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Development Stage Anaysis

In: Social Issues

Submitted By Stabythe
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Tabitha R. Kelleher

Developmental Stage and analysis Paper.

People during the course of their lifetimes, go through various changes as grown-ups and children. During the individual's life, they will go through various possible cognitive, social, physical, and character changes. Annie, who is 13 years of age, teenager and in 6th grade, begins her pubescent stage following the adolescence time ending. She is described as a “youth” or “young adult” by a majority of folks. Ages of teens are from 13 years old to 21 years of age. Noticeably, Annie, like a lot of other young girls during this stage, arrives from several changes in her life as her body prepares to evolve. Throughout this period in Annie’s life, she will begin puberty bringing on multiple emotional, physical and cognitive alterations in her character and physique. “Puberty” is the moment of development at which the person can reproduce sexually. (Lahey, 2010, p.334). A number of distinct physical changes take place throughout puberty. As a result, Annie’s body will start evolving, because of the increase in estrogen.

Annie’s Transformation
The largest and distinct developmental transition in Annie’s body will be growth spurts. Throughout the time, this girl can develop in any place from 8 inches and 12 inches in stature, and it is healthy for consuming habits to move from consuming small servings to eating bigger meals. While Annie starts to eat more substantial portions, causing her body to begin to change physically. Several parts of her body will grow; she might also launch a menstrual cycle at that time. The hormones produced by her body will adjust as puberty starts; like sprouting pubic hair, and she might be unsure about these situations and in what way others see her. Erickson (1963) argued that the girl’s early awareness of identity comes to some degree “unglued” because a mix of quick body maturity and sexual variations of pubescence. Although every girl develops and grows in various ways, there is no distinct age for when puberty begins or finishes.

Annie’s Cognitive Changes
Cognitive Developmental Theory introduced by Kohlberg (1966) states that information of intimate tendencies is a necessity to gender role development. According to Kohlberg, kids go through a sequence of degrees in obtaining the thought of sex and Annie is going through these stages; she has realized that her gender is permanent. At this time, Annie begins to classify, hypothesize, and carry arguments out to logical conclusions. She will be somehow compelled to seek out same-sex models and learn to act in ways considered appropriate for her gender. She will spend time and “hangout” with her peers more often than usual. She may develop a cognitive sense about her attire, her image and may even become critical of what she sees in the mirror. As a result, she may be confused with most logical issues. Although Annie has reached the level of formal operational reasoning, her cognition, at times, often retains an immature quality. According to Piaget, (1972) individuals who have achieved formal operational thinking can use it in many areas of their lives. However, Annie is preoccupied with concepts such as truth, justice and the meaning of life mostly because the capacity to think in such abstract terms is new to her.

Annie’s Emotion Changes
Annie has a good understanding relationship with her parents, but she will feel the need to separate from them to some degree. As a result, friends become a vital source of emotional support and approval for her behavior. Interactions with her peers become very critical of her as she forms her emotional identity. Young people feel the want be accepted by their peers as they seek discovery of their uniqueness. Erickson (1963) described it as a stage of confusion. He expressed his belief that peer groups help teenagers cope with the stress of role confusion by providing them with a temporary resolution, a temporary identity. Unlike most of Annie’s friends who experienced severe emotional problems, she only went through parent-child conflicts. These conflicts included how long she would be away from home, where she would be allowed to go and her choice of friends. Annie went through the degrees of mood fluctuations and precarious behaviors; such as unsafe sex and underage drinking which most teens endure.

Conversely, we can all agree with and recognize the developmental transitions that happen during this time. For the span of Annie’s life, pubescence will bring a lot of apparent cognitive, emotional and physical changes of her physique and character. Developmental transitions in youth can be quite a complicated and awkward stage in a young person’s life. We have to recognize the degrees of post-pubescence in teenage years in order to interact victoriously and educate our youth.
Erikson, E. (1963). Childhood and society. New York: Norton & Company. In B. B. Lahey Psychology: Introduction (pp.321-420) New York: McGraw-Hill. Kohlberg, L. (1966). A cognitive- developmental study of adolescent’s sex-role ideas and opinions. In E.E. Maccoby (Ed.), The evolution of sex divergences (pp.82-173). Palo Alto, CA: Stanford University Press. In B. B. Lahey Psychology: Introduction (320- 321) New York: McGraw-Hill. Piaget, J (1972). Intellectual development from adolescence to adulthood. Human Development. In B.B. Lahey Psychology: An Introduction (pp.319-354) New York: McGraw-Hill. Wood, S. E., Wood, G, E., Boyd, D, . Mastering the world of Psychology (2008) Person Education, Inc. (pp269-272)

