Lifecycle Development: Stages, Needs, Theories

This report discusses the different stages of the lifecycle, the needs at different points, and the theories of lifecycle development. It explores Maslow's hierarchy of needs and Bowlby's attachment theory. The report also analyzes the case study of the Morgan family and their two children, Harry and Jake, to understand their current issues and provide suggestions for overcoming them. The impact of various factors on their development is examined, including physical, social, emotional, and cognitive development. The report highlights the importance of nurturing and meeting the needs of individuals at different stages of the lifecycle.

Lifecycle
Development
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Table of Contents
Introduction......................................................................................................................................3
Task 1: Different stages of the lifecycle..........................................................................................4
Task 2: Different needs at different points of the lifecycle.............................................................6
Task 3: Theories of lifecycle development......................................................................................8
Conclusion and Recommendation.................................................................................................12
References......................................................................................................................................13
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Introduction
The report is based on the case study of Morgan family and two kids Harry and Jake who comes
from large family. The project discusses about current issues which is facing by both Harry and
Jake and also suggestion has been given to overcome from these problems. To better understand
the situation of kids; two theories (Maslow and Bowlby) have been discussed to know hierarchal
needs and life cycle development of these kids. As adults, young people make significant
progress in transitioning from childhood to adulthood. These developments include the physical
transformation of physical, behavioral, intellectual and motivational events. General wellness
experts who work with adolescents need a lot of data on the direction of youth life during all
youth events. In this report, the discussion is based on the various factor which may be estimated
and show the number of interventions in order to take the major step to prevent the complication.
As per this, there are numerous of factor which is used to show the impact which is necessary in
nature. This is used to develop some of the strategy and plan and in order to prevent the sources
which may create irrelevant factors in the term of social work. The life stage of cycle and their
development is broad spectrum which help to implies and help in taking the understanding which
is appropriate and in proper manner. This reports cover task and various information which is
needed to urge more information which may be diabolical and biconditional.
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Task 1: Different stages of the lifecycle
In many simple organisms, including microorganisms and various predators, the current cycle is
complete in a lonely age: a creature begins with the fission of an existing individual; the new
organism grows to maturity; and at that point he divides two new men, thus ending the circle. In
higher creatures, the same cycle revolves around a solitary age: the single creature begins with
the mixture of male and female sex cells (gametes); develops in renewable energies; at which
point it removes the gametes, so each cycle starts from the beginning (expect the treatment to
happen) (Becket and Maynard, 2017).
Phases of lifecycle:
Adolescent developmental domains are entwined and firmly affected by encounters and
conditions. The formative changes that ordinarily happen in immaturity have been archived
broadly in writing that is generally open. Critically, every territory of improvement is interlaced
with the other–physical, social, enthusiastic and psychological advancement alongside socio-
cultural and natural impacts and encounters (Bee, 1994). A synopsis of a portion of the key
formative parts of pre-adulthood and the idea of these progressions follows. As per this, it is well
mentioned that the life cycle phases are used to mentioned below:
Infancy: This stage is defined with the biological term when the children are in their mother fetus
and they used to develop by taking the proper nutrition and so on by the placenta which is
connected by children to mother. In addition to this, they are used to mentioned with the various
prolong situation which is abruption in nature such as the mother of Jake and Harry used to take
the precaution while she is pregnant. As per this, his mother dealing with the depression and this
may cause biological issue with the fetus and it used to change the module of growing pattern of
Jake and Harry.
Early childhood: The early childhood always matters with the condition of monitoring. In
addition to this, the Jake and Harry’s mother was depressive in nature and his father was
alcoholic in nature and this cause various consequence in their development. The guardenship is
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not mentioning is in proper manner and they are used to show the impact which is create
transformation and this can relate with the condition of various threat and this is happen as per
provided in the case study.
Middle childhood: This age is learning and gasping of thing. The ethical consideration is well
established in this stage and this is used to show the impact for the lifer which is analyze and
remember for this stage.
Adolescence: This stage is premature stage in the development of cycle which is necessary in
nature. As per this stage, the development of the sense is used show the impact in the upcoming
life. So as social worker the development and overall scenario are used to focus and show the
factors which is may associated with this.
Early adulthood: This is showing the growth of co factor while taking the aspect of biological
they used to show the hormonal change. In this phase of development, the physical and
emotional factor are used to noted gradually and create the analog for the future.
