Running head LIFESPAN TIMELINE ANALYSIS14.docx

Running head: LIFESPAN TIMELINE ANALYSIS
14
Lifespan Timeline Analysis
(STUDENT NAME)
Walden University

Part II: Timeline Analysis
Lifespan development is one of the most important topics
mental health clinicians need to be knowledgeable about.
Regardless of a counselor’s specialization and area of expertise,
he or she will undoubtedly come across a wide variety of
clientele of all ages, from children to older adults. Therefore, a
counselor must be able to fully conceptualize and understand all
stages of human development as well as the behavioral changes
that take place from infancy to late adulthood (Broderick &
Blewitt, 2015). The science behind lifespan development
ultimately strives to explain human behavior, as well as how
and why individuals of all ages tend to react to life events and
personal experiences (Broderick & Blewitt, 2015). Identity
becomes a crucial part of the process of growth from childhood
to adolescence, as young people seek to figure out their
individuality and uniqueness. It is also in a state of constant
flux (Broderick & Blewitt, 2015).
The personal change model, which explains human growth,
has to do primarily with the acquisition and progression of
specific skills from birth to childhood (Sameroff, 2010). In
addition, it also concerns itself with cognitive functioning, early
attachments with parents, as well as the rapport children
develop with people outside of the home, such as teachers and
peers. However, another key component in the change process
is the contextual model, in which life experiences serve to
further shape an individual’s identity (Sameroff, 2010).
Therefore, culture, environment and educational institutions are
also significant factors in human growth (Samaroff, 2010). The
study of lifespan development has helped me to reflect carefully

on my own life with regard to identity and growth, especially
the experiences that have had an impact on my growth.
Therefore, in this paper I will describe 6 main life events that
have influenced my identity development from childhood
through to adulthood and explain their significance through the
lens of various developmental theories. This is particularly
beneficial to understanding client issues as a mental health
practitioner.
Life Event I 1980: Start of elementary school education
The beginning of my formal education began in 1980, at
the age of 5. This was an age-graded event, as it was an
inevitable and expected occurrence at this point in my
childhood (Broderick & Blewitt, 2015). This was a significant
time in my life, as it represented a developmental challenge for
me academically and emotionally. The transition into the
school years is complex at this stage of the lifespan. Children
have to cope with a more rigid schedule than in pre-school, and
develop more intricate skills in core subjects such as Math and
English (Broderick & Blewitt, 2015). I personally found it
difficult to deal with an entirely new structure to my day; one in
which I was introduced to multiple subjects in the span of 6
hours. I also remember feeling as though I lagged behind my
peers in numeracy skills, as I did not grasp mathematical
concepts easily. Jean Piaget theorized that cognitive
development is divided into stages. The preoperational stage,
which occurs between the ages of 2 and 7, is a time when
children are able to communicate thoughts, recall events that
they have recently experienced, and use symbols to represent
ideas - (for example a broom for a horse) - (Piaget, 1962, as
cited in Broderick & Blewitt, 2015). However, their thought
process does not show logic and they can only concentrate on
one idea at a time (Broderick & Blewitt, 2015). My relative
difficulty in understanding mathematical problems at the age of
5 could be explained as “domain specific” progress. This means
that a child’s ability to process concepts in various fields of
study, such as numerical concepts, does not always evolve

similarly to another child’s nor does it occur simultaneously.
Thus, development occurs at differing rates (Broderick &
Blewitt, 2015).
Starting formal schooling was also an emotional
adjustment, as I was quite close to my mother. The first day of
school caused some separation anxiety, in that I felt lost in a
new and strange environment with people I was not familiar
with. I longed for my mother’s reassuring presence, especially
because she separated from my father shortly after I was born
and was therefore the only parent I knew, loved, and trusted.
This illustrates attachment, which is crucial to a child’s
psychosocial development. John Bowlby defined it as a need to
feel close to a specific person during times of stress, and an
enduring emotional connection that is needed in order to survive
(Bowlby, 1988, as cited in Seven & Ogelman, 2012). In
addition, I was painfully shy and had difficulty communicating
in my first year of elementary school. One of the skills that
school-age children must learn is how to alter their style of oral
communication in order to adequately participate in the
classroom (Christie, 2012). Thus, this was a learning curve for
me, and I found it daunting to raise my hand and speak in front
of my teacher and a big class. This major event changed me
psychologically and socially because I was forced to develop
better coping and communication skills without my mother
present in order to adapt to a new learning environment.
Navigating through elementary school influenced my identity
through my lifespan, as I was able to take more initiative and
more risks in my high school and university years. This is
related to Erikson’s “initiative versus guilt stage”, when
children attempt to behave in more adult ways (Broderick &
Blewitt, 2015 p. 12).
Life Event II 1986: Maternal grandmother’s death
In the fall of 1986, my grandmother passed away of a
heart attack. This was a nonnormative event, because it was not
something that my family expected to happen (Broderick &
Blewitt, 2015). Her passing had a significant impact on my

