Week 11 Final Project

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 02/06/18 at 6pm. I need an “A” on this paper. I have included the attachments to help with this paper the instructor gave to us. Week 5 attachment is the outline to use for this project.

Final Project

Turn in your Final Project by Day 4 of this week. Review these requirements as you prepare to submit your assignment.

Final Project Guidelines

Complete a 10- to 12-page paper with the following two parts:

Part 1: Timeline Construction

· Create a personal timeline of significant life events from birth to the present. Your timeline may be a line drawing or it may be outlined in an organizational chart or displayed in a chronological list.

· Identify at least six significant events that you believe have impacted your development. Of these, at least one must have occurred during childhood, one during adolescence, and one during adulthood.

Part 2: Timeline Analysis

· For each of the life events on your timeline, do the following:

o Describe the life event as age-graded, history-graded, or non-normative.

o Explain how it was significant to your development and why.

o Explain how it impacted you cognitively, psychologically, and/or socially.

o Explain how each event and associated change influenced your identity development through your lifespan.

o Support your statements with developmental theory and integration of knowledge you gained throughout the course.

The Final Project will be evaluated according to the Final Project Rubric located in the Course Information area. Be sure that the Final Project is written using APA format.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)

Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
Retrieved from the Walden Library databases.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
Retrieved from the Walden Library databases.

Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
Retrieved from the Walden Library databases.

Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
Retrieved from the Walden Library databases.

Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
Retrieved from the Walden Library databases.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
Retrieved from the Walden Library databases.

Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
Retrieved from the Walden Library databases.

Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
Retrieved from the Walden Library databases.

Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from

http://ct.counseling.org/2008/06/ct-online-ethics-update-3/

Kennedy, A. (2008). Working through grief. Retrieved from

http://ct.counseling.org/2008/01/working-through-grief/

National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from

http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from

http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/

Media

· Laureate Education (Producer). (2013d).

Late adulthood

[Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

This week, you will revisit your assigned client family for the final time in this course. Before watching this media, take time to reflect on all that you have learned about this family. Then, examine the new information given on this week’s featured family member, aged 65 or older.

Note: Please click on the following link for the transcript:

Transcript (PDF)

· Laureate Education (Producer). (2013j). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 3 minutes.

This week’s presenter discusses the physical and cognitive changes experienced by older adults. The presenter offers counseling approaches and considerations for this age range.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

The following document gives credit for Laureate-produced media in this course:

Credits (PDF)

(Title Page)

(see samples provided)

Part I: Timeline

(A minimum of six events should be included, with at least one each from childhood, adolescence, and adulthood. You may include additional events if you wish, but keep this section to one page. Provide clear chronological order, including age for each event. Events should be a single occurrence or circumstance, not a developmental phase. Descriptions are not required.)

(Choose six events from timeline for analysis in next section, with at least one each from childhood, adolescence, and adulthood.)

Part II: Timeline Analysis

Introduction (no heading)

(This section includes an introduction to the paper, including a thesis statement. Provide an overview of the assignment and its significance, using resources to support key statements. Adhere to APA format. This section is generally ½ – ¾ of one page.)

Event I: (EVENT NAME)

(For this event, provide a description of life event and perception of significance, and an analysis of the influence of the event on identity development [including theoretical support]. Be sure to include critical thinking in your analysis and be sure your work adheres to APA format. This section is generally 1 ¼ to 1 ½ pages.)

Event II: (EVENT NAME)

Event III: (EVENT NAME)

Event IV: (EVENT NAME)

Event V: (EVENT NAME)

Event VI: (EVENT NAME)

Conclusion

(This section includes a paraphrased restatement of the thesis from the introduction, followed by key points from the body of the paper which support the thesis statement. Share new thoughts or perspectives gained from analysis and their impact. Be sure work adheres to APA format. This section is generally ½ – ¾ of one page)

References

(A selection of assigned resources used should appear here. For an assignment of this length, 10-12 resources is a good guide; these should include the textbook and a selection of assigned resources from the term. Additional peer-reviewed resources are allowed. Please do NOT use websites such as Wikipedia and About.com)

Influences on Development

Normative Age-Graded Influences
· Occur in a similar way for most people in a given group
· Affect most people within a given culture at about the same age (this age may vary, though, in different cultures)
· Examples: entering and finishing school, parenthood, marriage, entering the workforce, death of parents, retirement, etc.
Normative History-Graded Influences
· Common to a particular cohort: a group of people who share a similar experience
· These are generally major historical events so large in scope that they affect the lives of virtually everyone (may have some differences, though, across cultures/geography)
· The impact, however, may vary depending upon the age at which they are experienced…
· Examples: World War II, the Vietnam War, 9-11, etc.
Non-Normative Life Events
· Experiences that most people do not have, or that occur at times other than the ‘norm’
· Generally unusual occurrences that have a major impact on one’s life
· Examples: Death of a parent when the child is young, death of children before oneself, certain illnesses, abuse, divorce, … but can also be positive life events as well (perhaps the opportunity to experience another culture when young, the birth of a sibling once you are older, embarking upon a second career, etc.