Middle adulthood: This is full of disclosure and most energetic phase. In this, they are full of
physical and emotional changes and may gradually help to develop in order to boost the life and
career.
Old age: This is final stage of life cycle which is used full of experience about the above-
mentioned phases. This phase state of lack of memories and dealing with number of diseases.
Physical development
In early youth, the body goes through more formative change than at some other time, aside from
birth to two years of age. The pace of development is quick and lopsided, with an alternate
movement and pace of progress for every person (Becket and Taylor, 2016). Actual changes
remember increments for stature, weight, and inside organ size just as changes in skeletal and
solid frameworks.
The expanded hormone creation influences skeletal development, hair creation, and skin
changes. Jake has asthma that shows poor physical development. He needs special care to
improve this disease.
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Social development
Young adult social improvement is frequently depicted as the way toward building up a feeling
of personality and setting up a job and reason. It is an outwards feeling of oneself. Self-
perception is a critical factor in building up a self-appreciation and personality, particularly for
young ladies, and the family and progressively peers assume a significant job helping and
supporting the juvenile to accomplish grown-up jobs. Danger taking is a characteristic piece of
the juvenile excursion. Social turn of events and enthusiastic advancement are firmly interwoven
as youngsters look for an ability to be self aware and individual character (Becket and Maynard,
2017).
Jack has poor social development as the fact that he is not connected with his friends and what
happening in the family disturbs him.
Emotional development
The manner in which an individual considers themselves as well as other people, their internal
contemplations, is vital to their enthusiastic turn of events. Creating and showing individual
enthusiastic resources, for example, versatility, confidence and adapting abilities is increased
during immaturity in light of the quick changes being experienced(Walker, 2017).
Jack has poor emotional development because of lack of care and education from family
environment.
Cognitive development
Discernment is the cycle including thought, reasoning and observation. The actual changes of the
mind that happen during puberty follow run of the mill examples of intellectual turn of events.
They are described by the improvement of more elevated level intellectual working that lines up
with the adjustments in mind structure and capacity, especially in the prefrontal cortex locale
(Dollard and Miller, 1950).
Jake has poor cognitive development; as he has learning disabilities which could be improved
through special education and regular practice.
Nature and Nurture
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The nature-nurture debate is worried about the relative commitment that the two impacts make to
human conduct, for example, character, intellectual attributes, personality and psychopathology.
Formative brain science is the logical investigation of changes that happen in individuals
throughout their lives. This field analyzes change and advancement over an expansive scope of
themes, for example, engine aptitudes and other psycho-physiological cycles; intellectual
improvement including territories like critical thinking, good and applied agreement; language
obtaining; social, character, and enthusiastic turn of events; and self-idea and personality
development. Formative brain research investigates the degree to which improvement is an
aftereffect of progressive amassing of information or stage-like turn of events, just as the degree
to which youngsters are brought into the world with intrinsic mental structures instead of
learning through experience (Becket and Maynard, 2017).
An empiricist ("support") point of view would contend that these cycles are gained through
cooperation with the climate. Sustained human conduct is viewed as the consequence of
ecological communication, which can incite changes in mind structure and science. For instance,
circumstances of outrageous pressure can cause issues like melancholy (Becket and Maynard,
2017).
In Jake’s case; Nature affects him to result into slow learning because of his father’s genetically
effect. But by nurturing himself for learning through specialized way; results into better
outcomes as compared to his previous performance.
Some solid conduct attributes are needy upon one's current circumstance, home, or culture, for
example, the language one talks, the religion one practices, and the ideological group one
bolsters. In any case, a few qualities which reflect fundamental gifts and demeanors, for
example, how capable at a language, how strict, or how liberal or moderate—can be
incompletely heritable (Walker, 2017).
Task 2: Different needs at different points of the lifecycle
A need is something that is necessary a life requires to living. Needs are identified by needs. Due
to need, deprivation causes a reasonably unfavorable outcome: breakdown or death. Overall, it
requires something that is essential for a protective, sustainable and healthy life (e.g. air, water,
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food, land, cover) as long as it is needed as a desire, desire or desire (Becket and Maynard,
2017).
Maslow theories of needs:
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model
of human needs, often depicted as hierarchical levels within a pyramid. Needs lower down in the
hierarchy must be satisfied before individuals can attend to needs higher up. From the bottom of
the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem, and self-
actualization (Bee, 1994).