development, as, along with my mother, she was instrumental in
helping to raise me from birth until the age of 11. Cherlin and
Furstenberg (1986) conducted over 500 phone surveys with
middle-class grandparents of various racial and ethnic
backgrounds. They explained that there are 3 grandparenting
styles, which are “involved, companionate, and remote”
(Cherlin and Furstenberg, 1986, as cited in Watson, Randolph &
Lyons, 2005, p. 345). The results indicated that African-
American grandparents played more of a hands-on role than
those who identified themselves as European. In addition, they
were inclined to take on a more parental role with their
grandchildren and correct inappropriate behavior (Cherlin and
Furstenberg, 1986, as cited in Watson, Randolph & Lyons,
2005). I think there is definitely a cultural similarity between
African-American, and Black Bermudian grandparenting styles,
as these characteristics reminded me of my own grandmother,
who had a rigid, authoritarian disciplinary style and who was
definitely involved in almost every facet of my life.
I clearly remember the events that led up to my
grandmother’s death. I was with one of my cousins, and
suddenly saw nurses running frantically in a panic through the
doors of her ward. After about 10 minutes, my mother came out
and broke the devastating news to me. I was in shock, as this
was my first real experience with death and I did not have the
ability to process it emotionally. Therefore, this tragic life
event affected me psychologically, as I felt somewhat
traumatized and disoriented in the days that followed. Studies
have shown that young children can become upset and
overwhelmed due to traumatic experiences. As a result, their
psychological well-being is at stake, because they are still
developing cognitively and physically. In addition, they have
not established sufficient coping mechanisms to deal with the
trauma, and depend a great deal on their main caregiver to keep
them out of harm’s way (Carpenter and Stacks, 2009; Lieberman
2004; Lieberman and Knorr, 2007, as cited in De Young,
Kenardy, & Cobham, 2011). With time and reflection, the

associated change from this experience impacted my identity
development because of the moral values that my grandmother
had instilled in me into adulthood. In Kohlberg’s moral
development theory, the example of resisting the act of stealing
can be seen as protecting the honor and reputation of one’s
family. Thus, the dialogues that children have with their
caregivers and cultural values can influence moral judgment
(Haste & Abrahams, 2008).
Life Event III 1991: Medical diagnosis of type II diabetes
Perhaps one of the most frustrating and stressful life
events I have experienced was my diagnosis of type II diabetes
mellitus when I was 16 years old. This was a nonnormative
event that decreased my self-esteem. I did not like to talk about
my disease with people, because I felt ashamed and also felt
that there was a stigma attached to being diabetic. The
beginning stages of diabetes can destabilize the connection
between the psyche and the body. Therefore, young diabetics
and their families must develop strategies for managing the
disease and cope with its emotional side effects (D’Alberton,
Nardi, & Zucchini, 2012). Individual counseling for diabetics
can be beneficial, and parents should also be encouraged to take
part in family therapy once their child has been diagnosed
(D’Alberton, Nardi, & Zucchini, 2012).
Lamentably, I did not have the opportunity to receive
therapy; however, despite my struggles with this disease, it was
significant to my identity development as I became more
responsible with the choices I made into early adulthood. It
was my responsibility to take insulin injections twice a day and
check my blood sugar regularly. This reminds me of Erikson’s
fourth stage of development, in which young people between the
ages of 12 and 20 are faced with choices as they enter adulthood
(Broderick & Blewitt, 2015). Living with diabetes has changed
me cognitively, as I am much more aware of the symptomology,
what causes hypoglycemic and hyperglycemic attacks, and how
I can adjust my diet and exercise regime to maintain healthy
blood sugars. I am also more sensitive to any negative

physiological and emotional responses to this chronic disease
and can therefore make immediate changes in my daily lifestyle
to get back on track.
As I struggled to come to grips with my diagnosis, I also
experienced issues with my self-image. I would always
compare my physical appearance to that of my female peers and
was unnecessarily hard on myself. In addition, I was always
reminded of the media’s portrayal of the perfect body in
magazines, commercials, and movies. In the U.S., an estimated
24% - 46% of adolescent girls are not happy with their bodies,
compared to 12%-16% of adolescent boys (Neumark-Sztainer et
al., 2002; Presnell, Bearman, & Stice, 2004; Stice & Whitenton,
2002, as cited in Paxton, Eisenberg, & Neumark-Sztainer,
2006). This experience changed me psychologically, as with
time, I found a way to mentally let go of things I could not
control, and focused on eating more healthily and getting more
involved in physical activities, such as dance and running.
Life Event IV 1992: Beginning of university undergraduate
studies
In 1992, I accepted an offer to study at a reputable
undergraduate university in Canada. This was an age-graded
event in my life. I did not expect to get in, given the large
number of yearly applicants and the competition. The move to
Canada signified a major step in my independence in later
adolescence, as it was the first time I had lived in a different
country away from home. Late adolescence is also called
“emerging adulthood”. In this stage of lifespan development,
young people start to view themselves as adults who can make a
meaningful difference in society (Arnett, 2000, as cited in
Vernon, 2010). In addition, they are less reliant on their
parents, and thus become more self-sufficient (Broderick &
Blewitt, 2006, as cited in Vernon, 2010).
I was quite anxious and nervous about the academic and
social pressures that awaited me at university. Furthermore, I
questioned my identity as a young Bermudian with no world life
experience, and worried whether I would survive the rigors of

