Critical Analysis of Child Adolescent Development Theories - Research Paper Example

Critical Analysis of Child Adolescent Development Theories Child and adolescent development has been a subject of discussion for decades. The subject has attracted scholars and theories that explain the developmental stages of a human being in detail. In this research paper, the three main development theories, behavioral theory, which is a physical theory, cognitive theory and psychosocial theory will be summarized and analysed. This will be followed by a discussion of the similarities and differences among the three theories. The first developmental theory in this discussion is behavioral theory. Behaviorism theory is a physical development theory that holds that learning is highly influenced by the environment of a child or an adolescent (Merrell, 1999). In this case, the physical behavior of an individual is shaped b the interaction between the individual and the environment. The position is that the thoughts, the emotions and the conscience and self of a person does not inhere from within such a person but from outside. Behavioral theorists believe that the best way to understand behavior is to concentrate on the causes of individual actions as well as the action’s consequences. A behavioral theorist Skinner called this approach operant conditioning in which reinforced behavior is strengthened and that which is not reinforced is extinguished (Merrell, 1999). Different learning experiences produce different individual behavior (Watson et al., 1999). In this case, any reaction, be it speech or emotion is a pattern of non existent stimulus. This reasoning, termed as classical conditioning in which Watson believes that any child can be conditioned to become a specialist in any field such as doctor, lawyer, artist, beggar, thief and so on (Watson et al., 1999). Behavioral theory has been used in mental health treatment of children and adolescents. The treatment is necessitated by the fact that human behavior is not acquired but learnt. Therefore, a child or an adolescent can be subjected to conditions that reverse the learning process because what is learnt can be unlearnt. In this case, a behavior therapy in the treatment is aimed at replacing behavior with another favorable one. Moreover, inferences on mind and brain are derived from the behavior, and this utilized behavioral model (Weitlauf & Cole, 2012). Behavioral model has proved to apply well in mental illness through impulse control like excessive drinking and anxiety. Moreover, behavioral theory has enabled mental specialists to come up with therapies for mental disorders like schizophrenia, which has saved many children and adolescents today. The second development theory, psychosocial development theory, conceptualized by Erikson (1959), remains the most popular personality theory. It is different from other theories because it caters for the development in entire lifespan from birth to death. Erikson argues that human development is divided into eight stages. The first stage is called trust versus mistrust (Merrell, 1999; Lerner, 2002). Being the earliest psychosocial stage, it occurs in within the first year of the child’s life. In this stage, a child is wholly dependent on its parents or caregivers. The way a caregiver or parent responds to a child in this stage shapes its perception of the world. For example, in case parents or caregivers consistently handle the child in a caring manner, the child will learn to trust the world and its people (Erikson, 1959). The second stage in psychosocial stage is the conflict between autonomy and shame which occurs between one year and two years. As the child enters toddler stage, they gain a greater sense of personal control. The child starts learning to be independent and performing tasks like using the toilet, selecting food and playing with toys. Stage three involves initiative versus guilt and occurs between ages three and five years. The child in this stage is struggling to develop a sense of self initiative and when helped to do so, they build a strong sense of initiative. Those who are discouraged from activities are fixated with a sense of guilt over their self initiative activities. The forth stage of psychosocial development is industry versus inferiority (Merrell, 1999). The stage occurs between age six and eleven in which they engage in social interaction with friends at school and play places. As they engage in social and academic competition, they develop a sense of pride and accomplishment in their abilities and accomplishment. A sense of competence is instilled in children by praising them and if you discourage them, they develop a sense of inferiority. The fifth stage of psychosocial stage referred to as identity versus confusion (Merrell, 1999). In this stage, the child is subjected to the formation of personal identity. The stage comes at adolescence and teenage in which teenagers explore behaviors, abilities and roles. Erikson (1989) theorized that it is very significant to forge a strong identity in a child at this stage because it has a strong bearing on future life. Teenagers who find a sense of identity are secure and independent and they face their future with a lot of courage. Teenagers who remain confused feel lost, insecure and they have no strong sense of future. A person enters the sixth stage called intimacy versus isolation between ages 19 and 40. This is the forming intimacy stage where loving relationships with other people. The person starts dating, marries and thinks of family and relationships. These events are so significant in forming intimacy and isolation complexes. In this case, where lasting relationships are not formed feel isolated and lonely while those who succeed in forming lasting relationships develop a sense of intimacy. The seventh stage is generative versus stagnation and it occurs during the middle adulthood (Merrell, 1999). In this stage, psychosocial conflict concentrates on the need to create things beyond the life of the individual. An individual starts developing a sense of purpose by contributing to the society through for example raising a family. People who do not have a breakthrough in contributing feel disconnected and rejected. From the seventh stage, enters the eighth stage where integrity versus despair dominates (Merrell, 1999). The stage comes at age 65 onward. An individual at this stage start reflecting on his or her past and ask whether they have lived meaningful life. Where a person has already lived a worthy live, they will have peace, wisdom and fulfillment at death. For individuals who feel that they have not accomplished what they needed, they are filed with regrets, feelings of despair and are not satisfied at death. In psychosocial development, every stage involves a conflict that shapes the future of an individual. In cases where conflicts are successfully solved, an individual develops psychosocial quality associated with the stage. Psychosocial development theory has been of great use in the treatment of mental illnesses such as schizophrenia (Weitlauf & Cole, 2012). They involve psychological therapies that recognize the importance of psychological processes in psychosis. Even though pharmacological interventions have dominated mental treatment, their limitations have been countered through responses based on psychosocial development theory. They