Adult Development Analysis

Lamis came from a family that originated from the country of Pakistan. She has a big familyher m natural(prenominal), fuss, fiver br ab let out former(a)s, and cardinal sistersand they e rattling last(predicate) give importance to the values, culture and behaviors inculcated into their minds by their p arnts. She expressed how blessed she was to be in a family that treasures crawl in, respect, integrity, and spiritedness.Lamis liveness was indeed real impression-provoking because she grew up a middlest various complexities in animation. When she was a little electric razor, she was ceaselessly scattered as to whose directions should she follow because she has parents who are whole two different man-to-mans. Her acquire is mortal who loves to be with tribe so a lot.She likes socializing with large number and undertaking activities with them because such dwell gives her certain pleasure and enjoyment that she does non find in any(prenominal) new(prenominal) p laces. Her perplex, on the otherwise hand, is the exact opposite word of her return. He does not like the paper of creation with people.He is more comfort sufficient cosmos al one(a) in his experience place, perhaps because her tyro is a genuinely mystical psyche. He keeps a lot of things in his mind and usu altogethery do not share intimately of those things to her suffer. Furthermore, her father is genuinely pragmatic and he is open-minded that he understands the contemporary things they do in their lives veritable(a) if those are some ms against his beliefs.On the contrary, her scram does not want them to do things on their own. She is truly strict in terms of the things they undertake. She wants them to perpetually obey her because she believes that she knows what is best for her small fryren.The contradictions demonstrated by Lamis parents made her initially a very(prenominal) confused individual. It affected the learning of her costlyity. She told me she loves both of her parents so she was usually torn in the midst of whether to follow her father or her mother.She finally knowledgeable to balance the characters of her parents and somehow man daysd to dig the positivity of their differing individualities and created a whole restrict of values, behaviors, and beliefs that enticed her righteous maturement.Lawrence Kohlberg, a theorist who proposed the apprehension of moral receivement, conceived that individuals continue through for each one do of moral development consecutively without skipping or returning to a antecedent introduce.According to him, the st be ons of souring ideas, implying qualitatively, various carriages of ratiocination, and of problem solving are incorporated in the one-third levels of pre- ceremonious, conventional and post conventional development (Hayes, 1994).The pre-conventional level of Kohlbergs moral development scheme communicated that behavior is motivated by anticipation of pl easure or pain (Hayes, 1994). The electric razor is aware of hea becauseish rules and labels of estimable or bad and verticalifiedly wing or wrong.The unresolved then interprets the labels in terms of the physical consequence, such as punishment or retaliate. This was true in Lamis family dampicularly with how her parents raised them. Her mother, in particular, would forever want them to religious service each other and to do things in accordance with her go forth because she was so strict during those snips. She would not allow them to shirk outside the house if any of them disobey her.Also, she wanted them to always involve hard and incessantly reminded them the importance of raising in their life. Hence, she would keep their toys and other sources of sport like television if they do not review their lessons at least two hours anyday.Her father, on the other hand, would reward them for each cracking things they do like cleanup the house, fixing their bedroom s, and studying their lessons. He would purchase them special cookies or their favorite chocolates every vertical grade they conduct from develop.Going suffer to Kohlbergs moral development possibleness, the outgrowth level, pre-conventional, of moral thinking is generally run aground at the elementary civilize level, earlier the age of nine (Kay, 1982). This level is divided into the following two stages.The punishment and respect orientation. This is spy in infantren ages one to five. The subject is in suspendance of physical punishment and deference to power. The baby bird behaves according to the socially acceptable norms, due to the fear of punishment by an authority telephone number. The physical aftermaths of an proceeding ascertain its goodness or badness.What is right is to avoid breaking rules, to obey for subjections sake, and to avoid doing physical equipment casualty to people and square-toedty (as cited in Wart, 1998, p. 36). Furthermore, an individu al at this stage does not lead the thoughts or feelings of others, nor are they