Psychology Report: Lifecycle Development of Jake Morgan - Analysis

This report provides a comprehensive analysis of the lifecycle development of Jake Morgan, examining his progression through various stages from conception to adulthood. It delves into the core concepts of lifecycle development, exploring the interplay of physical, social, emotional, and cognitive aspects. The report investigates the influence of nature versus nurture on Jake's development, considering both genetic and environmental factors. It analyzes Jake's needs throughout his life, applying Maslow's hierarchy of needs and the disability identity theory to understand his challenges, particularly those related to learning disabilities and asthma. The report examines the interconnectedness of Jake's needs, highlighting how his learning disabilities impacted his health and vice versa. Furthermore, it acknowledges the impact of socio-economic conditions on Jake's development, and the report selects and applies relevant developmental theories to explain his life cycle. The report aims to provide a detailed understanding of Jake's development, emphasizing the importance of holistic care and support for individuals facing developmental challenges. The report concludes with recommendations for improving Jake’s well-being and future development.

LIFECYCLE
DEVELOPMENT

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
TASK 2............................................................................................................................................5
TASK 3............................................................................................................................................9
CONCLUSION AND RECCOMENDATIONS...........................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Life cycle development refers to the way humans grown from conception to death and
includes lifelong processes which are studied scientifically for major development-based
domains like psychosocial, physical and cognitive development. There are various theoretical
approaches about human development that concentrated on how people change and associated
questions liked unevenness in change, pattern of change, interaction of genetics ad environment
which might influence development (Afiatin, Istianda and Wintoro, 2016). In this project report,
the case study of the Morgan family will be evaluated for discussion on various stages of life
cycle and application of significant theories in the development of life cycle of Jake Morgan.
The definitions and concept of lifecycle development will be identified and every stage in
lifecycle of Jake Morgan will be briefly elaborated such as physical, social, emotional and
cognitive development within stages. The concept of nature and nurture will be explored.
Various needs of Jake will be analysed his entire lifecycle using a broad range of resources in to
understand the needs of the individuals and influences on development, capacity for analysis of
dynamics like race, gender, ethnicity, disability and its impact on the development and the
Maslow’s hierarchy of needs, and disability identity theory were evaluated. Apart from this one
among various theories will be selected for application in Jake’s lifecycle and understanding its
potential limitations.
TASK 1
Lifecycle development explains various stages than a human experience in the entire
duration of the lifetime. The differing phases of human development are divided into eight
categories and every phase is centralised which is notable during the time, specific behaviour and
traits which are related to various stages in the lifetime. There are studies on human development
from the conception, undergoing childhood, adolescence, adulthood and death (Urban and
Hoskova-Mayerova, 2017). The concept of nature and nurture that can be taught to the siblings
of Jake Morgan are the foundations upon which specific aspects of behaviour tends to be
outcome of various inherited and acquired genetic and learned influences and biological factors
(Afiatin, Istianda and Wintoro, 2016). All the acquired traits in Jack Morgan may include
genetic influences like alcoholism or abusing tendencies from the parents along with their
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behavioural traits while the acquired traits that the sibling scan inculcate from external factors as
they are raised into differ foster homes.
All major psychologists that establish the theories of lifecycle development perceive
development as a long-term process that occurs in the entire lifetime and can be evaluated under
domains of cognition, psychosocial and cognitive. The physical level consists of growth and
change in brain and body, motor skills, sensory skills, and overall health and well-being.
Cognition based development includes the learning, memory, reasoning, thinking, attentiveness,
linguistic competencies and creativity (Urban and Hoskova-Mayerova, 2017). Lastly,
psychosocial development consists of social relations, emotional health and personality.
Different lifecycle stages that Jake has to go through range from infancy to death.
Prenatal development: In this stage the children start developing conceptions and major bodily
structures start formation and an understanding of nutrition, environmental factors leading to
birth defects are delivering primary concerns.
Toddlerhood: The first year and the next year and a half of the lifetime indicated by dynamic
growth and change. An infant who might have a good sense of talking and walking rather than
hearing or vision over a shorter time period (Knight, 2017).
Childhood: In the early childhood phase the preschool years are followed by toddlerhood and
children receive formal educations. In this phase the children learn the concepts of size, distance,
space. The ages from six to eleven consists of the middle childhoods containing learning and
examination of new academic based skills. The analytical mind is developed through the
comparison of test-based scores, involvement in sport and other competitive activities and
attainment of various forms of recognition. Aside from these, the children show keen interests in
creation of social relationships (Urban and Hoskova-Mayerova, 2017).
