Jade Pearson

Core 3 Reflections
3. HUMAN GROWTH AND DEVELOPMENT

a. theories of individual and family development across the lifespan and b. theories of learning

Counseling is by definition a process that supports and facilitates change (Wong, Hall,

Justice, & Hernandez, 2015). Knowledge of human development and learning theory is essential

to effective counseling (3a, 3b). Human development is a complex process with sequential

changes over the lifespan, where lifespan is the “big picture” of development. For the

professional counselor, understanding that which nourishes the human condition and that which

depletes the unfolding of the human potential is essential to our practice (Wong et al., 2015).

Additionally, knowledge of the principles and processes of human development is key to a

counselor’s effective functioning.

The study of development involves an in-depth analysis of the processes contributing to

change. It also attempts to identify and define the elements contributing to the healthy as well as

the less-than-healthy unfolding of the human condition. Family Systems Theory, for example,

looks at the individual within the context of the family to conceptualize presenting concerns and

solutions (3a). It is essential to know (a) how individuals cope with and make sense of their

environment and surroundings; (b) how they use their learning experiences to cope with

adversity and stress; (c) how they develop resilience and coping skills, and (d) how all of this

could be affected by gender, cultural, physical, psychological, and sociological factors. Though

human development looks natural, it is challenging, complex, and multidimensional. It means

developing mentally, socially through growing and experiencing life and learning new things

through the lifespan.

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In reference to 3b, Social Learning Theory (Bandura, 1997) is a behavioral approach to

explaining the influence of the environment on development. Social Learning Theory (SLT)

posits that people learn from one another via observation, imitation, and modeling. The theory

has often been called a bridge between behaviorist and cognitive learning theories because it

encompasses attention, memory, and motivation. The theory focuses on Self-efficacy, the belief

that personal achievement depends on one’s actions, teaches people to have high aspirations and

strives for notable accomplishments when they see others solve problems successfully.

In the tenure of my counseling program, I reflected on my own experiences and how they

influenced my career decision using Bandura’s (1982) Social Cognitive Career Theory (SCCT)

(Minor Artifact, “Social Learning Theory Lifeline”). I found that I chose certain career paths

based on my self-efficacy views. I realized that there were many factors that came into play

when I made a career decision. Individual factors such as my personality traits, strength, and

abilities, as well as my parents and family’s influence (3a). Additionally, I learned in school and

from my peers which careers were “acceptable“ by society (3b)

I utilized my reflections about my own journey to help my students reflect as part of my

psychoeducational group facilitation. The purpose of the psychoeducational group was to give

African-American students a safe space to discuss their thoughts and feelings about a variety of

topics, as well as dissemination of essential information that will help them succeed as college

students. I helped the students reflect on their career paths. I utilized an activity called

“Roadmaps” to allow students to reflect on their journey. The road map activity allows the

students to look back on their lives from the time of childhood and reflect on factors that

influence their decision-making.

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Development is the orderly and sequential changes occurring from the very beginning

until the end of life (Wong et al., 2020). These changes and development occur through complex

and multidimensional interactions between biological and environmental processes. The unique

nature of humans is that we remain in an unending state of development throughout our lifespan

until death. The development is complex as it exhibits stability in the midst of change. Human

development acts as beacons to guide our understanding of thwarted development and our

decisions to facilitate the continuation of healthy growth and development. I was able to reflect

on my own experiences of learning and development and use knowledge to then help students in

my psychoeducational group do the same.

c. theories of normal and abnormal personality development and h. a general framework for

understanding differing abilities and strategies for differentiated interventions

There are theories of normal and abnormal personality development with frameworks for

understanding the different abilities that come with each type of development (3c, 3h). Once a

counseling professional can conceptualize the type of personality development taking place in

the client, they can utilize strategies for differentiated interventions (3h). Without a full

understanding of that which defines the nature of human development across the lifespan,

counselors would be unable to discern that which is normative from that which is a deviation or

engage in processes that continue to support healthy development or intervene with that which is

less than healthy or optimal

In reference to 3c, abnormal psychology focuses on theories of human behavior, both

normal and abnormal behavior, to be affected in the development stages of happiness, sadness,

loss, crises, health, disability, and situational and environmental factors that may contribute to