Bonus: Sociocultural-graded influences
· Different effects depending on race, age, economic status, location, etc…
TIPS & REMINDERS:
~ Be SURE that you include both Part I (your timeline) and Part II (your analysis/paper). See the examples provided for different ways these can be presented.
~ In addition to the above influences on development, which you are required to identify for each life event, consider also exploring those events within the framework of Bronfenbrenner’s theory (way back in Chapter 1 as well) in exploring the various systems at play in your life at these points in time. Remember to connect each event with various developmental theories appropriate to the stage and to cite your sources/provide evidence from the literature! Consider the influences of gender, culture, sexuality, nature vs. nurture, developmental tasks, etc. There is so much to pull from – your challenge is going to be focusing on just a few pieces and doing that well
~ Finally – don’t forget to include support in both your introduction section and conclusion! These are specific items on the rubric and points will be lost for failing to include these as well-formulated sections or if they are lacking in theoretical support.

Lifespan Development

Final Project Rubric

Part 1: Timeline Construction (30 points)

This rubric details the points earned for the creation and submission of the timeline.

Check It Off Points Possible Total

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

Constructed using a line drawing, organizational chart, or chronological list
Includes at least six significant events
Includes at least one event that occurred during childhood
Includes at least one event that occurred during adolescence
Includes at least one event that occurred during adulthood
Free of spelling and grammar errors 5
5
5
5
5
5 /30

Part 2: Timeline Analysis (295 points)

These rubrics detail the points earned for the timeline analysis, broken down by section, for a cumulative total of 295 possible points.

Introduction – 25 points

Check It Off

Points Possible

Total

1. ______
2. ______

3. ______

4. ______

Effectively introduces paper; includes a thesis statement
Gives overview of assignment and significance
Uses resources to support statements
Graduate-level writing; free from errors in spelling, grammar, and APA

5
10
5
5

/25

Life Event 1 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

Description of life event and perception of significance
Influence of life event on identity development, including theoretical support
Graduate-level writing; demonstration of critical thinking and analysis; free from errors in spelling, grammar, and APA

10
20
10

/40

Life Event 2 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

10
20
10

/40

Life Event 3 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

10
20
10

/40

Life Event 4 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

10
20
10

/40

Life Event 5 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

10
20
10

/40

Life Event 6 – 40 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

10
20
10

/40

Conclusion – 30 points

Check It Off

Points Possible

Total

1. ______
2. ______
3. ______

/30

Restates thesis; identifies salient points supporting thesis
Shares new thoughts or perspectives gained and their impact
Graduate-level writing; free from errors in spelling, grammar, and APA

10
15
5

LIFE EVENTS

Final Project – Lifespan Development

(NAME)

Walden University

Final Project – Lifespan Development

Lifespan development has many parts which work together to promote growth in a person physically, cognitively, and psychologically. According to Erikson, the development of the lifespan is a lifelong process from birth to death and includes the formation of identity (Broderick & Blewitt, 2010). During this process people experience many things and develop a worldview based on these experiences. The lifespan development theory recognizes the process of adapting to constantly changing influences in our lives by growth, maintenance or resilience, and the regulation of loss (Broderick & Blewitt, 2010). From the different aspects of life many of these changes or events happen in the child, adolescent, and adult stages of life. Life events that influence development can be placed in three major categories of age-graded, history-graded, and non-normative (Broderick & Blewitt, 2010). What is considered to be an important life event is different based on the person’s individual thoughts and needs. The life events I consider to have influenced my development are a mix of age, history, and non-normative.

Life Event I – Parents Divorce (1979)

My parents were high school sweethearts together from young teen years to young adult. I do not have many memories of my parents being happily married. My father was in the Army Reserves and was away a lot for training. When I was three my father left and divorced my mother. I do remember her telling me he wanted freedom and did not want to be married anymore. He left my mother in a position to raise a daughter on her own with little income. We were on public assistance and I wore thrift shop clothes. These hard times went on deep into childhood. At the time I did not know any different but as I grew older I started to realize the position he put my mother in and the lack of caring he displayed. I see this event as significant to my development because it became one of my earliest schemas of what a family system consists of.

Life Event I – Gradation

The event of my parents’ divorce is non-normative event for me. Non-normative events are events in life that are not expected and are specific to the individual (Broderick & Blewitt, 2010). As a very young child I did not anticipate my father would one day not be there with us. Growing up we lived in a low income area of Chicago within the Hispanic culture. In some aspects this may also be considered a history-graded event as the environment I lived in was full of young single mothers in similar situations like our own. History-graded events are experiences people may have at different times in their life but affect a cohort as a whole (Broderick & Blewitt, 2010). I would consider the cohort to be cultural and socio-economical.

Influence on Development

I was very close to my father and the separation really affected the way I perceived him. I would say my early attachment was to him more than my mother. Bowlby suggests early attachments keep infants feeling safe and secure and become our working models for social functioning (Broderick & Blewitt, 2010). I remember crying for him and asking my mother why he did not love us anymore. The cognitive effects of the divorce left me with a void that was later filled by a shift in attachment towards my mother and a psychological hurt toward my father. Attachment to one parent can be lost over time and can be affected by conflict between parents (Broderick & Blewitt, 2010). As I saw my parents argue it became my father’s fault which helped with the attachment to my mother. Vygotsky’s believed culture has an influence on cognition shaping the way people learn and interact socially (Broderick & Blewitt, 2010). Growing up with a single mother has given me both positive and negative experiences. Attachments are carried into adulthood and transition into other attachment styles such as secure, dismissive, preoccupied, and unresolved (Rodriguez & Ritchie, 2009). I believe this early experience has carried into the way I live my life now through means of dismissive adult attachments.

