AIZAWL THEOLOGICAL COLLEGE
DCPC-5: Human Development and Counselling During Development Stage
Counselling the Middle Aged
Fecilitator: Miss VL. THATPUII
Submitted: LALFAKKIMI
DEFINE MIDDLE AGED
Middle age is the period of age beyond young adulthood but before the onset of old age The
exact range is disputed; some sources place middle adulthood between the ages of 45 and
65. This phase of life is marked by gradual physical, cognitive, and social changes in the
individual as they age.
1
UNDERSTANDING MIDDLE AGE FROM A DEVELOPMENTAL PERSPECTIVE
Physical development in middle adulthood
Although no longer at the peak level of their young adult years, middle – aged adults still report good
health and physical functioning. However, a result of the passage of time, middle adults undergo
various physical changes. Decades of exposure and use take their tall on the body as wrinkles develop,
organs no longer function as efficiently as they once did, and lung and heart capacities decrease.
Other changes include decreases in strength, coordination, reaction time, sensation (sight, hearing,
taste, smell, touch), and fine motor skills. Also common among middle adults are the conditions of
presbyopia (farsightedness Or difficulty reading) and presbycusis ( difficulty hearing high- pitched
sounds).
The biopsychosocial changes that accompany midlife- specifically, menopause (the cessation of
menstruation) in women and the male climacteric ( male menopause) in men- appear to be major
turning points in terms of the decline that eventually typifies older adult- hood. None of the biological
declines of middle and late adulthood needs to be an obstacle to enjoying all aspects of life, including
sex.
Health in middle adulthood
The most common health problems experienced during middle age are arthritis, asthma,
bronchitis, coronary heart disease, diabetes, genitourinary disorders, hypertension (high blood
pressure), mental disorders, and strokes (cerebrovascular accidents). AIDS has also become
an increasingly frequent health problem in this age group. The most common sources of stress
https://en.m.wikipedia.org/wiki/Middle_age
in the workplace include forced career changes, lack of expected progress (including
promotions and raises), lack of creative input into decision making, monotonous work, lack of
challenging work, inadequate pay, feelings of being underutilized, unclear procedures and job
descriptions, conflicts with the boss or supervisor, lack of quality vacation
time, workaholism (addiction to work), and sexual harassment. Long‐term job stress can
eventually result in burnout, a state of mental exhaustion characterized by feelings of
helplessness and loss of control, as well as the inability to cope with or complete assigned work.
Short of resigning, interventions to prevent burnout include using standard stress‐ reduction
techniques, such as meditation or exercise, and taking longer breaks at work and longer
vacations from work
Most middle adults can be categorized as either successful in a stable career chosen during
young adulthood or ready for a new career. Career changes are sometimes the result of
reevaluation, or a midcareer reassessment, which can certainly be stressful. Such
reexamination of one's vocation can come about for many reasons, such as feeling trapped in a
career or even wanting to make more money. One recent trend, however, is for middle adults to
leave high‐paying professions to take on more humanitarian roles, such as ministers, social
workers, or counselors.
INTELLECTUAL DEVELOPMENT IN MIDDLEHOOD
Cross‐sectional studies of IQ show young adults performing better than middle or older adults,
while longitudinal studies of IQ tend to show the same people increasing in intelligence at least
until their 50s. The results of the cross‐sectional studies may be due more to cohort
influences: the effects of practice, increased comfort taking such tests, and the tendency for
those who remain in the studies to perform better than those who drop out.
Young adults score higher on tests of fluid intelligence, which is the ability to think
abstractly and deal with novel situations, while middle adults improve over time on tests
of crystallized intelligence, which involves using learned information collected
throughout a life span. In summary, the results of traditional IQ tests imply that
intelligence continues at approximately the same level at least into middle adulthood,
and probably beyond.
Many middle‐age adults have attained Piaget's stage of formal operations, which is
characterized by the ability to think abstractly, reason logically, and solve theoretical problems.
