counseling applications, case studies, special topics boxes, and journal questions, the text introduces developmental theories and research within the context of clinical practice. This edition features a new chapter on well-being in adulthood, expanded counseling applications sections, current research on developmental psychopathology and prevention science, and a book-specific companion website.

Table of Contents

Organizing Themes in Development	1	(38)
Introduction	1	(1)
Reflection and Action	1	(3)
The Gap Between Science and Practice	2	(2)
The Big Picture: Models and Metaphors	4	(14)
Stage Models	4	(9)
Incremental Models	13	(2)
Multidimensional Models	15	(3)
Applying Models and Metaphors	18	(1)
Major Issues in Development	19	(12)
Nature Versus Nurture	19	(9)
Critical Periods Versus Unlimited Plasticity	28	(1)
Continuity Versus Change	29	(1)
Activity Versus Passivity	30	(1)
Applications	31	(3)
Summary	34	(3)
Case Study	37	(2)
Heredity, Environment, and the Beginnings of Human Life	39	(35)
The Nature/Nurture Illusion	39	(1)
Mechanisms of Genetic Influence: How Do Genes Work?	39	(11)
Biological Inheritance	40	(3)
How Genes Influence Traits	43	(3)
The Inheritance of Sex	46	(2)
Hereditary Diseases	48	(2)
Focus on Genetics: Its Influence on Behavior	50	(4)
Molecular Genetics and Behavior	51	(1)
Behavior Genetics	51	(1)
Genetic Influences on Environments	52	(2)
Shifting Focus to the Interaction of Genetics and Environment	54	(5)
Criticisms of Behavior Genetics	54	(3)
Developmental Systems: A Multidimensional Perspective	57	(2)
Healthy Prenatal Development	59	(8)
Genetic Interventions	60	(1)
Environmental Influences on Prenatal Development	61	(6)
Applications	67	(2)
Summary	69	(3)
Case Study	72	(2)
Neural and Cognitive Developments in the Early Years	74	(46)
The Brain	75	(10)
Early Prenatal Brain Development	75	(3)
Structure and Function of Neurons	78	(3)
Later Prenatal Brain Development	81	(1)
Postnatal Brain Development	82	(1)
Sensory and Motor Development	83	(2)
Cognitive Development	85	(25)
Piaget's Constructivist Theory	86	(3)
Infant Cognition: The Sensorimotor Stage	89	(8)
Preschoolers' Cognition: The Preoperational Stage	97	(9)
Vygotsky's Sociocultural Theory	106	(4)
Applications	110	(4)
Summary	114	(3)
Case Study	117	(3)
Emotional Development in the Early Years	120	(38)
Theories of Emotions: The State of the Art	121	(5)
Functions of Emotions	121	(1)
Basic Emotions: Do They Exist?	122	(1)
Theories and Sequence of Emotional Development	123	(3)
Early Caregiver-Infant Interactions and Emotional Development	126	(4)
Emotional Regulation	127	(2)
Infants of Depressed Mothers	129	(1)
Neurobiology of Early Social Bonding	129	(1)
Attachment: Early Social Relationships	130	(21)
Attachment Quality	135	(2)
Maternal Care and Attachment Quality: Linking Mother's Sensitivity to Infant Security	137	(2)
Beyond Maternal Caregiving: Other Influences on Relationship Quality	139	(5)
Variations in Attachment Relationships	144	(2)
The Importance of Early Attachments	146	(3)
Working Models of Attachment	149	(1)
Parenting Practices Versus Relationship Quality in Infant Development	150	(1)
Applications	151	(3)
Summary	154	(2)
Case Study	156	(2)
The Emerging Self and Socialization in the Early Years	158	(33)
The Self-System: Traditional Conceptions	159	(2)
The Early Development of the Self-System	161	(7)
The Beginnings of the ``I'' and the ``Me''	161	(4)
Roots of Self-Control and Self-Regulation	165	(3)
Early Socialization: Parenting and the Development of the Self-System	168	(11)
The Dimensions of Parenting Style	169	(1)
Four Parenting Styles	170	(2)
Parenting Style and Child Outcomes	172	(1)
Parenting Practices: Methods of Control	172	(3)
Moderators of Parenting and Parenting Effectiveness	175	(4)
Parenting and the Developing Self-System	179	(2)
Applications	181	(5)
Summary	186	(2)
Case Study	188	(3)
Realms of Cognitive Development in Early Childhood	191	(40)
Physical and Brain-Related Changes	192	(1)
Cognitive Development	193	(21)
Piaget's Stage of Concrete Operations	193	(5)
An Alternative Perspective: The Information Processing Approach	198	(1)
Achievements of the Concrete Operational Child	199	(15)
Social Cognition	214	(8)
Perspective Taking and Social Relationships	215	(1)
Perspective Taking and Friendship Development	216	(6)
Applications	222	(5)