Life Event II – Father Remarried (1986)

My father reentered my life in mid childhood and we had a routine where he saw me every other weekend. One weekend when I was ten years old my father broke routine and took me to a woman’s house. The first time meeting this woman and her infant daughter was when I learned she would be my father’s wife. This whole experience was tough on me because I was not invited to be part of the church wedding and because of his relationship with my mother I was not told the date with enough time to make plans to attend. Since my mom was not given the date I was at summer camp about an hour away which was a normal thing for me. My father offered to drive and pick me up but the fiancé said no. Therefore his only daughter was not there. This made me grow up to have a strong dislike for her which still exists today and has caused a serious break in the relationship between me and my father.

Life Event II – Gradation

The marriage of my father was another non-normative event in my childhood as it came by surprise. Everything happened so fast and it seemed my father waited to the last minute to tell us which prevented me from going. Not only did I have to deal with my father being married and having a step daughter I also had to try and understand where I fit in with his new family.

Influence on Development

The thought of my father being remarried was not the issue. The influential part was how I was left out of the whole process leaving me feeling like I did not matter. It is suggest how children learn through a cognitive process of adaption and assimilation taking new information and relating it to what they already know (Broderick & Blewitt, 2010). Taking the repeated factors of being close, growing distant, getting close again, and now the wedding which made me feel insignificant. I developed a distorted view of how I fit into his family putting a huge wedge in between us. For a developing child of this age it is hard to believe what they cannot see (Broderick & Blewitt, 2010). I did not see my father make any attempts to really make things better therefore I could not believe him when he said that wanted to. Psychologically, I grew up feeling like there was a void but instead of making me want a relationship with him it made me put up a wall. Part of a child’s identity is structured by family and the actions of my parents were causing me to develop feelings of being alone and not know where I fit into the family.

Life Event III – Mother Remarried (1989)

My mother remarried when I was thirteen years old. This was not a marriage I was happy about because the man was an abusive alcoholic. By the time of their marriage she had already had two children by him and we were all living together. My mother took a trip to Vegas and before the trip I remember begging her not to marry a man that would disrespect us with violence. Despite her promising she came back married. This left me feeling hurt and angry.

Life Event III – Gradation

The remarriage of my mother was something that was a possibility but not expected to actually happen. I would consider my life full of these non-normative events. The reason I consider this to be a non-normative event is because I believed my mother when she said she would not get married and it was a surprise when she did. She broke my trust and pushed me away from her. This left me feeling alone and like an outsider in my own house.

Influence on Development

At this point I am beginning the teenage years of development and it is important for me to develop positive schemas of what a healthy family is. I do not feel I have had good examples to promote positive identity growth. Erikson’s stage of identity verses role confusion explains how adolescents are in a time of making choices and developing values and goals (Broderick & Blewitt, 2010). Adolescence is a time of emotional identity crisis. I did not want my identity to be formed by negative feelings and influences of my main family system. Both my mother and my stepfather had an authoritarian parenting style. An authoritarian parenting style is low in responsiveness, high in demandedness, has a minimal positive emotional climate, restricts emotional expression, and strong conformity to rules (Broderick & Blewitt, 2010). It was their way or no way with little room for crying or voicing opinions. It became a very strict and disciplined household. During early adolescents one starts to have feelings of autonomy from parents transferring emotional dependency towards peers (Broderick & Blewitt, 2010). I felt myself pulling away from them and getting into negative peer influence such as smoking. Parents are supposed to support positive self-development and social interactive experiences while helping to build self-esteem (Broderick & Blewitt, 2010). I do not feel I was getting this from my mother, father, or stepfather. This makes it seem like I was at a disadvantage when it came learning positive ways of life, believing in my abilities, and making social relationships.

Life Event IV – First Job (1991)

Continuing in the adolescent part of looking for autonomy one of the highlights of my adolescence was getting a job. I went to a vocational high school and once I was fifteen I applied for a work permit to get a job. My mom agreed I needed to learn the real world and as long as I was not at home I was all for it. My first job was at Woolworth down the street from my house where I was a stock and cashier employee. It was a minimum wage job but it was allowing me to further develop my identity as an individual separate from my parents.

Life Event IV – Gradation

Getting a first job is an age-graded life event. Age-graded experiences are events that happen to people around the same age and point in their lives (Broderick & Blewitt, 2010). Depending on life circumstances and culture adolescents find themselves getting first jobs at different times during this stage. For me, I was in search for something positive so getting a job early on helped me focus on myself.

Influence on Development

Getting my first job was a big influence on my development. Identity development is a major point of crisis in adolescents. Erikson said identity development is a time for adolescents to evaluate their abilities, interests, and influences while exploring future choices for love and work (Arnett, 2007). Later this stage of exploration was said to lead into emerging adulthood. When it came to forming my identity having a job was a positive thing for me. It supported my need for autonomy and made me feel like I was someone outside of my mother’s idea of who I should be. The need for adolescents to search for autonomy can sometimes put a strain on parental relationships (Broderick & Blewitt, 2010). My mom started to resent the fact I had a job and my own money and said I needed to learn life lessons. At the age of fifteen I was paying rent of $50 per month. I found this to be unfair and now as a mother of a sixteen year old I would not ask her to take on that responsibility. I was a good kid who obeyed rules and respected adults so I did not understand and from a cognitive aspect took it as punishment. Psychologically, I became more closed off towards her and began to wonder if she was really teaching me something or being spiteful. By this time she was divorced from her second husband and was a single struggling mother of three. Socially, having my first job allowed me to progress more in making friends and building ties outside of family. My identity will always consist of family structures and experiences but was now starting to include individualized decision making.

