SOWK 505 Application of Major Developmental Theories

Abstract

This essay examines the developmental trajectories of two individuals at distinct life stages: Young and Late adulthood. This paper discusses their experiences with the two developmental theories, Erikson’s psychosocial development theory and Piaget’s cognitive development theory. Furthermore, there is an emphasis on a biopsychosocial approach that combines biological, psychological, and social components. From existing literature, this essay discusses how both personal and contextual factors influenced the subjects’ development. This view critically analyzes the theoretical assumptions that lead to a comprehensive understanding of human development.

Table of Contents

 

Section A: Introduction…………………………………………..……………..……5

Character 1 (Young Adult) ……………………………………………………………………….5

Character 2 (Late Adulthood) …………………………………………………….……..……5

Section B: Background Information of Clients Growing Up…………….5

Character 1: Lisa……………………………………………………………….…….……….5

Character 2: Henry………………………………………………………….….……………..6

Section C: Biopsychosocial Analysis……………..…………….……….………6

Character 1: Lisa………………………………………………………………….…….……..6

Biological Factors………………………………………………………………….………….6

Psychological Factors…………………………………………………………….……………7

Social Factors…………………………………………………………………….……………8

Character 2: Henry…………………………………………………………….….……..…….9

Biological Factors………………………………………………………………….…………9

Psychological Factors………………………………………………………………….…….10

Social Factors………………………………………………………………………………..10

Theoretical Framework and Discussion………………………….……………11

Erikson’s Psychosocial Development Theory…………………………………….…………11

Piaget’s Cognitive Development Theory……………………………………………………12

Biopsychosocial Model……………………………………….……………………………..13

Comparative Analysis and Integration…………………………………………13

Convergence of Frameworks…………………………………………………………………13

Challenges to Traditional Theories……………………………………………………………14

The Biopsychosocial Advantage………………………………………..……………………15

Conclusion……………………………………………………………………………………15

References……………………………………………………………………………………16

 

Section A: Introduction

Character 1 (Young Adult)

Lisa, a 28-year-old African American woman living in downtown Chicago, exemplifies the challenges and triumphs of young adulthood. This working model shows how Lisa, a graphic designer, manages career growth and social relationships. Growing up in a single-parent family, she had her fair share of economic struggles and societal injustices. These aspects shaped her perspective of the world and her development path.

Character 2 (Late Adulthood)  

Henry is a 72-year-old Caucasian male living in the suburbs of Portland, Oregon. A man who has dedicated his life to teaching history, Henry looks back on a successful career, loving family, and children. He has no spouse (widower) and has three grown-up children. He volunteers and remains an active member of the Catholic church. His narrative epitomizes the attainment of lifetime goals and the difficulties of aging.

Section B: Background Information of Clients Growing Up

Character 1: Lisa

Lisa was raised in a small town. Therefore, the persistent, hard-working spirit with which people went about their business was very evident. In this respect, her mother’s struggle to support the family by working at two different jobs instilled in her a significant lesson in persistence. However, despite the systemic racism she faced, Lisa focused on her education. This came in handy when she finally got scholarships, which led her to doors that would have been impossible to open. Lisa’s story on her way to becoming a thriving art and design professional illustrates the importance of determination and how it helps overcome barriers and obstacles encountered in life (Orenstein & Lewis, 2022).

 

Character 2: Henry  

Henry grew up in a traditional two-parent household during the post-World War II era, an environment characterized by stability and adherence to conventional values. He was raised by a dedicated school principal father and a stay home mother who embedded education as a sacred value into him. That principle paved the way for him to embrace academia as the path of his life. Having gotten married at the age of 25, Henry was a very supportive and loving husband. Even after the demise of his wife, Henry still holds their bond in high regard, describing her as a life companion and a crucial collaborator in his personal growth and professional achievements.

Section C: Biopsychosocial Analysis

Character 1: Lisa

Biological Factors

Lisa has made reasonable attempts at preventive health goals by practicing yoga and consuming a plant-based diet. All these point to commitment towards body health and the ability to moderate risk factors as a lady. However, she goes on to say that sometimes she is threatened by migraines once in a while, the causes of which are mainly stress in the workplace. This narrative illustrates how genotypes and phenotypes differ and how various stressors outside the body are transformed into appropriate physiological responses, as pinpointed by Franklin (2019).

