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Developments Across Lifecycle Stages
Despite the fact that “growth” and “development” both have their own different definitions, they are sometimes used synonymously. Alterations in height, weight, and the skills one possesses are all examples of growth. On the other hand, development refers to the process of gradually expanding and improving an individual’s already existing set of abilities and knowledge. It is possible that Pauline, who is 82 years old and retired from her job as a medical secretary, will have a significantly different way of functioning in her social, emotional, cognitive, and physical lives in each of the subsequent periods of her life. Pauline, a former medical secretary who is 82 years old, says that the events she has had in her life have shaped her personality. As a direct result of these circumstances, she has developed physically, psychologically, socially, and emotionally over the course of her lifetime (Immordino-Yang, et al. 2019). Workers in the health and social care professions have a responsibility to be aware of the possible impacts that occurrences like these may have on the people in their care and to take measures to ensure that the people they are tasked with looking after continue to thrive and advance in their lives.
Physical Development
Pauline’s personal growth and development has been significantly influenced by the fact that her physical development has progressed significantly over the years. Even as a young child, Pauline had already mastered the abilities to sit up on her own, crawl, and walk. She continued her physical development by running, jumping, and climbing constantly when she was a youngster, which is the reason why she is so athletic now. The development of Pauline’s secondary sexual traits, such as breast growth and menstruation, occurred during puberty as a direct result of the shifts in hormone levels that occur at this stage. Menopause, which is one of the numerous physical changes that occur during adulthood, is related with a reduction in bone density and an increase in the risk of osteoporosis. These are just two of the many physical changes that occur during menopause. Pauline’s eyesight, hearing, and equilibrium have all suffered as a result of the physiological changes that come with advancing age. She has also lost a significant amount of muscular mass, as well as her endurance and mobility (Keegan, et al. 2019). If you work in the health and social care industries, you are aware of how important it is to deliver outstanding care by treating each customer as an individual and learning as much as possible about them. It is possible for healthcare providers to better address the needs of their patients if they have a thorough understanding of the typical course of human development and the major landmarks that occur at each stage. This information can also be helpful in predicting prospective growth-related problems and coming up with ways to assist the individual in overcoming those barriers.
Intellectual Development
Pauline, as she has become older, has come to place a significant emphasis on the expansion and maturation of her mind. Pauline’s cognitive development as a neonate comprised the generation of basic mental representations of the external environment, in addition to the development of her senses and her physical abilities. Pauline’s schooling and the relationships she formed with her family as a child were major contributors to her ongoing intellectual growth (Jones, et al. 2019). As she grew older, Pauline was able to think more abstractly and reason more logically than she had been previously. Pauline’s mental ability increased as a result of the experience and education she gained in the course of her work as a medical secretary. Because of her elderly age, Pauline may have difficulties with her memory, concentration, and processing speed, which may make it difficult for her to do everyday chores.
Emotional Development
Pauline’s emotional endeavours have contributed significantly to her development and maturation. Pauline’s early exposure to joy, wrath, and terror all contributed to her emotional development as an infant. Pauline’s early classroom experiences and relationships with family and peers established the foundation for her later emotional growth. Pauline’s emotional development during adolescence was facilitated by her growing self-awareness, emotional control, and sensitivity to the feelings of others (Gibbs, 2013). Pauline’s ongoing emotional growth can be attributed to her career and relationships, in addition to her maturing life experiences in general. As Pauline has aged, she has become more susceptible to depressive and anxious emotions, and her risk of social isolation has increased.
Social Development
In conclusion, one important aspect of Pauline’s growth and development has been the enormous progress she has made in terms of her socialisation. The people who cared for Pauline had a big impact on her growth and development since they were the ones who taught her key social skills like smiling and making eye contact. As a youngster, Pauline derived a lot of value from the relationships she developed with her teachers, classmates, family, and other people she knew. Pauline’s development into a young adult was impacted by the growth of her social circle, which included more and more people (Infurna, et al. 2020). Pauline’s continual personal development was aided by the experiences she had both at work and with the people she cared about. The negative effects of seclusion and loneliness, on the one hand, and the positive effects of Pauline’s ability to keep in touch with the people she cares about, on the other, have had a significant impact on her social development as an adult.
To provide the best possible care, those working in health and social services must have a comprehensive comprehension of the developmental milestones that occur throughout the lifespan. Several aspects of Pauline’s heritage have had an effect on her growth and development. In addition to other changes to her body, mind, emotions, and relationships, her physical abilities have diminished naturally with age, and she has formed and maintained close personal relationships (Hattenstone, 2013). Development over the span of a lifetime is intricate and dynamic. Providers of health and social services to individuals like Pauline, who may be experiencing a variety of difficulties across the physical, mental, emotional, and social domains, must have a comprehensive understanding of the various stages of human development and the underlying mechanisms at work within them. By adopting a more comprehensive approach to their patients’ care, carers can enhance their patients’ health and contentment.