university and be able to eventually join the work force. In
some ways, I equate this phase with the fifth stage of Erikson’s
psychosocial stages of development, “identity versus role
confusion” (Broderick & Blewitt, 2015 p. 12). This occurs
when adolescents who enter the emerging adulthood stage face
moral choices and decide on career aspirations (Broderick &
Blewitt, 2015). I went through several cognitive changes in my
first year of university, as I moved into Piaget’s formal
operational stage. I was able to think abstractly and in a more
logical fashion, and weigh the pros and cons of specific
situations, (Broderick & Blewitt, 2015). The associated change
that came with this stage of my life was an increase in
confidence about my identity as a young, Black woman, and I
was less afraid to voice my opinions.
Life event V 2003: Father’s death
My father passed away in the spring of 2003 in Montreal,
Canada, and his death was a nonnormative event. The year
prior, I had moved to Montreal to be closer to my boyfriend,
who, at the time, was a nursing assistant at the long-term care
facility where my father resided. Unfortunately, he was not the
same person I remembered as a teenager, as he had aged
significantly and had suffered memory loss and epilepsy, which
had deteriorated his cognitive functioning.
I did not have a close relationship with my father in
childhood and adolescence; he was a heavy drinker, had a very
loud and intimidating voice, and was abusive to my mother
early in their marriage. Thus, I had a rather low opinion of him,
as did other members of my family. I was therefore not as
emotionally attached to him as I was to my mother. In addition,
he did not live with me in Bermuda during my childhood and
adolescence. Children who do not reside with their fathers
often deal with social problems, which may negatively affect
their behavior and performance at school (Hawkins, Amato, &
King, 2007). Fathers who do not live with their children,
however, can prevent these situations from happening by
cultivating a warm and close rapport with their offspring

(Hawkins, Amato, & King, 2007). My father’s death signified
the end of my living relationship with him. Although I was
shaken by his loss and the thought that I would never see him
again, this affected my identity development in a positive way,
because it made me want to get to know the cousins on my
father’s side of the family that I had never met. After his death,
I made contact with them and I now enjoy a close relationship
with one of my male cousins, who lives in the U.S. with his
family.
Life Event VI 2006: Marriage to husband
My marriage to my husband Steve, an age-graded event, was a
very special time in my life, and, although this may sound
pessimistic, I did not expect to find a life-partner with whom I
was completely comfortable and compatible. Having an absent
father who was not involved in all aspects of my life affected
my relationships with men, as I was constantly searching for
love, attention and someone who really understood my identity,
beliefs and values. My marriage signified the sixth phase of
Erikson’s psychosocial stages, which is called “intimacy versus
isolation” (Broderick & Blewitt, 2015 p. 12). This occurs in
young adulthood when an adult is prepared to “share identity
with others and to commit to affiliations and partnerships”
(Broderick & Blewitt, 2015 p. 12). This event was significant
to my development as an adult, because it meant that I had
entered into a life-long, committed relationship with someone I
love very much. In addition, it represented a secure attachment.
In addition to security, adult pair bonds require emotional and
physical intimacy as well as mutual caregiving in order to
maintain good psychological health (Broderick & Blewitt,
2015). My marriage subsequently influenced who I am as a
person, in that I established the added identity of becoming a
wife, which was an important role to me.
Summary
To conclude, an individual’s search for identity is a life-
long process that starts in childhood and continues well into
adulthood. The 6 major life events I have described have been

pivotal to my identity as well as my psychological and
emotional development. For example, formal schooling
influenced my academic self- concept in diverse subject areas
both positively and negatively (Broderick & Blewitt, 2015). In
elementary school, I found it difficult to excel in all subjects;
however, once I got to university, I was able to major in
something I was passionate about and this immediately changed
my academic self-concept. My chronic illness influenced my
nonacademic self-concept, which is comprised of factors that
are “social, emotional and physical” in nature. (Broderick &
Blewitt, 2015 p. 247). This is because my struggle with weight
and eating healthily affected my self-perception and my self-
esteem. In addition, I considered myself different from my
peers who did not suffer from diabetes. The death of my
grandmother affected my identity as it made me reflect on moral
influences and my father’s passing motivated me to learn more
about the history of my own lineage.
Lastly, this introspective outlook on major events
throughout the various stages of my lifespan will help me to
conceptualize and understand the challenges, frustrations, and
also the joys that clients will experience at each stage of their
own lives, through the lens of developmental theory. In his
book for children, Love You Forever, Robert Munsch implies
that life does indeed come full circle. In later adulthood,
people become as vulnerable and reliant on a caregiver as they
did in infancy. (Munsch, 1986 as cited in Vernon, 2010). Thus,
as a future counselor, I will have the privilege and honor of
guiding and assisting young and older clients in their journey
through their own unique lifespan development, and I look
forward to being a part of their process of self-discovery
(Vernon, 2010).

References
Broderick, P. C., & Blewitt, P. (2015). The life span: Human
development for helping professionals (4th ed.). Upper Saddle
River, NJ: Pearson Education.
Christie, F. (2012). Early childhood: The initial challenges of
school learning. In Language Learning, 62(1), 33-70.
D’Alberton, F., Nardi, L. & Zucchini S. (2012). The onset of a
chronic disease as a traumatic psychic experience: A
psychodynamic survey in type I diabetes in young patients.
Psychoanalytic Psychotherapy, 26(4), 294-307.
De Young, A. C., Kenardy, J. A., & Cobham, V. E. (2011).
Trauma in early childhood: A neglected population. Clinical
Child & Family Psychology Review, 14(3), 231–250.
Haste, H., & Abrahams, S. (2008). Morality, culture and the
dialogic self: Taking cultural pluralism seriously. Journal of
Moral Education, 37(3),377–394.

