the process of maturation is complex and not well understood; it is continual throughout life and molds our emotions, reactivity, thinking, perception, feelings, ambitions, etc.
this process gives insight into the differences in people and psychological issues
developmental tasks
: a psychological challenge that demands accommodation; if the challenge is mastered, the individual will mature, if not, maturation is stalled (examples: toilet training, making friends, mastering career)
success and failure are not absolute
- a task may be partially mastered
tasks are not independent
: task one leads into task two, and so on (i.e. getting an allowance Þ taking care of your own bank account Þ day trading)
line of development
: an arena of life which a person develops over a long period of time involving the mastery of many tasks (examples: friendship, sexuality, spirituality, family)
person
: someone who has unique competences along developmental lines
family
: collection of individuals at different stages of maturation; there is a complex interaction by which members of a family help to promote (or retard) the growth and maturation of the other members; parents stimulate development of children and vice-versa; failured maturation can lead to lack of mastery and psychopathology
Stress
- a decent definition is lacking; no one really agrees on what ‘stress’ is, and what qualifies it; what is stressful for an individual and what a person’s response to stress will be depends highly on the individual - which tasks have they mastered, how well they mastered them, etc.
studied in survivors of catastrophe
Þ four to six dimensions of the response are seen
(1) feelings of shock, horror, anxiety, rage, depression, etc.
(2) thoughts of the event, explanations for it (why me?), internal dialogue that prevents concentration
(3) behavioral changes: largely due to emotional exhaustion; usually focus on reducing risk of a recurrent situation
(5) defenses: attempts to return emotions to pre-catastrophy state; denial, intellectualization, etc.
(6) longer term effects on social, vocational, sexual, religious aspects of life; support system highly important in preventing long term effects
stress can be internal or external or both
stress may be in response to failure to master tasks or proceed along developmental lines
also could be response to the feeling that some tasks can no longer be mastered
schema for understanding mental life:
values affect meanings which in turn influence behavior and emotions
Details of Adult Development
(1) Tasks of the 20s
- ideally one leaves adolescence with: self-respect, self-esteem; vocational aspirations; clear sexual identity; indep. living skills; ability to regulate self responsibilities (financial independence, toilet training)
differences in genetics, family, socio-economic status, etc. lead to vast differences in the timing of these tasks
adolescent tasks that have not already been completed must be caught up on in the 20s (or later)
loneliness
results from increased independence and self-reliance and leads to a frantic search for a life mate; this leads to the challenge of intimacy - mastery of this generates important support for future maturation
Summary of the 20s
(a) complete adolescent tasks
(b) further define vocational aspirations
(c) find acceptable mate
(d) master and maintain intimacy
(2) Tasks of the 30s - catching up on tasks of the 20s if necessary (this happens at each stage)
30s are about SUCCESS: parenting, peer recognition, money, job, etc.
this is a balancing act Þ kids demand time, job demands time, spouse demands time Þ must put the self aside for the relentless demands of the child and for the feverish pursuit of success
this means that people in their 30s are exhausted - they have mastered more skills than they can handle
frailty of physical health is realized, people try to take better care
(3) Tasks of the 40s
- after many years, parents must prepare for greater independence of their children
power in the workplace (at the top of your game); or starting a second career after mothering
begin planning for rest of life, deal with finances in a serious way
must deal with declining parents and beginning to recognize one’s own early decline
sandwich generation
: must take care of both children and parents
often realize you haven’t become what you thought you wouldÞ many people start over (second marriage, job, etc.)
this can lead to tremendous stress
(4) Tasks of the 50s - nurturance of others at work and home Þ attempting to guide the next generation
creating adult relationship with children
emphasis comes back to the self and doing things you enjoy; learn to take intimacy at a slower, less intense pace
either continue to grow and develop, or stagnate
(5) Tasks of the 60s and beyond
inevitability of death is acknowledged Þ time has more meaning
the task is to maintain dignity and self-esteem in light of biologic decline