Describe theories of human growth and development
Throughout their lifespan, a person will experience change in their physical body, mental state, relationships, and emotions. There is more than one school of thought that has attempted to describe and explain the numerous ages that humans pass through during their development (ONS 2016). This article focuses on Pauline, an 82-year-old woman who worked as a medical secretary in the past and is the topic of our application of the theories of Piaget, Erikson, and Maslow to her circumstances.
Piaget’s Theory of Cognitive Development
Experience and social contact, according to Piaget’s theory of cognitive development, are crucial to the growth of an individual’s understanding of the world. There are four distinct phases of cognitive growth that Piaget identified: sensorimotor, preoperational, concrete operational, and formal operational. The first two years of a child’s life are known as the sensorimotor stage, during which the child uses his or her senses and growing motor abilities to learn about the world (Vygotsky, 1986). Between the ages of two and seven, in the preoperational stage, children start to utilise symbols in their thinking, but they still have trouble seeing things from other people’s points of view. Children in the concrete operational stage, which spans age’s seven to eleven, have the cognitive capacity to apply abstract concepts to tangible problems. Thinking at the level of abstraction and speculation is reserved for those with a formal operational level of eleven or higher.
To see how Pauline’s mind has developed over time, we may apply Piaget’s theory to her case. Pauline’s success in her chosen field as a medical secretary required that she continue developing her senses and muscles during the sensorimotor period (Borba, 2021). Pauline’s inability to empathise with others likely stemmed from her preoperational stage development. Pauline’s ability to reason logically at the operational level would have served her well in her role as a medical secretary. By the conclusion of her life, Pauline would have reached the formal operational stage of development, at which time she would have acquired the capacity for abstract thought, which may have aided her in making decisions and solving problems in a wide range of contexts.
According to Erikson’s theory, a person’s sense of self and their ties to others are shaped by the psychosocial crises they experience and finally prevail over throughout their lives (Young Minds2016). Erikson’s eight phases of psychological development are as follows: trust in contrast to distrust, autonomy in contrast to shame and doubt, initiative in contrast to regret and guilt, industry in contrast to inferiority, identification in contrast to role confusion, intimacy in contrast to isolation, creativity in contrast to stagnation, and integrity in contrast to despair.
Erikson’s approach helps us follow Pauline’s personal and social growth as she ages. Pauline’s connections with other adults might have been influenced by the lessons she acquired about trust and distrust in her first year of life (Wang, 2021). Pauline’s feeling of responsibility and purpose as a medical secretary may have been shaped by her experience of the period of initiative versus remorse (ages 3 to 6). Pauline’s professional and personal relationships may have been impacted by a time of identity vs. role uncertainty that she went through between the ages of 12 and 18. During the integrity versus despair phase (about age 65), Pauline may have given thought to the meaning of her life and the impression she left on others.
Maslow’s Hierarchy of Needs Theory
Maslow postulated a hierarchy of needs, with the physiological and safety demands at the bottom and the more complicated wants at the top. Physiological, safety, love/belonging, esteem, and self-actualization are the five pillars around which Maslow built his theory of human motivation.
Maslow’s theory sheds light on Pauline’s growth in both body and mind throughout the course of her existence. Pauline’s focus at this time period would have been on satisfying her basic physiological needs, such as eating, drinking, and resting. We may safely assume that she fulfilled her most basic biological requirements because we know she got married and had children (Alifatin, 2022). Pauline’s priorities would have turned to considerations of security and stability once she reached the safety needs phase. Maybe the security of her employment as a medical secretary at a public hospital allowed her to go on to the next chapter of her life, where she finds love and a place to call home.
It’s likely that Pauline was feeling concerned about meeting new people and fitting in during this time period. It would appear that she was successful in life because she had children, grandchildren, and a husband whose name was Amos. Following that, Pauline would have fulfilled what are known as “esteem requirements,” which are pursuits that are intended to boost one’s feeling of self-worth and competence (NHS 2016). It’s possible that she was able to accomplish this objective because to her work as a physician in addition to her obligations as a mother and grandma.
Pauline’s last goal in life would have been to achieve self-actualization, or full personal and intellectual potential. The information provided does not reveal whether or not she was able to follow her passions and realise her dreams once she retired (Young, & Young, 2022). According to Maslow’s hierarchy of needs, Pauline’s basic physiological and psychological requirements were continuously supplied throughout her life.
In conclusion, theories of human development shed light on how people’s physical selves, mental faculties, social networks, and emotional states evolve through time. We can gain insight into Pauline’s life trajectory and the best ways for health and social care professionals to assist people of all ages by applying theories like Maslow’s hierarchy of needs, Piaget’s theory of cognitive development, and Erikson’s theory of psychosocial development to her case study.