Many of the situations facing adults today require something more than formal operations. That
is, the uncertain areas of life may pose problems too ambiguous and inconsistent for such
straightforward thinking styles. Instead, middle adults may develop and employ postformal
thinking, which is characterized by the objective use of practical common sense to deal with
unclear problems.
Adult learners
Does intellectual development stop at age 22? Not at all. In fact, in recent years,
colleges and universities have reported an increased enrollment of adult learners—
students age 25 or older. Of course, labeling this age group as adult learners is not to
imply that the typical college student is not also an adult. Academic institutions typically
identify those outside the 18–21 range as adults, because most have been working and
rearing families for some time before deciding to enter or reenter college. Compared
with younger students, adult learners may also have special needs: anxiety or low self‐
confidence about taking classes with younger adults, feelings of academic isolation and
alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic
schedules.
Adults most often choose to go to college for work‐related purposes. Many employers
require workers to attain certain levels of education in order to qualify for promotions.
Other workers go to college to learn new skills in preparation for another career.
Additionally, certain organizations, such as state licensing boards, may require
professionals to have a certain number of continuing education hours each year to
maintain their licenses. Finally, adults may also return to college simply for personal
enrichment.
Many adults today choose distance education as their primary learning method. Numerous
educational institutions offer accredited courses, certificates, and undergraduate and graduate
degrees by correspondence or via alternative learning formats, such as intensive study classes
conducted one weekend per month, telecourses provided over the television, or virtual
classrooms set up on the Internet. Some of the programs have minimal residency
requirements (time actually spent on campus); others do not, which benefits adults in rural
areas who use these alternative methods to access studies that were previously unavailable to
them. Adult students who successfully complete external programs tend to be highly self‐
motivated and goal‐oriented.
Erikson stated that the primary psychosocial task of middle adulthood- 45-65 ages is to develop
– generativity, or the desire to expand one's influence and commitment to family, society and
future generations. In other words, the middle adult is concerned with forming and guiding the
next generation. The middle adult who fails to develop generativity experiences stagnation, or
self- absorption, with its associated self -indulgence and invalidism.
CRISIS IN MIDDLE ADULTHOOD
Erikson stated that the primary psychosocial task of middle adult‐ hood—ages 45 to 65—is to
develop generativity, or the desire to expand one's influence and commitment to family,
society, and future generations.
Perhaps middle adulthood is best known for its infamous midlife crisis: a time of
reevaluation that leads to questioning long‐held beliefs and values. The midlife crisis
may also result in a person divorcing his or her spouse, changing jobs, or moving from
the city to the suburbs. Typically beginning in the early‐ or mid‐40s, the crisis often
occurs in response to a sense of mortality, as middle adults realize that their youth is
limited and that they have not accomplished all of their desired goals in life. Of course,
not everyone experiences stress or upset during middle age; instead they may simply
undergo a midlife transition, or change, rather than the emotional upheaval of a midlife
crisis. Other middle adults prefer to reframe their experience by thinking of themselves
as being in the prime of their lives rather than in their declining years. During the male
midlife crisis, men may try to reassert their masculinity by engaging in more youthful
male behaviors, such as dressing in trendy clothes, taking up activities like scuba
diving, motorcycling, or skydiving.
During the female midlife crisis, women may try to reassert their femininity by dressing
in youthful styles, having cosmetic surgery, or becoming more socially active. Some
middle adult women try to look as young as their young adult children by dying their hair
and wearing more youthful clothing. Such actions may be a response to feelings of
isolation, loneliness, inferiority, uselessness, nonassertion, or unattractiveness.
Middle‐aged men may experience a declining interest in sexuality during and following
their male climacteric (male menopause). Fears of losing their sexual ability have led
many men to leave their wives for younger women to prove to others (and to
themselves) that they are still sexually capable and desirable. In contrast, middle‐aged
women may experience an increasing interest in sexuality, which can cause problems in
their primary relationship if their significant other loses interest in sexual activity. This
leads some middle‐aged women to have extramarital affairs, sometimes with younger
sexual partners.