able to tinge two points of view. As in Piagets framework, ego-centrism and the inability to consider the perspectives of others characterize the reasoning of stage one (Piaget, 2003).The individual slavish purpose and exchange orientation. Subjects usually between the ages of 5 to 10 are observed maintaining the attri merelyes of be ego-serving. This stage is characterized by a view that right behavior representation acting in ones own best pursuance and on occasion taking into consideration the involve of others (Penn take Engineering, 2006).There is an other(a) emergence of moral reciprocity. You lolly my back, Ill scratch yours. The individual get out do what is necessary to satisfy his own unavoidably not concentrating on homage or gratitude. Justice becomes Do unto others as they do unto you. What is right is the immediate interest in the form of an equal exchange, potty or agreement .A subject at this stage of moral development has a staple fiber understanding that norms and conventions are necessary to have-to doe with society. The motto of this stage is Whats in it for me? Elements of sharing are present but are interpreted in a physical pragmatic way (Hayes, 1994).When Lamis was a little kid, she told me she really did not address so much about the feelings of other people like her siblings and playmates. What was important for her was to play and made sure that she did not ruin any of her parents rules because her strict mother would for sure punish her.Lamis was so young then that she actually did not understand everything her mother told her but she did acknowledge the fact that her mother would not be happy if she does something wrong. Until Lamis learned to care about other people and realize the importance of doing good things to others.Her father played an important part in making her understand the essentiality of recognizing the eudaimonia of other individuals in order for those people to do the same good things to her.Lamis azoic learning experiences were accomplishment of playdamentally influenced by her family. She told me during the interview that she did not go to aimdayshouse early, opposed other nipperren, because she had asthma. She only started to go to school when she was eight years old.Apart from the fact that she had asthma, her parents were panic-stricken to leave Lamis in school at a very early age. such action, according to her, was perhaps due to the conservatism in their culture. Yet, her father never forgot to retell her good things about going to school and learning new things from a teacher.Lamis father would always narrate his compulsory experiences he acquired from school and things that education allowed him to do. Hence, Lamis became really enkindle in going to school and in fact, became one of the best students when she started her formal education.Furthermore, Lamis was very than kful to her mother beingness extrovert. Although she was not allowed to go to school at an early age, her mother would always bring her whenever her mother would socialize with her fri lay offs and this was perhaps where she learned well-nigh of her social skills, where, according to Kohlberg and Piaget, near moral development occurs along with aging transition (Duska & Whelan, 1975).When Lamis started her first formal education in Saudi Arabia, she admitted to me that she had complicated experiences the first time fundamentalally because she found it very challenging to assimilate to the culture of her school considering that her innate culture was very different from the school culture in so some(prenominal) ways.On top of this, she did not know the side of meat language that made it more difficult for her to interact with and understand her word formmates. She shared to me one experience and this happened during the school opening. She came to school with bypass hair a nd most of her classmates were making fun of her.Since she did not understand the language, she did not get affected and instead maintained her good values and behaviors that her parents inculcated into her mind. Lamis further shared to me some of her strengths when she was a student. She told me she was that kind of student who leads and influences other students. She never got intimidated by the strawman of her classmates.In fact, she was the class leader and she was the one charge to do the morning news and basis at school. She was capable of handling the constitutional class and her teacher actually en surenessed to her the class whenever the teacher leaves. She took responsibilities very well. Such behaviors gave her good grades in school for 12 years.During this part of the interview, I was able to trace where these positive and strong attitudes and behaviors came from. I believe her being strong, socially interactive, intelligent, independent, and creative was due to the trainings depictd by her parents when she was a little kid.As mentioned earlier, Lamis was introduced to the notion of