Understanding Human Social

Development
Asma Akther
 Topic Overview

1. Introduction – context, theories, infancy

2. Early and middle childhood
3. Adolescence and early adulthood
4. Middle and late adulthood
5. Putting it all together – from theory to practice
 Topic Aims

 To provide a chronological overview of human social

development across the lifespan
 To build foundational knowledge of how people
develop over the course of their lifetime
 To develop understanding of the factors that influence
human development
 To begin to make conceptual links between human
development and social work practice
 Expected Outcomes

 Increased knowledge and understanding of human

lifespan development:
 context
 theories
 milestones and turning points, and
 links to social work practice
 The concept of development
Development, as scientists have defined it, implies
changes in the organisation of behaviour from simple to
complex forms, from small to large repertoires of
behaviours, from fixed ways of responding to demands
and need to large repertoires of behaviours that can be
strategically chosen. This suggests that development
ends at no specific time and that the organism may
continue to differentiate behaviours long after physical
maturity, and move toward increasing complexity.
James and Betty Birren (1990)
 Definition of Lifespan Development

“…the scientific study of the links that exist between

chronological age and human behaviour, together with the
patterns of change in psychological functioning that arise in
predictable ways as human beings grow up and grow old.”
Peterson (2004), p 21

 Focus is on continuities and changes

 Lifespan Human Development

“…is concerned with all changes in behavioural,

psychological and social functioning that obey a
predictable relationship to chronological age.”
Peterson (2004), p 23
 Context

Physical body

Socially situated

In a cultural context

Psychological growth occurs throughout life

 Core Assumptions

Human psychological development is…

Lifelong process
Multidirectional, multidimensional and multifunctional
Involves gains and losses at every stage in life
Plastic, Flexible and modifiable over time with individual effort
and cultural support
Shaped by historical-cultural context
Influenced by multiple interacting causal factors
Multi-disciplinary
Baltes, 1987
 An Historical Perspective
Three life phases in medieval Europe:
1. Infancy
2. Maturity
3. Senility
Children were not differentiated from adults, with
children integrated into the mainstream of adult life
and their behaviour judged by adult standards (Aries,
1962; De Mause, 1976)
 Changing Historical Perspectives

Western cultures:
 17th and 18th century: childhood viewed as a distinct
age and associated with ‘innocence’
 Late 19th century: adolescence emerged as a
developmental phase
 20th century: emergence of middle age as a life
period and old age as a time of retirement
 Age & Psychological Functioning

Age group membership is:

 an important sociological and cultural influence
 Ascribed meaning (although variable and changing) in
all cultures
What does it currently mean in your culture to be
following years old: 15? 25? 45? 75?
 Culture, Age & the Lifespan

Development patterns and plans are affected by:

 Culture’s shared beliefs (re: age-appropriate, “on-
time” behaviour and development)
 Culturally significant network of social roles and
relationships
 Attitudinal factors within a culture
 Cultural institutions
 Culture, Age & the Lifespan
Is there greater valuing of older people’s skills and
knowledge in non-Western cultures?
Lepcha people of upper Himalayas
 Look forward to old age
 Dress and groom themselves to look older
 Feel honoured to be called ‘ancient’
 Age-Grading
Formally attributing increased social status
with increasing age
Masai: 7 age grades for males
1. Uninitiated youth
2. Apprentice youth
3. Senior warrior
4. Junior elder
5. Senior elder
6. Retired elder
7. Ancient elder
 Age-Grading
Formalized, via ceremonial initiations, in many
traditional Aboriginal communities
Elder status involves:
 Increased social responsibility and recognition
 Increased decision-making power in social, political
and spiritual spheres
 Role of Social Workers

To help individuals, groups and communities:

 Recognise and develop their potential
 Build capacity
 Optimise development
 Overcome barriers to participation
in society
Knowledge of the developmental potential of all age groups is
fundamental to supporting lifelong growth and avoiding anti-
developmental outcomes.
 Understanding
Human Social Development
 Gives breadth and depth to the social worker’s
enquiry into ‘the human condition’
 Promotes contextual understanding of people’s lives
 Informs social work assessments and interventions
 Underpins the ameliorative and transformative
spheres of social work