Summary	227	(2)
Case Study	229	(2)
Self and Moral Development in Middle Childhood Through Early Adolescence	231	(38)
Self-Concept	232	(8)
The Development of Self-Concept	232	(2)
The Structure of Self-Concept	234	(2)
Influences on the Development of Self-Concept	236	(2)
Gender, Racial, and Ethnic Differences	238	(2)
The Moral Self	240	(20)
Elements of Morality	241	(2)
Some Classic Theories of Moral Development	243	(7)
Children's Prosocial Behavior	250	(5)
Children's Antisocial Behavior	255	(5)
Applications	260	(4)
Summary	264	(2)
Case Study	266	(3)
Gender and Peer Relationships in Middle Childhood Through Early Adolescence	269	(42)
Sex Role Development	270	(18)
Gender Identity	271	(4)
Gender and Behavior	275	(13)
Peer Relationships	288	(16)
The Peer Group, Social Competence, and Social Skills	289	(5)
Analysis of the World of Peers	294	(1)
Measurements of Individuals Within the Peer Group	294	(1)
Individual Characteristics Related to Sociometric Status	295	(4)
Gender and Cultural Differences	299	(1)
Stability of Categories and Outcomes	299	(1)
Measurement of the Peer Group: Another Level of Analysis	300	(1)
Why Do Cliques Form?	301	(1)
Peer Groups' Influence on Behavior	302	(2)
Applications	304	(3)
Summary	307	(2)
Case Study	309	(2)
Physical, Cognitive, and Identity Development in Adolescence	311	(36)
Physical Development	312	(11)
Puberty: The Adolescent Metamorphosis	312	(10)
The Changing Brain	322	(1)
Cognitive Development	323	(7)
Formal Operational Thought	324	(1)
Scientific Problem Solving	325	(2)
Constructing Ideals	327	(1)
Advances in Metacognitive Skill: Thinking About Thought	328	(2)
Identity Development	330	(10)
Some Basic Considerations	330	(1)
Adolescent Identity Development	331	(1)
Identity Status	331	(2)
Assessment of Identity Domains	333	(1)
Developmental Sequence in Identity Formation	334	(1)
Identity Crisis: Truth or Fiction	335	(1)
Identity Development and Diverse Groups	335	(5)
Applications	340	(2)
Summary	342	(2)
Case Study	344	(3)
The Social World in Adolescence	347	(31)
Frameworklessness and Autonomy: Seltzer's Model of Adolescent Social Identity	348	(2)
The Peer Arena	349	(1)
The Structure of the Peer Network	350	(2)
The Role of Parents	352	(5)
Parents, Peers, and Ethnicity	356	(1)
The Role of School	357	(3)
Leisure and Work	360	(2)
Media and the Consumer Culture	362	(2)
Risky Behavior and Social Deviance	364	(5)
Setting the Stage for Risk Taking	366	(2)
Society's Role in Adolescent Problem Behavior: Then and Now	368	(1)
Applications	369	(5)
Summary	374	(2)
Case Study	376	(2)
Physical and Cognitive Development in Young Adulthood	378	(29)
Physical Development in Young Adulthood	381	(3)
Reaching Peak Physical Status	381	(3)
The Changing Brain	384	(1)
Cognitive Development in Young Adulthood	384	(16)
Logical Thinking: Is There Qualitative Change?	385	(1)
Schaie's View of Adults Adjusting to Environmental Pressures	386	(3)
Postformal Thought	389	(11)
Applications	400	(4)
Summary	404	(1)
Case Study	405	(2)
Socioemotional and Vocational Development in Young Adulthood	407	(37)
``Lieben''---To Love	408	(13)
Adult Attachment Theory	408	(1)
Research Traditions in Adult Attachment	408	(5)
The Peer/Romantic Relationship Tradition	413	(8)
``Arbeiten''---To Work	421	(16)
Some Theories of the Career Development Process	422	(4)
The Realities of Career Development in Young Adulthood	426	(8)
Work and the Development of Self-Concept	434	(3)
Applications	437	(3)
Summary	440	(2)
Case Study	442	(2)
Cognitive, Personality, and Social Development in the Middle Years of Adulthood	444	(41)
Life Span Development Theory	445	(5)
Gains and Losses in Development: The Changing Architecture of Biology and Culture	446	(1)
Development as Growth, Maintenance, and Regulation of Loss	447	(1)
Defining Successful Development at Any Age	448	(2)
Influences on Adult Development: Sources of Stability	450	(2)
The Link to Temperament	451	(1)
Influences on Adult Development: Sources of Change	452	(11)
Age-Graded Changes	453	(9)
History-Graded Changes	462	(1)
Nonnormative Changes	463	(1)
Key Developmental Tasks of Midlife: The Continuing Pursuit of Intimacy and Generativity	463	(15)
Intimacy: Marriage and Other Primary Relationships	464	(9)
Generativity: Making a Mark at Midlife	473	(5)
Applications	478	(2)
Summary	480	(2)
Case Study	482	(3)