Hawkins, D., Amato, P., King. V. (2007). Nonresident Father
Involvement and Adolescent
Well-Being: Father Effects or Child Effects? American
Sociological Review, 72, 990-
1010).
Sameroff, A. (2010). A unified theory of development: A
dialectic integration of nature and nurture. Child
Development, 81(1),6–22.
Serdal, S. Ogelman, H. (2012). Attachment stability in children
aged 6 to 9 years in extended and nuclear families. Early
Education and Development, 23(5) 766-780.
Vernon, A. (2010). Human development through the lifespan. In
B. T. Erford (Ed.), Orientation to the counseling
profession: Advocacy, ethics, and essential professional
foundations (pp. 245–268). Upper Saddle River, NJ: Pearson
Education.
Watson, J., Randolph, S., Lyons, J. (2005). African-American
Grandmothers as Health
Educators in the family. International Journal of Aging
and Human Development 60(4)
343-356.
1986
1991
1992
2003
1980
2006

CHILDHOOD
Start of elementary
school education
ADOLESCENCE
Medical diagnosis of
type 2 diabetes
ADULTHOOD
Father’s death
CHILDHOOD
Maternal
grandmother’s
death
ADOLESCENCE
Beginning of
university
undergraduate
studies
ADULTHOOD
Marriage to
husband
Part I: Timeline
1986 1991 1992 2003 1980
2006
CHILDHOOD
Start of elementary
school education
ADOLESCENCE

Medical diagnosis of
type 2 diabetes
ADULTHOOD
Father’s death
CHILDHOOD
Maternal
grandmother’s
death
ADOLESCENCE
Beginning of
university
undergraduate
studies
ADULTHOOD
Marriage to
husband
Part I: Timeline
Week 5 Assignment Outline
PART I: TIMELINE
Childhood
1979: I was born into a family where both parents worked and
siblings were much older than me.
1987: My brother got custody of my nephew because he was
being abused with his mother but he came to stay with us and I
was like a big sister.
Adolescence
1995: Realized that I am attracted more to the same sex.
1997: Start of my first same-sex relationship.
Adulthood

2004: First granddaughter in my family to graduate from
college
2017: Experienced the death of my stepson, maternal
grandmother, and my father in less than 6 months.
PART II: TIMELINE ANALYSIS
Introduction
Major life events can differ depending on one’s feelings,
experiences, and values. According to Erikson, the progress of
lifespan is a lifelong development starting at birth through
death and includes the configuration of identity (Broderick &
Blewitt, 2015). Biological, environmental, and social influences
can help shape a person’s identity. According to Erikson's
Psychosocial Developmental Theory, people are looking for a
sense of identity throughout their lifespan, especially during
their adolescent years (Kraus, 2008). The lifespan development
theory identifies the way toward adjusting to continually
changing impacts in our lives by development, support or
flexibility, and the control of misfortune (Broderick & Blewitt,
2015). I will describe how the identified life events helped
shaped me into the person I am today.
Life Event I: Birth by older parents with older siblings (1979)
Born to older parents with older siblings who were more
like my parents
Age-graded event
Influence on attachment
Attachment style was ambivalent (Bowlby, 1988)
Influence of absent parenting on development
Trust vs. Mistrust (Erikson) because my older siblings
really took care of me
Life Event II: Nephew comes to stay with us (1987)
Non-normative event
Experienced jealousy, lack of attention, and new role as
“auntie/big sister”
Impact on cognitive and emotional functioning

Influence on development
Industry versus Inferiority (Erikson) believe the
responsibility help shape me
Influence on social interaction
People expected me to be more girlie but I was still
like a “tomboy”
Changed perception of how society treats people who
are “different”
Life Event III: Realize I am more attracted to the same-sex
(1995)
Non-normative event
Experienced confusion, abandonment by peers, and insecurities
Impact on cognitive and emotional functioning
Influence of being attracted to the same-sex on my development
Identity vs. Role Confusion (Erikson) I want to be myself
but I can’t
Influence of insecurities on my development
Life Event IV: First same-sex relationship (1997)
Left home at age 18 instead staying there and focus on
school
Non-normative event
Reasons for this decision and subsequent life changes
I felt I couldn’t be myself at home
I wanted to be closer to the person I loved
Impact on identity (Erikson)
Life Event V: First granddaughter to graduate college (2004)
Graduated from Baylor University with BA in Psychology
Age-graded event
Influence on my life
Became more respected in my family
Long- and short-term impacts
Prioritizing family and work
Family life cycle theory
Career theory
Life Event VI: Death of important people (2017)

