Free Essay Describing Theories of Lifespan Development

Lifespan development or human development is a systematic variation that takes place in the individual from conception to death (Payne& Isaacs, 2017). These changes depend on multiple factors. This report compares the different theories of lifespan development and how psychological methods relate to the specific life stages.

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Comparing the various approaches of Lifespan Development

The critical factor in the continuity versus discontinuity approach is if the changes that individuals go through over their lifetime are abrupt or gradual. Discontinuity theorists contend that variations take place more like in a sequence, whereby every step raises a person to a new operative level (Cohen et al., 2018). For instance, when a boy in his adolescent stage rapidly grows six inches taller, he develops a beard and breaks his voice, the change seems discontinuous. On the other hand, continuity theorists assert that variations gradually take place rather than unexpectedly, in slight stages (Cohen et al., 2018). For instance, children adding weight in school every year as they grow up. Consequently, the activity-passivity model emphasizes whether individuals actively participate in their development or passively grow through external forces (Garcia-Alexander et al., 2017). Theorists of human development often debate on this concept - on the degree to which changes in development have a commonality to every individual universally or whether they vary from individual to individual (context specific).

Structural theories of development (referred to as dynamic systems theories or contextual theories) usually believe that the continuous connections between an evolving world and a changing organism often stimulate lifespan development (Bremner, 2017). Theorists like Piaget, Erikson, and Freud form a single comprehensive unit and hold several assumptions which are more or less familiar. They assert that natural developmental forces in a person are the key factors guiding the maturation of a human being (Bremner, 2017). But then another large unit is created by the learning theorists like Bandura, Skinner, and Watson. These theorists emphasized the environment's contribution to the development rather than the biological approach. Finally, systems theorists emphasize both environment and biology as integral components of a more prominent structure (Green&Piel, 2015). Summarising these views could be quite hard. Although, we can easily assume that humans play a significant dynamic part in their development and the environment contributes to this human role in progress as well.

Psychological Theories and Specific Life Stages

Theories of development propose a set of concepts and principles which clarify and define the stages of lifespan development. Certain developmental theories emphasize the creation of particular qualities, like Kohlberg's theory of moral evolution. Kohlberg's phases focus on how individuals develop the ability for moral reasoning throughout their lifespan. The initial stage is 'pre-conventional' whereby the young one's frame morals based on personal experiences. For instance, when you punish a child for doing something bad, they develop the perception of the behaviour being 'wrong'. The conventional phase is whereby the foundation of moral choices are the society's conventions. If the society approves of something being right, then it adheres (Green&Piel, 2015). Not every person goes past this phase, but others manage to go through the 'post-conventional' phase whereby the basis of moral choices is on individual beliefs and thoughts.

Specific developmental theories focus on progress which takes place in an individual's life likes Erikson's psychosocial theory. Erikson believes that human development takes place in eight stages. The initial phase is 'trust versus mistrust' (0-1 year) whereby the infant develops trust or mistrust when the society meets their needs for affection, sleep, comfort, and food. Next is the autonomy versus shame and doubt (1-3 years) where the child learns to be independent as they freely explore the world. Thirdly, is the initiative versus guilt stage (3-6 years). Here the child explores more of their surroundings. Competence versus inferiority comes fourth (7-12 years) whereby the child's peer group is more critical (Green&Piel, 2015). Failure in this stage leads to inferiority while success results in the competence virtue.

At age 13-18 years the individual goes through the 'identity versus role confusion' phase. The focus is on career, family, and relationships with the aim of fitting in the society. Here, individuals re-evaluate their identity and attempt to relate themselves to their models. When one fails to find their identity in the society, they tend to end up in a state of role confusion. Stage six is 'love versus isolation' (19-40 years), whereby a person forms intimate affairs with the aim of having long-term commitments. Failures in this stage result in feelings of isolation while success leads to the development of a sense of intimacy and security. In the 'generativity versus stagnation' stage (41-65), people tend to settle in their careers and relationships and become productive community members (Bremner, 2017). Fixation in this stage leads to a stagnation in life, while success results in the sense of care. The 'ego integrity versus despair' is the last phase that occurs from age 65 years until death. A person's productivity reduces, and they contemplate their accomplishments. If one discovers that they are living a successful life, they develop integrity. Otherwise, one falls into despair.

