Stages of Human Behavior Development - Essay Example

HUMAN BEHAVIOR Introduction As the human life develops from conception, infancy, early childhood, adolescence, early adulthood, adulthood to old age and finally dieing, the human form undergoes a methodical, structured and intrapersonal change in learning how to use various aspects and parts of the body, communicating, forming social connections, carrying out personal and professional responsibilities, and carrying out humanly functions (Kohlberg, 2008). Human development is the major influencing variable of human behavior (Schnell, 1980). Human behavior refers to highlighted human mannerisms, which is unique to every individual and is, determined greatly by an individual’s culture, beliefs and ideologies, mind-set, emotions, ideals, ethical conduct, social norms and relations, and point of views, compulsion, ecology and genetic composition (Piaget, 2008). This report will candidly discuss the interplay of the biological, psychological and social aspects related to human development such as the biological, physical growth and maturation, language and cognitive development; mental health conditions and medical conditions among others based on the case study of the family of Celestina, Frank and Nicholas. Additionally, the report will compare and contrast Celestina and Nicholas’ passage through the psychosocial stages of adolescence, that is, identity versus role confusion stage of lifespan development. The report will evaluate how both parents negotiated the developmental stages by focusing on contextual factors such as strengths and resilient capacities, socio/cultural factors, and issues of immigration, acculturation, and ethnic identity and what impact it plays on their current relationship. The interplay of the biological, psychological and social aspects related to human development Understanding human behavior plays a fundamental role in modern world. It helps in understanding the needs and expectations of the human resources of an organization, understanding appropriate motivational techniques to use, in treating and managing behavioral- related health complications such as addictions and understanding why people behave the way they do (Erikson, 1956). Additionally understanding why different people think variedly and giving an insight into cognitive influence on problem solving and decision-making processes (Bjorklund & Pellegrini, 2000). The human development and behavior is, integrated in the physical, cognitive and emotional aspects of an individual (Kohlberg, 2008). There are various human development and behavioral theories including among others Freud Sigmund’s psychosexual theory (Lerner, 2002). It describes human development from oral stage; between birth to infancy where the element of attachment is developed, Anal stage; between 1year to 3years where the element of self image is initiated, Phallic stage; between ages 3- 6 where a child establishes sexual identity (Lerner, 2002). The Latent stage, between the ages of 6-13, establishment of gender roles and the genital stage between ages 13 and above, an individual develops mature relationships. Freud states an inability to effectively, move from one stage to another leads to fixation and development of defensive mechanisms (Li, et al., 2008). According to Erik Erickson’s psychosocial theory, human behavior is, correlated with human development, which as the theory states, begins with trust versus mistrust stage between 13-15 months, autonomy versus shame stage in the 15th month and 3years, Initiative versus Guilt stage where a child develops self-esteem between 3-6years, and industry versus inferiority stage between ages 6-12 (Erikson, 1956). In addition, identity versus role diffusion stage between the ages of 13-20, intimacy versus isolation stage in early adult life, that influence establishment of relationships, generativity versus stagnation in middle adulthood and ego integrity stage versus despair stage in late adulthood (Erikson, 1956). Other theories include Jean Piaget’s cognitive development theory (Piaget, 2008), Robert Kegan’s adult development theory, and Lawrence Kohlberg stages of moral development among others (Lerner, 2002). For the case family, there is interplay of biological, physical growth and maturation aspects between Celestina, Frank and Nicholas. The three have had different life experiences, diverse religious and cultural beliefs and therefore, their cognitive, psychological and health conditions are similarly varied. This is because individual behavior and nature is heavily, influenced by an individual’s environment of upbringing, social relations, beliefs and ideals and personal development traits such as self-confidence, self-efficacy and self esteem (Marcia, 1966). The tension that has been building between the three family members is, created by the underlying elements of trust, social relationships, self-independence, attitude and their individual adaptation to experiences. The divorce between Celestina and Nicholas’ father occurred when he was fourteen, which is a critical stage of child’s life. This stage according to Erik Erickson’s psychosocial theory is the identity versus role confusion stage, where an individual seeks to identify who they are as an individual and finding directions in their life (Li, et al., 2008). This stage is associated with confusion and an identity crisis (Erikson, 1956). Nicholas was at the time in the stage of finding his sexual identity, the role he has to play in the society and becoming who he really is and what the society expects of him. The freedom he experienced when he went to college exposed him to influence which he readily adopted as a means to escape family pressure and failure (Li, et al., 2008). The fact that he knew his father did not want him and the pain his mother went through in a bid to protect him, influenced his social behavior, psychological reasoning, adding to his poor choices in life. His sexual orientation as gay is definitive of his sexual exploration to know who he is sexually as a person. His ‘not coming out’ is influenced by the indecisiveness and uncertainty of how it will affect his relationship with his mother, a strong catholic believer and an already strained relationship with his Jewish stepfather. The refusal by the immediate and extended family to talk about the abuse and the divorce left Nicholas psychologically uncertain, unsure of