Lost my stepson, my maternal grandmother, and my father
Non-normative event
Life-changing
Being angry more angry
Having to move and plan funeral
Family not as close to each other
Not being able to focus like before and forgetting
more
Summary
Major life events, such as birth, starting school, graduating high
school, starting a relationship, ending a relationship, and the
death those you love dearly, have an impact on one’s thoughts,
feelings, societal, and mental development. Major life events
include predicted and unpredicted, as well as, regular changes,
major changes, and significant new experiences (Specht, Egloff,
& Schmukle, 2011). The life events depicted thus far have
impacted my character by being significant learning encounters
for me. Because of my encounters I trust I have formed into a
respectable and mindful grown-up that proceeds to add to my
character. Identity is a person's gathering of individual
convictions, mentalities and wants (Broderick & Blewitt, 2015).
For us as counselors, it is important to understand that these
types of events can happen to at any time and it doesn’t
discriminate. Counselors must keep in mind the mentality level
of clients in order to help them to be successfully to everything
that life tosses at them.
References
Bowlby, J. (1988). A secure base : parent-child attachment and
healthy human development. New York: Basic Books.
development for helping professionals (4th ed.). Upper Saddle
Kraus, K. (2008). Lenses : applying lifespan development

theories in counseling. Boston, MA: Lahaska Press.
Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and
change of personality across the life course: The impact of age
and major life events on mean-level and rank-order stability of
the Big Five. Journal of Personality and Social Psychology,
101(4), 862–882.
LIFE EVENTS 12
Final Project – Lifespan Development
(NAME)
Walden University
Final Project – Lifespan Development

Lifespan development has many parts which work together
to promote growth in a person physically, cognitively, and
psychologically. According to Erikson, the development of the
lifespan is a lifelong process from birth to death and includes
the formation of identity (Broderick & Blewitt, 2010). During
this process people experience many things and develop a
worldview based on these experiences. The lifespan
development theory recognizes the process of adapting to
constantly changing influences in our lives by growth,
maintenance or resilience, and the regulation of loss (Broderick
& Blewitt, 2010). From the different aspects of life many of
these changes or events happen in the child, adolescent, and
adult stages of life. Life events that influence development can
be placed in three major categories of age-graded, history-
graded, and non-normative (Broderick & Blewitt, 2010). What
is considered to be an important life event is different based on
the person’s individual thoughts and needs. The life events I
consider to have influenced my development are a mix of age,
history, and non-normative.
Life Event I – Parents Divorce (1979)
My parents were high school sweethearts together from young
teen years to young adult. I do not have many memories of my
parents being happily married. My father was in the Army
Reserves and was away a lot for training. When I was three my
father left and divorced my mother. I do remember her telling
me he wanted freedom and did not want to be married anymore.
He left my mother in a position to raise a daughter on her own
with little income. We were on public assistance and I wore
thrift shop clothes. These hard times went on deep into
childhood. At the time I did not know any different but as I
grew older I started to realize the position he put my mother in
and the lack of caring he displayed. I see this event as
significant to my development because it became one of my
earliest schemas of what a family system consists of.
Life Event I - Gradation
The event of my parents’ divorce is non-normative event

for me. Non-normative events are events in life that are not
expected and are specific to the individual (Broderick &
Blewitt, 2010). As a very young child I did not anticipate my
father would one day not be there with us. Growing up we lived
in a low income area of Chicago within the Hispanic culture. In
some aspects this may also be considered a history-graded event
as the environment I lived in was full of young single mothers
in similar situations like our own. History-graded events are
experiences people may have at different times in their life but
affect a cohort as a whole (Broderick & Blewitt, 2010). I would
consider the cohort to be cultural and socio-economical.
Influence on Development
I was very close to my father and the separation really
affected the way I perceived him. I would say my early
attachment was to him more than my mother. Bowlby suggests
early attachments keep infants feeling safe and secure and
become our working models for social functioning (Broderick &
Blewitt, 2010). I remember crying for him and asking my
mother why he did not love us anymore. The cognitive effects
of the divorce left me with a void that was later filled by a shift
in attachment towards my mother and a psychological hurt
toward my father. Attachment to one parent can be lost over
time and can be affected by conflict between parents (Broderick
& Blewitt, 2010). As I saw my parents argue it became my
father’s fault which helped with the attachment to my mother.
Vygotsky’s believed culture has an influence on cognition
shaping the way people learn and interact socially (Broderick &
Blewitt, 2010). Growing up with a single mother has given me
both positive and negative experiences. Attachments are carried
into adulthood and transition into other attachment styles such
as secure, dismissive, preoccupied, and unresolved (Rodriguez
& Ritchie, 2009). I believe this early experience has carried
into the way I live my life now through means of dismissive
adult attachments.
Life Event II – Father Remarried (1986)
My father reentered my life in mid childhood and we had a

routine where he saw me every other weekend. One weekend
when I was ten years old my father broke routine and took me to
a woman’s house. The first time meeting this woman and her
infant daughter was when I learned she would be my father’s
wife. This whole experience was tough on me because I was
not invited to be part of the church wedding and because of his
relationship with my mother I was not told the date with enough
time to make plans to attend. Since my mom was not given the
date I was at summer camp about an hour away which was a
normal thing for me. My father offered to drive and pick me up
but the fiancé said no. Therefore his only daughter was not
there. This made me grow up to have a strong dislike for her
which still exists today and has caused a serious break in the
relationship between me and my father.
Life Event II - Gradation
The marriage of my father was another non-normative
event in my childhood as it came by surprise. Everything
happened so fast and it seemed my father waited to the last
minute to tell us which prevented me from going. Not only did
I have to deal with my father being married and having a step
daughter I also had to try and understand where I fit in with his
new family.
The thought of my father being remarried was not the issue.
The influential part was how I was left out of the whole process
leaving me feeling like I did not matter. It is suggest how
children learn through a cognitive process of adaption and
assimilation taking new information and relating it to what they
already know (Broderick & Blewitt, 2010). Taking the repeated
factors of being close, growing distant, getting close again, and
now the wedding which made me feel insignificant. I developed
a distorted view of how I fit into his family putting a huge
wedge in between us. For a developing child of this age it is
hard to believe what they cannot see (Broderick & Blewitt,
2010). I did not see my father make any attempts to really
make things better therefore I could not believe him when he

