Running head: PERSPECTIVES OF HUMAN BEHAVIOR

The Perspectives of Human Behavior

Karin Troy
The University of North Carolina at Pembroke

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Major Assumptions
Life course perspective basically states that all events occurring in ones life may have a
significant effect on the decisions an individual makes in the future. Specifically, past
experiences allow an individual to learn certain aspects about a situation that may encourage one
to carefully approach that situation later in life. Also, as individuals begin to mature and enter
adulthood many changes occur in the human behavior and pathways for the future of an
individual. Hutchison (2001) states that the key factors of life course perspective includes the
fact that humans are capable of making choices and constructing their life journeys and
recognizes the importance of historical change on human behavior while emphasizing the
diversity in life journeys.
Strengths and Limitations
Although the life course perspective has several advantages, the limited amount of
disadvantages is what makes this perspective worthwhile in social work practice and studying
human behavior. Precisely, the life course perspective emphasizes the importance of interrelated
relationship and families that contribute to ones future through lifelong decisions based on the
strengths and capabilities of the individual (Hutchison, 2001). Therefore, this perspective uses
collective data and events from the past and present showing growth and development that
signifies the important differences that contribute to the current pathway of the individual. Also,
this perspective briefly touches on the need for social justice and clarifies the importance of
power and privilege (Hutchison, 2001). All in all, this perspective can easily be distinguished
from the others because the focus on cumulative aspects of life makes the bigger picture
worthwhile when family and friends are a part of those important decisions one makes
throughout life. However, the only disadvantage of life course perspective is the effort to study

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human behavior based on patterns (Hutchison, 2001). Typically, human behaviors are closely
monitored looking for similar patterns of behaviors and attitudes, but todays society consist of
such diverse emotions and personalities that finding similar patterns is very challenging.
Social Privileges and Social Oppressions
Precisely, life course perspective gives a broad range of possibilities for any individual no
matter the circumstances. For this reason, one 90 year old elderly woman may be walking
around, driving, and functioning the same as she was 10 years ago. Then again, another 90 year
old woman may be on her sick bed, barely walking, and unable to drive because of bad vision.
As stated by (Cooper & Bigby, 2014), Positive aging, or aging with quality of life, is possible
for people with long-term disabilities (p. 433). Therefore, this perspective sheds light on the idea
that every individual has different pathways that they choose in life. From the day that an
individual makes his/her first important life decision, life course perspective has taken effect. In
addition, showing the client how several factors such as economic and health issues that may
affect the lifestyle of the individual in the future (Stein & Moritz, 1999). As a social worker,
emphasis on this perspective can give clients an understanding of what aspects of their lives will
be changing as they grow older. Also, life course perspective shows clients how they have
changed overtime and helps piece together the several influences that contribute to the concept of
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ageing.
Major Assumptions
Eriksons psychosocial theory emphasizes the importance of a sequential order of growth
and development that every individual must follow according to social environment (Ashford &
Lecroy, 2013). In contrast to life course perspective, Eriksons theory basically infers that

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everyone undergoes each stage as they continue the course of life. Therefore, as life course
perspective says that everyones behavior and choice of life is different, Erikson states that the
normal way of life is perceived through each stage at a specific point in life. The major points of
this model states that the important milestones each stage incurs teaches the individual an
important message about growing up. Therefore, one cannot proceed to the next stage without
dealing with the emotional conflicts that arise from the previous stage (Ashford & Lecroy, 2013).
Strengths and Limitations
Eriksons theory has been faced with various conflictual opinion, however, there is one
positive outcome for this perspective. Eriksons theory is useful for adults trying to determine if
their emotions are stable according to the various stages Erikson presents. Also, it can be useful
for determining the need for individual improvement and development (Ehiobuche, 2013). Thus,
the main use for this theory can be effective for leadership roles and help focus on emotional
maturity (Ehiobuche, 2013).
However, Erikson theory has several downfalls that affect the usefulness of such a
detailed framework. Specifically, the framework of this theory is presented in a way that is
aimed for males and less for females (Ehiobuche, 2013). In addition, the theory does not reflect
the importance of cultural context to the lives of a changing society that may not enforce the idea
of such a diverse unity. The theory fails to address the fact of men and women having different
roles and process of thought as a result of biological factors that include differences in brain
development and hormone level (Ehiobuche, 2013). In general, Erikson created this theory with
his personal beliefs in mind instead of the typical beliefs of society (Ehiobuche, 2013). For this
reason, another critic states that Eriksons paradoxical ways of looking at things can not promise
comfortable answers (Kivnick & Wells, 2014).