Life Event V – Becoming a Mother (1997)

Giving birth to my daughter was the best influential day in my life. Having already broken up with my ex-boyfriend I was a single mother from the beginning. Being twenty one years old most of my friends were taking advantage of the social scene and I was going through the transition of being a mother. I was happy and felt blessed to have a healthy baby girl. However, I did not know what I wanted to do with my own life and now I had to be able to guide hers which made me nervous.

Life Event V – Gradation

Having a child during emerging adulthood was a history-graded and non-normative experience for me. Having children can be considered an age-graded event for some but since I was so young not even finishing college yet I do not consider it to be age-graded. Emerging adulthood is a time of unstructured experiences with most structured systems such as family roles coming later in adulthood (Arnett, 2007). The history-graded relation is from the socio-cultural aspect where a lot of people living within my environment shared the experience of being a young single mother. I also consider this to be a non-normative event because it was an unplanned pregnancy which took me by surprise.

Influence on Development

Having a child changed my identity for the best. During Erikson’s middle adulthood time of generativity is when adults start to think about the next generation displaying positive virtues such as caring (Broderick & Blewitt, 2010). This was something I had to develop earlier than anticipated in order to promote positive development in both of us. My cognitive processes had to strengthen and logical thinking turned on. Schaie’s achieving stage of young adulthood explains ill-defined problems with no pre-established answers and the increase of logical thinking and long term goal setting (Broderick & Blewitt, 2010). I would not say parenthood was a problem but there were a lot of questions with no answers and I had to stop and really think about better decisions. This was a chance for me to add value to my identity and really understand where I wanted my life to go. The emerging adulthood stage is an opportunity to create positive change in life’s trajectories developing on already existing strengths (O’Conner, et al., 2001). The one thing I did not want to do was abandon the identity I already made for myself, but instead further develop it.

Life Event VI – Completing my Bachelors Degree (2012)

Completing my Bachelors degree in Psychology and moving into my Masters in Mental Health Counseling were educational goals that I finally achieved. After taking a long eight year break from college I decided to go back to school and finish my degree seeking goals. I took a break because it became too much pressure to raise my daughter, work full time, and go to school. I tried going back into a classroom but still felt my time was better served in the home. At this point I started looking into on-line education and found Walden. With Walden I was able to finish my degree, start graduate school, and be at home at night. I am still a single mother I thought of how being gone affected her development and thought it was best to seek this option.

Life Event VI – Gradation

I consider the completion of my degree to be a history-graded event. Getting a degree is not an inevitable part of development. One can be successful without a college degree. However, despite some people graduating college earlier in young adulthood more and more people my age (37) are going back to school. Society is providing a picture of acceptance when it comes to people in middle to late adulthood completing degrees. Therefore, I believe it’s an experience shared by cohort of adults fitting school in with family and work roles. Life events can occur based on life experiences including circumstances, gender, and culture (Broderick & Blewitt, 2010). At my current rate I will graduate with my Masters the same time my daughter graduates high school. That’s an experience I am looking forward to.

Influence on Development

Graduating with my Bachelors degree helped build my identity as an individual separate from being a mother. Psychologically, graduating college helped me complete long term goals and feel better about myself. I always felt like a drop out and wanted to show myself I could do it and also be an example for my daughter. It helped me feel happier to know I accomplished something that took so long. According to Ruff, a person’s psychological well-being includes working towards the realization of one’s true potential (Broderick & Blewitt, 2010). Life satisfaction includes psychological well-being and is something all adults look for in order to lead positive lives.

Lifespan development includes every positive and negative aspect of a person’s life. Major life events include expected and unexpected, as well as, normative transitions, meaningful changes, and major new experiences (Specht, Egloff, & Schmukle, 2011). The development of child, adolescent, and adult stages are predicted by many but may not be exact among all based on other influencing factors. The life events described herein have influenced my identity by being meaningful learning experiences for me. As a result of my experiences I believe I have developed into a respectable and responsible adult continuing to add to my identity.

References
Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and reality about emerging adults. Journal of Youth and Adolescence, 36(1), 23–29.
Broderick, P. C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Upper Saddle River, NJ: Pearson Education.
O’Conner, M. S., Hawkins, M. T., Letcher, P., Toumbourou, J. W., Smart, D., Vassallo, S., & Olsson, C. A. (2001). Predictors of positive development in emerging adulthood. J Youth Adolescence, Vol 40, 860-874.
Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.

