ࡱ> 7 dbjbjUU -7|7|` lH H H H H H H l v v v 8 $ l cj!j!"!!!g"g"g"Ȧʦʦʦʦʦʦ$ #H g"g"g"g"g"%H H !!$%%%g"H !H !Ȧ%g"Ȧ%%&#)H H !^! ҙal v #Ld'<c%"%\ rH H H H LISA NOTES CHAPTER 4 HUMAN DEVELOPMENT ACROSS THE LIFE SPAN KEY CONCEPTS development a continuous process of human advancement and change maturation changes resulting from biological changes growth an increase in physical size, and mental and psychosocial skills ageing a chronological increase in years maturity full development in relation to age evolution gradual development to adapt to change differentiation discrimination in perception or cognition complexity many different factors influencing a whole predictability expectancy of the probability of future events cognitive involving thinking or the processing of information physical relating to the body psychosocial relating to an individuals self-identity when interacting with others moral maturity a sense of what is right and wrong and having a conscience when appropriate genetic inborn characteristics learning a relative permanent change in behaviour environment surroundings that influence behaviour critical periods very sensitive and important stages that influence development attachment emotional belonging life-span development continuous development and changes during life ego-identity self concept, what and who the person is career transitions changes in career-development phases tasks behavioural requirements occupational identity relating to a specific career early life birth to twenty-two years young adulthood twenty-two to forty-five years middle adulthood forty-five to sixty late adulthood, old age sixty years and older The study of human development focuses on age-related or sequential stages from conception till death. This chapter examines factors and domains that characterise human development, as well as how these relate to work. Hereditary and environmental factors, which contribute to development, are also discussed, as are the different views on the critical periods in human development. Lastly, this chapter discusses career transitions and related occupational and other tasks. 4.1 Introduction The study of human development incorporates age-related changes in various domains of personality, behaviour and life that take place from an individuals conception till death. The study of human development enables us to understand the competencies needed for life roles, the schedules and norms related to development, both change and continuity in behaviour, and the importance of development on child and adult adjustment. The aim of the chapter is to explore the nature of human development and how it affects career development across the life span. 4.1.1 The general nature of human development Human development concerns age-related or sequential changes that occur from birth till death owing to genetic and psychosocial factors. Various transitions or stages characterise human development, and maturity must be displayed for a person to socialise in and fulfil various life roles. Maturation refers to changes that have occurred owing to genetic factors, while ageing refers to a chronological increase in years. Growth refers to increases in physical size or improvement in mental and psychosocial competencies. Maturity implies an integration of physical, cognitive, social and psychological factors at a specific level. Readiness implies sufficient development to benefit from learning. 4.2 The characteristics of human development The characteristics of human development include assumptions from various theories and models. These include the growth model, the stage model, the differentiation model, the funnel and canalisation developmental models and the humanistic models. Scientific studies based on self-regulation (Piaget), social learning (Vygotsky), socio-emotional development and self-image (Bowlby and Ainsworth), as well as life-span development (Erikson and Freud) have influenced research and theorising in developmental psychology. 4.2.1 The hierarchical evolution of phases Life and career phases are grouped into four main stages: the early-life stage (birth to about 22 years), the young-adult stage (about 22 to 45 years), the middle-adulthood stage (about 45 to 60 years) and the late-adulthood life stage (60 years and older). Behaviours evolve in orderly and predictable sequences which emerge at certain ages and stages. The progression or evolution of phases is predetermined by the maturation of biological systems. An imbalance between physical and emotional maturation can be problematic. Each phase of development is derived from the preceding ones and is linked to the next ones. Differences occur in the order or rates in which behaviours develop, such as in the motor and speech development of children. Similarly, career stages might also develop without conforming to preconceived stages. 4.2.2 Differentiation from the general to the particular At birth the cortex is poorly developed and behaviour involves reflexive and motor sensory patterns. When cortical maturation occurs there is greater selectivity in relation to effective behaviours in situations requiring choice. 4.2.3 Increased complexity At birth, motor neurons are small, with long axons transmitting impulses at low speeds resulting in general responses. With age the development of the insulating myelin layer around the axons of neurons causes faster transmission of impulses and therefore more complex behaviour. These changes are evident in cognitive and social behaviours, and physical functions. Adults can process larger quantities of information, and can reason at a higher level than children. 4.2.4 Predictability Most individuals follow a similar pattern of development and this enables us to know what to expect from people at different ages and transitions. Children learn to walk and talk during specific periods. The correlation between physical and mental traits is also predictable. However, development can be retarded by limiting physical and emotional factors. 