Adolescence: in this stage, the children grow up and showcase dramatic changes in terms of
physicality and emotions and there is overall physical growth and maturity in terms of sexual
development or known as puberty. During this time period various changes are noted in
cognitive areas as this stage initiates and thinking of new possibilities for consideration of
abstract conceptions of fear, love and freedom are imbibes in the adolescent nature (Knight,
2017). The level of invincibility is higher for adolescents putting them at a higher level of risk to
die from accidents.
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Adulthood: The early adulthood is characterised by twenties and thirties when there are changes
in the physiological areas and there is high involvement of risks related to violent crimes or
substance abuse Love and work remain the main concerns at this stage in life. The middle
adulthood is concerned with late thirties to late sixties in which people gain expertise in
particular fields and become more realistic (Knight, 2017). In the late adulthood stage, the
period of life increases more than seventies in the age group. This segment of people tends to
have suffered from various terminal illness or chronic pains such as cardiovascular diseases,
arthritis and face issues of healthcare and housing simultaneously (Kubatzki, 2020).
TASK 2
 Need is basically something which is necessary for an individual to live and survive a
healthy life. This is not the case of want. In case of need, the deficiency of anything can
lead to adverse outcomes. It is something which is required to live safe, healthy and
stable life (Drummond, Trail and Needs, 2016). Basic needs of a person are air, food,
water, shelter and land. It can also be considered as a psychological aspect which forces
the individual to take action towards the goal, purpose and direction towards behaviour.
 When the needs come in play, the most famous, effective and well-known theory is
discussed i.e., Maslow’s hierarchy of needs. It is basically a motivational theory in the
field of psychology which is divided into five-tiers of human needs which are presented
in hierarchical form as a pyramid. It focusses on five major needs i.e., safety, esteem,
self-actualization, physiological and love & belonging (Abbas, 2020). It states that in
order to fulfil all these needs, a person must be motivated. After fulfilment of one need,
the person is motivated to satisfy the another.
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Figure 1: Maslow's hierarchy of needs
Source: McLeod, 2020
Physiological needs: These are the biological necessities for the healthy survival of
humans which includes food, drink, air, shelter, sex, sleep, clothing and warmth. These
are the primary needs which must be satisfied for the smooth functioning of the human
body.
Safety needs: These are the needs which are basically fulfilled by the people of society or
the family. These include the schools, police, medical care and business. Financial safety
can be met by social welfare or employment.
Love and belongingness needs: This requires the interpersonal relationships which
motivates the behaviour of the individuals. This can include the intimacy, friendship,
affection and love, trust and acceptance or being a part of a group of family, work or
friends (Hopper, 2019).
Esteem needs: These can be classified in two parts i.e., esteem of oneself such as dignity,
independence etc. and the desire for respect from others and reputation such as prestige
or status. This can mostly be seen in the adolescents and children.
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Self-actualization needs: This refers to the person’s potential realization, seeking
personal growth, self-fulfilment and peak experiences. This can include the desire to
become a good parent or it can be expressed in various other aspects such as economic,
academic etc. (McLeod, 2020).
 Disability identity theory mainly refers to the holding a positive sense of oneself and the
connection feelings to or having solidarity with the disability community. Its coherent
version believes in helping the individuals to adapt the disability which can include the
daily hassles or the social stresses due to navigating. The identity of a person defines
them as they contain the personality traits and the social roles and emphasis can be laid
upon the past, present or future (Thinking about disability identity, 2013). The identities
help the people to make sense of self-concepts’ different and distinct parts. It consists of
various themes like Communal attachment, politics and activism of disability identity,
disability affirmation, Personal disability, pride and discrimination.
 Jake has various needs like he was having learning disabilities which can be considered
as neurological disorder. He was in need of a special education system which is different
from the regular type of education. It is given to suit the specific needs of the student.
These education system helps in creating wide variety of skills like creativity,
interpersonal skills, emotion identification and many more (Hopes and Jenkins, 2019).
The emotional aspect must be treated as it affects the child functioning and various areas
of life. These can lead to distress. This need can be fulfilled by teachers or other
professionals which can helps the child to manage with the emotional distress, peer
relationships etc. Teachers can apply various strategies as educational interventions,
accommodations, feedbacks and the activities which boosts the self-confidence.
