Lifespan Development And Bowlby's Attachment Theory

As children grow, they experience numerous changes to their moods and behaviours (Beckett and Taylor, 2010). Many of these changes are relatively predictable and, while they can be challenging, most are completely normal aspects of their development (Gibbs, Barrow, and Parker, 2015). Each child’s development does not progress at the same rate, and each stage is affected by the preceding developmental experiences (Gibbs, Barrow, and Parker, 2015). Developmental changes may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two (Beckett and Taylor, 2010). There are numerous theories on development that conceptualise

At home, Mary receives little support or affection from her mother, step-father and half-brother, Toby. Further, she has no contact with her biological father who now resides overseas. Mary has been referred to counselling by her teacher who has expressed concern about her social withdrawal and disengagement during class. The essay uses developmental theories such as; Erikson’s Theory of Lifespan Development and Bowlby’s Attachment Theory to understand the influence of relationships in Mary’s life, which have resulted in concerns about her mental health, and how this might impact on her future development if not addressed. The counselling approaches of Play Therapy and Family Therapy are discussed in relation to addressing Mary’s presenting concerns, and challenges for the role of the school counsellor and school setting are also examined in relation to those involved in the counselling

During this stage a child begins to take an active role in their schooling environment where they receive the instruction, scaffolding and preparation they need to enter and navigate their future worlds (Moretti and Peled, 2004). A greater emphasis is placed on the child’s relationship with their peers, and academic performance becomes increasingly important as the underlying theme becomes “I am what I learn” (Karcher and Benne, 2008). The successful completion of this stage relies on the positive recognition from significant adults (such as parents and teachers) regarding the development and mastery of new skills, thus enabling the child to develop the virtue within this stage; competence (Moretti and Peled, 2004). When examining Mary’s significant relationships, it can be assumed that she has had limited opportunity to develop her sense of competence, thus resulting in avoidant behaviours and a low sense of self-efficacy (Karcher and Benne,