4.3 Domains of human development Human development involves changes in three broad interdependent areas of human functioning: physical, cognitive and psychosocial. Development, changes and integration in all domains are important for the individual to function effectively in each stage. Career development could be added as a fourth domain, but is based on these three domains. 4.3.1 The physical or biological domain The physical or biological domain entails biological processes. Maturation, growth and ageing in these processes result from genetic processes, the influence of the environment, the occurrence of accidents or disease, and the impact of life styles. 4.3.2 Cognitive development Cognitive development concerns the gradual and age-related development of thought processes, mental abilities and capabilities to receive, process and use information. With time these attributes change from being simplistic to more complete and integrated. Cognitive development is important for advancement in the workplace. Various theories explain cognitive development. According to Piaget, children develop schemata which progressively and predictably change in terms of quantity and quality. Through assimilation and accommodation more information can be integrated at more complex levels. Piagets stages of cognitive development indicate how cognitive functioning progresses from the interpretation of sensory stimuli in babies to childrens concrete-operational thinking and adults formal-operational thinking. Schaie postulated different progressive stages through which adult thinking develops. Kegan contributed the idea of meaning systems. Moral development is also an important aspect of cognitive development. 4.3.3 Psychosocial development Psychosocial development involves the progressive development of psychological and social behaviours. Socialisation refers to the process by which people learn to understand and accept social norms and values in order to adjust to society. 4.3.4 The development of career-related tasks Physical, cognitive and psychosocial development contributes to a persons ability to make appropriate career choices and related decisions. The development of a work ethic and job-related attitudes should also be given attention in the study of human development. 4.4 Determinants of human development Human development is the result of genetic factors and social learning. 4.4.1 Hereditary or genetic determination Most human similarities and unique behaviours are influenced by genetic inheritance. This is illustrated by the similarities that exist between humans and animals in terms of certain behaviours. Maturation owing to genetic potential is predetermined by biological processes as the individual grows physically. Environmental factors have no marked effects on this process. Genetic determination is more evident in the physical domains of behaviour, such as the rate of physical growth and the development of motor skills. Intelligence is also believed to be largely influenced by genetic factors. Genetic influences also affect aspects of psychological and social behaviour. 4.4.2 Environment and learning Environmentally acquired behaviours are learned or social-cultural genetics. They include all non-genetic factors that occur before and after birth, as well as learning experiences after birth. Environmental factors influence all the domains of human development. Physical factors include the use of drugs by the pregnant mother, and nutrition. Psychosocial influences originate from the individuals interaction as a member of social groupings, such as family, culture and peer groups, which also shape the development of persons self-concept. Adequate development in these areas has a positive effect on work and career maturity. 4.4.3 The interaction between person and environment The interaction between person and environment is best explained by Bronfenbrenners Ecological-Systems Model of human development. This model views development as a process whereby the individual and the environment mutually and reciprocally influence development. In this model there are four levels of systemic environmental influences in human development: The microsystem is the persons living environment, consisting of people with whom and organisations with which frequent and intimate contact occurs. The mesosystem is created by the interactions between elements of the microsystem, such as schools, churches and employers. The exosystem may involve aspects outside the individuals immediate circle of contacts, such as others workplaces, institutions in the community and social clubs. The macrosystem focuses on cultural and societal values, and laws which may regulate exactly how the individual must live. Hernandez, Stoller and Gibson emphasise the extreme influence of historical and life events, cultural aspects and opportunities for development. Batis distinguished between normative age-graded influences (such as going to school, puberty and menopause), normative history-graded influences (such as historical events and traumas) and non-normative influences (such as divorce, illness and death in the family). 4.5 Critical periods in development: various views A critical period is a particular point in time when environmental factors (such as the deprivation of maternal love during the first year of life) will have positive or negative effects on development, although sometimes these effects are only experienced later in life. Negative experiences can be countered by later positive experiences. Optimal periods are experiences during which maturation and learning are responsible for successful development, or the points at which people will be mature enough to benefit from such experiences. The term psychosocial evolution implies that behavioural patterns can be transferred across families, from childhood to adulthood, and across generations through social learning. 