The lack of a clear understanding of the sources of these problems and their interactions is a serious issue. The most appropriate model, which can explain all these issues appropriately, is the Biopsychosocial Model. This model deals with stress, which refers to biological/psychosocial/physiological factors, stress about determining biological parameters, and health status. As for Lisa, physical, psychological, and spiritual health is linked to stress and work-life balance (Gajofatto et al., 2019).  When it comes to stress management, exercise, and weight control, up to counseling and supportive therapy, Lisa also fits the biopsychosocial model. This complex approach helps one understand her position and pay constant respect to the relationship between life prosperity, environmental constraints, and the physical body.  Ultimately, concerning challenges and barriers of external pressure, it is evident that it is possible for an individual, in this case, Lisa, to adopt health-promoting behaviors that protect the physical and psychological well-being in the face of adversity.

Psychological Factors

Lisa’s growth and personality are greatly defined by one of Erickson’s stages, Intimacy vs Isolation. In this stage, the primary functions are to attain an affectionate partnership and to obtain independence. In her case, this stage is represented by the syncretism of such a viable conflict: on one side of the continuum, she attempts to maintain personal identity while, on the other side, she seeks to enhance interpersonal relationships (Hutchison, 2022).  At the core of her level of coping is the attachment bond she had with her mother during her childhood, a bond that gave her emotional security and a solid base to face childhood adversities despite having little amount of money. This aligns with attachment theory, which posits that early relationships significantly influence a person’s ability to be confident and responsive throughout life.

Lisa’s experience in the art and design field also elucidates her psychological development. According to Piaget’s Formal Operational Stage, her work requires thought processes that entail the ability to reason abstractly and solve problems (Hutchison, 2022). In her artistic work, Lisa never ceases to challenge her prefrontal cortex to analyze and create something new that will be presented in a concrete artistic product. Therefore, emotional stability and flexible thinking capability explain her potential to master the embodiments of her developmental phase. This combination of emotional resilience and intellectual agility underscores her ability to navigate the complexities of her developmental phase.

Overall, psychological factors play a crucial role in a person’s development, and Lisa is a perfect example of how early childhood attachment, cognitive development, and her current life stage determine a successful and balanced individual who will be able to succeed professionally and personally (Sanghvi, 2020).

Social Factors

Lisa’s commitment to community arts projects underscores her selfless need for generativity, a need in her to give back to society. Such activities help her express herself and her creativity and pursue projects that will inspire and positively impact society. Although Lisa does not have an extensive network of close relatives, she has a good and solid support base in society that provides her with comfort and professional guidance. This network provides the essential foundation through which she can address personal issues while developing a stronger artistic voice.

This broader societal influence is best evidenced in her activism, interwoven with her work and community involvement. Lisa’s actions are consistent with the sociocultural theory that highlights the interactions between an individual and his or her environment (Hutchison, 2022). Despite such sociocultural dimensions being insufficiently incorporated within Piaget’s cognitive structure, Lisa’s character evolution underscores their importance for understanding resilience and generativity.

By engaging in community work, Lisa gains something to enhance her purpose in life. She enriches the surroundings through positive impact, indicating that personal creativity can improve the community as a whole. Her story underscores the power of social connections and activism in shaping a fulfilling and impactful life, blending personal aspirations with a commitment to the greater good (Hutchison, 2022).

Character 2: Henry 

Biological Factors

Henry can be considered a perfect example of age being just a number, as he is active and attentive to his state of health. He has dedicated himself to a healthy lifestyle and continues engaging in physical exercises despite old age. This is complemented by his excellent eating habits, demonstrating his knowledge that nutrition is a vital determinant of how long one is likely to live and one’s health condition in general. Not only do these habits maintain high physical performance, but they also portray a man committed to a meaningful and active life.

It is imperative to note that, like any other man, Henry undergoes aging and the biological changes that come with the process, such as arthritis, but he withstands them exceptionally well. Rather than perceiving these biological changes as constraints, he sees them as opportunities for transformation. His choices also reflect the principles of this model, focusing on biological, psychological, and social aspects of human life that can promote positive health and well-being (Hutchison, 2022). The fact that Henry does not let pain get in the way and continues to be active proves that he is keen on living a healthy life free from the limitations the illnesses cause. Henry is a good example of how patients can overcome their adversities using effective and appropriate approaches. This is proof that good health can help one cope with the process of aging and transform all adversities into achievements.

