Psychoanlytic Theory Of Lifespan Development

Lifespan development is discontinuous. It is a process in which new ways of understanding and responding to the world emerge at specific times. Although there is evidence that indicates that both continuous and discontinuous contributes to lifespan development, I believe that most of life can be described as discontinuous. Psychoanalytic perspective states that people go through a series of stages in which they confront conflicts between biological drives and social expectations, how they resolve these conflicts determines the person’s ability to learn, get along with others and to cope with anxiety. This theory explains that during this period of the child’s life they will set the course for the rest of their life based on these conflicts

Before I was born, my mother had lived a healthy lifestyle. Her mother, my grandmother, insisted she do everything she could to ensure that I would be in the best health. She bought books and went to expensive doctors, and did everything that she was told to do. She had four sisters, and they really enforced the idea of breastfeeding for at least a year. This life component is time and place, her sisters and mother greatly affected her decisions with me and because of that I was born without any health complications and maintained good

I had a difficult time learning in school. I became a few years behind my grade level and my parents considered having me repeat a grade. My learning support teacher worked with me one on one for months and taught me how to study and work hard. I continued working hard and started getting better grades, and soon I became top of my class. I kept studying and strived to get the best possible grades throughout middle school and high school. I looked to challenge myself and took advanced placement classes. I don’t think I would have worked hard in high school, if I had not struggled earlier on, I would most likely be on a completely different life