Mastery Of Developmental Tasks Research Articles

Mobile (Self-)Socialization: The Role of Mobile Media and Communication in Autonomy and Relationship Development in Adolescence

ABSTRACT Two of the most important developmental tasks in adolescence are developing autonomy and establishing relationships (i.e., friendships and romantic relationships). Self-socialization processes are relevant in mastering these developmental tasks. Mobile media are predestined as tools for such self-socialization: Their affordances—universality, private accessibility, and ubiquity—closely match the developmental needs of adolescents and no other media device is so deeply embedded in adolescents’ daily lives. The present paper proposes a reciprocal relationship between mobile media and communication and mastery of developmental tasks. The results of a three-wave panel study (N = 503) point to a marginal role of mobile media and communication in developing autonomy and establishing relationships. Still, results suggest that developmental achievements enable adolescents to make sensible use of mobile media and communication in response to their current developmental stage.

Supporting Children and Adolescents with Deployed Caregivers: A Structured Group Approach for School Counselors

Children and adolescents of deployed soldiers require preventive and sometimes remedial service from school counselors, because deployment taxes coping skills and exacerbates normal developmental challenges. This article reviews the cultural and developmental context for children with deployed caregivers and outlines a ten session, hybrid psychoeducational-counseling group designed to increase student knowledge (e.g., emotional cycles of deployment), build student competencies (e.g., coping skills, mastery of developmental tasks), and promote a safe environment to express emotions with connected peers.

Developmental task achievement and learned resourcefulness in healthy older adults

Although resourcefulness has been found to promote healthy functioning and is believed to be learned throughout life, studies have not examined relationships between developmental variables and resourcefulness. This study examined Erikson's eight developmental tasks as predictors of learned resourcefulness in 60 healthy elders. Hierarchical regression based on Erikson's theory revealed that 37% of the variance in learned resourcefulness was explained by trust, autonomy, initiative, industry, and identity whereas intimacy, generativity, and integrity were not significant. The results suggest that mastery of developmental tasks through adolescence play a key role in determining how resourceful healthy elders are in their daily activities.

Expectations regarding development during adolescence: Parental and adolescent perceptions

The aims of this study were (1) to compare the age-related expectations of parents and adolescents concerning the timing of achievement in a number of developmental tasks, (2) to examine whether personal characteristics of the adolescent affect developmental expectations, and (3) to examine whether discrepancies between the adolescent’s and the parent’s expectations are related to the amount of parent-adolescent conflict. The sample consisted of 508 families with adolescents (12–18 years old). During a home visit, a battery of questionnaires was administered individually to mothers, fathers, and adolescents. A new 24-item instrument to assess expectations for adolescents’ mastery of developmental tasks was developed for this study. Analyses showed that when the expectations of adolescents and those of their parents are compared at aggregate level, parents consistently indicate later ages for the achievement of developmental tasks than adolescents. Although parents have later timetables, parents and adolescents have strikingly similar views of the sequence in which achievement of developmental tasks should occur. The adolescent’s age appears to be the most potent predictor of developmental timetables, followed by gender, pubertal timing, and temperament, respectively. The amount of conflict within the parent-adolescent relationship was associated with differences in developmental expectations. The utility of the new instrument for research and clinical work is discussed.

Lasting Impressions

Adolescents with cancer undergo numerous stresses due to their disease, its treatment, and its potential late effects. These patients may experience delayed mastery of developmental tasks, intimacy, and independence and may have long-term psychological sequelae. Parents of adolescents with cancer also encounter many stresses related to coping with their child's illness. Lasting Impressions, a support program for adolescent cancer patients and their parents, was developed to help overcome these problems. The purpose of the program is to promote positive mental health and adaptation in participants. This article describes the program's goals and methods for accomplishing them, including components and therapeutic activities. The activities include a scrapbook, a newsletter, peer visitation, and a speakers' bureau. The most recent project is a video that is shown to newly diagnosed cancer patients. This program could be easily replicated by other oncology nurses who work with adolescents or young adults with cancer.