4.5.1 The first five or six years Life begins at conception and the unborn human is subjected to many prenatal influences. After birth, development is influenced by cultural and societal factors. The first five or six years of a childs life are crucial for development. During this stage the immature neurological systems are not yet able to respond effectively to the complexities of the environment. Psychological and cognitive development occurs when the individual is immature and is therefore more vulnerable to harmful environmental factors which decrease healthy development. During this stage the childs identity develops through the learning of cognitive and social skills, and the development of various physical skills. A critical development task for children is to develop healthy attachment behaviours, which will positively affect future interpersonal behaviours. Insecure attachment may result in over-dependence, fewer social skills and less competence in older children and adults. Secure attachment leads to healthy and productive social relationships in later life, higher performance and career efficacy. Freud differentiated between five so-called psycho-sexual stages of personality. The way in which each stage is experienced will affect future behaviour. Negative experiences may lead to fixation or regression, which means that certain developmental tasks are impaired or did not occur. Freuds theory, which differentiates between five so-called psychosexual stages of personality development, can also be used to explain adult occupational behaviour. 4.5.2 Life-span development Eriksons theory, often considered the most influential in human development, regards development as a process of psychosocial development spanning eight stages. Conflicts in each stage have to be resolved to obtain ego-identity. The eight stages are given below. 4.5.2.1 Trust versus mistrust (first year of life, oral, sensory) During infancy trust is a result of satisfactory maternal care while mistrust is a manifestation of rejection. 4.5.2.2 Autonomy versus shame and doubt (two to three years, muscular, anal) Maturation of physical functions creates a feeling of self-esteem and pride. Problems in these areas could create feelings of inadequacy and self-doubt. 4.5.2.3 Initiative versus guilt (four to five years, locomotor, genital) Children learn initiative by sharing responsibilities and exploring their environment. If children fail to develop initiative and are constantly criticised, they will avoid responsibility. 4.5.2.4 Industry versus inferiority (6 to 11 years, through to puberty, latency) School-attending children acquire qualities like perseverance and accomplishment. Negative assessment by others results in inferiority complexes, which may cause learned helplessness. 4.5.2.5 Identity versus role diffusion (12 to 18 years, puberty or early adolescence) Teenagers test their identity by belonging to groups. If they feel they do not have the same identity as others, they become confused about their roles in life. 4.5.2.6 Intimacy versus isolation (late adolescence, early adulthood) Young adults share their identity with others through affiliation and friendship, and they have the ability to commit themselves to intimate relationships. A lack of intimacy results in a feeling of isolation. 4.5.2.7 Generativity versus stagnation (adulthood) During life, adults need to feel needed in relationships. Generativity can be expressed in many different ways. The lack of self-fulfilment in this regard leads to stagnation. 4.5.2.8 Ego-integrity versus despair (ageing, maturity) If conflicts in the previous phases have been resolved, the aged person accepts his/her life cycle with a sense of order and meaning. Despair is manifested by a feeling that life is too short. 4.6 Career transitions and tasks Though occupational development starts in childhood, it is closely intertwined with the development stages of later childhood and adulthood. Occupational development cannot be seen in isolation from cultural, political and societal influences. Career maturity enables people to cope with developmental tasks at each life stage. The establishment of career concepts in childhood are important for adult career transitions. Career maturity is closely related to the concept of career self-efficacy, which refers to peoples belief in their own abilities. A development task is a task that arises at a certain point in a persons life and that needs to be achieved in order to ensure satisfaction and productivity. 4.6.1 Early life occupational choice and preparation Early life can be considered as spanning the years from birth to around 22 years of age. An important issue of early life development is whether the adolescent or young adult has developed a self-identity and is ready to assume various roles. Career maturity, choosing a career identity, and career entry are major issues at this stage. Career maturity requires independence and autonomy, and the ability to keep supportive relationships. Career-development tasks during this stage include the following: Career orientation is a persons active involvement in and commitment to the process of career choice. Career information and planning require the exploration and gathering of relevant career information. Consistency of career preferences relate to constancy of choice over time. Certainty of concepts relates to attitudes about work and careers. Wisdom of vocational choices relates to a realistic career choice based on ability and interest. Adolescents may experience four types of ego identity states in career choice. Occupational identity with no identity diffusion is achieved when an informed choice is made based on many alternatives. Moratorium refers to ongoing uncertainty. Identity diffusion takes place when a career decision cannot be taken or is avoided. Foreclosed or rigid vocational identity occurs when a person decides on one specific career, thinking that it is the correct choice, while other options are not considered. The cognitive, physical and emotional changes during adolescence affect the development of career-related tasks. Emotional turmoil and identity confusion make personal and career adjustment difficult. Adolescents typically operate between a striving towards independence and a combating of emotional insecurity. This conflict often results in impulsive or poor choices. Greater analytical thinking will ease the task of choosing a career. At career entry, young people should have learned to accept authority and should be able to working co-operatively in groups. Separation from the family requires emotional, attitudinal, functional and conflictual independence from the adolescent. 