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growth and development stages. Maturationist theories of psychological development emphasize

the importance of genetics and evolution, while psychoanalytic theories look at the role of

childhood experiences and ways to resolve internal conflict (3h). On example of psychoanalytic

theory is Erik Erikson’s (1963) eight stages of Psychosocial Development. Behaviorism theory

(Skinner, 1963) utilizes an operant conditioning model to conceptualize the client and present

concerns, while Biopsychosocial theories conceptualize the client by integrating biological,

psychological, and environmental factors. An example of biopsychosocial theory is

Brofenbrenner’s (1979) Ecological Systems Theory which offers a framework through which

community psychologists examine individuals' relationships within communities and the wider

society.

During my time in the counseling program, I developed a treatment plan for a client. I

reflected on their background and history and variables such as their demographic history,

ethnicity, socioeconomic status, and even family values. I looked at the client through the

framework of existential theory and cognitive-behavioral theory. I conceptualized the clients

presenting the problem and formulated an intervention based on the theories. The series

encompasses normal and abnormal personality development (3c) and a framework for

understanding my client’s abilities and strategies for interventions (3h). I wrote a Vin yet, a

treatment plan, and desired outcomes for my client based on the two theoretical frameworks.

Theories of normal and abnormal personality development provide a general framework

for understanding differing abilities and strategies for interventions. During my time in the

counseling program, I used these theories and frameworks, specifically existential theory and

cognitive behavioral theory, and conceptualized my client’s differing abilities and developed

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strategies for an intervention plan. It is essential that counselors understand these theories in

frameworks in order to efficiently work with their clients. To efficiently work with their clients.

d. theories and etiology of addictions and addictive behaviors and i. ethical and culturally

relevant strategies for promoting resilience and optimum development and wellness across the

lifespan

Theories and etiology of addiction should be accompanied by ethically and culturally

relevant strategies to promote resilience and optimal development and wellness for the client (3d,

3i). Counselors should possess a comprehensive understanding of human development’s nature

across the lifespan helps counselors discern normative from deviation in processes (Wong et al.,

2020). Having a foundational knowledge of theories of addiction also helps the counselor

distinguish which behaviors are less than healthy or optimal (3d). In reference to 3i, Counselors

should be aware of how individuals cope with and make sense of their environment and

surroundings and are aware of strategies to promote resilience. Counselors should also

understand the use of learning experiences to cope with adversity and stress, and how all of this

could be affected by gender, cultural, physical, psychological, and sociological factors (Wong et

al., 2020).

In reference to 3d, vulnerability to drug addiction suggests an interaction between many

brain systems, including the reward, decision-making, serotonergic, oxytocin, norepinephrine,

and vasopressin systems. In addition, genetic predisposition, sociocultural context, and

impulsivity affect addictive behaviors (Ouzir & Errami, 2016). Ethically and culturally relevant

strategies for promoting resilience during childhood includes counselors giving information to

parents on how their authoritative parenting style affects the child’s development and the

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Core 3 Reflections
possibility of addictive behaviors in the future. When working with clients, counselors can

promote resilience and optimal development by giving information, goal setting, expressing care

and concern, and offering resources for support.

During my time in the counseling program, I attended an addiction prevention workshop

facilitated by one of the psychologists at the University‘s counseling center (3d). I learned that

reasons college students use substances vary between the use of prescription drugs, pain

management, curiosity, and peer pressure. There are some students who are more at risk than

others such as athletes, those involved in Greek life, children of alcoholics, and first your

students. The counselor should understand that perceptions of use are much higher than actual

substance use, and the majority of drinkers for example reported safe drinking behaviors

Counselors should recognize the signs of a potential problem: failure to fulfill

responsibilities, physical risk-taking, mood changes, physical or mental problems, and isolation.

I learned that counselors can offer support for substance misuse issues such as giving

information on how to engage in relaxation techniques or hobbies, referring to 12 step meetings,

or inpatient treatment. These are great ways to promote resilience and wellness for college

students (3i).

During my time as a psychoeducational group coordinator, I worked with

African-American students to disseminate essential information for coping strategies and skills

training for success. My goal for the group was to allow students a safe place to talk about

specific issues that affect the African-American student population, providing space for healing.