Peer relationship can include the group activities etc. So, Jake needed a special education
which can help in managing his behaviour and emotions. This is considered as a need as
there are symptoms of the disorder if it is not cured at right stage (Special needs and
learning disabilities, 2020). It can lead to problem in writing or reading, maths problems
can be occurred, poor memory, trouble following directions and many more.
Also, Jake was suffering from Asthma so proper care and treatment must be given to him
so that it can be cured at initial stages. He must be under observation of a medical or
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healthcare practitioner which develops various effective interventions so that the problem
of asthma can be cured (Stothard, 2017). The total cure is not possible but it is treatable
in order to have control on its symptoms. Effective treatments must be given to Jack. It is
a need as if it is not cured, it can lead to adverse outcomes in the long life not suddenly
but gradually effects can be more adverse. If it is no cured, it can create risk of lung
scarring which is permanent damage to lungs and airways and Jack might not breathe
properly if not treated.
 The needs of Jack are interrelated as because of the learning disabilities; Jack was unable
to identify that he is suffering from Asthma. He was unable to understand its symptoms
and that increases the stage of the disease. This physical and mental needs were
interrelated to each other which increased both because proper intervention and treatment
was not given to Jack. Because of the learning disability, Jack could not even remember
the medicines he has to take in order to be healthy and free from learning disability. Also,
because of Asthma, Jack could not be engaged in the physical exercises as it will cause
problem in breathing. So, all the need to provide education system will help in treating
the Asthma also as Jack will become aware of the problem faced and the symptoms and
will also accept the treatment given to him for improving his health. This will also help in
future development of Jack which reduces the chance of happening of same disease
again.
 Socio-economic condition refers to the social and economic condition. The economic
condition of the family was not quite good that is why no proper education was provided
to Jack and even no medical treatment was provided to him when he was suffering from
learning disabilities and asthma. The social condition of the family was also not good that
is why they did not focus on the needs of Jack and couldn’t take proper care of him. They
also did not have much money for education and medical treatment. These conditions
affect the needs of Jack as not affording the education system lead to the learning
disability of Jack and also lack of treatment resulted in the problem of Asthma.
Therefore, the socio-economic conditions of family of Jack affected his needs greatly
which were not met. The lack of money also restricted the family to hire some
professionals who can teach Jack with special education but it was not possible due to
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economic issues and also lack of being socially active. If the family was socially and
economically active, then the needs of Jack could be something else instead of this.
TASK 3
Out of the various theories of lifecycle development such as Bowlby’s theory, Piaget,
Bandura, Erickson, Klein, Maslow hierarchy of needs, Vygotsky and Freud, the most appropriate
that applies on Jake’s lifecycle development is Bowlby’s theory.
As per this theory, that attachments with the main caregiver is developed in the duration of the
first 18 months or more in the life of the children. Behaviours thar are easily directed towards
protesting against. After the children reach toddler stage, the frame starts offering framework for
child’s development. This theory also states that these styles make the children more anxious
avoiding and regulated emotions (Vicedo, 2020). Secure attachment is at the centre of tis theory
and various organised strategies are implemented for controlling and minimisation of the
emotions. As per the research, various behaviour in the organisation are attributed to secure
attachment, where children are usually more supportive and worthy of respect. Anxious-avoidant
attachment, with children taken less stress in certain situations, disorganised attachment, where
children like Jack fail to develop strategy to cope up with stress od separations, physical or
mental abuse that is witnessed by the children, displaying of aggressive behaviour and social
isolation (Van Rosmalen,Van der Veer and van der Horst, 2020). The attachment in case of
adults follows a usual pattern of secure attachment, dismissive avoidance, anxious preoccupied
and fearful avoidant. Secure attachment refers to the satisfaction in various relationships and
feelings of being secure and connected that ingrain qualities of honesty and deeper emotional
connections. Dismissive avoidant usually keeps their distances and don’t feel the need for human
based connections for survival and demand for independence and isolation. Anxious-
preoccupied attachment that occurs with Jack may be the fact that they feel desperate for love
and care and might become clingy and easily upset. Fearful avoidant attachment is manifested by
ambivalence instead of isolation and Jack might try to avoid his feelings as they might not want
to get overwhelmed by them. Every style is a continuum of behaviour portrayed from the
purview of attachment rather than a particular person. On the basis of the person’s attachment the
future lifecycle stages like relationships, parenting and marriage tends to vary (Mikulincer and
Shaver, 2020).
