Empirically Based Theories of Human Development

Discuss 2 human growth and development theories that have been supported by research. Discuss 1 theory that has continued to be examined but has no empirical support. In addition, discuss what research is suggesting about the importance of spiritual development. How is it connected to the other areas of development (physical, emotional, and social)?

            One human growth and development theory that has been supported by research is Erik Erikson’s psychosocial theory.  Erikson expanded on the Freudian theories by including the entire lifespan.  Erikson’s model of life development covers five stages up to the age of 18, and three stages that extend well in to adulthood (Broderick & Blewitt, 2015).

            Erikson’s first stage of development, trust versus mistrust, infants are helpless and dependent on a caregiver.  If their needs are met during this stage, they learn to trust and they feel valuable and see the world as being safe (Broderick & Blewitt, 2015).  If they do not have their needs met, they distrust others and carry this in to the next stage, when they face autonomy versus shame and doubt (Broderick & Blewitt, 2015).  Erikson’s theories continue through the stages of industry versus inferiority, identity versus role confusion, intimacy versus isolation, generativity versus stagnation, ego integrity versus despair (Broderick & Blewitt, 2015).  Each stage builds upon the previous stage, but if the crisis is not met during a particular stage, it does not mean that it cannot be met during a previous stage (Broderick & Blewitt, 2015).

            Jean Piaget described the cognitive development theory and he also describes stages of development, however his stages are based more upon logical thinking (Broderick & Blewitt, 2015).  His theory also focuses more on children and how they progress through stages of development: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage (Broderick & Blewitt, 2015).  Learning how a child will react during each stage, Piaget believed that children’s behavior can be predicted in each subsequent stage.  As children grow older, their capacity increases and carries in to the subsequent stages (Broderick & Blewitt, 2015).

            Freud’s psychoanalytic theory is not supported by research, but it describes the functioning of adult personality and provides explanations for developments through childhood (Broderick & Blewitt, 2015).  Freud believed the personality consists of three separate, but related components; the id, the ego, and the superego.  The id is the biological self and the source of all of a person’s energy.  Babies are born with an id and the other components develop throughout the person’s lifespan.  The id is concerned with the pursuit of pleasure and is instinct driven (Broderick & Blewitt, 2015).  The ego develops as the child learns.  Unlike the id, the ego operates on reality.  The id pressures a person to act on instinct, while the ego acts as the rational authority to resolve a conflict.  The superego provides the feelings associated with the action taken by the person.  If the ego yields to the id’s need for instant gratification, no matter the cost, the superego produces the feelings of guilt or shame associated with an incorrect choice (Broderick & Blewitt, 2015).

            Spiritual development is a challenging domain to research, but it can be helpful in determining a person’s level of development and their stages of spiritual progression (Roehlkepartain, King, Wagener, & Benson, 2016).  Spiritual development can be measured using six areas; belief, motivation, attitude, behavior, relationships, and experience (Roehlkepartain, et al., 2016).  Similar to understanding Piaget’s stages, it is also important to understand stages of spiritual development as a logical progression; suggesting one must know the first stage before learning the second (Roehlkepartain, et al., 2016).  Cognitive development is also important, as one must understand what is being learned and how to apply it (Roehlkepartain, et al., 2016).  Studying spiritual experiences of individuals is also important, as they may directly affect the spiritual path a person follows (Roehlkepartain, et al., 2016).

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References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson.

Roehlkepartain, E. C., King, P. E., Wagener, L., & Benson, P. L. (2016). Human growth and development (Custom Electronic Edition, 2e). Los Angeles, CA: Sage.