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Adult Development, Therapy, and Culture [electronic resource] : A Postmodern Synthesis / by Gerald D. Young.

By: Contributor(s): Material type: TextSeries: The Springer Series in Adult Development and AgingPublisher: New York, NY : Springer US : Imprint: Springer, 1997Edition: 1st ed. 1997Description: XVI, 259 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781475790153
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 150 23
LOC classification:
  • BF1-990
Online resources:
Contents:
Prologue: A 25-Step Developmental Model -- I. Introduction -- 1. Overview -- 2. The Postmodern Adult -- II. Self and Family Development -- 3. Self Development -- 4. Family Development -- III. Sociocultural Development -- 5. The Vygotskian Perspective on Cognitive Development -- 6. Contemporary Elaborations of Vygotskian Theory -- IV. Coconstructed Ameliorations of Vygotskian Theory -- 7. The Cognitive (Mis)perception of the Other -- 8. Individual Differences and Coappropriation -- V. Therapy and Epistemology -- 9. Postmodern Adult Therapy -- 10. Transition Therapy -- 11. Epistemology -- V. Conclusions -- 12. Elaborations, Conclusions, Contributions -- 13. Appendix: Political Discourse in Adolescents with Their Mothers -- 14. Postscript: From Adult Development to Communication -- References.
In: Springer Nature eBookSummary: This volume proposes a theoretical integration of several major streams in contemporary psychological theory about adult development and therapy. It adopts the perspective that there are steps in development throughout the adult period, and that they are characterized by a union of the cognitive and affective, the self and the other, and idea with idea (in second-order collective abstractions). That is, they are at once postformal in terms of Piaget's theory, sociocultural in terms ofVygotsky's theory, and postmodern­ with the latter perspective providing an integrating theme. The affirmative, multivoiced, contextual, relational, other-sensitive side ofpostmodernism is emphasized. Levinas's philosophy of responsibility for the other is seen as congruent with this ethos. The neopiagetian model of development on which the current ap­ proach is based proposes that the last stage in development concerns collective intelligence, or postmodern, postformal thought. Kegan (1994) has attempted independently to describe adult development from the same perspective. His work on the development of the postmodern mind of the adult is groundbreaking and impressive in its depth. However, I ana­ lyze the limitations as well as the contributions of his approach, under­ scoring the advantages of my particular model.
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Prologue: A 25-Step Developmental Model -- I. Introduction -- 1. Overview -- 2. The Postmodern Adult -- II. Self and Family Development -- 3. Self Development -- 4. Family Development -- III. Sociocultural Development -- 5. The Vygotskian Perspective on Cognitive Development -- 6. Contemporary Elaborations of Vygotskian Theory -- IV. Coconstructed Ameliorations of Vygotskian Theory -- 7. The Cognitive (Mis)perception of the Other -- 8. Individual Differences and Coappropriation -- V. Therapy and Epistemology -- 9. Postmodern Adult Therapy -- 10. Transition Therapy -- 11. Epistemology -- V. Conclusions -- 12. Elaborations, Conclusions, Contributions -- 13. Appendix: Political Discourse in Adolescents with Their Mothers -- 14. Postscript: From Adult Development to Communication -- References.

This volume proposes a theoretical integration of several major streams in contemporary psychological theory about adult development and therapy. It adopts the perspective that there are steps in development throughout the adult period, and that they are characterized by a union of the cognitive and affective, the self and the other, and idea with idea (in second-order collective abstractions). That is, they are at once postformal in terms of Piaget's theory, sociocultural in terms ofVygotsky's theory, and postmodern­ with the latter perspective providing an integrating theme. The affirmative, multivoiced, contextual, relational, other-sensitive side ofpostmodernism is emphasized. Levinas's philosophy of responsibility for the other is seen as congruent with this ethos. The neopiagetian model of development on which the current ap­ proach is based proposes that the last stage in development concerns collective intelligence, or postmodern, postformal thought. Kegan (1994) has attempted independently to describe adult development from the same perspective. His work on the development of the postmodern mind of the adult is groundbreaking and impressive in its depth. However, I ana­ lyze the limitations as well as the contributions of his approach, under­ scoring the advantages of my particular model.

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