4.6.2 Young adulthood entry into and establishment in the workplace Young adulthood can be considered as spanning the years between 22 and 45. Avery and Baker (1990) classified adulthood into five different stages: building a workable life (from 22 to 28 years) crisis of questions (from 29 to 34 years) crisis of urgency (from 35 to 43 years) attaining stability (from 44 to 50 years) mellowing (50 years and older). Four developmental tasks as indicated by Levinson are: define a dream, find a mentor, develop a career and establish intimacy. During young adulthood, young adults have to adjust to the realities of different adult roles, while adults consolidate the different roles they play in their family and their wider social circle. Adult demands require many changes and adjustments. According to Freud, success is found in love and work, while Erikson and others proposed ideas such as intimacy and generativity. This implies that self-identity is found in personal goals relating to work, family and community. Critical events (such as moving, divorce, family additions or loss) often take place during this period. These events require further adjustments from the individual. Cognitively, the adults experiences in study, work and life in general result in a more mature and complex approach to problem-solving. Strategic thinking and dialectical thinking become possible during this stage. Adults are able to use acquired cognitive skills in a flexible and responsible manner. The nature of work in families also requires adjustment. Recent developments, which complicate career and family adjustment, include dual-career couples, changed role definitions at home, children being left at home alone, and the use of the home as a workplace. 4.6.3 Middle adulthood consolidation, maintenance and change Middle-adulthood includes the stages of stability (from 45 to 50 years) and mellowing (50 years and older). The main developmental tasks include maintaining career standards, a standard of living, marriage and family relationships, assisting children into adulthood, upholding societal roles and developing leisure activities. While managing to maintain a position or job, energies are focused on others. This includes mentoring junior employees, spending more time socialising, and being involved in family life. Physical changes and emotional adjustments take place during middle adulthood. These include a lesser physical ability, a mid-life crisis and menopause. Cognitive decline, especially in basic (inherited) aspects of intelligence, can take place during this stage. However, cognitive thinking is much more integrated, allowing for more effective problem-solving and easier adjustment to changes in the working environment. Ongoing cognitive and psychosocial stimulation may result in a high level of maintenance and growth in cognitive skills. This explains why most management positions are filled by people from this age group. Psychosocial development in middle adulthood overlaps with the developmental tasks of early adulthood and old age. Developmental tasks can range from starting a career and family to adjusting to a lesser physical ability and the needs of old age. Family and social involvement include guiding adolescents into adulthood, or adjusting to children leaving home. The latter can result in the empty nest experience. Reassessment of careers is an important aspect of middle adulthood, especially in South Africa where socio-political changes pose threats and opportunities to different groups. The mid-life crisis is often associated with middle adulthood. According to Barnett and Pleack, the mid-career stage manifests differently in four types of man: The transcendent-generative man finds accomplishment and happiness in life. The pseudo-development man experiences many unresolved problems, but plays roles as if everything is in order. The typical mid-life crisis man is confused and cannot cope. The punitive disenchanted man is totally unhappy most of his life, feels alienated and cannot cope. Women experience different conflicts, which relate to childbirth, late career entry, role conflict, changed marital status and the socioeconomic pressures associated with these events. 4.6.4 Late adulthood disengagement For the aged, the main developmental tasks are the upholding of personal identity and dignity, the finding of new meaning in life, and the evaluation of their spent lives. Main concerns during this transitional stage are physical health, finances, social support and not being lonely. Retirement requires adjustments in a variety of areas. Many elderly people manage themselves well, while others become too preoccupied with themselves. 4.7 Future trends in peoples career development Traditional career-development theories might not adequately provide for challenges in the modern fast-changing age of work. These challenges refer to career issues related to women, the unique attributes of generations X and Y, the millennium generation, and entrepreneurs who work alone in informal businesses. The needs and expectations of modern-day employees are different as they require a work situation that is challenging, flexible and meaningful to career development. 4.8 Summary and conclusion Human development is influenced by both genetic and environmental factors, which determine cognitive, psychosocial, physical and career adjustments. The biggest future challenge is to create social conditions in which every individual, regardless of differences, can reach his/her full potential. A changing environment necessitates the redefinition of career concepts and career development. 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