For one of the sessions, I facilitated a presentation on holistic health and wellness (Minor

Artifact, “Holistic Health and Wellness”). This was a strategy to promote resilience and

optimal development for my students in the program. Providing information on ways to cope and

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Core 3 Reflections
normalizing many experiences that the students are going through helps them become more

resilient and persist to graduation.

Theories of addictions should include ethical and culturally relevant strategies for

promoting the client’s resilience and wellness (3d, 3i). Addiction etiology can include physical,

mental, and emotional components as well as societal influence. I attended a workshop to

educate myself on substance abuse and misuse and give resources and strategies for my students’

resilience. In turn, I believe this knowledge and skills will help me to be more effective as a

counselor.

e. biological, neurological, and physiological factors that affect human development,

functioning, and behavior and f. systemic and environmental factors that affect human

development, functioning, and behavior

Many factors affect human development, functioning, and behavior. These factors include

biological, neurological, physiological, systemic, and environmental facets. The human

developmental periods can be identified through 10 periods, including Conception/Prenatal to

Elderhood, with ages that are approximated (Wong et al., 2020). Counselors should possess

professional knowledge of human development’s nature across the lifespan, (b) the

understanding of both normative and exceptional challenges that can be and are experienced, and

c) the use of research and theory on human development to guide professional practice decisions.

Normative growth and development are influenced by factors like socio-cultural factors,

biological factors, historical factors, and nonnormative factors during the developmental period.

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Core 3 Reflections
Understanding of lifespan development in the absence of its biological substrate, its

psychological components, and its socio-cultural context is not possible (Wong et al., 2020).

The Sociocultural System perspective Directs one to consider how various social

contextual factors, such as social environment, interactive patterns, socioeconomic status (SES),

culture, family structure, and religion contribute to healthy or unhealthy development. It draws

attention to the effects of patterns of social roles and norms as well as the timing and sequence of

important life events. The Biological System perspective Seeks to understand how the

functioning of one’s body, one’s biological system, contributes to the developmental difficulties

encountered. It consists of a group of organs that work together to perform certain tasks. The

Psychological System looks for potential contributions from psychological issues that have

caused or contributed to developmental difficulty and results in mental and physical health

problems. These issues include irrational thinking, emotional distress, lack of self-control, and

excessive distress.

During my time in the counseling program, I reflected on normative and non-normative

life events. Normative life events are Vince that happen in a “normal“ way for people within the

same demographic. Non-normative life events or events that happened to people in our outside

of the norm of the general population. An example of a normative life event is perhaps getting

chickenpox at a young age. A non-normative life event could be the development of a disability

that hinders the individual from completing essential tasks in their life. I was able to apply this

concept to students that I work with at College of the Canyons as an Outreach Representative.

One student, in particular, had a developmental disability and had a difficult time communicating

his questions and needs.

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Core 3 Reflections
Systemically, I could gather that his parents were trying to have him be more independent

and ask questions himself, which made him a little nervous. These neurological and

environmental factors affected my student’s behavior and presented a barrier to communication.

However, I made sure to validate the student’s questions and concerns, while mirroring his

demeanor. I made sure to use a calm voice and clear concise instructions to direct my student and

how to sign up for college classes. I went through the instructions step-by-step and ensure that

the students understood that there were no “dumb“ questions and that all of his concerns are

valid. I could see that he relaxed more and could write notes and communicate more clearly

toward the end of our session.

Counselors should be aware of physiological factors and systemic and environmental

factors that affect human functioning development and behavior. Being knowledgeable of these

factors allows counselors a general framework for working with their clients ensuring that they

are approaching presenting concerns ethically and in a culturally relevant way. Students with

disabilities may present with behavior that may seem out of the norm, but counselors should

keep an equitable mind and provide the best service possible for the client. It is important to not

judge the client based on their developmental abilities. Additionally, counselors should

understand environmental factors such as messages that the individual has received throughout

their lives and how that affects their functioning and presenting behavior. Having an

understanding of all these factors will ensure that the counselor will interact with their client in

the most effective way possible.

g. effects of crisis, disasters, and trauma on diverse individuals across the lifespan

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Jade Pearson
Core 3 Reflections
Development over the lifespan is influenced by the setting, condition, and context in

which the individual resides. Factors such as culture, ethnicity, social values, histories, and

economics play an important role in each individual’s development. In addition to these factors,

crises, disasters, and trauma have a profound impact on the individual (Wong et al., 2020).