involve a combination of both the interventions and the drugs and other responses that reduce the pharmacological drug side effects. The recognition of the side effects and limitations of pharmacological interventions has called for a need for a broader approach that caters for the whole wellbeing of individuals. Another theory that accounts for the development of children and adolescents is cognitive theory. The theory focuses on the way a person acquires, processes and stores information through perception and remembrance among other mental processes (Costley & Nelson, 2013). This theory was developed by Jean Piaget, a theorist who focused on the way children develop their thinking processes. In his position, children are active learners whose thinking process undergoes four stages (Merrell, 1999). The first stage is called the sensory stage in which children up to 2 years us their motor skills and their senses in exploring and developing their cognitive understanding. Piaget’s second stage of development is called pre-operational stage and it occurs between 2 years and seven years. In this stage, children relies less on senses and physical discoveries. The third stage as formulated by Piaget is the concrete operations stage that occurs between ages 7 and 12 years (Gauvain, Beebe & Heidi, 2013). In this age brackets, Piaget held that children demonstrate logical thinking than ever and they rely on different materials to reach the desired conclusions (Gweon et al., 2012). The fourth and the last stage of cognitive theory takes place in children of 12 years and above and is referred to as formal operation stage. This stage incorporates adults and Piaget posits that people at this stage can accommodate abstract thinking and can solve complex problems in their minds. In each of the stages, the thinking process of a child changes qualitatively. Cognitive theory has been of great help in the development of mental health treatment therapy. These therapies are based on the assumptions from the cognitive theory that focuses on internal mental processes in a person that shapes the behavior of an individual. This means, illnesses that affect a child or adolescent can be for instance depression. Cognitive theory holds that depression and all other negative emotions that lead to majority of mental illnesses is a result of false beliefs (Weitlauf & Cole, 2012). Any therapy based on cognitive theory is an examination of patient’s patterns of negative thoughts and aims at replacing them with positive ones that reflects reality. For a long time since the inception of this theory, cognitive therapies have been used alongside antidepressants to effectively manage severe and chronic mental illnesses such as depression. This treatment therapy has proved to work especially among adolescents and children. The three theories, behaviorism, psychosocial and cognitive theories give an account of how a child and individuals form behavior though in different approaches. Behaviorism and cognitive theories for example, advocate for active participation of children when learning. Jean Piaget in the cognitive theory gave a stage chart where a child should be at a particular age. Abnormality in development is checked against the stages and age so that if they contradict, something has to be done for the child. Behaviorism theory developed Piaget’s idea further and compared children’s actual development to their potential development. Psychosocial theory also gives some stages throughout life which an individual had to conform to if smooth and normal development graph is to be achieved. All the theories agree that if these stages are not handled well, the child or individual develops an abnormality that affects the remaining of his life by shaping their personality in either negative or positive way. However, the three theories differ significantly in their approaches to child development. For example, while behaviorist theory attributes development to physical or social environment, cognitive theory considers the mind processes while psychosocial tends to combine behaviorist and cognitive theories (Omwami, E. M. (2012). Behaviorist theory does not necessarily break development into distinct stages while psychosocial and cognitive theories break human development into distinct stages. Cognitive theory breaks children and adolescence development into four stages while psychosocial breaks it into eight stages. In each of the stages, the theories allocate different age brackets. For example, Piaget’s first stage starts from birth to two years while Erikson’s first psychosocial stage starts at birth up to five years. Moreover, the views of the three theories are different. For example, cognitive development uses the biological perspective while psychosocial development theory is a personality based theory. Behaviorist theory on the other hand focuses on individual behavior and tries to use it as a focal point in understanding the causes and effect. In conclusion, the development theories are a better framework in understanding personalities and complex issues that surround human development. They give a chance for researchers and society to understand one another and learn why people behave the way they do and what can be done to coexist with others. Behavioral development approach is important to understanding the behavior shapers in the physical realm. Cognitive theory gives a hint on how children are made and prepared for adulthood and can be applied in shaping a better person. Psychosocial theory is across life understanding of how people develop and the way they can control their development to avoid future frustrations and lack of accomplishment of one’s life goals. These theories have also helped to tackle mental illnesses which could have given pharmacologists a lot of head ache. They have succeeded in formulating strategies, therapies and solutions to the comprehensive treatment of mental illnesses than a single therapy can achieve. References Costley, K. & Nelson, J. (2013). Avram Noam Chomsky and His Cognitive Development Theory. Retrieved from http://files.eric.ed.gov/fulltext/ED543301.pdf Erikson, E. H. (1959). Identity and the Life Cycle. New York: International Universities Press. Gauvain, M. P., Beebe, S. & Heidi, M. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. Washington, DC, US: American Psychological Association. Gweon, H. Dodell-Feder, D., Bedny, M. & Saxe, R. (2012). Theory of Mind Performance in Children Correlates With Functional Specialization of a Brain Region for Thinking About Thoughts. Child Development, 83 (6), 1853-1868. Lerner, R. M (2002). Concepts and Theories of Human Development (3rd ed). New Jersey: L. Erlbaum Associates. Merrell, K. W. (1999). Behavioral, Social, and Emotional Assessment of Children and Adolescents. New Jersey: L. Erlbaum Associates. Omwami, E. M. (2012). Theoretical and Ideological Framing: Relative Change theory and Its Application to Humanitarianism in Education development. US China Education Review, 3, 347-362 Watson, A. C., Nixon, C. L., Wilson, A., & Capage, L. (1999). Social interaction skills and theory of mind in young children. Developmental Psychology, 35, 386–391. Weitlauf, A. S. & Cole, D. A. (2012). Cognitive development masks support for attributional style models of depression in children and adolescents. Journal of Abnormal Child Psychology, 40 (6), 849-862. Read More