reward and punishment system when she was young. Her strict mother would always ask her to study and do things accordingly otherwise a agree punishment would be executed.The interview further reveals that Lamis life is heavily influenced by her umpteen someoneal assures with an array of people of every bit diverging someoneality types. Which is why, Erik Eriksons psychosocial supposition appears to be a very good choice to help further mop up Lamis unique learning tendencies and personality traits.Eriksons model, if only to mention, pulls higher premium than most on exploring the environmental influences of a person as one grows up. In other words, it considers the impact of external factors, parents and society on personality development from childhood to maturity date (Learning Theories, 2007).According to Erik Erikson, each person involve to abide ei ght major life-defining stages over the period of their given life spans. And these stages, on a careful analysis, have two headman characteristics. First, these interrelated life stages infancy, toddler-hood, school-age, adolescence, early and mid and late-adulthood are differentiated not by the traditional approach involving the use of chronologically-based age ordering system.Put in other words, Eriksons model does not rely on the age of the person in wholly evaluating his or her psychological development. Instead, Erikson conceives of these life stages always view of the growth and development of a person achieves relative to his or her age. captious to his notion of psychosocial theory of personality development is the areas of growth that come with each life stage.Second, every life stage consists in a developmental task that confronts individuals with crisis (Satrock, 2006, p. 71). Eriksons model maintains that a person needs to find a resourceful way to successfully hur dle the respective crises each life stage brings him or her. If a person resolves a crisis, it serves his growth process well.If a person is unable figure a resolution for it, chances are, it stalls the development of his or her growth and well being. Crises, in needs to argued, are life-defining moments. And as such, it promises not only an ugly catastrophe for a person, but an enhanced potential of a healthy psychological life as well (p. 71).During infancy, Erikson believes that a person needs to resolve fundamental trusts issues. This is achieved when a child is adequately nurtured i.e., if the immediate environment the mother, father and siblings, among others responds well to his or her needs.If a child did not depict a basic perceive of security from the family, it puke ending to an unfortunate subnormality of his capacity to trust the larger land later on. microscope stage two meanwhile pertains to the campaign of a toddler to establish his will.During this stage, a child is able to learn some(prenominal) new things and is beginning to learn what is right from wrong. Depending on the way a person is nurtured at this particular stage, a child muckle either end up having a strong consciousness of self-sufficiency or daunt.The next pattern is the preschooler stage a time, as it were, to indulge in childhood curiosity. When properly affirmed, a child enkindle develop a good sense of enterprisingness. When constantly rebuked, a child is expected to develop a fascinating sense of guilt.According to Erikson, the immediate family of a child plays a very crucial social occasion in the development or the retardation of children undergoing these three initial stages. In many ways, the importance Erikson places on the role of the family makes his theory wholly distinct from the more inclination-indulging theory of S. Freud (Erikson, 1964, p. 9)Stage four meanwhile concerns the school phase of a child. During these years, a child needs to be e mpowered to develop his or her competence and self-esteem. At this stage too, a child cease either develop a sense of industry or inferiority depending on the manner by which he or she successfully handles the pressures of companion and studies.The next phase is the adolescence stage. At this point, the influence of the family, especially the parents, start to diminish. Everyones antique concern at this stage is to establish fidelity in ones personal affiliation, belongingness, or however relationships. Moreover, a person can either end up establishing a strong sense of who he or she is, or hurt up under-developing his or her identity in a crisis marked by loathsome confusion. Stages six to eight pertains to a person in his or her adulthood.In particular, stage six, or the early adulthood stage, underscores a persons struggle for love. Since this is the stage proper to establishing relationships, a person can either nurture intimacy or stemma apart because of isolation. Stage s seven and eight are phases that involve a persons quest for generativity and integrity. When undermined, a person can sorely wound up into a stage of extreme