a. Factors associated with healthy vs. at risk children
        b. Applied topic: abortion

II. INFANCY TO TODDLERHOOD: (birth - 2) Through feeling secure,  safe, comfortable and satisfied, the child develops hope - an enduring belief that one can attain one's deep and essential wishes;the antithesis of marasmus (failure to thrive) and psychosis
(withdrawal to within). "I am what I am given" (oral-sensory).

        a. Developmental tasks: social attachment, maturation of sensory, perceptual, and motor functions; sensorimotor intelligence and primitive causality; understanding of the nature of objects and creation of categories; and emotional development
        b. Erikson's Basic Trust Vs. Basic Mistrust through sensing the environment.
        c. Piaget's Sensori-motor level functioning
        d. Sensori-motor play and stimulus variety
        e. Central process: mutuality with caregiver
        f. Core pathology: withdrawal (social & emotional detachment)
        g. Applied topic: role of parents

III. THE TODDLER: (ages 2-4) Through self-control and acceptance by significant others the child develops will via coordination and control- a determination to exercise free choice and self-control. "I am what I will" (muscular-anal).

        a. Developmental tasks: elaboration of locomotion, fantasy and play, language development, and self-control
        b. Erikson's Autonomy Vs. Doubt and Shame
        c. Piaget's Preoperational thinking (ages 2-7)
        d. Kohlberg's Rule adherence based on fear of consequences
        e. Productive (creative) play
        f. Central process: imitation
        g. Core pathology: compulsion (repetitive behaviors motivated by impulse or restrictions against the expression of impulse)
        h. Applied topic: discipline
 

IV. THE PRESCHOOLER: (ages 4-6) Through verbal and physical exploration the child develops purpose -the courage to imagine and pursue valued goals. "I am what I can imagine what I will be" (locomotor-genital).

        a. Developmental tasks: sex role identification, early moral development, group play, and self-esteem
        b. Erikson's Initiative Vs. Guilt
        c. Kohlberg's Morality/Rule adherence by reward
        d. Reproductive (realistic) play
        e. Central process: identification
        f. Core pathology: inhibition (a psychological restraint that prevents freedom of thought, expression, and activity)
        g. Applied topic: impact of television
 

V. THE SCHOOL AGE CHILD: (ages 6-12) Through mastery the child develops competence and subsequent feelings of efficacy - the free exercise of skill and intelligence in the completion of tasks.  "I am what I learn" (latency).

        a. Developmental tasks: friendship, concrete operations, skill learning, self-evaluation, and team play
        b. Settling into latency Vs. infantile baggage
        c. Erikson's Industry Vs. Inferiority
        d. Piaget's Concrete level thinking
        e. Kohlberg's Morality/Rule adherence by conformity to the group "Good boy- Nice Girl".
        f. Playing by rules
        g. Central process: education
        h. Core pathology: inertia (a paralysis of action and thought that prevents productive work)
        i. Applied topic: sex education

VI. THE ADOLESCENT: (ages 12-22) Through integrating the past, present, and future the young person develops fidelity and a sense of who he/she is and where he/she is going - the ability to freely pledge and sustain loyalty to others (early adolescence) and the ability to freely pledge and sustain loyalty to values and ideologies. "I am who I think I am".

        a. Developmental tasks:
              1. Early Adolescence (12-18): physical maturation, formal operations, emotional development, membership in peer groups, and sexual relationships
              2. Later Adolescence (18-22): autonomy in relation to parents, sex-role identity, internalized morality, and career choice
        b. Egocentricity: The Personal Fable and Imaginary Audience
        c. Erikson's Group Identity Vs. Alienation (12-18), and Individual Identity vs Role Confusion (18-22)
        d. Piaget's Formal Operational thinking
        e. Kohlberg's Morality/Rule adherence by group conformity and "law and order" with potential for more principled and autonomous
                    moral reasoning
        f. Breaking away issues and behaviors
        g. Core pathology: isolation (lack of companions for the early adolescent) and repudiation (rejection of roles and values that are viewed
                    as alien to the later adolescent)
        h. Central process: peer pressure for early adolescent and role experimentation for later adolescent
        i. Applied topic: alcohol for early adolescent and career decision making for later adolescent

VII. THE YOUNG ADULT: (ages 22-34) Through establishing close relationships with others, the person is able to development the capacity  for mutual love without losing his/her sense of self in the process - the capacity for mutuality that transcends childhood
dependency. "I am one with others".