Running head: LIFE EVENTS 1

LIFE EVENTS 4

Timeline

(
2015 My daughter graduates high school and off to college. I graduate with Masters
) (
2012
Graduated with Bachelors in Psychology from Walden
)

(
1997
Gave birth to my only daughter and became a single mother
)

(
1986
My father remarried
) (
1991
My first job at Woolworth
)

(
1976
Born
)

1976 1981 1986 1991 1996 2001 2006 2011 2015

(
1989
My mother remarried an abusive man making life at home hard
) (
2002 Moved into first house in a different neighborhood
) (
2013 Started Masters Degree in Mental Health Counseling at Walden
) (
1994
Graduated high school
) (
1979 My parents divorced
)

Week 5 Assignment Outline

PART I: TIMELINE

Childhood

1979: I was born into a family where both parents worked and siblings were much older than me.

1987: My brother got custody of my nephew because he was being abused with his mother but he came to stay with us and I was like a big sister.

Adolescence

1995: Realized that I am attracted more to the same sex.

1997: Start of my first same-sex relationship.

Adulthood

2004: First granddaughter in my family to graduate from college

2017: Experienced the death of my stepson, maternal grandmother, and my father in less than 6 months.

PART II: TIMELINE ANALYSIS

Introduction

Major life events can differ depending on one’s feelings, experiences, and values. According to Erikson, the progress of lifespan is a lifelong development starting at birth through death and includes the configuration of identity (Broderick & Blewitt, 2015). Biological, environmental, and social influences can help shape a person’s identity. According to Erikson’s Psychosocial Developmental Theory, people are looking for a sense of identity throughout their lifespan, especially during their adolescent years (Kraus, 2008). The lifespan development theory identifies the way toward adjusting to continually changing impacts in our lives by development, support or flexibility, and the control of misfortune (Broderick & Blewitt, 2015). I will describe how the identified life events helped shaped me into the person I am today.

Life Event I: Birth by older parents with older siblings (1979)

Born to older parents with older siblings who were more like my parents

Age-graded event

Influence on attachment

Attachment style was ambivalent (Bowlby, 1988)

Influence of absent parenting on development

Trust vs. Mistrust (Erikson) because my older siblings really took care of me

Life Event II: Nephew comes to stay with us (1987)

Non-normative event

Experienced jealousy, lack of attention, and new role as “auntie/big sister”

Impact on cognitive and emotional functioning

Influence on development

Industry versus Inferiority (Erikson) believe the responsibility help shape me

Influence on social interaction

People expected me to be more girlie but I was still like a “tomboy”

Changed perception of how society treats people who are “different”

Life Event III: Realize I am more attracted to the same-sex (1995)

Non-normative event

Experienced confusion, abandonment by peers, and insecurities

Impact on cognitive and emotional functioning

Influence of being attracted to the same-sex on my development

Identity vs. Role Confusion (Erikson) I want to be myself but I can’t

Influence of insecurities on my development

Life Event IV: First same-sex relationship (1997)

Left home at age 18 instead staying there and focus on school

Non-normative event

Reasons for this decision and subsequent life changes

I felt I couldn’t be myself at home

I wanted to be closer to the person I loved

Impact on identity (Erikson)

Life Event V: First granddaughter to graduate college (2004)

Graduated from Baylor University with BA in Psychology

Age-graded event

Influence on my life

Became more respected in my family

Long- and short-term impacts

Prioritizing family and work

Family life cycle theory

Career theory

Life Event VI: Death of important people (2017)

Lost my stepson, my maternal grandmother, and my father

Non-normative event

Life-changing

Being angry more angry

Having to move and plan funeral

Family not as close to each other

Not being able to focus like before and forgetting more

Summary

Major life events, such as birth, starting school, graduating high school, starting a relationship, ending a relationship, and the death those you love dearly, have an impact on one’s thoughts, feelings, societal, and mental development. Major life events include predicted and unpredicted, as well as, regular changes, major changes, and significant new experiences (Specht, Egloff, & Schmukle, 2011). The life events depicted thus far have impacted my character by being significant learning encounters for me. Because of my encounters I trust I have formed into a respectable and mindful grown-up that proceeds to add to my character. Identity is a person’s gathering of individual convictions, mentalities and wants (Broderick & Blewitt, 2015). For us as counselors, it is important to understand that these types of events can happen to at any time and it doesn’t discriminate. Counselors must keep in mind the mentality level of clients in order to help them to be successfully to everything that life tosses at them.

References

Bowlby, J. (1988). A secure base : parent-child attachment and healthy human development. New York: Basic Books.

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Kraus, K. (2008). Lenses : applying lifespan development theories in counseling. Boston, MA: Lahaska Press.

Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the Big Five. Journal of Personality and Social Psychology, 101(4), 862–882.

Running head: LIFESPAN TIMELINE ANALYSIS 14

Lifespan Timeline Analysis

(STUDENT NAME)

Walden University

Part II: Timeline Analysis

Lifespan development is one of the most important topics mental health clinicians need to be knowledgeable about. Regardless of a counselor’s specialization and area of expertise, he or she will undoubtedly come across a wide variety of clientele of all ages, from children to older adults. Therefore, a counselor must be able to fully conceptualize and understand all stages of human development as well as the behavioral changes that take place from infancy to late adulthood (Broderick & Blewitt, 2015). The science behind lifespan development ultimately strives to explain human behavior, as well as how and why individuals of all ages tend to react to life events and personal experiences (Broderick & Blewitt, 2015). Identity becomes a crucial part of the process of growth from childhood to adolescence, as young people seek to figure out their individuality and uniqueness. It is also in a state of constant flux (Broderick & Blewitt, 2015).