Explain significant life events that can occur within each stage of human development
Significant life events have the ability to influence our emotional, physical, and social development. These events can range from the birth of a child or a well-earned promotion at work to the death of a loved one or the dissolution of a marriage (Chandra, et al. 2022). This study employs four case studies to examine the impact of various life events on individuals of varying ages. This study will also investigate how health and social workers can best assist their patients and clients during periods of transition. Her mother and other relatives have provided for her every need.
Case Study 1: Alsi
Alsi, who is now 2.5 years old, will soon begin kindergarten. Her mother and other relatives have provided for her every need. The commencement of nursery school is a significant occasion that may positively affect Alsi’s growth. Attending a nursery school is advantageous for Alsi’s self-esteem, sense of autonomy, and social skills. For young children, adjusting to life in a nursery can be challenging (Santrock, 2013). Alsi may find it challenging to adjust to her new regimen and environment if she is separated from her mother. By collaborating with Alsi and her mother, health and social care professionals can devise a transitional plan that addresses Alsi’s emotional requirements. Alsi can feel more secure in her new environment if she is enrolled in a playgroup prior to beginning nursery. For the benefit of Alsi’s mother, carer education on separation anxiety and coping strategies may be useful.
Case Study 2: Will
Will, age 14, is residing in a foster family during his mother’s recovery from surgery. Will is an intelligent individual who has spent a great deal of time preparing for his impending exams. Unfortunately, his current report card is not encouraging, and he has begun to quarrel with colleagues. Due to his disruptive behaviours, teachers are concerned about Will (Nelson III, &Gabard-Durnam, 2020). The disruption caused by Will’s removal from his family and placement in foster care may have stunted his emotional and social development. If this occurs, he may begin to feel unwanted and powerless. This can result in behavioural issues, academic challenges, and the inability to establish meaningful friendships. Will can be assisted by health and social workers by placing him in an environment that meets his physical and emotional requirements. For example, the carer may set up a meeting between Will and his mother to discuss communication options. Will will benefit from the care worker’s insight and assistance as he navigates the obstacles associated with his placement in foster care.
Case Study 3: Maria
Maria has not yet visited a midwife after four months of pregnancy. Her co-workers are concerned about her health because she has not been consuming and appears distant as her exhaustion and lethargy deteriorate. A woman’s physical and emotional health may flourish or deteriorate, depending on how she conducts her pregnancy. Maria’s pregnancy may be affecting her mental and physical health negatively (Jones, et al. 2019). Health and social specialists are dedicated to helping Maria with all of her medical and psychological requirements. Maria’s caretaker may advise her on how to maintain her and her unborn child’s health during pregnancy through nutrition and exercise, or they may suggest that Maria see a midwife. In addition to therapy and assistance from the care provider, Maria’s mental and emotional difficulties during pregnancy, such as tension, melancholy, and relationship conflict, may benefit from therapy.
Case Study 4: Greg and Leanne
Greg and Leanne have been happily married for eight years and are the fortunate parents of Daniel, five, and Sian, seven. Since they were both unhappy in the marriage, they chose to dissolve it. They decided to sell their larger home and use the proceeds to purchase two lesser homes in the same neighbourhood. As a team, they would provide care for the infants. They have decided to separate, but their incessant bickering is depleting their financial resources. The children are bewildered by the changes and begin to dispute over who will sleep in which bedroom. They begin to mourn the other parent when they are with one parent. Several significant life events can occur during the family stage, including marriage, divorce, the birth and mortality of children, and the adoption of a child. Greg and Leanne’s divorce, a significant life event, has had far-reaching effects on their peers and family (Farrington, 2020). Divorce has an emotional and mental impact on all parties, including spouses and children. Sian and Daniel’s development has been influenced both positively and negatively by their parents’ decision to separate.
The children benefited from the divorce because they now reside in two households where they will always be loved and cared for. This may assist them in adjusting to their new family and making them feel more at home (Boyd, and Bee, 2015). Additionally, if the children spend roughly the same amount of time with each parent, they will develop stronger relationships with both. However, divorce can also have negative effects on the development of offspring. Young children frequently experience emotional distress after witnessing their parents’ disputes. Grief is a normal part of the process by which children acclimatise to life without their parents. This may cause them anxiety, sorrow, and confusion. Even the fact that the children’s routines and living circumstances have changed can cause tension. Sian and Daniel may experience difficulty transitioning to their new environments, which may hinder their academic and social development.
Significant life experiences can have both positive and negative consequences. Greg and Leanne’s separation may provide their children with two loving and secure environments, but it may also cause emotional distress and uncertainty. During transitions, parents should prioritise their children’s needs in order to foster healthy growth and development.