Theories such as Schlossberg’s (1984) Transition Theory can help explain how to transition into

or out of a crisis can affect our level of coping. Schlossberg (1984) explains that an individual

should have coping resources that fall into four categories to transition successfully. These

categories include the situation, the self, support, and strategies.

Non-normative life events are unusual events that happen to particular people at any

stage of life. Nonnormative or highly individualized life events can include the death of a loved

one, the experience of being abandoned, or abuse. These events may cause trauma and may

affect the individual’s level of healthy functioning. In the case of abuse, counselors should be

aware of red flags and report to the related governing body as necessary. Additionally, counselors

should be aware of crisis intervention theories of individuals, families, and communities coping

with disasters and post-trauma stress and how resilience contributes to the transition of healing

and recovery (Wong et al., 2020). These strategies can range from recommending

developmentally appropriate daycares when working with parents, to providing resources for

those in abusive relationships.

During my time in the counseling program, we experienced a global pandemic. As a

counselor, I needed to be aware of how I reacted to this crisis and how I was dealing with my

trauma. Part of my strategy for dealing with the transition was coping in a way that made sense

for me. I wrote a paper on online learning with a special focus on the pandemic to help me

conceptualize some of the hardships we as students were going through (Major Artifact,

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Core 3 Reflections
“Online Learning & Student Success”). For example, fulfilling our basic security needs took

the place of self-actualization, lowering motivation to do well in school. One self-soothing

strategy that I enacted was reflecting and normalizing negative emotions. A strategy that

educators and counselors could adopt was allowing processing time (“check-ins”) for their

students or client in class or in session to talk about their emotions.

I also needed to be aware of how my students were feeling that I was working with at the

time. For example, I worked with a virtual client (VC) for 14 sessions, setting goals and creating

intervention plans to help my VC succeed in her endeavors. During this time, she experienced

sadness and isolation due to the pandemic. I worked with her and talked about coping strategies

to deal with the isolation and feelings of sadness such as exercising, setting goals, getting on a

set schedule, getting outside, and eating healthy food. I made sure to stay aware of any signs of

suicide that this crisis could have brought about. Fortunately, my VC displayed a healthy level of

functioning because she was still communicating with friends, her family, and getting her

schoolwork done.

It was an honor to help my VC through a crisis such as the COVID-19 pandemic. To this

day, we still keep in touch. I was able to rely on counseling skills and my knowledge of theory to

help her through one of the most difficult times in her life. The support and resources I offered

her helped her cope healthily with her transition. Counselors should engage in preventive versus

reactive programming to prevent crises and disasters as best as possible. In the case of a crisis,

though, counselors must be able to handle the situation effectively.

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References

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry

Holt & Co.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

design. Cambridge, Mass: Harvard University Press.

Erikson, E. H. 1. (1963). Childhood and society. 2d ed., rev. and enl. New York: Norton.

Ouzir, M., & Errami, M. (2016). Etiological theories of addiction: A comprehensive update on
neurobiological, genetic and behavioural vulnerability. Pharmacology, biochemistry, and
behavior, 148, 59–68. https://doi.org/10.1016/j.pbb.2016.06.005

Schlossberg, Nancy K (1984). Counseling Adults in Transition: Linking Practice with Theory.
New York: Springer Pub. Co.

Skinner, B. F. (1963). Operant behavior. American Psychologist, 18(8), 503–515.

https://doi.org/10.1037/h0045185

Wong, D. W., Hall, K. R., Justice, C. A., Hernandez, L. W. (2020). Counseling individuals
through the lifespan, second edition. Thousand Oaks, CA: Sage.

Major Artifact, “Online Learning & Student Success”

Minor Artifact, “Holistic Health and Wellness”
Minor Artifact, “Social Learning Theory Lifeline”

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