The personal change model, which explains human growth, has to do primarily with the acquisition and progression of specific skills from birth to childhood (Sameroff, 2010). In addition, it also concerns itself with cognitive functioning, early attachments with parents, as well as the rapport children develop with people outside of the home, such as teachers and peers. However, another key component in the change process is the contextual model, in which life experiences serve to further shape an individual’s identity (Sameroff, 2010). Therefore, culture, environment and educational institutions are also significant factors in human growth (Samaroff, 2010). The study of lifespan development has helped me to reflect carefully on my own life with regard to identity and growth, especially the experiences that have had an impact on my growth. Therefore, in this paper I will describe 6 main life events that have influenced my identity development from childhood through to adulthood and explain their significance through the lens of various developmental theories. This is particularly beneficial to understanding client issues as a mental health practitioner.

Life Event I 1980:

Start of elementary

school education

The beginning of my formal education began in 1980, at the age of 5. This was an age-graded event, as it was an inevitable and expected occurrence at this point in my childhood (Broderick & Blewitt, 2015). This was a significant time in my life, as it represented a developmental challenge for me academically and emotionally. The transition into the school years is complex at this stage of the lifespan. Children have to cope with a more rigid schedule than in pre-school, and develop more intricate skills in core subjects such as Math and English (Broderick & Blewitt, 2015). I personally found it difficult to deal with an entirely new structure to my day; one in which I was introduced to multiple subjects in the span of 6 hours. I also remember feeling as though I lagged behind my peers in numeracy skills, as I did not grasp mathematical concepts easily. Jean Piaget theorized that cognitive development is divided into stages. The preoperational stage, which occurs between the ages of 2 and 7, is a time when children are able to communicate thoughts, recall events that they have recently experienced, and use symbols to represent ideas – (for example a broom for a horse) – (Piaget, 1962, as cited in Broderick & Blewitt, 2015). However, their thought process does not show logic and they can only concentrate on one idea at a time (Broderick & Blewitt, 2015). My relative difficulty in understanding mathematical problems at the age of 5 could be explained as “domain specific” progress. This means that a child’s ability to process concepts in various fields of study, such as numerical concepts, does not always evolve similarly to another child’s nor does it occur simultaneously. Thus, development occurs at differing rates (Broderick & Blewitt, 2015).

Starting formal schooling was also an emotional adjustment, as I was quite close to my mother. The first day of school caused some separation anxiety, in that I felt lost in a new and strange environment with people I was not familiar with. I longed for my mother’s reassuring presence, especially because she separated from my father shortly after I was born and was therefore the only parent I knew, loved, and trusted. This illustrates attachment, which is crucial to a child’s psychosocial development. John Bowlby defined it as a need to feel close to a specific person during times of stress, and an enduring emotional connection that is needed in order to survive (Bowlby, 1988, as cited in Seven & Ogelman, 2012). In addition, I was painfully shy and had difficulty communicating in my first year of elementary school. One of the skills that school-age children must learn is how to alter their style of oral communication in order to adequately participate in the classroom (Christie, 2012). Thus, this was a learning curve for me, and I found it daunting to raise my hand and speak in front of my teacher and a big class. This major event changed me psychologically and socially because I was forced to develop better coping and communication skills without my mother present in order to adapt to a new learning environment. Navigating through elementary school influenced my identity through my lifespan, as I was able to take more initiative and more risks in my high school and

university

years. This is related to Erikson’s “initiative versus guilt stage”, when children attempt to behave in more adult ways (Broderick & Blewitt, 2015 p. 12).

Life Event II 1986:

Maternal

grandmother’s

death

In the fall of 1986, my grandmother passed away of a heart attack. This was a nonnormative event, because it was not something that my family expected to happen (Broderick & Blewitt, 2015). Her passing had a significant impact on my development, as, along with my mother, she was instrumental in helping to raise me from birth until the age of 11. Cherlin and Furstenberg (1986) conducted over 500 phone surveys with middle-class grandparents of various racial and ethnic backgrounds. They explained that there are 3 grandparenting styles, which are “involved, companionate, and remote” (Cherlin and Furstenberg, 1986, as cited in Watson, Randolph & Lyons, 2005, p. 345). The results indicated that African-American grandparents played more of a hands-on role than those who identified themselves as European. In addition, they were inclined to take on a more parental role with their grandchildren and correct inappropriate behavior (Cherlin and Furstenberg, 1986, as cited in Watson, Randolph & Lyons, 2005). I think there is definitely a cultural similarity between African-American, and Black Bermudian grandparenting styles, as these characteristics reminded me of my own grandmother, who had a rigid, authoritarian disciplinary style and who was definitely involved in almost every facet of my life.