Deficiency needs vs. growth needs
This five-level model can be broken down into incompatibilities and development needs. The
first four levels are often referred to as lack of needs (needs D), while the first four are referred to
as development or need (needs B). Inadequate needs arise because of difficulties and are said to
persuade people when they are neglected. Furthermore, the incentive to meet these requirements
will be all the more fundamental the longer the term denied them. For example, the more a
person takes out food, the better they turn (Fox, 1989).
Maslow initially said that people must meet lower-level deficit needs before moving on to
higher-level development needs. However, he went on to explain that it is no "absolute" surprise
to meet the requirements, acknowledging that his previous claims may have given the false
impression that a need must be met 100% before the next need arises (Bee, 1994).
Jake’s needs
Jake has special education needs because he has a disability to have normal learning. The
consequences of needs did not meet because his parents didn’t care him and he has to live in a
care home.
Jake’s needs are interrelated with security and safety needs. These needs are related to his future
development as without education he can’t secure his career and unable to earn good money.
Without fulfilling this need he will not be able to enter into next stage which is psychological
needs.
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Jake’s father and mother are addicted to alcohol and drugs due which they failed to take care of
their kids. Jake impacted on their needs by not fulfilling his basic needs of getting proper
environment for nurture and study.
Task 3: Theories of lifecycle development
British psychologist John Bowlby was the first attachment theorist, describing bonding as a
lasting mental bond between individuals. Bowlby wanted to understand how anxious the pain
young people feel when they are separated from their essential parenting figures (Bowlby, 1969).
Perhaps the most correct assumptions were that the connection was polite. These hypotheses
suggested that the connection was only due to caring for the connection between the child and
the parent figure. As the brace takes care of the baby and provides nutrition, the baby is added
(Bowlby, 1969).
A connection is a committed connection with someone else. Bowlby acknowledged that the more
precise connections children make with their guardians have a profound effect that lasts a
lifetime. He suggested that the bond would also keep the baby close to the mother, and then
improve the chances of the baby. Bowlby saw connection as a result of transformational circles.
While social bonding ideas suggested that bonding was an educational cycle, Bowlby et al. It has
been said that young people are brought into the world by sexual effort to make connections with
defenders (Bowlby, 1969).
This idea emerges because of Jack's lack of connection to his own man; Jack's unassisted
development has taken place. The Morgan family who usually enjoy drinking and eating drugs;
Mark's very bad treatment of Jane further disturbed Harry and Jake. Because they tend to drink;
the connection between young people and guardians was a minor one (Becket and Maynard,
2017).
Drawbacks of theory
The theory only focus on single factors which is attachment; it fails to consider other factors such
as environment of fear, anger and less concern for education in the family. As like Maslow’s
hierarchal needs; this theory doesn’t have any phases of development (Bowlby, 1969).
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No, this theory doesn’t consider all aspects of Jake’s development.
The psychological theory of attachment was first described by John Bowlby, a psychoanalyst
who researched the effects of separation between infants and their parents (Bowlby, 1958).
Bowlby estimated that the extraordinary practices babies take part in to evade detachment from a
parent or while reconnecting with an actually isolated parent—like crying, shouting, and sticking
—were developmental systems. Bowlby thought these practices had conceivably been
strengthened through characteristic determination and improved the kid's odds of endurance
(Bowlby, 1969).
These connection practices are natural reactions to the apparent danger of losing the endurance
focal points that go with being thought about and taken care of by the essential caregiver(s).
Since the babies who occupied with these practices were bound to endure, the senses were
normally chosen and fortified over ages (Bowlby, 1958).
These practices make up what Bowlby named an "connection conduct framework," the
framework that guides us in our examples and propensities for shaping and looking after
connections (Bowlby, 1969).
Examination on Bowlby's hypothesis of connection demonstrated that babies set in a new
circumstance and isolated from their folks will for the most part respond in one of three different
ways upon gathering with the guardians (Bowlby, 1969):
Secure connection: These babies indicated trouble upon partition yet looked for comfort and
were effectively ameliorated when the guardians returned (Bowlby, 1958);
On edge safe connection: A more modest bit of babies experienced more noteworthy degrees of
misery and, after rejoining with the guardians, appeared to be both to look for comfort and to
endeavor to "rebuff" the guardians for leaving (Bowlby, 1969).
