Classic Development Theories: A Systems-Based Perspective (MFT6101)

This essay provides a reflective analysis of classic development theories, focusing on their relevance in contemporary society through a systems-based perspective. It identifies and critically appraises traditional development theories, including the stages in Satir's model, and explores their relevance in the current state of society. The essay examines the contributions of Satir's model, Bateson's "epistemological lens," and Baltes's perspective on lifespan development. It also explores the relationship between societal messages and personal experiences related to therapy, highlighting the importance of development theory for Marriage and Family Therapists (MFTs). The essay incorporates references to key theorists like Freud, Erikson, and Piaget, and discusses the significance of understanding these theories in clinical practice, emphasizing the interplay between individual experiences and societal influences.

REFLECTION ON THE CLASSIC THEORIES OF DEVELOPMENT,
Through a Systems-Based Perspective.
Introduction
Development theory is a phrase that refers to a collection of assumptions used to explain the
concept of structural adjustment witnessed in the modern society and suggesting modalities to foster
desirable transition in the community. This essay reflects on the classic theories of development and their
relevance in the current state of the society. Some traditional theories of development are identified and
critical appraisal of their main arguments outlined.
Stages in Satir’s model accounts which accounts for:
a. Assimilation: Satir’s model assumes that all people possess the opportunity to grow, transform
and learn throughout their lives. It held that all people are innately positive and have sufficient
Life Energy at their inner circles. There are similar factors affect all human beings in the
universal front. This stage corresponds to Satir’s phase of the Status Quo where growth is takes
place in a familiar territory and in a consistent pattern.
b. Accommodation: the model suggests that everyone has the ability to change. Even if external
change is hard to achieve, individuals can still manipulate their internal settings and reasoning.
People struggle to stay wherever they are irrespective of the undesirable forces impacting them.
However, people are in control of their feelings and can strive to hold onto the positive feelings
to accord validation for one to stay in the environment. This stage is synonymous with
Resistance phase in Satirs model where an individual is confronted with a foreign element and
makes radical adjustment to conform to the requirements in the environment rather than run
away.

Contribution of Satir’s video to my understanding about developmental transitions in Freud and
Erikson’s models?
From Satir’s video, it is possible to harmonies most of the fundamental theories put forward to
explain the concept of development. Satir points out that in as much as Erickson’s assumptions are not
based on testable principles, they can form a stable foundation for explaining the concept of development
(Beilin, 1994). The same issue is brought up in the explanation of Feud’s model where he acknowledged
the existence of the “inner circle.” It points out how the close association between Sigmund and Carl Jung
affected the later who assimilated the school of thought for a long time. Later on, Jung came up with his
theories to explain the concept of development in exclusivity to Feud’s assumption.
Significance of the understanding of Bateson’s notion of an “epistemological lens” towards making
one a better therapist
One learns to incorporate the societal norms in the treatment agenda (Bateson, 1992). The concept
brought up in the theory that advocates for collaborative therapy helps in design an effective mechanism for
solving problems. One learns the importance of the logical notion of tautology with a mathematical
foundation. It focuses on the use of information to explain human behaviors. Bateson remarks, “to become
accustomed to anything is a terrible thing.” Modern therapists borrow a lot from Bateson’s notion of
Epistomological lens by conducting unrelenting research in to better methods of service delivery.
Characteristics of Life Span Development from the Balte’s pint of view
This theory assumes that people learn throughout their entire life Baltes, 1987). Secondly, it holds
that younger people learn faster than adults do. The following are some of the features of this span of
development assumption;
a. Continuity and discontinuity: some scholars believe that learning is a continuous process
while others believe intellectual development occurs abruptly and without any plans.

b. Stability and change: some scholars in this line of thought believe that change occurs in a
person in a stable fashion while others seen it as an unstable condition (Emde, 1994).
c. Maturation and experience: this discusses the struggle between the proponents of nurture vs
the proponents of nature as the engines of change in the society.
Relationship between the General Societal Messages put forward by Bateson and personal opinion
about the meaning of going to therapy.
Betason’s assumption that personal development is a result of the interplay between an individual
and feelings about the people he associates with is in agreement with my suggestions that man is indeed a
product of nurture. The environment in which one grows dictates how he behaves, feels and reacts. The
character of a person traces its roots to the people and policies surrounding his area of residence (Bateson,
1992). If one has issues affecting his health, it is worthwhile visiting other people who have had the same
experience or experts to guide them out of the quagmire.
Personal experience that demonstrates Satir’s stages of change in action:
The experience was when I had sat for my O’Lvel exams. I started preparing myself for college
education. The feeling of the new institution was overwhelming though I felt it was all the same as what I
was going through in high school. Talked to a number of people and they assured me that there was an
insignificant difference. Life was comfortable and I carried out daily chores with little hitches though there
were moments of anxiety.
Upon reaching the institution, everything changed. Here there were silent rules governing the
institution. The law enforcers were not seen explicitly. The rules were inscribed in the minds of the
students. There was freedom oozing from every Conner. The foreign element was all over me to handle.
The next phase was a moment of conflict as the actual setting was out of my imagination. I had to
go slow on everything that I was doing. Not only did my performance in class drop but also my level of

participation in co-curriculum activities. A feeling of inferiority, took over my existence and revealed itself
in the manner of association with the peers.
Finally, to crown the process of transition, I went through a phase of idea transformation. It was
getting used to the foreign ideas and could adapt to its requirements. I began practicing and integrating my
survival skills into the environment. I became very active and my performance inside the lecture halls and
outside the lecture theatres improved massively.
Importance to MFTs. Address how and why developmental theory in general is important to the
work we do as MFTs.
Development theory is an important concept because it can help the MFTs in critically analysing the
class relations and conflict in the modern society to bring harmony and coexistence between the haves and
the have-nots. According to Grusec (1994), it reveals the problems of the laborers and the importance of
eradicating capitalism that culminates into a social revolution.

References
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dialogue: Readings in the philosophy of clinical psychology. (pp. 440–456). Washington, DC: American
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Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the
dynamics between growth and decline. Developmental Psychology, 23(5), 611–626. https://doi-
org.proxy1.ncu.edu/10.1037/0012-1649.23.5.611
Beilin, H. (1994). Jean Piaget’s enduring contribution to developmental psychology. In A century of
developmental psychology. (pp. 257–290). Washington, DC: American Psychological Association.
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Emde, R. N. (1994). Individual meaning and increasing complexity: Contributions of Sigmund
Freud and René Spitz to developmental psychology. In A century of developmental psychology. (pp. 203–
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https://doi-org.proxy1.ncu.edu/10.1037/10155-007
Grusec, J. E. (1994). Social learning theory and developmental psychology: The legacies of Robert
R Sears and Albert Bandura. In A century of developmental psychology. (pp. 473–497). Washington, DC:
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White, S. H. (1994). G Stanley Hall: From philosophy to developmental psychology. In A century
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