said that wanted to. Psychologically, I grew up feeling like
there was a void but instead of making me want a relationship
with him it made me put up a wall. Part of a child’s identity is
structured by family and the actions of my parents were causing
me to develop feelings of being alone and not know where I fit
into the family.
Life Event III – Mother Remarried (1989)
My mother remarried when I was thirteen years old. This
was not a marriage I was happy about because the man was an
abusive alcoholic. By the time of their marriage she had
already had two children by him and we were all living
together. My mother took a trip to Vegas and before the trip I
remember begging her not to marry a man that would disrespect
us with violence. Despite her promising she came back married.
This left me feeling hurt and angry.
Life Event III - Gradation
The remarriage of my mother was something that was a
possibility but not expected to actually happen. I would
consider my life full of these non-normative events. The reason
I consider this to be a non-normative event is because I believed
my mother when she said she would not get married and it was a
surprise when she did. She broke my trust and pushed me away
from her. This left me feeling alone and like an outsider in my
own house.
At this point I am beginning the teenage years of
development and it is important for me to develop positive
schemas of what a healthy family is. I do not feel I have had
good examples to promote positive identity growth. Erikson’s
stage of identity verses role confusion explains how adolescents
are in a time of making choices and developing values and goals
(Broderick & Blewitt, 2010). Adolescence is a time of
emotional identity crisis. I did not want my identity to be
formed by negative feelings and influences of my main family
system. Both my mother and my stepfather had an authoritarian
parenting style. An authoritarian parenting style is low in

responsiveness, high in demandedness, has a minimal positive
emotional climate, restricts emotional expression, and strong
conformity to rules (Broderick & Blewitt, 2010). It was their
way or no way with little room for crying or voicing opinions.
It became a very strict and disciplined household. During early
adolescents one starts to have feelings of autonomy from
parents transferring emotional dependency towards peers
(Broderick & Blewitt, 2010). I felt myself pulling away from
them and getting into negative peer influence such as smoking.
Parents are supposed to support positive self-development and
social interactive experiences while helping to build self-esteem
(Broderick & Blewitt, 2010). I do not feel I was getting this
from my mother, father, or stepfather. This makes it seem like I
was at a disadvantage when it came learning positive ways of
life, believing in my abilities, and making social relationships.
Life Event IV – First Job (1991)
Continuing in the adolescent part of looking for autonomy
one of the highlights of my adolescence was getting a job. I
went to a vocational high school and once I was fifteen I
applied for a work permit to get a job. My mom agreed I
needed to learn the real world and as long as I was not at home I
was all for it. My first job was at Woolworth down the street
from my house where I was a stock and cashier employee. It
was a minimum wage job but it was allowing me to further
develop my identity as an individual separate from my parents.
Life Event IV – Gradation
Getting a first job is an age-graded life event. Age-graded
experiences are events that happen to people around the same
age and point in their lives (Broderick & Blewitt, 2010).
Depending on life circumstances and culture adolescents find
themselves getting first jobs at different times during this stage.
For me, I was in search for something positive so getting a job
early on helped me focus on myself.
Getting my first job was a big influence on my
development. Identity development is a major point of crisis in

adolescents. Erikson said identity development is a time for
adolescents to evaluate their abilities, interests, and influences
while exploring future choices for love and work (Arnett, 2007).
Later this stage of exploration was said to lead into emerging
adulthood. When it came to forming my identity having a job
was a positive thing for me. It supported my need for autonomy
and made me feel like I was someone outside of my mother’s
idea of who I should be. The need for adolescents to search for
autonomy can sometimes put a strain on parental relationships
(Broderick & Blewitt, 2010). My mom started to resent the fact
I had a job and my own money and said I needed to learn life
lessons. At the age of fifteen I was paying rent of $50 per
month. I found this to be unfair and now as a mother of a
sixteen year old I would not ask her to take on that
responsibility. I was a good kid who obeyed rules and
respected adults so I did not understand and from a cognitive
aspect took it as punishment. Psychologically, I became more
closed off towards her and began to wonder if she was really
teaching me something or being spiteful. By this time she was
divorced from her second husband and was a single struggling
mother of three. Socially, having my first job allowed me to
progress more in making friends and building ties outside of
family. My identity will always consist of family structures and
experiences but was now starting to include individualized
decision making.
Life Event V – Becoming a Mother (1997)
Giving birth to my daughter was the best influential day in
my life. Having already broken up with my ex-boyfriend I was
a single mother from the beginning. Being twenty one years old
most of my friends were taking advantage of the social scene
and I was going through the transition of being a mother. I was
happy and felt blessed to have a healthy baby girl. However, I
did not know what I wanted to do with my own life and now I
had to be able to guide hers which made me nervous.
Life Event V – Gradation
Having a child during emerging adulthood was a history-

