In this paper, I will be providing insight into the personal development of a 28-year-old female research participant. The participant’s relation to me is that of my wife. We have known each other for the last ten years, four of which we have been married. A little background about the participant is that she graduated with a Bachelor of Science in Nursing and worked in a hospital for four years as a nurse. She then moved on to obtain her Master of Science in Nursing before commissioning as an officer in the United States Army. She has been practicing as a family nurse practitioner now for the past year. The following is a look into the cognitive, socio-emotional, and moral development of the participant.
Discussion
Cognitive Development
Cognitive development is the way someone perceives, thinks, and gains understanding of the world through brain development and interactions. It involves things such as information processing, development of knowledge, memory improvement, reasoning, and problem solving skills.
According to Piaget’s cognitive-developmental theory, the participant falls into the fourth and final stage, the formal operational stage. This stage refers to the ability to think on an advanced, more sophisticated level, to overcome issues or problems by thinking systemically or abstractly (Berk, 2018). One reason why the patient falls into this stage is the fact that not only did they obtain a bachelor’s degree, but a master’s degree in nursing as well. In doing so, they had to partake in many science and nursing courses. These types of courses normally involve having to complete projects using the scientific method and to give presentations explaining the results of the research. The participant also took College Algebra and similar math courses which involve solving problems where an unknown variable or value is substituted with an “x”. Both of these examples fall into the hypothetico-deductive reasoning aspect of the formal operational stage, which involves thinking that is similar to the scientific method. A hypothesis is created and through a methodical manner, a solution to a problem is determined, instead, of using a trial-and-error approach (Berk, 2018). Also through obtaining these degrees the participant was constantly developing their brain through exposure to unknown information and different way of thinking.
The information processing theory also applies to the participant. The information processing theory suggests that the way we think is similar to how a computer works. Information is provided as input from the environment and then altered by our senses. This information can then be stored, organized, retrieved, and transformed through the use of mental strategies that result in an output in the form of behavioral responses (Berk, 2018). The theory contains three components which are sensory, working/short-term, and long-term memory.
The participant demonstrates all three components of this theory through working as a nurse practitioner. Every day the participant has to assimilate information obtained through sensory memory in the form of a medical examination and information verbally given by the patient. The information obtained is then processed and sorted through. Only the relevant information is then retained and through deductive reasoning a diagnosis and treatment plan is determined based on long-term memory storage. The long-term memory in this case, refers to the knowledge and information acquired through higher education and repetition of similar medical cases that the participant has experienced.
Socio-emotional Development
Socio-emotional development is referred to as expression and management of emotions and the ability to establish positive and rewarding relationships with others. It involves understanding the feelings of others, the ability to control your own emotions and behaviors, building both peer and partner relationships, and overall ability to get along with other people.
The best theory that explains the participant’s socio-emotional development is Erikson’s psychosocial theory. When I first met the participant, they had just started their college journey. It was the first time she had been away from her family and friends. Her parents were stationed in Korea at the time and she was attending school at the University of West Florida. She had just got out of a relationship with her high school boyfriend, due to the long distance and a serious argument. Like most people her age, she wasn’t sure of what degree to pursue, but knew she wanted a higher education. At this point in her life, she was in Erikson’s fifth stage known as identity versus role confusion. During this stage, people are trying to figure themselves out and gain a sense of personal identity, through examination of personal values, beliefs, and goals in life (Berk, 2018). Unfortunately due to an illness with her grandmother the participant determined that they wanted to be a nurse and help out those who are in need.
After figuring out her goal in life, the participant began a transition in to the sixth stage of Erikson’s psychosocial theory referred to as intimacy versus isolation. During this stage, a person begins to explore personal intimate relationships or close friendships (Berk, 2018). Since the participant had just recently moved back, she didn’t know anyone, except for her roommate. Therefore, she was keen on meeting people and establishing a solid group of friends. She ended up meeting me through her roommate who just happened to be a friend of mine. It didn’t take her long to acclimate into our group of friends and to make some strong ties. After knowing each other for eight months, we became involved in a romantic relationship. Since her last relationship didn’t end so well, it was a slow transition from friends to partners. She needed time to learn and understand her feelings before entering into a committed relationship. After dating for three years, she began to bring up comments and suggestions about getting married. By this time, she had determined that she was ready for a long-term commitment. We have now been happily married for almost five years. This information shows that the participant has followed Erikson’s psychosocial theory during the timeframe mentioned.
Moral Development
The development of the participant’s moral beliefs follows that of Kohlberg’s theory of moral development relating to conventional morality. In particular, they most closely relate to that of stage four, the social-order-maintaining orientation based on their response to the Heinz scenario. The participant felt that even though it was to save his wife’s life, stealing is against the law, and Heinz should be punished. Her response was, “if he was to get away with stealing for a reason that benefited him, then what is stopping someone else from doing something far greater?” At this stage, the individual is aware of the wider rules of society. Judgments are based on obeying the rules in order to stay within the guidelines laid out by the law and to avoid guilt. Authority is also respected at this stage. Individuals in this stage believe that laws should never be disobeyed, since they are enforced to provide societal order (Berk, 2018). These individuals are sticklers for rules or regulations. The participant follows everything that is dictated by the law, even things that most people tend to ignore. For example, the participant doesn’t even speed, drink and drive, littering, loiter, or any other minor laws. The participant holds a high regard for earned expectation of others. They have a strong sense of performing their duty and to show respect for authority, which is one of the main reasons they joined the army. Even in the army there are many who don’t follow certain rules and guidelines, however, the participant feels it is their duty to do as instructed. The participant believes that as a soldier in the army everyone should treat all guidelines the same, no matter how unimportant it may be, and if someone doesn’t then they should be reprimanded.
Conclusion
In summary, the participant follows Piaget’s cognitive-developmental theory and information processing theory, when it comes to cognitive development. For socio-emotional and moral development, the participant currently falls into the sixth stage, intimacy versus isolation, of Erikson’s psychosocial theory and the fourth stage, social-order-maintaining orientation, of Kohlberg’s theory of moral development, respectively.
The participant’s different areas of personal development seem to have an influence on one another. The participant’s cognitive function is in the stage that lets them think abstractly and sensibly about various scenarios. It provided them with the ability to understand themselves and others. This helped them to determine that they were socially and emotionally ready to jump into a healthy relationship. It also allows them to understand moral circumstances, but at the same time to recognize that rules are set in place for a reason. The participant’s socio-emotional and moral aspects also influence how the participant learns, thinks, and applies their knowledge.
The participant’s personal development is shaped by both genetics (nature) and environmental (nurture) factors. Genetics are responsible for the initial roadmap that cognitive, social, emotional, and moral development follows. The way this genetic information is expressed is then shaped by an environmental stimulus. For example, the participant became more knowledgeable through brain development while pursuing a higher education, which relates to nature. This was achieved through processing information that she learned in each course, which built upon her long-term memory. However, the direction her cognitive development would take didn’t become clear until her grandmother was diagnosed with an illness; this being an environmental factor. Another example is that the participant is naturally shy according to today’s standards. Shyness has been linked to genetics in some form, but it is something that can be changed. Factors in the participant’s life that shaped them into overcoming their shyness was moving to another area where she didn’t know anyone and joining the army. In both these cases, social interactions are necessary to build relationships. These social interactions transformed the person’s natural tendencies.