Psychological Factors

Regarding Erikson’s stage of Integrity vs. Despair, Henry’s reflective perspective is suitable for the age when people try to evaluate the results of their lives and, perhaps, have regrets (Orenstein & Lewis, 2022). He tries to make rationality out of the fact that he could not spend much time with his children when they were young but instead was busy pursuing individual goals in the form of intellectual achievements. This self-reflection emphasizes his sense of purpose and identity: the idea of value or worth in his path, which includes self-loathing and the desire to find something worthwhile and meaningful.

His continued engagement in intellectual endeavors underscores the enduring relevance of Piaget’s formal operational stage in late adulthood. Reading, carrying out research, or engaging in a good discussion show that Henry had progressive cognitive functions, which are well-developed and effective at the current age. Such activities indeed add much essence to his life and highlight the role of intellectual stimulation in enhancing health and meaning in the remaining years of life (Sanghvi, 2020).

Social Factors

Henry’s suburban community and his unyielding Catholic faith provide a solid pillar of emotional and spiritual support as he moves into his later years. The man’s faith is steeped in his life story, providing hope and direction that allow him to endure adversity. This need for belonging is further satisfied by the interpersonal relations in his community, which are modeled by mutual support and a common goal and spirit.

One of the essential aspects of his life is volunteering, which fits directly into Erikson’s concept of generativity. Through his endeavors, Henry portrays altruism by passing on his knowledge and helping in an effort that will improve many other people. Whether training young people, attending church events, or supporting local activities, this volunteer work can be regarded as the desire to make some imprint on the world and improve it.

These actions demonstrate how you never outgrow the need for purpose and to connect with others in the later years of your life. This is interesting because by relating to his community and faith, Henry crystallizes his identity while positively influencing others. This last stage of development is the last but fulfilling stage; it helps to consolidate the given individual’s identity, spiritual touchstone, and purpose of contributing to society (Orenstein & Lewis, 2022).

Theoretical Framework and Discussion

Erikson’s Psychosocial Development Theory

Using Erikson’s Psychosocial Development Theory offers a purpose to better understand the specific stages defining Lisa and Henry’s life paths and reveal crucial aspects of their developmental process. In Lisa’s case, the Intimacy vs. Isolation stage seems important as she struggles to achieve a balance between self-sufficiency and close connections (Sanghvi, 2020). Her story is about embracing one’s independence while building meaningful relationships in one’s personal and professional life. This balance conveys the challenge that adults face in managing relational expectations.

Henry’s experience can be categorized with Erikson’s stage, namely, Integrity vs. Despair, as he has a comparative perspective. The balance between success and failure points to the possibility of integrating life events and the search for knowledge later in life (Babakr et al., 2019). In this way, Henry illustrates the theory’s continued applicability in analyzing the development processes in the human lifespan.

Nevertheless, criticism has been raised on the Erikson model, commonly about its linearity. Lisa’s activism and generativity are not strictly bound within stages and can be viewed as a more realistic representation of life events (Orenstein & Lewis, 2022). Her involvement in societal issues raises questions about the theory’s validity to justify its unrestricted interpretation of human development. Ultimately, Erikson’s framework still serves as an essential instrument of analysis while, at the same time, provoking further modifications because of the complexity of people’s lives (Orenstein & Lewis, 2022).

Piaget’s Cognitive Development Theory

Applying Piaget’s cognitive development theory provides a deeper perspective on how people like Lisa and Henry interact with the environment through cognitive development. This theory defines different paradigmatic cognitive levels, emphasizing the transition from concrete to formal operational thinking (Carson, 2019). Lisa and Henry also show that even in the twenty-first century, one can observe the legitimacy of the formal operational stage proposed by Piaget since it deals with the highest levels of thinking and problem-solving abilities.

For Lisa, the stage is expressed in her profession as a graphic designer: it is impossible to imagine her work without creative thinking. In that sense, her conceptual thinking, on which she elaborates extraordinary conceptions and establishes works of art, is a clear example of critical and adaptive cognition described by Piaget (Babakr et al., 2019). Her work also shows how environment and culture affect cognition, pointing out possible areas for developing Piaget’s model in sociocultural settings.

Henry, in the last stage of development, represents the characteristics of the fourth stage of Piaget’s formal operational stage through his academic interests. From reflective discussions to crossing-over discussions, his capacity to reason academically and think in concepts illustrates that cognitive development is lifelong.

Despite Piaget’s theory’s value, its drawbacks include paying attention to the sociocultural factors that play a vital role in cognitive development. However, Piaget’s model remains a significant reference for the milestone of cognitive development, how thinking is transformed to cater to the challenges of life (Carson, 2019).