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CONCLUSION AND RECCOMENDATIONS
The above report was based on a case of Morgan’s family who is well-known for
providing services to children for 12 years. Various children come from different families,
cultures and values. The report was initiated by discussing the lifecycle development and every
stage which is involved in the same. Each cycle of Jake was highlighted by considering all the
aspects of life such as emotional, physical, cognitive and social development. The concept of
nature and nurture was highlighted in relation to development of Jack and his siblings. This
section mainly focussed on the stages of lifecycle development of Jack by describing all the
stages. Furthermore, the needs of Jack were identified by giving an introduction to needs
followed by implementing the theory i.e., Maslow’s Hierarchy of needs for fulfilling the needs of
and individual. The disability identity was also elaborated concerning the identity of the
disability which created a positive sense by integrating well with the disability community. Also,
Jake’s needs were highlighted and described along with the reason to consider it as a need and
the consequences which would occur by not meeting the needs. The interrelationship of the
needs of Jack was elucidated and the way in which it can help in future development. The socio-
economic status of the family was described and its impact on the needs of Jack. The last part of
the report was based on one theory which can best describe the dynamics of Morgan Family
especially focussing on Jake. It described the ways in which the chosen theory can be applied to
the Morgan Family and Jake in particular. The drawbacks and flaws in the theory were also
discussed along with assessing the effectiveness of the theory in addressing all the aspects of
Jake’s development. The family must arrange various programs of education and medical along
with better accommodations so that the children can enhance the quality of their life. They can
live a healthy and happier life.
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REFERENCES
Books and Journals
Abbas, J., 2020. Service quality in higher education institutions: qualitative evidence from the
students’ perspectives using Maslow hierarchy of needs. International Journal of Quality
and Service Sciences.
Afiatin, T., Istianda, I.P. and Wintoro, A.Y., 2016. Happiness of working mothers through family
life stages. ANIMA Indonesian Psychological Journal, 31(3), pp.101-110.
Drummond, N.D., Trail, J.R. and Needs, R.J., 2016. Trail-Needs pseudopotentials in quantum
Monte Carlo calculations with plane-wave/blip basis sets. Physical Review B. 94(16).
p.165170.
Hopes, P. and Jenkins, S., 2019. How learning disability nurses can support self-management for
people with asthma. Learning Disability Practice. 22(5).
Hopper, E., 2019. Maslow’s Hierarchy of Needs Explained. Viitattu, 12, p.2019.
Knight, Z.G., 2017. A proposed model of psychodynamic psychotherapy linked to Erik Erikson's
eight stages of psychosocial development. Clinical psychology & psychotherapy, 24(5),
pp.1047-1058.
Kubatzki, L., 2020. Adolescence and Identity Formation according to Marcia and Erikson. Astrid́
s Character Development in" White Oleander". GRIN Verlag.
Mikulincer, M. and Shaver, P.R., 2020. APPLICATIONS OF ATTACHMENT THEORY AND
RESEARCH. Applications of Social Psychology: How Social Psychology Can
Contribute to the Solution of Real-World Problems.
Stothard, S., 2017. Providing effective asthma care to people with learning disabilities. Nursing
Times. 113(4).
Urban, R. and Hoskova-Mayerova, S., 2017. Threat life cycle and its dynamics. Deturope, 9(2),
pp.93-109.
Van Rosmalen, L., Van der Veer, R. and van der Horst, F.C., 2020. The nature of love: Harlow,
Bowlby and Bettelheim on affectionless mothers. History of Psychiatry, 31(2), pp.227-
231.
Vicedo, M., 2020. Attachment Theory from Ethology to the Strange Situation. In Oxford
Research Encyclopedia of Psychology.
Online
McLeod, S., 2020. Maslow’s Hierarchy of Needs. [ONLINE]. Available through :<
https://www.simplypsychology.org/maslow.html#:~:text=Maslow's%20hierarchy%20of
%20needs%20is,hierarchical%20levels%20within%20a%20pyramid.&text=From
%20the%20bottom%20of%20the,esteem%2C%20and%20self%2Dactualization.>
Special needs and learning disabilities, 2020. [ONLINE]. Available through :<
https://www.csinfol.it/special-needs-and-learningdisabilitiesinfol.html >
Thinking about disability identity, 2013. [ONLINE]. Available through :<
https://www.apa.org/pi/disability/resources/publications/newsletter/2013/11/disability-
identity#:~:text=Disability%20identity%20refers%20to%20possessing,social
%20stresses%20and%20daily%20hassles. >
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