Avoidant connection: Infants in the third class demonstrated no pressure or insignificant pressure
upon detachment from the guardians and either disregarded the guardians after rejoining or
effectively evaded the guardians (Bowlby, 1969).
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In later years, scientists added a fourth connection style to this rundown: the confused muddled
connection style, which alludes to kids who have no anticipated example of connection practices.
It bodes well that a youngster's connection style is to a great extent an element of the
consideration giving the kid gets in their initial years. The individuals who got backing and love
from their guardians are probably going to be secure, while the individuals who experienced
irregularity or carelessness from their parental figures are probably going to feel more tension
encompassing their relationship with their folks (Bowlby, 1969).
In any case, connection hypothesis makes it one stride further, applying what we think about
connection in kids to connections we participate in as grown-ups. These connections (especially
close and additionally sentimental connections) are likewise legitimately identified with our
connection styles as kids and the consideration we got from our essential parental figures
(Bowlby, 1958).
The advancement of this hypothesis gives us an intriguing investigate the investigation of kid
improvement.
There were a few historic investigations that added to the advancement of connection hypothesis
or gave proof to its legitimacy, including the examination portrayed before in which newborn
children were isolated from their essential parental figures and their conduct was seen to fall into
a "style" of connection (Bowlby, 1958).
As per Bowlby and Ainsworth, connections with the essential guardian create during the initial
year and a half or so of the youngster's life, beginning with instinctual practices like crying and
sticking (Kennedy and Kennedy, 2004). These practices are immediately aimed at one or a
couple of guardians specifically, and by 7 or 8 months old, youngsters ordinarily begin
challenging the caregiver(s) departing and lament for their nonappearance (Bowlby, 1969).
When kids arrive at the little child stage, they start framing an inner working model of their
connection connections. This interior working model gives the structure to the youngster's
convictions about their own self-esteem and the amount they can rely upon others to address
their issues (Bowlby, 1958).
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In Bowlby and Ainsworth's view, the connection styles that youngsters structure dependent on
their initial associations with guardians structure a continuum of feeling guideline, with on edge
avoidant connection toward one side and restless safe at the other. Secure connection falls at the
midpoint of this range, between excessively coordinated systems for controlling and limiting
feelings and the uncontrolled, scattered, and insufficiently oversaw feelings (Bowlby, 1958).
The most recently added classification, disorganized-disoriented, may display strategies and
behaviors from all across the spectrum, but generally, they are not effective in controlling their
emotions and may have outbursts of anger or aggression (Bowlby, 1958).
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Conclusion and Recommendation
Based on above analysis it can be concluded that that failure to form secure attachments early in
life can have a negative impact on behavior in later childhood and throughout life. Children who
are securely attached as infants tend to develop stronger self-esteem and better self-reliance as
they grow older. These children also tend to be more independent, perform better in school, have
successful social relationships, and experience less depression and anxiety. If their basic needs
are not fulfilled than it takes lots of time complete Maslow’s needs or even sometimes not able
complete all stages of hierarchal needs.
Recommendation
Based on case analysis and evaluation of theories of needs and life cycle development; it is
recommended that care givers should focus not only providing these kids with special education
but also try to fulfill their basic needs such as happiness, food, cloth and safety to develop their
needs fast.
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References
Becket C & Maynard A (2017) Values and ethics in Social work, 3rd edition. London: Sage.
Becket C & Taylor H (2016) Human Growth and Development. London: Sage
Bee H (1994) Lifespan Development. New York: Harper Collins
Bowlby (1958) ‘The nature of the child’s tie to his mother’. International Journal of Psychology,
39, 350-371
Bowlby (1969) Attachment & loss Vol. 1 Loss. New York: Basic Books
Dollard & Miller (1950) Personality & psychotherapy. New York: McGraw Hill
Fox N (1989) Infant temperament & security of attachment: a new look. International Society for
Behavioural Development
Howe D (2011) Attachment across the life course. Basingstoke: Palgrave MacMillan
Peteiro M, Wyatt L, Wedlake P, & Rasheed E (2017) CACHE Technical level 3 Extended
Diploma in Health and Social care. London: Hodder Education
Walker S (2017) Effective social work with children, young people and families: Putting systems
theory into practice. London: Sage. (Anglia Ruskin digital library)
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