I clearly remember the events that led up to my grandmother’s death. I was with one of my cousins, and suddenly saw nurses running frantically in a panic through the doors of her ward. After about 10 minutes, my mother came out and broke the devastating news to me. I was in shock, as this was my first real experience with

death

and I did not have the ability to process it emotionally. Therefore, this tragic life event affected me psychologically, as I felt somewhat traumatized and disoriented in the days that followed. Studies have shown that young children can become upset and overwhelmed due to traumatic experiences. As a result, their psychological well-being is at stake, because they are still developing cognitively and physically. In addition, they have not established sufficient coping mechanisms to deal with the trauma, and depend a great deal on their main caregiver to keep them out of harm’s way (Carpenter and Stacks, 2009; Lieberman 2004; Lieberman and Knorr, 2007, as cited in De Young, Kenardy, & Cobham, 2011). With time and reflection, the associated change from this experience impacted my identity development because of the moral values that my grandmother had instilled in me into adulthood. In Kohlberg’s moral development theory, the example of resisting the act of stealing can be seen as protecting the honor and reputation of one’s family. Thus, the dialogues that children have with their caregivers and cultural values can influence moral judgment (Haste & Abrahams, 2008).

Life Event III 1991:

Medical diagnosis of

type II diabetes

Perhaps one of the most frustrating and stressful life events I have experienced was my diagnosis of type II diabetes mellitus when I was 16 years old. This was a nonnormative event that decreased my self-esteem. I did not like to talk about my disease with people, because I felt ashamed and also felt that there was a stigma attached to being diabetic. The beginning stages of diabetes can destabilize the connection between the psyche and the body. Therefore, young diabetics and their families must develop strategies for managing the disease and cope with its emotional side effects (D’Alberton, Nardi, & Zucchini, 2012). Individual counseling for diabetics can be beneficial, and parents should also be encouraged to take part in family therapy once their child has been diagnosed (D’Alberton, Nardi, & Zucchini, 2012).

Lamentably, I did not have the opportunity to receive therapy; however, despite my struggles with this disease, it was significant to my identity development as I became more responsible with the choices I made into early adulthood. It was my responsibility to take insulin injections twice a day and check my blood sugar regularly. This reminds me of Erikson’s fourth stage of development, in which young people between the ages of 12 and 20 are faced with choices as they enter adulthood (Broderick & Blewitt, 2015). Living with diabetes has changed me cognitively, as I am much more aware of the symptomology, what causes hypoglycemic and hyperglycemic attacks, and how I can adjust my diet and exercise regime to maintain healthy blood sugars. I am also more sensitive to any negative physiological and emotional responses to this chronic disease and can therefore make immediate changes in my daily lifestyle to get back on track.

As I struggled to come to grips with my diagnosis, I also experienced issues with my self-image. I would always compare my physical appearance to that of my female peers and was unnecessarily hard on myself. In addition, I was always reminded of the media’s portrayal of the perfect body in magazines, commercials, and movies. In the U.S., an estimated 24% – 46% of adolescent girls are not happy with their bodies, compared to 12%-16% of adolescent boys (Neumark-Sztainer et al., 2002; Presnell, Bearman, & Stice, 2004; Stice & Whitenton, 2002, as cited in Paxton, Eisenberg, & Neumark-Sztainer, 2006). This experience changed me psychologically, as with time, I found a way to mentally let go of things I could not control, and focused on eating more healthily and getting more involved in physical activities, such as dance and running.

Life Event IV 1992:

Beginning of

university

undergraduate

studies

In 1992, I accepted an offer to study at a reputable undergraduate university in Canada. This was an age-graded event in my life. I did not expect to get in, given the large number of yearly applicants and the competition. The move to Canada signified a major step in my independence in later adolescence, as it was the first time I had lived in a different country away from home. Late adolescence is also called “emerging adulthood”. In this stage of lifespan development, young people start to view themselves as adults who can make a meaningful difference in society (Arnett, 2000, as cited in Vernon, 2010). In addition, they are less reliant on their parents, and thus become more self-sufficient (Broderick & Blewitt, 2006, as cited in Vernon, 2010).

I was quite anxious and nervous about the academic and social pressures that awaited me at university. Furthermore, I questioned my identity as a young Bermudian with no world life experience, and worried whether I would survive the rigors of university and be able to eventually join the work force. In some ways, I equate this phase with the fifth stage of Erikson’s psychosocial stages of development, “identity versus role confusion” (Broderick & Blewitt, 2015 p. 12). This occurs when adolescents who enter the emerging adulthood stage face moral choices and decide on career aspirations (Broderick & Blewitt, 2015). I went through several cognitive changes in my first year of university, as I moved into Piaget’s formal operational stage. I was able to think abstractly and in a more logical fashion, and weigh the pros and cons of specific situations, (Broderick & Blewitt, 2015). The associated change that came with this stage of my life was an increase in confidence about my identity as a young, Black woman, and I was less afraid to voice my opinions.

Life event V 2003: Father’s death

My father passed away in the spring of 2003 in Montreal, Canada, and his death was a nonnormative event. The year prior, I had moved to Montreal to be closer to my boyfriend, who, at the time, was a nursing assistant at the long-term care facility where my father resided. Unfortunately, he was not the same person I remembered as a teenager, as he had aged significantly and had suffered memory loss and epilepsy, which had deteriorated his cognitive functioning.

I did not have a close relationship with my father in childhood and adolescence; he was a heavy drinker, had a very loud and intimidating voice, and was abusive to my mother early in their marriage. Thus, I had a rather low opinion of him, as did other members of my family. I was therefore not as emotionally attached to him as I was to my mother. In addition, he did not live with me in Bermuda during my childhood and adolescence. Children who do not reside with their fathers often deal with social problems, which may negatively affect their behavior and performance at school (Hawkins, Amato, & King, 2007). Fathers who do not live with their children, however, can prevent these situations from happening by cultivating a warm and close rapport with their offspring (Hawkins, Amato, & King, 2007). My father’s death signified the end of my living relationship with him. Although I was shaken by his loss and the thought that I would never see him again, this affected my identity development in a positive way, because it made me want to get to know the cousins on my father’s side of the family that I had never met. After his death, I made contact with them and I now enjoy a close relationship with one of my male cousins, who lives in the U.S. with his family.