The field of life‐span development seems to be moving away from a normative‐crisis
model to a timing‐of‐events model to explain such events as the midlife transition and
the midlife crisis. The former model describes psychosocial tasks as occurring in a
definite age‐related sequence, while the latter describes tasks as occurring in response
to particular life events and their timing. In other words, whereas the normative‐crisis
model defines the midlife transition as occurring exactly between ages 40 and 45, the
timing‐of‐events model defines it as occurring when the person begins the process of
questioning life desires, values, goals, and accomplishments.2
COPING ISSUES OF MIDDLE AGE
A midlife crisis is often simply a wake-up call to the fact that we need to start taking
better care of ourselves.
Everyone experiences challenges in midlife, similar to any other phase of life. But not all
these challenges are an actual crisis. Something difficult that is managed and moved
on from, will naturally involve some sadness and anger.
A midlife crisis, however, brings upon negative thoughts and new emotions that feel
overwhelming and threatening. It almost always in partner, or that awesome moment
with your 3 year old yesterday.
COPING ISSUES OF MIDDLE AGE
2https://www.cliffsnotes.com/study-guides/psychology/development-psychology/physical-cognitive-
development-4565/health-age-4565
Focus some energy on yourself
It’s common for people in midlife to report burnout.
You might feel overworked. You might be stressed taking care of your children or
an aging parent. You might be juggling your relationship with financial and other
hardships. No matter what you’re juggling, it can be hard to stop and breathe.
You might even feel selfish taking time for yourself.
You don’t need to. Mental health experts agree that focusing on yourself is
incredibly important. Taking the time to ask yourself what you want and what
you’re feeling can be the first step to knowing if you need to make a change.
So, before you do anything else, take some time to think about how things have
been going for you in the past few years. It’s the best way to get started on your
midlife refresh.
Make note of the changes in your life
Midlife can bring changes. Often, these changes happen fast without an
adjustment period or time to process them.
Many mental health professionals agree that one of the best things you can do is
set aside the time to acknowledge those changes. This doesn’t mean you need
to dwell on the past. It simply means that it’s a good idea to be actively aware of
changes.
For some people, this might mean journaling to work through events. However,
even if writing things down isn’t a method that works for you, you can take time
and space to reflect on any changes you’ve experienced over the past few years.
Find new ways to stay active
Exercise is important. In addition to its many physical benefits, it can improve
your mental health, sharpen your focus, and reduce your stress. It can also start
to feel boring, especially if you’re already feeling restless or fighting negative
thoughts in your life.
So, even if you’re already hitting the gym several days a week, finding new ways
to stay active can help. It can keep you motivated, boost your mood, and
increase your confidence.
Spend time outdoor
Spending time outdoors has proven mental health benefits. Therapists often
suggest that patients in midlife take an outdoor walk at least a few times a week.
A walk around your neighborhood can be a great way to get fresh air and get
your blood pumping, but you don’t have to stop there. If you want to go further,
consider spending the day hiking the trails in a local park. You could bring a
friend to provide motivation, or use the time on the trail to clear your mind.
Of course, you don’t have to just walk to get the benefits of the great outdoors.
Boating, swimming, camping, or just relaxing on a nice day can all boost your
mood.3
COUNSELLING PROCESS FOR MIDDLE AGE
The Stages of the Counseling Process
Hackney and Cormier (2005) propose a five-stage model for defining the
counseling process through which both counselor and client move
(Krishnan, n.d.).
3 https://www.healthline.com
Stage one: (Initial disclosure) Relationship building
The counseling process begins with relationship building. This stage
focuses on the counselor engaging with the client to explore the issues
that directly affect them.