With age, the way we conduct oneself, our emotions, experience's, and the way we see the world-mature. It is an ordinarily held viewpoint that the understanding causes the mid-life crisis that one’s life is halfway over. It is usually an emotional time of question and worry. Typically continuing between 3 and ten years, it happens between the ages of 35 and 50 and this is the circumstance that Jake is finding himself in at the age of 45.
Midlife Crisis: You are Only Young Once
It is believed that the original psychological transformations take place in adolescence. Freud’s belief that these three stages of psychosexual growth occurs in initial childhood means that “any crisis occurring in middle life is caused by the ‘disorders of ego’ related to developmental experiences of childhood” (Weaver, 1990 p.69). Freud viewed humanity above the age of fifty lacking the flexibility of the mental development on which medication depends on – the elderly community are no longer teachable (Jacoby & Oppenheimer, 2008). Interestingly enough, while Freud formulated that in 1907, he was 51, and according to Cohen modeled some of his magnificent work after the age of 65. In Erik Ericson’s 200 pages “ Identity and the Life Cycle” the point of later life has only two pages dedicated to it. Jean Piaget thought that with the growth of intellectual thought in young adulthood, cognitive growth ended. Carl Jung, however, saw midlife as a critical stage of maturation and growth rather at the time of disaster. Interestingly, this was Elliot Jaques, not either of these great speculators, which created the phrase “midlife crisis” in his 1965 paper “Death and the middle life crisis” (Junkers, 2006). It is a usually held belief that the recognition provokes the mid-life crisis that one’s life is half over. The transitional time appears to strike both men and women at about the same age, and according to Jaques (1965) “the transition is often obscured in women by the proximity of the onset of changes connected with the menopause. In the case of men, the change has been referred to as the climacteric, because of the reduction in the intensity of sexual behavior that often occurs at that time.” Typically continuing between 3 and ten years, it occurs between the years of 35 and 50, including advancing will train the mind. Mental Deterioration and cognitive decay risks were reduced by engaging in challenging activities. Folks who do puzzles four times a week had a 47% lower risk of developing dementia compared to people that only did them once a week (Cohen, 2006). Feeling of control and mastery is essential to staying fit and can also increase the immune system. Having a culturally vibrant schedule has been revealed to promote bodily and cerebral well-being as well as decreasing blood pressure, lowering the risk of stroke and the likelihood of brain damage.

The answer to bypassing the crisis appears to be to embrace it. Our brains mature and evolve just like our bodies as we advance in years. Leveraging the more complicated, integrated brain will enable us to do the actions we have always desired to do, to develop into the people we aspire to be. Whenever one can get past the conventions and stigmas of aging, it is apparent that exceptional things are permissible. Cohen summed up his 2006 Newsweek report by saying “Successful aging is not about controlling deterioration. It is about securing the tremendous potential that all of us has to develop, love and happiness.”

Cohen, G. (n.d.). The Myth of the Mid Life Crisis; It is time we stopped dismissing middle age as the beginning of the end. Research suggests that at 40, the brain’s best years are still ahead. Newsweek. Retrieved September 8, 2011, from Jacoby, R., & Oppenheimer, C. (2008). Psychological Treatments: Psychodynamic Psychotherapy. In Oxford Textbook of Old Age Psychiatry. Oxford: Oxford University Press. Jaques, E. (2006). Death and the Mid-Life Crisis. In G. Junkers (Author), Is it too late?: Key papers on psychoanalysis and aging. London: Karnac. McAulay, J. (2006, October/November). Midlife Without the Crisis. Today’s Chiropractic Lifestyle, 35, 44-47. Mid-life crisis is arriving earlier. (2010). Therapy Today, 21(9), 5. Weaver, Y. (2009). Mid-Life — A Time of Crisis or New Possibilities? Existential Analysis: Journal of the Society for Existential Analysis, 20(1), 69-78. Yalom, I. D. (1980). Existential psychotherapy. New York: Basic Books.

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