Gains and Losses in Late Adulthood	485	(37)
Aging Well	486	(14)
Challenge and Loss in Late Adulthood	486	(7)
Maintaining Well-Being in the Face of Loss: Successful Development	493	(7)
Experiencing Loss	500	(13)
Death and Dying	500	(6)
Bereavement	506	(7)
Applications	513	(5)
Integrity: The Life Cycle Completed	517	(1)
Summary	518	(2)
Case Study	520	(2)
References	522	(52)
Author Index	574	(13)
Subject Index	587

Excerpts

CONCEPTUAL FRAMEWORK OF THIS BOOK The study of human development over the life span reveals the fascinating story of human beings and how they change over time. The story is both universal and uniquely personal, because it speaks to us about ourselves and the people who are important to us in our lives. Besides being intrinsically interesting, knowledge about development has obvious relevance for professionals engaged in counseling, social work, and other helping fields. We believe that in order to understand our clients and the nature of their problems, we must see clients in context. One important context is clients' developmental history. As helping professionals, we must take into account the threads of continuity and change in people's lives that bring them to their present point in development. This text provides the background and the tools to enable professionals to view their clients from a developmental perspective. This text also reflects the contemporary view that life span development is a process deeply embedded within and inseparable from the context of family, social network, and culture. People do not progress through life in isolation; rather their developmental course influences and is influenced by other people and systems. Some of these influences are related to the cultural differences that exist in a world of increasing diversity. We recognize the importance of these factors in understanding human development and emphasize cultural and systemic influences on human growth and change throughout the book. Knowledge about development increases every day, making it exceptionally difficult to summarize this dynamic field. Presumably, every author needs to make some choices about what to include in a book of this nature. This particular text is configured to emphasize selected theories and research that have useful applications for helping professionals. The main purpose of this book is to provide students in the helping professions with information that can be translated into professional "best practice" applications. Throughout this text, we also emphasize the role of clinicians as reflective practitioners. Reflective practice involves "active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further conclusions to which it leads" (Dewey, 1933/1998, p. 9). Our primary vehicle for accomplishing this goal is twofold: (1) encouraging the reader to reflect on personal experience and assumptions about development and (2) communicating the value of research-based knowledge as a means of understanding human development. Our particular orientation intentionally emphasizes the significance of developmental research to the work of the professional helper. We attempt to integrate various lines of developmental research into a useful whole that has practical value for helpers in applied settings. In so doing, this book bears witness to the enormous amount of work done by developmental researchers, particularly in the last several decades. Without their groundbreaking efforts, clinicians' own work to improve people's lives would be greatly impoverished. It has been a challenge and an honor to record their contributions in this book. COVERAGE AND ORGANIZATION The opening chapters establish the theme of the text and introduce broad issues in development. Chapter 1 begins with an examination of the role of developmental knowledge in reflective practice. Students are introduced to theoretical models and issues that appear and reappear throughout the text. They are encouraged to reflect on their own theoretical assumptions about development and on the impact those assumptions could have in clinical practice. Boxed features help students understand how developmental processes are studied scientifically and how scientifically established information can be useful in practice. Chapter 2 takes a close look at