 

Biopsychosocial Model

The biopsychosocial model also forms a good foundation regarding the bio, psycho, and social aspects of the construction of Lisa and Henry’s life course. This paper examines Lisa as a paradigm of strength and personal development in the face of structural injustice. Her experience exemplifies the primary propositions stating that acquiring and practising emotional intelligence and effective social connectedness should enhance one’s ability to withstand adversity (Babakr et al., 2019).

On the other hand, Henry’s last years depict how community and one’s sense of belonging contribute to an individual’s quality of life and overall wellbeing. These include volunteerism to others and his belief in God. The model states that social and emotional wellbeing is essential to a meaningful life. Their individual experiences may be complex, and the biopsychosocial model may be used to describe how different factors merge to influence development (Hutchison, 2022). Therefore, considering the human developmental processes, the given model not only places their processes but also underlines the developmental and humanistic perspective on health and wellbeing across the human life cycle (Gajofatto et al., 2019). The biopsychosocial model, therefore, relates theory to practice and offers various approaches to resilience and coping strategies.

Comparative Analysis and Integration  

Convergence of Frameworks

Lisa and Henry’s stories are perfect examples of the interconnection of Erikson’s and Piaget’s theories of development. One can describe Lisa as a model activist who has achieved a reasonably high level of psychosocial development and possesses well-developed cognitive skills when interacting with people and advocating for change. Her journey highlights the dynamic interplay of Erikson’s Intimacy vs. Isolation and Piaget’s formal operational stage (Zhu et al., 2024). On the other hand, the reflective practices seen in the later years of Henry’s life prove that cognitive and psychosocial development is lifelong. His balance of life accomplishments and failures reflects Erikson’s stage of integrity versus despair and is consistent with Piaget’s concept of individuals engaging in lifelong learning.

Challenges to Traditional Theories

It is important to note that both Erikson’s and Piaget’s theories have drawbacks, mainly when applied in real-life situations. For example, Erikson’s linear staging does not capture the dynamic process of generativity in Lisa’s life; Piagetian developmentalism passes over the rhetorical context of her activism (Hutchison, 2022). Such criticisms make it essential to adopt integrated approaches like the biopsychosocial model.

The Biopsychosocial Advantage

The biopsychosocial model successfully solves the gaps in traditional theories by recognizing the ongoing interaction of the genetic, environmental, and social aspects. These experiences—and specifically Lisa’s strengths in overcoming systemic barriers and Henry’s dedication to meaningful volunteering—show how the model can account for neutrality in the human experience (Gajofatto et al., 2019).

 

Conclusion

This paper has explored how biological, psychological, and social aspects shape Lisa and Henry’s developmental pathways. Using the concepts of Erikson’s and Piaget’s theories complemented by the biopsychosocial model in analysis, the advantages and shortcomings of each theory are demonstrated. Although there is value in traditional development theories, the biopsychosocial model offers a more resourceful perspective for development across the lifespan. Hence, integrating these perspectives enables a closer consideration of multiple influences in patterns of human development, stressing the importance of flexibility and awareness of contexts for developmental study.

 

References

Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.

Carson, N. (2019). Psychosocial Theories. Psychosocial Occupational Therapy, 76.

Franklin, J. C. (2019). Psychological primitives can make sense of biopsychosocial factor complexity in psychopathology. BMC medicine, 17, 1-8.

Gajofatto, A., Donisi, V., Busch, I. M., Gobbin, F., Butturini, E., Calabrese, M., De Prati, A. C., Cesari, P., Del Piccolo, L., Donadelli, M., Fabene, P., Fochi, S., Gomez-Lira, M., Magliozzi, R., Malerba, G., Mariotti, R., Mariotto, S., Milanese, C., Romanelli, M. G., . . . Rimondini, M. (2019). Biopsychosocial model of resilience in young adults with multiple sclerosis (BPS-ARMS): an observational study protocol exploring psychological reactions early after diagnosis. BMJ Open, 9(8), e030469. https://doi.org/10.1136/bmjopen-2019-030469

Hutchison, E. D. (2022). Essentials of human behavior: Integrating person, environment, and the life course. 3rd Ed. Sage Publications

Orenstein, G. A., & Lewis, L. (2022). Eriksons stages of psychosocial development. In StatPearls [Internet]. StatPearls Publishing.

Sanghvi, P. (2020). Piaget’s theory of cognitive development: a review. Indian Journal of Mental Health, 7(2), 90-96.