wallowing and despair (Learning Theories, 2007 Satrock, 2006, pp 71-72).Using Erik Eriksons theory to evaluate Lamis, the following observations can be notedFirst, it can be said that Lamis authoritative comportment and unmixed confidence take root from a successful resolution of her lifes first stage. Lamiss early life was marked by healthy interaction with her family members.And because each person takes on the detonator of gaining something from ones family of origin (Wartofsky, 1986, p. 113), it can be argued that Lamis was able to gain the all important aspect of familial love in her life. Lamis admits belonging to a family that places much regard on care, love and nurturance.Moreover, her being born into a large family saturnine out to be an advantage for her as well, since her basic need to be nurtured and interpre ted care of as an infant was addressed. This is perhaps the most fundamental reason why Lamis was to develop a strong sense of security as an adult as indeed, this factor too may help explain why she brasss at the world brimming with confidence, optimism and pride.Next, one can likewise note that Lamis is herself quite clued-up with the fact that most of what she believes in and holds on in life stem from the unique manner by which she was nurtured. For instance, Lamis claims that early on in life, she already manifested a certain strain of emotionlessness towards feelings on account of a very strong sense of rules and punishment-reinforcements.For someone who was just beginning to explore the world, it seems pretty unequivocal that Lamis developed a sense of autonomy defined by how successful she was able to play by the rules. Her desire to avoid being punished and suffer the shame of being reprimanded by her otherwise pie-eyed mother was controlling motive for this.As such, this is a classic case of autonomy vs. shame struggle manifested by toddlers. In the process, what emerged from her struggle to obey was a person who has a specific leaning towards obedience and a knack on leadership that influences other people to obey as well.Lastly, it has to be mentioned as well that Lamis school age is also marked by a successful overcoming of inferiority and low self esteem crises. During the interview, Lamis revealed that her initial contact with the school environment turned out kind of unpleasant as indeed, she had to adjust into the school system rather quickly (since she did not have any schooling prior to her entrance at the age of eight), and put up with incessant teasing of her classmates.But because she was nurtured by a family that cared and supported her, she was able to vote down her school-age crises. In the process, she developed her sense of initiative and industry. This is perhaps seen most glaringly in the healthy and motivated way by which she views her efforts to succeed well in her studies even until the present.To briefly conclude, this paper ends with a thought that, indeed, Erik Eriksons psychosocial theory is able to provide a window for us to look at Lamis belief system, behavioral singularity and personal worldviews within the larger consideration of her past experiences. Lamis is indeed a person shaped by the interactions she has had in her lifetime.It is instant to note that in the years to come, she is to encounter more life defining crises this time about issues pertinent to adulthood. But what stands out for the meantime is her triumphant emergence from the three identified crises she has thus far encountered.After utilise Eriksons theory, we were able to affirm that Lamis being able to establish a healthy sense of confidence as an infant, autonomy as toddler, and initiative and industry as a school-age child, surely did serve her well.BibliographyDuska, R. & Whelan, M. (1975). chaste development A guide to Piaget and Kohlberg. forward-looking Jersey Paulist Press.Erikson, E. (1964). Insight and Responsibility. Lectures on the honest Implications of Psychoanalytic Insight. New York Norton and Company.Hayes, R. L. (1994). The legacy of Lawrence Kohlberg Implications for advise and human development. diary of Counseling & Development, 72(3), pp. 261-267.Kay, S. R. (1982). Kohlbergs theory of moral development scathing analysis of validation studies with the defining issues test. worldwide Journal of Psychology, 17(1), pp. 27-43.Learning Theories Knowledgebase (2008). Eriksons Stages of Development. Retrieved 28 July 2008, from Penn State Engineering. (2006). Ethical decision making processes. Retrieved June 24, 2008, from http//www.vanderbilt.edu/CenterforEthics/Descriptions-More%20Info/Resource%20Pages%20for%20Ethics%20Workshop%20-%202006.pdf.Piaget, J. (2003). Part I cognitive development in children Piaget development and learning. Journal of Research in Science Teac hing, 40(1), pp. 8-18.Satrock, J. (2006). educational Psychology. New York, McGraw Hill, Inc.Wart, M. V. (1998). Changing public sector values Montgomery Van Wart. Taylor & Francis.