Similarly, Piaget's cognitive development theory believes that intelligence plays a vital part in humans understanding the environment and adaptation. He proposed four intermediate phases: the sensorimotor stage (0-2 years), the child develops motor skills and has little ability for symbolic depictions. In the preoperational stage (2-7 years), the kid tries of language use and conceives their surroundings. Next is the concrete operations stage (7-11years) where a child begins to develop clear thoughts only bound to the practical world. The final phase is the formal operations stage (12 years to adulthood) where the individual develops the systematic and logical thinking capacity conceiving abstract thoughts. These phases form what is known as an invariant classification (Green&Piel, 2015).

This report aims at explaining the several psychological theories which affect various lifespan developmental stages. All these theories carry a similar approach that individuals develop through the phases in their lifespan in a constant sequence.

Social and Biological Determinants of Human Behavior

Human beings are social animals whose biological and social behaviours represent them in their societies. People respond to stimuli basing on the genetic and behavioural determinants which dictate the manner in which humans behave. The biological and social factors in determining human behavior are those who influence today's health and social care of individuals. It is not only categorized generally as a genetic and social but also behavioural, socio-economic, and psychological. This task aims to report on the impact of biological and social determinants of people's behaviours.

Biological and Social Factors

Every individual is born with an assortment of temperaments, neurological predispositions, and genetic makeups. In the past decades, there have been notable advances by scientists in their attempt to discover the several neurological and biological factors which take part in the violent and antisocial behaviour development. Scholars continue to emphasize that neurological and biological elements do not act solely(Van-Wormer &Besthorn, 2017). The physical and psychosocial environment continuously influences the neurobiological progression across an individual's lifetime. For instance, it turns out to be progressively ostensible to behavioural theorists that a lack of social responsiveness, verbal stimulation, and physical contact from caregivers and parents could significantly change the degree of social, emotional, and intellectual development in young ones.

Developmental theorists continue to record the firm connection between a kid's temperaments and the progression of continuous rebellious tendencies. Research shows that one's disposition is believed to influence psychosocial surroundings and progress in the individual's lifespan, and have a biological or constitutional basis (Van-Wormer &Besthorn, 2017). Over the years, according to Van-Wormer &Besthorn (2017), more than one hundred twin adoption research has studied the association between violence or aggression and genes. With no doubt, most researchers conclude that both environmental and genetic factors are vital in the growth of antisocial behaviour (Zalar et al., 2018). Zalar et al. (2018) also claim that the environment has a significant part in antisocial behavior development than does genetics.

Researcher's go-ahead to claim that reduced dopamine concentrations in the frontal cortex could be a contributing factor to poor self-regulation (Zalar et al., 2018). The serotonin neurotransmitter is also a contributor to violent behaviour and poor impulse control. Mostly, people who behave violently or aggressively towards others could be having unusually low serotonin levels which are also believed to contribute to suicidal tendencies and depression. The GABA and norepinephrine neurotransmitters are also assumed to add to antisocial and violent behaviors (Zalar et al., 2018).

Importance of Social Roles

A biomedical approach is an approach to patient care whereby only the medical and biological aspects of a person's condition is perceived to be of relevance when collecting information (Van-Wormer &Besthorn, 2017). The method is visible out of a powerful delusion that a health professional can concentrate on the disease classification without bearing in mind the affected patient. This model, however, does not include a person's social environment and psychological experience. These neglected elements could be posing a fundamental impact on the individual's vulnerability to a disease and its aftermath.

Contrasting the biomedical model is hence the bio-psychosocial approach which is a comprehensive model that explores patient care through the social and psychological context. For instance, an adolescent could have blood cancer, taking medications and receiving adequate medical attention but back at home, he has no social support from his alcoholic, unemployed parents. Such a child could start exhibiting poor school performance and isolate himself from peers. This instance is quite common and serves to convey the significance of inter-agency and interprofessional collaboration in the health and social care setting (Van-Wormer &Besthorn, 2017). Treating his illness could save his life but cannot improve his long-term emotional and psychological well-being. As healthcare professionals, creating connections between home, school, and family relations by involving insight and guidance from a social worker, psychologists, school nurse, and the doctors could enhance social support which in turn can have a tremendous positive impact on such a patient's life and healing process.

Conclusion

The biological, psychological, and social aspects of human response have close links with the burden of disabilities and illnesses. Similarly, a person's action influences access to health care and treatment. Lack of social support and poverty also contribute to premature mortality rates and poor health access, and the chances of languishing in poverty are against particular social groups.