        a. Developmental tasks: marriage, childbearing, work, and    lifestyle
        b. Erikson's Intimacy Vs. Isolation
        c. Marcia's Identity Statuses: Achieved, moratorium, foreclosed, and diffuse
        d. Labouvie-Vief's 5th Stage of Cognitive Development: Relativistic, pragmatic, & contextual thinking
        e. Shaie's Achievement Stage: Seeking one's potential.What should I Know?
        f. Levinson's Tasks: Exploring the possibilities of adult life & developing a stable life structure. Dependence>independence> dream>
                goals> family & career development
        g. Jung' Expansion Stage (late 30s to 40s): Turning outward, becoming autonomous, & developing individuation
        h. Kohlberg's Morality/Rule adherence based upon the greatest good for the greatest number and legalistic orientation
        i. Newberger's Stages of Parental Awareness: Egoistic, conventional, subjective-individualistic, & process- interactional
        j. Gould's Feeling of Stuckness (30s)
        k. Parenting and career issues
        l. Central process: mutuality among peers
        m. Core pathology: exclusivity (an elitist shutting out of others)
        n. Applied topic: divorce

VIII. MIDDLE ADULTHOOD: (ages 40-65) By expending one's energy in activities to develop, nurture, and guide the next generation, the person shows the ability to care for others - a commitment to the concern for what has been generated. "I am what I generate or mentor".

        a. Developmental tasks: nurture of the marital relationship, management of household, parenting, and management of career
        b. Erikson's Generativity Vs. Stagnation
        c. Kohlberg's Morality/Rule adherence based upon universal ethical principles, self-condemnation, conscience, and the rule of law
        d. Shaie's Responsible Stage: Responsibility for others and problem solving. "How should I use what I know?"
        e. Gould's Sense of urgency that life is speeding by
        f. Jung's Contraction Stage: Turning inward, developing sense of meaningfulness and wholeness, and acceptance of mortality.
                    Anima/animus reversal (50s +)
        g. Levinson's "BOOM" (becoming one's own man) and 4 conflicts: Being young vs old, destructive vs constructive, masculine vs
                    feminine, & attached vs separated
        h. Peck's 4 Challenges: Valuing wisdom vs physical prowess, socializing vs sexualizing, cathectic flexibility vs impoverishment, &
                    mental flexibility vs rigidity
        i. Career change, empty nest, care of parents, and pre-retirement issues
        j. Central process: person-environment fit and creativity
        k. Core pathology: rejectivity (unwillingness to include certain others or groups of others in one's generative concern)
        l. Applied topic: adults and their aging parents

IX. LATER ADULTHOOD: (ages 60-75). By looking back upon one's life with satisfaction and contentment, as well as within oneself, the person is able to show wisdom - a detached yet active concern with life itself in the face of death. "I am my life review". One can only accept death if one has accepted one's life.

        a. Developmental tasks: promotion of intellectual vigor, redirection of energy toward new roles, acceptance of one's life, and
                    development of a point of view about death
        b. Erikson's Ego Integrity Vs. Despair
        c. Shaie's Reintegration Stage: Simplification & focus on more personally meaningful life aspects ("interiority"). "Why should I
                    know?"
        d. Atchley's Phases of Retirement: Remote, near, honeymoon, disenchantment, stability, & termination (dependency).
        e. Retirement and health issues
        f. Coping with stereotypical views of aging ("ageism")
        g. Coming to terms with death.
        h. Central process: introspection
        i. Core pathology: disdain (a feeling of scorn for the weakness and frailty of oneself and others)
        j. Applied topic: retirement
 

X.   VERY OLD AGE (75 - death). A conscious trust in oneself and assurance about the meaningfulness of life. The person is able to face death with a sense of confidence; looking ahead.

        a. Developmental tasks: management of physical changes of aging, development of psychohistorical perspective, and travel toward
                    uncharted terrain
        b. Erikson's Immortality Vs. Extinction
        c. Issues around death and dying
        d. Kubler-Ross's Stages of dying: denial and isolation, anger, bargaining, depression, & acceptance
        e. Central process: social support
        f. Core pathology: diffidence (inability to act because of overwhelming self-doubt)
        g. Applied topic: meeting the needs of the frail elderly