graded and non-normative experience for me. Having children
can be considered an age-graded event for some but since I was
so young not even finishing college yet I do not consider it to
be age-graded. Emerging adulthood is a time of unstructured
experiences with most structured systems such as family roles
coming later in adulthood (Arnett, 2007). The history-graded
relation is from the socio-cultural aspect where a lot of people
living within my environment shared the experience of being a
young single mother. I also consider this to be a non-normative
event because it was an unplanned pregnancy which took me by
surprise.
Having a child changed my identity for the best. During
Erikson’s middle adulthood time of generativity is when adults
start to think about the next generation displaying positive
virtues such as caring (Broderick & Blewitt, 2010). This was
something I had to develop earlier than anticipated in order to
promote positive development in both of us. My cognitive
processes had to strengthen and logical thinking turned on.
Schaie’s achieving stage of young adulthood explains ill-
defined problems with no pre-established answers and the
increase of logical thinking and long term goal setting
(Broderick & Blewitt, 2010). I would not say parenthood was a
problem but there were a lot of questions with no answers and I
had to stop and really think about better decisions. This was a
chance for me to add value to my identity and really understand
where I wanted my life to go. The emerging adulthood stage is
an opportunity to create positive change in life’s trajectories
developing on already existing strengths (O'Conner, et al.,
2001). The one thing I did not want to do was abandon the
identity I already made for myself, but instead further develop
it.
Life Event VI – Completing my Bachelors Degree (2012)
Completing my Bachelors degree in Psychology and
moving into my Masters in Mental Health Counseling were
educational goals that I finally achieved. After taking a long

eight year break from college I decided to go back to school and
finish my degree seeking goals. I took a break because it
became too much pressure to raise my daughter, work full time,
and go to school. I tried going back into a classroom but still
felt my time was better served in the home. At this point I
started looking into on-line education and found Walden. With
Walden I was able to finish my degree, start graduate school,
and be at home at night. I am still a single mother I thought of
how being gone affected her development and thought it was
best to seek this option.
Life Event VI – Gradation
I consider the completion of my degree to be a history-
graded event. Getting a degree is not an inevitable part of
development. One can be successful without a college degree.
However, despite some people graduating college earlier in
young adulthood more and more people my age (37) are going
back to school. Society is providing a picture of acceptance
when it comes to people in middle to late adulthood completing
degrees. Therefore, I believe it’s an experience shared by
cohort of adults fitting school in with family and work roles.
Life events can occur based on life experiences including
circumstances, gender, and culture (Broderick & Blewitt, 2010).
At my current rate I will graduate with my Masters the same
time my daughter graduates high school. That’s an experience I
am looking forward to.
Graduating with my Bachelors degree helped build my
identity as an individual separate from being a mother.
Psychologically, graduating college helped me complete long
term goals and feel better about myself. I always felt like a
drop out and wanted to show myself I could do it and also be an
example for my daughter. It helped me feel happier to know I
accomplished something that took so long. According to Ruff, a
person’s psychological well-being includes working towards the
realization of one’s true potential (Broderick & Blewitt, 2010).
Life satisfaction includes psychological well-being and is

something all adults look for in order to lead positive lives.
Lifespan development includes every positive and negative
aspect of a person’s life. Major life events include expected
and unexpected, as well as, normative transitions, meaningful
changes, and major new experiences (Specht, Egloff, &
Schmukle, 2011). The development of child, adolescent, and
adult stages are predicted by many but may not be exact among
all based on other influencing factors. The life events described
herein have influenced my identity by being meaningful
learning experiences for me. As a result of my experiences I
believe I have developed into a respectable and responsible
adult continuing to add to my identity.
References
Arnett, J. J. (2007). Suffering, selfish, slackers? Myths and
reality about emerging adults. Journal of Youth and
Adolescence, 36(1), 23–29.
development for helping professionals (3rd ed.). Upper Saddle
O'Conner, M. S., Hawkins, M. T., Letcher, P., Toumbourou, J.
W., Smart, D., Vassallo, S., & Olsson, C. A. (2001). Predictors
of positive development in emerging adulthood. J Youth
Adolescence, Vol 40, 860-874.
Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between
coping styles and adult attachment styles. Journal of the Indiana
Academy of the Social Sciences, 13, 131–141.
Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and
change of personality across the life course: The impact of age
and major life events on mean-level and rank-order stability of
the Big Five. Journal of Personality and Social Psychology,
101(4), 862–882.

Running head: LIFE EVENTS 1
LIFE EVENTS 4
Timeline
(
2015 My daughter graduates high school and off to
college. I graduate with Masters
) (
2012
Graduated with Bachelors in Psychology from Walden
)
(
1997
Gave birth to my only daughter and became a single mother
)
(
1986
My father remarried
) (
1991
My first job at Woolworth
)
(
1976
Born
)

1976 1981 1986 1991
1996 2001 2006 2011
2015
(
1989
My mother remarried an abusive man making life at home hard
) (
2002 Moved into first house in a different neighborhood
) (
2013 Started Masters Degree in Mental Health Counseling
at Walden
) (
1994
Graduated high school
) (
1979 My parents divorced
)
Lifespan Development
Final Project Rubric
Part 1: Timeline Construction (30 points)
This rubric details the points earned for the creation and
submission of the timeline.
Check It OffPoints PossibleTotal
1. ______
2. ______
3. ______
4. ______
5. ______