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Social Privileges and Social Oppressions
Although Eriksons theory has several limitations, it is still a very important factor for
understanding human interaction as we grow and mature. Ericksons theory serves as a guide for
understanding the emotional conflicts that individuals undergo as they become familiar with
individuality. Typically, this theory sets the stage for one to adapt to the social environment and
also be aware of the common obstacles that may occur. With that being said, Eriksons theory
helps connect effective prenatal development to later development based on the epigenetic model
of the theory (Ginsburg, 1992). Therefore, the best way to use these models for understanding
interaction is by recognizing the effect that prenatal development has on future development that
is linked with Eriksons stages of development. The linkage of these proponents can explain why
one would not experience the stages in the correct sequence and could be viewed as a risk for the
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individual.
Major Assumptions
Piagets theory of cognition is very articulate and specific by stating that knowledge is
basically learned through adaptation and organization (Ashford & Lecroy, 2013). In other words
this theory is not about toddlers learning from teachers and parents, instead Piaget focuses on the
process of obtaining knowledge and changing the way that an individual thinks as they get older.
Thus, it is imperative to understand schemas, assimilation, and accommodation in order to
understand the concepts of Piaget. Piaget uses schemas to explain the basic units of knowledge
and understanding how knowledge builds with the age of the individual. But an individual uses
initial schemas for assimilation, whereas the option of adapting to new approaches is against the
idea of using what is already known and applying this knowledge to current situations.
Significantly, Gyr, Brown, & Cafagna (1967) states that Piaget's theory system concludes that it

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is presumed whose internal structural and functional organization transforms environmental
inputs (p. 273). However, if existing knowledge does not make sense with current situations
then the need for a new approach is necessary.
Strengths and Limitations
On the other hand, many psychologist have dismissed Piagets theory simply because it
lacks detailed descriptions such as the nature of the environment, the subject, and the interaction
between the two (Gyr et al., 1967). Therefore, the methodology of this theory is not clear, which
makes this theory presented in such a way that we perceive the subjects level of development,
and assimilation-accommodation approach. But this theory can be of use to for teaching purposes
because it give teacher an idea of where students should be in a certain stage of learning.
However, this theory also specifies that every child learns at his/her own pace. Therefore,
teachers are presented with this theory for the purpose of planning stage appropriate activities
(Ojose, 2008).
Social Privileges and Social Oppressions
In terms of how Piagets theory, cognitive development has no clear connection to
understanding interaction. Instead, this theory is similar to Eriksons theory in providing
guidelines for determining if an individual is on track but lacks the ability to appropriate details
that are sufficient for understanding the theory completely. Therefore, Piagets theory of cognitive
development can help educators understand the educational abilities of an individual but lacks
the ability to actually address the interaction between the educator and student. In addition,
Piaget gives no options for obtaining or improving cognitive development. With that being, the

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approach for understanding cognitive development can not be linked to understanding
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interaction.
References
Ashford, J. and Lecroy, C. (2013). Human behavior in the social environment: A
multidimensional perspective. Brooks/Cole Cengage Leaarning.
Cooper, M., and Bigby, C. (2014). Cycles of adaptive strategies over the life course. Journal Of
Gerontological Social Work, 57(5), 421-437
Ehiobuche, C. (2013). Connectedness of Erickson's Theory to Leadership
Development. Leadership & Organizational Management Journal, 2013(1), 71-106.
Ginsburg, H. J. (1992). Childhood injuries and eriksons psychosocial stages. Social Behavior &
Personality: An International Journal, 20(2), 95-100.
Gyr, J. W., Brown, J. S., and Cafagna, A. C. (1967). Quasi-formal models of inductive behavior
and their relation to Piagets theory of cognitive stages. Psychological Review, 74(4),
272-289. doi:10.1037/h0024720
Hutchison, E. (2001). Life course perspective.

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Kivnick, H. Q., and Wells, C. K. (2014). Untapped richness in Erik H. eriksons

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Rootstock. Gerontologist, 54(1), 40-50.

Ojose, B. (2008). Applying Piaget's Theory of Cognitive Development to Mathematics
Instruction. Mathematics Educator,18(1), 26-30.
Stein, C, and Moritz, K. (1999). A life course perspective of maintaining independence in older
age. World Health Organization.