The vital first interview can set the scene for what is to come, with the
client reading the counselor’s verbal and nonverbal signals to draw
inferences about the counselor and the process. The counselor focuses on
using good listening skills and building a positive relationship.
When successful, it ensures a strong foundation for future dialogue and
the continuing counseling process
Stage two: (In-depth exploration) Problem assessment
While the counselor and client continue to build a beneficial, collaborative
relationship, another process is underway: problem assessment.
The counselor carefully listens and draws out information regarding the
client’s situation (life, work, home, education, etc.) and the reason they
have engaged in counseling.
The counselor carefully listens and draws out information regarding the
client’s situation (life, work, home, education, etc.) and the reason they
have engaged in counseling.
Information crucial to subsequent stages of counseling includes
identifying triggers, timing, environmental factors, stress levels, and other
contributing factors.
Stage three: (Commitment to action) Goal setting
Effective counselling reliefs on setting appropriate and realistic goals, building
on the previous stages. The goals must be identified and developed
collaboratively, with the client committing to a set of steps leading to a
particular outcome.
Stage four: Counseling intervention
This stage varies depending on the counselor and the theories they are
familiar with, as well as the situation the client faces.
For example, a behavioral approach may suggest engaging in activities
designed to help the client alter their behavior. In comparison, a person-
centered approach seeks to engage the client’s self-actualizing tendency.
Stage five: Evaluation, termination, or referral
Termination may not seem like a stage, but the art of ending the
counseling is critical. Part of the process is to reach an early agreement on
how the therapy will end and what success looks like. This may lead to a
referral if required.
While there are clear stages to the typical counseling process, other than
termination, each may be ongoing. For example, while setting goals, new
information or understanding may surface that requires additional
assessment of the problem.4
MIDDLE AGE IN SOCIO- CULTURAL CONTEXT IN INDIA
The “ Rocking chair” Philosophy
Middle -aged people who subscribe to the philosophy that aging people
should be inactive and remain on the sidelines contribute little to the
enjoyment of others in social situations.
Unattractive Appearance
4 https://positive psychology. Com
Middle – aged men and women who allow their appearance to
deteriorate and make little or no effort to improve it are more likely
to be neglected or rejected in social situations than those whose
clothing and grooming make them look more youthful and
attractive.
Lack of social skills
Middle-aged people who never learned the social skills of their
peers when they were younger, or who allowed their earlier-
learned social skills to become rusty during early adulthood, feel I’ll
at ease in social situations and either withdraw from them or play
onlooker roles.
Preferences for Family Contacts
Men and women who find family members more congenial than
outsiders and family activities more enjoyable than community
activities will not be motivated to broaden their social horizons to
include outsiders and community activities.
Social Mobility
Socially mobile people often find it difficult if not impossible to
break into the close- knit social net- works of other middle- aged
people in their new neighborhoods or communities. As a result, they
must play the role of involuntary isolate or affiliate themselves with
any group that will accept them, regardless of congeniality of
interests or values.
CONCLUSION
The major personal and social hazards of middle age stem from the
tendency of many men and women to accept the cultural stereotype
of the middle-aged person as fat, forty, and balding. Middle aged
persons who do not master the important developmental task of
achieving civic and social responsibility are likely to be lonely and
unhappy in their old age and may find that it is too late then to make
good social adjustments. 5
5Hurlock Elizabeth B. Developmental Psychology A Life Span Approach. New Delhi: Tata McGraw-Hill Publishing
Company Limited, 2001
Bibliography
Hurlock, Elizabeth B. Developmental Psychology A Life Span Approach. New
Delhi: Tata, McGraw Hill Company Limited, 2001.
Internet Sources
https://en.m.wikipedia.org/wiki/middle_age
https://www.Cliffnotes. Com/study-giides/psychology/development-
psychology/physical-cognitive-development-4565/health-age-4565
https://www.healthline . com
https://positive psychology. com