6. ______
Constructed using a line drawing, organizational chart, or
chronological list
Includes at least six significant events
Includes at least one event that occurred during childhood
Includes at least one event that occurred during adolescence
Includes at least one event that occurred during adulthood
Free of spelling and grammar errors5
5
5555/30
Part 2: Timeline Analysis (295 points)
These rubrics detail the points earned for the timeline analysis,
broken down by section, for a cumulative total of 295 possible
points.
Introduction – 25 points
1. ______
2. ______
3. ______
4. ______Effectively introduces paper; includes a thesis
statement
Gives overview of assignment and significance
Uses resources to support statements
Graduate-level writing; free from errors in spelling, grammar,
and APA 5
1055
/25
Life Event 1 – 40 points
1. ______
2. ______
3. ______
Description of life event and perception of significance
Influence of life event on identity development, including

theoretical support
Graduate-level writing; demonstration of critical thinking and
analysis; free from errors in spelling, grammar, and APA 10
2010
/40
1. ______
2. ______
3. ______
theoretical support
2010
/40
1. ______
2. ______
3. ______
theoretical support
2010
/40
1. ______
2. ______
3. ______

theoretical support
2010
/40
1. ______
2. ______
3. ______
theoretical support
2010
/40
1. ______
2. ______
3. ______
theoretical support
2010
/40
Conclusion – 30 points
1. ______
2. ______
3. ______Restates thesis; identifies salient points supporting
thesis
Shares new thoughts or perspectives gained and their impact

Graduate-level writing; free from errors in spelling, grammar,
and APA
10
155
/30
© Laureate Education, Inc.
Page 1 of 4
Influences on Development
Normative Age-Graded Influences
· Occur in a similar way for most people in a given group
· Affect most people within a given culture at about the same
age (this age may vary, though, in different cultures)
· Examples: entering and finishing school, parenthood,
marriage, entering the workforce, death of parents, retirement,
etc.
Normative History-Graded Influences
· Common to a particular cohort: a group of people who share a
similar experience
· These are generally major historical events so large in scope
that they affect the lives of virtually everyone (may have some
differences, though, across cultures/geography)
· The impact, however, may vary depending upon the age at
which they are experienced…
· Examples: World War II, the Vietnam War, 9-11, etc.
Non-Normative Life Events
· Experiences that most people do not have, or that occur at
times other than the ‘norm’
· Generally unusual occurrences that have a major impact on
one’s life
· Examples: Death of a parent when the child is young, death of
children before oneself, certain illnesses, abuse, divorce, … but
can also be positive life events as well (perhaps the opportunity
to experience another culture when young, the birth of a sibling
once you are older, embarking upon a second career, etc.

Bonus: Sociocultural-graded influences
· Different effects depending on race, age, economic status,
location, etc…
TIPS & REMINDERS:
~ Be SURE that you include both Part I (your timeline) and Part
II (your analysis/paper). See the examples provided for
different ways these can be presented.
~ In addition to the above influences on development, which
you are required to identify for each life event, consider also
exploring those events within the framework of
Bronfenbrenner’s theory (way back in Chapter 1 as well) in
exploring the various systems at play in your life at these points
in time. Remember to connect each event with various
developmental theories appropriate to the stage and to cite your
sources/provide evidence from the literature! Consider the
influences of gender, culture, sexuality, nature vs. nurture,
developmental tasks, etc. There is so much to pull from – your
challenge is going to be focusing on just a few pieces and doing
that well
~ Finally – don’t forget to include support in both your
introduction section and conclusion! These are specific items
on the rubric and points will be lost for failing to include these
as well-formulated sections or if they are lacking in theoretical
support.
(Title Page)
(see samples provided)
Part I: Timeline
(A minimum of six events should be included, with at least one
each from childhood, adolescence, and adulthood. You may
include additional events if you wish, but keep this section to
one page. Provide clear chronological order, including age for
each event. Events should be a single occurrence or
circumstance, not a developmental phase. Descriptions are not
required.)

(Choose six events from timeline for analysis in next section,
with at least one each from childhood, adolescence, and
adulthood.)
Part II: Timeline Analysis
Introduction (no heading)
(This section includes an introduction to the paper, including a
thesis statement. Provide an overview of the assignment and its
significance, using resources to support key statements. Adhere
to APA format. This section is generally ½ - ¾ of one page.)
Event I: (EVENT NAME)(For this event, provide a description
of life event and perception of significance, and an analysis of
the influence of the event on identity development [including
theoretical support]. Be sure to include critical thinking in your
analysis and be sure your work adheres to APA format. This
section is generally 1 ¼ to 1 ½ pages.)
Event II: (EVENT NAME)(For this event, provide a description
Event III: (EVENT NAME)(For this event, provide a
description of life event and perception of significance, and an
analysis of the influence of the event on identity development
[including theoretical support]. Be sure to include critical
thinking in your analysis and be sure your work adheres to APA
format. This section is generally 1 ¼ to 1 ½ pages.)
Event IV: (EVENT NAME)(For this event, provide a description

Event V: (EVENT NAME)(For this event, provide a description
Event VI: (EVENT NAME)(For this event, provide a description
Conclusion
(This section includes a paraphrased restatement of the thesis
from the introduction, followed by key points from the body of
the paper which support the thesis statement. Share new
thoughts or perspectives gained from analysis and their impact.
Be sure work adheres to APA format. This section is generally
½ - ¾ of one page)
References
(A selection of assigned resources used should appear here. For
an assignment of this length, 10-12 resources is a good guide;
these should include the textbook and a selection of assigned
resources from the term. Additional peer-reviewed resources are
allowed. Please do NOT use websites such as Wikipedia and
About.com)

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