ADHD is an abbreviation for attention deficit/hyperactivity disorder. This disorder occurs in the human brain and usually caused by a series of inattention or hyperactivity during the developmental stages of an individual. The symptoms of ADHD usually manifest in childhood especially between 3 years and 6 years. These symptoms can be observed during adolescent and adulthood stages (Kail & John 17). Having the symptoms of ADHD during childhood can translate into positive functioning during adulthood when the victim of the disorder undergoes medication. This process increases individual focus and reduces hyperactivity thus resulting into positive functioning during adulthood. Infancy describes the first stage of human development. It takes place in the first year in the life of a child. During this stage, various milestones occur. The child struggles to gain control of its body. Infants depend on other people to get basic needs (Sigelman & Elizabeth 9). The main factors in this stage which relate to personality development in adult relationships include trust, love and nurture. These factors influence the physical and emotional development in adult relationships. During childhood, children discover the consequences of their actions. They cultivate independence and make their decisions. Self-concept refers to self-identity (Kail & John 23). In this regard, the factors affecting the development of a child’s self-concept include body image, self-esteem and self-perception. Many factors explain the prevalence of eating disorders among adolescents. During this stage, adolescents prepare shape their lives to what they would like to become in future. While some adolescents prepare to become athletes, dancers and models, others aspire to become gymnasts and entertainers. In so doing, they use diet to change their weight considerably. This condition explains the reason many adolescents are diagnosed with anorexia nervosa.
Identify versus confusion is a stage in the theory of psychological development proposed by Erik Erikson (Berzonsky 12). According to the author adolescents struggle to gain a sense of identity. They try to answer the question, “Who am I?” and dedicate so much time in social relationships (Sigelman & Elizabeth 19). This stage helps adolescents to examine themselves and make career choices which relate to their true identities. Levinson and Erikson’s concepts are instrumental for modern day counsellors because they help in understanding the stages of psychological development. In this regard, a counsellor working with a client who is experiencing midlife crisis would be at vantage point in prescribing therapeutic interventions for the client. In late adulthood, some adults appear withdrawn and excluded from the society. They fail to take part in social relationships which often leads to depression. Robert Peck 3 developmental tasks include ego differentiation vs. work-role preoccupation; body transcendence vs. body preoccupation, and ego transcendence vs. ego preoccupation (Berzonsky 17). On his account, Peck argued that retired people should discover ways of defining their self-worth. They should place emphasis on building social relationships and prepare to go transcend their physical limitations. I believe that the rising cases of teenage suicide results from depression due to psychological disorders. Parents can address this trend by paying close attention to the behavior of their children and build relationships that can discover their problems.
The vignettes
Developmental hypothesis for vignette 2
It is my hypothesis that Tom’s symptoms of exclusivity may be related in part to unmet developmental needs from Erickson’s Stage 6: Intimacy vs. Isolation. As a counsellor, I would want to explore the circumstances around Tom’s early adulthood stage. Were his love needs met at this stage? How did he relate with his peers? What was his relationship with his parents? Did Tom have a strong relationship with any of his peers? How did he respond to calls for friendship from his peers? Did he play any games with his peers?
Developmental hypothesis for vignette 3
I attribute Jerome’s symptoms of exclusivity to unfilled needs from Erikson’s Stage 4: Industry vs. Inferiority. In this regard, I would assess the life during Jerome’s school age. How was his life at school like? Did he have friends? Did he take part in sports? Did he interact with his classmates? What were his hobbies at school? Did he prefer to walk alone or in groups? Did his friends comprise female students? Did he participate in class activities?
Developmental hypothesis for vignette 4
Karen’s symptoms of impulsivity and compulsion could have a relationship with Erikson’s Stage 2: Autonomy vs. Shame and Doubt. Therefore, placing emphasis on Karen’s early childhood years would help in unravelling the problem. What was her early childhood like? Did she exhibit autonomy and strong will? Was there any element of self-control? How did she react when things didn’t go her away? How did she express her anger upon her peers? What did she enjoy doing? How did she feel when she failed to achieve her aspirations?
Developmental hypothesis for vignette 5
Ben’s symptoms of inhibition could be tied to Erikson’s Stage 3: Initiative vs. Guilt. The circumstances around Ben’s preschool age would be brought into focus to understand the causes of his behavior. This investigation would help in exploring the unmet needs of Ben and help prescribe solution to his problem. Did he love art work? Did he take some initiatives to advance his love for artwork? If yes, how did his parents and teachers enhance his ambition? What inspired his love for art? How did he react to failure and success?
Works Cited
Berzonsky, Michael D. "Eriksonian developmental stages." Corsini Encyclopedia of
Psychology, 2010.
Kail, Robert, and John Cavanaugh. Human development: A life-span view. Cengage
Learning, 2015.
Sigelman, Carol, and Elizabeth Rider. Life-span human development. Cengage Learning,
2014.