what direction his life would take, thus influencing his sexual choice to be gay and thereby indulging in drug use in search for solace, which eventually went out of control. As Nicholas moves to the intimacy versus isolation stage, his recent visit to a friend, apologies made for being late and agreement to go for family counseling is illustrative of the boy’s need to love and be loved and not disappoint the mother. Comparison and contrasting Celestina and Nicholas’ passage through the psychosocial stages of adolescence Psychological and emotional dysfunctions lead to physical and health deterioration as indicated by Celestina’s heart palpations and shortness of breath when the confrontation boiled over between the father and son (Johnson-Pynn, 2003). Her religious beliefs have played a large role in the choices she makes amid challenges and uncertainties as illustrated by her continual visit to the priest to ask for guidance for divorce, guidance on the current crises and the decision to remarry. The identity versus role confusion stage for Frank and Celestina is one characterized by Celestina’s being single parented and the move to new location. She was, taught at this stage to adhere to church rules and had a close relationship with the mother. People tend to act and identify to what they know and what they have experienced (Schnell, 1980). Frank identity versus role confusion stage was, characterized by great uncertainty about what he wanted to become in life, what direction his life would take and being lost in the large extended family (Baltes, et al., 2006). This is, indicated by Frank’s unwillingness to share Celestina with Nicholas, preferring Nick to go away, so that he may be the center of care, attention and focus from Celestina, which Nicholas is compromising. The recent tension between Celestina, Nick and Frank is, influenced by the fact all are in different life stages, where Celestina and Frank are in generativity versus stagnation stage. They have a greater need to guide Nick and they are questioning their ability to care and make Nick responsible enough to handle future issues (Marcia, 1966). Nick on the other hand, is confused on which direction his life is taking coupled with the desire to appease the parents, to do what is, expected of him, to do the right thing, the psychological and emotional effects of drug use and his attendance to drug intervention programs. Throughout Celestina’s later development stages have been, characterized with feelings of shame, guilt and devastation by first, the inability to salvage her first marriage, inability to resolve the current family tension and her son’s arrest and confinement in a rehab facility. Both parents due to various factors influencing their development such as religious beliefs, past experiences, attitudes and social environment, have differing parenting techniques (Erikson, 1956). Frank wants Nick left to tend for himself as an adult, while Celestina want to support Nick until he can be able to effectively, be on his own, citing that lack of money may push her son to relapse on drug use. Both parents negotiated the identity versus role confusion stage differently, Celestina relying on family for support, which allowed her to work, pursue education and raise her child, which was constituent to her enhanced self worth, self-esteem and self-confidence to even, allow her to marry again. For Frank, making personal mistakes, learning from them and pushing himself hard has made him to be what he is currently. Additionally, Celestina’s direction in life while self-identifying in this stage, resulted in her first marriage, which was, deemed to fail since it was, based on Celestina’s fear to disappoint her mother. Therefore, Celestina is weary of making a mistake in her son’s life. since; he is at the stage, where she ideally messed up and lack of effective support and interaction at this stage, will results in Nicholas self-doubting, and confused of who he is and the future while encouragement will lead to a strong-willed, independent, and self controlled Nicholas (Marcia, 1966). Their cultural divergent backgrounds, immigration and acculturation have greatly influenced what they consider the right way or wrong way of raising a child (Baltes, et al., 2006). While Frank prefer letting Nick learn his way out, Celestina prefers supporting and nurturing her child before he finds his footing. The inability for Frank to fit in his father role, explains his fear to be able to produce something of value, to care for someone else, enable Nick to grow to be responsible, and to accept Celestina’s child as his own (Erikson, 1956). The close relationship Celestina had with her mother and the distance Frank had with his family in the identity versus role confusion and later stages of development is indicative of what their feelings and choices are in regards to parenting, decision making, and problem solving skills and helping a child transit from one developmental stage to the other (Piaget, 2008). Conclusion This report has dealt in depth on human behavior as influenced by human development. What occurs during the human development stages determines greatly what an individual’s life choices, behavior, decisions, problem solving skills, communication, social relations and personal perceptions are. The case family current position is, influenced by the circumstances surrounding their identity versus role confusion stages for Celestina, Frank and Nicholas. This stage is associated with finding direction in life, fitting in the society’s expectations, sexually discovering one self and identifying what one’s role is in life. as indicated by the case family, Human behavior is, determined by an individual’s culture, beliefs and ideologies, mind-set, emotions, ideals, ethical conduct, social norms and relations, and point of views, compulsion, and environment among other factors. References Baltes, P.B. Lorenz, P.A.R., & Rosler, F. (2006). Lifespan development and the brain: the perspective of bicultural co-constructivism. Cambridge: Cambridge University Press. Bjorklund, D. F. & Pellegrini, A. D. (2000). Child Development and Evolutionary Psychology. Child Development, 71, 1687-1708. Erikson, E., (1956). The Problem of Ego Identity. Journal of the American Psychoanalytic Association 4, pp. 56-121. Johnson-Pynn, J., Fragaszy, D.M., & Cummins-Sebree, S. (2003). 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