Zhu, R., Wang, Q., Zhang, J., Liu, W., Ma, C., Han, S., & Duan, Z. (2024). Trends and Hotspots in Nursing Theory Research Published from 1990 to 2022: A Web of Science‐Based Bibliometric Analysis. Journal of Nursing Management, 2024(1). https://doi.org/10.1155/2024/8667809

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SOWK 505 Application of Major Developmental Theories

This essay is the primary writing assignment for this course, focusing on the application of major developmental theories and one additional non-developmental theory covered in class. Instructions: Each student will conduct an interview, observation, and interaction with two individuals, each from a different life stage. The subjects must not be relatives, defined as anyone related by blood, marriage, or cohabitation. However, they may be someone you know or someone new you meet specifically for this assignment. In your paper, use fictional names for each subject, and clearly indicate that these are not their real names. Ideally, select one subject who is a young adult (18–39 years) and the other subject either in middle adulthood (40–64 years) or late adulthood (65–85 years or older). After completing each interview, you will write a narrative essay detailing each subject’s life story as conveyed by them. Use class material and other relevant sources to analyze each subject’s experiences. Note any similarities or differences between the subjects and the course material or case studies discussed in class. Remember to focus on two developmental stages, not all three. Approach the paper from a life course perspective, focusing on developmental issues and transitions typical in each subject’s respective stage. Begin each section by providing the subject’s age and describing the interview environment (e.g., at home, school, or a restaurant). Apply theories from Erikson, Piaget, or others, such as Daniel Levinson or Jeffrey Arnett on emerging adulthood, to contextualize each subject’s development. Include at least one non-developmental theory. Format: Organize the paper in two sections, one for each subject, with APA format requirements, double-spacing, and in-text citations. Additionally, you will need to use at least eight peer-reviewed sources beyond the textbook. The paper should be 8–10 pages (excluding the cover page, references, or other additional material). Use APA headings and subheadings to structure your essay. Analytical Framework: This paper is not merely a narrative but an analytical essay grounded in a conceptual framework. Structure the assessment using relevant developmental frameworks discussed in class, such as family systems theory (as a supportive theory), while exploring how factors like risk, resilience, and protective influences may have impacted each subject’s development. Complement this analysis with Erikson’s lifespan theory and attachment theory to justify your developmental assessments. In your conclusion, critique the assumptions of human nature, issues, and change within your chosen theories. This final section should clarify the theoretical elements that either reinforce or challenge your client assessments. Please utilize the following outline as you develop your paper and follow APA guidelines. Cover page Abstract – Narrative Table of contents A. Introduction Gender, age Residence Race/Ethnicity Social class, economic class Sexual orientation Religious affiliation Relationship status Employment Educational history Any other pertinent information B. Background information of client growing up Family composition Children Relationships SES growing up Explain the historical context of the population group in the U.S. (optional) Family history Educational experience Employment Relationships Culture Any major developments (divorce, accident, trauma, achievement, milestones) Special interests C. Biopsychosocial (Erikson, Piaget, Kohlberg theory) Biological Psychological Social Gender/Sex Racial/Cultural Spiritual/Religious Nutrition Fitness Recreation Hobbies Developmental milestones (past & present) – has the client reached (or has not reached) these milestones accordingly Health behavior (i.e. alcohol, tobacco, drugs – past and present) Physical health (i.e. disabilities) Patterns/Milestones in client’s life Risk & Resiliency (focus on strengths perspective) Role of diversity in client’s life Has the urban environment impacted client’s lived experience Theoretical Framework Summarize the theories Discussion of major concepts of the theory Discussion of theoretical propositions Applicability to your development assessment How do the theories address issues of race, class, gender, sex, religion, urban culture, etc. through the lens of development Discuss and identify the rationale for the three theory choices (two developmental and one supportive) Conclusion Critique the assumptions about human nature, the nature of problems, and the nature of change that are a part of your chosen theory choices Define aspects of the theory that either support or challenge your assessment of the client References Note: Your abstract should highlight any common themes you observed when completing the interviews with your clients, focusing on shared lived experiences across both subjects. In Sections A-C, each subject should be analyzed separately to respect their distinct developmental stages. Ensure each client’s developmental stage is addressed individually using relevant developmental theories. However, if you find common themes across both clients, you may apply a single supportive theory to explain both cases collectively. Remember, while each developmental analysis should be unique to the individual, a unified supportive theory is acceptable if it aligns well with the experiences of both clients.