Life Event VI 2006:

Marriage to

husband

My marriage to my

husband

Steve, an age-graded event, was a very special time in my life, and, although this may sound pessimistic, I did not expect to find a life-partner with whom I was completely comfortable and compatible. Having an absent father who was not involved in all aspects of my life affected my relationships with men, as I was constantly searching for love, attention and someone who really understood my identity, beliefs and values. My marriage signified the sixth phase of Erikson’s psychosocial stages, which is called “intimacy versus isolation” (Broderick & Blewitt, 2015 p. 12). This occurs in young adulthood when an adult is prepared to “share identity with others and to commit to affiliations and partnerships” (Broderick & Blewitt, 2015 p. 12). This event was significant to my development as an adult, because it meant that I had entered into a life-long, committed relationship with someone I love very much. In addition, it represented a secure attachment. In addition to security, adult pair bonds require emotional and physical intimacy as well as mutual caregiving in order to maintain good psychological health (Broderick & Blewitt, 2015). My marriage subsequently influenced who I am as a person, in that I established the added identity of becoming a wife, which was an important role to me.

Summary

To conclude, an individual’s search for identity is a life-long process that starts in childhood and continues well into adulthood. The 6 major life events I have described have been pivotal to my identity as well as my psychological and emotional development. For example, formal schooling influenced my academic self- concept in diverse subject areas both positively and negatively (Broderick & Blewitt, 2015). In elementary school, I found it difficult to excel in all subjects; however, once I got to university, I was able to major in something I was passionate about and this immediately changed my academic self-concept. My chronic illness influenced my nonacademic self-concept, which is comprised of factors that are “social, emotional and physical” in nature. (Broderick & Blewitt, 2015 p. 247). This is because my struggle with weight and eating healthily affected my self-perception and my self-esteem. In addition, I considered myself different from my peers who did not suffer from diabetes. The death of my grandmother affected my identity as it made me reflect on moral influences and my father’s passing motivated me to learn more about the history of my own lineage.

Lastly, this introspective outlook on major events throughout the various stages of my lifespan will help me to conceptualize and understand the challenges, frustrations, and also the joys that clients will experience at each stage of their own lives, through the lens of developmental theory. In his book for children, Love You Forever, Robert Munsch implies that life does indeed come full circle. In later adulthood, people become as vulnerable and reliant on a caregiver as they did in infancy. (Munsch, 1986 as cited in Vernon, 2010). Thus, as a future counselor, I will have the privilege and honor of guiding and assisting young and older clients in their journey through their own unique lifespan development, and I look forward to being a part of their process of self-discovery (Vernon, 2010).

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Christie, F. (2012). Early childhood: The initial challenges of school learning. In Language Learning, 62(1), 33-70.

D’Alberton, F., Nardi, L. & Zucchini S. (2012). The onset of a chronic disease as a traumatic psychic experience: A psychodynamic survey in type I diabetes in young patients. Psychoanalytic Psychotherapy, 26(4), 294-307.

De Young, A. C., Kenardy, J. A., & Cobham, V. E. (2011). Trauma in early childhood: A neglected population. Clinical Child & Family Psychology Review, 14(3), 231–250.

Haste, H., & Abrahams, S. (2008). Morality, culture and the dialogic self: Taking cultural pluralism seriously. Journal of Moral Education, 37(3), 377–394.

Hawkins, D., Amato, P., King. V. (2007). Nonresident Father Involvement and Adolescent

Well-Being: Father Effects or Child Effects? American Sociological Review, 72, 990-

1010).

Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22.

Serdal, S. Ogelman, H. (2012). Attachment stability in children aged 6 to 9 years in extended and nuclear families. Early Education and Development, 23(5) 766-780.

Vernon, A. (2010). Human development through the lifespan. In B. T. Erford (Ed.), Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations (pp. 245–268). Upper Saddle River, NJ: Pearson Education.

Watson, J., Randolph, S., Lyons, J. (2005). African-American Grandmothers as Health

Educators in the family. International Journal of Aging and Human Development 60(4)

343-356.

1986
1991
1992
2003
1980

2006

CHILDHOOD

Start of elementary

school education

ADOLESCENCE

Medical diagnosis of

type 2 diabetes

ADULTHOOD

Father’s death

CHILDHOOD
Maternal
grandmother’s
death

ADOLESCENCE
Beginning of
university
undergraduate

studies

ADULTHOOD
Marriage to
husband

Part I: Timeline

1986 1991 1992 2003 1980

2006
CHILDHOOD
Start of elementary
school education
ADOLESCENCE
Medical diagnosis of
type 2 diabetes
ADULTHOOD
Father’s death
CHILDHOOD
Maternal
grandmother’s
death
ADOLESCENCE
Beginning of
university
undergraduate
studies
ADULTHOOD
Marriage to
husband
Part I: Timeline

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