Changing The Course Of Psychological Development Prior To Co

Changing The Course Of Psychological Developmentprior To Completing Th

Changing the Course of Psychological Development prior to completing this discussion, read the required materials from the Shaffer (2011) text, as well as the Berzonsky (2004), Fiese (2013), and Burkitt (2010) articles. Review the PSY605: Mila Singer Life Story document. Choose one aspect of Mila’s life to alter. This element can be an event, a personal characteristic, an environmental factor, or an aspect of the timeline. In your initial post, identify the original life story element you intend to change and explain how you intend to change it.

Use Erikson’s psychosocial stages of development to explain Mila’s stage of development at the time this change takes place and address how the change affects Mila’s psychological development into adulthood. After identifying the initial change and describing it, create a list of three additional outcomes in Mila’s development across the lifespan that will likely be affected by this change. For each, identify the current outcome in Mila’s life story and propose a rationale for changing this outcome. Apply either Bronfenbrenner’s ecological systems theory or Vygotsky’s sociocultural theory to Mila’s life to create a hypothesis as to how and why these outcomes would likely adjust due to the changes you have made.

Briefly summarize your personal reaction(s) to making the initial change and how it altered the subsequent outcomes. Explain how differences in life events create differences in human development.

Paper For Above instruction

The evolution of psychological development is deeply intertwined with individual life experiences, environmental influences, and the dynamic interplay of personal characteristics. In this analysis, I will examine Mila Singer's life story, specifically focusing on her childhood perception of family stability, and explore how altering this aspect could impact her psychological trajectory throughout life stages. Through applying Erikson’s psychosocial theory, ecological systems theory, and developmental research, I will outline potential developmental outcomes and personal reflections on such a change.

Initially, Mila’s life story indicates that she experienced significant familial instability during her early childhood, characterized by frequent moves and parental conflict. This instability culminated in her developing a sense of mistrust and difficulty forming secure attachments, corresponding to Erikson’s first stage, trust vs. mistrust, which ideally is resolved in early infancy (Shaffer, 2011). To alter this element, I propose that Mila’s family environment remained stable and nurturing throughout her childhood—ensuring consistent caregiving, emotional support, and fewer disruptions. This adjustment would aim to foster a foundational sense of trust, positively influencing her psychosocial development.

During the period when this change occurs—early childhood—Mila would likely develop a stronger sense of trust and security. According to Erikson (Shaffer, 2011), resolving trust vs. mistrust builds a resilient foundation for subsequent stages, such as autonomy and initiative. By maintaining stability, Mila's emotional health would likely be fortified, resulting in healthier interpersonal relationships and self-esteem development in adolescence and beyond.

Furthermore, the ripple effects of this change extend across her lifespan. Three specific developmental outcomes impacted could be:

1. Attachment patterns in adolescence: Originally, Mila may develop insecure attachment styles; with greater stability, she is more likely to develop secure attachments, fostering healthy romantic and social relationships.

2. Self-concept and identity formation in young adulthood: A secure early foundation would promote a positive self-image, facilitating confident exploration of identity, career choices, and personal values.

3. Resilience to later stressors in adulthood: Stability during childhood enhances stress-coping mechanisms, leading to better mental health resilience during life's challenges.

Applying Bronfenbrenner’s ecological systems theory, Mila’s developmental outcomes are influenced not only by her family but also by broader contextual systems such as community and societal support. A stable family environment would strengthen her microsystem, providing a consistent, nurturing context that reinforces positive development. This stability would, in turn, influence her mesosystem interactions—such as school and peer relationships—and shape her developing worldview with a foundation rooted in trust and security (Bronfenbrenner, 1979).

Reflecting personally, considering this pivotal change highlights how early life circumstances significantly shape developmental courses. Making Mila’s environment more stable emphasizes the importance of nurturing caregiving and emotional security in promoting healthy psychological growth. It demonstrates that human development is highly sensitive to early experiences, with lasting effects observable through lifespan outcomes.

In conclusion, altering Mila’s early family stability could significantly modify her developmental trajectory, fostering secure attachments, positive identity formation, and resilience. The integration of Erikson’s psychosocial stages and ecological systems theory underscores how environment and internal factors converge to influence human development. Recognizing these intricacies underscores the importance of early childhood interventions that promote stability and secure attachment, ultimately supporting healthier psychological outcomes into adulthood.

References

• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Burkitt, I. (2010). Body talk: The Taylor /Burkitt model and the social construction of the body. Sociological Perspectives, 53(4), 477-497.
• Fiese, B. H. (2013). Family ecology: Understanding the ecology of human development. Journal of Family Theory & Review, 5(3), 217-232.
• Berzonsky, M. D. (2004). Identity style, social cognitive processes, and academic achievement. Journal of Adolescence, 27(4), 377–387.
• Shaffer, D. R. (2011). Developmental psychology: Childhood and adolescence. Cengage Learning.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Fiese, B. H. (2013). Family ecology: Understanding the ecology of human development. Journal of Family Theory & Review, 5(3), 217-232.
• McLeod, S. (2018). Erik Erikson's theory of psychosocial development. Simply Psychology.
• Gauvain, M., & Rogoff, B. (2019). Development in social context. Routledge.
• Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.