This thorough revision of the highly successful first edition of Life-Span Development offers the reader a wide-ranging and thought-provoking account of human development throughout the life course. The life-span perspective emphasises development as a multifaceted, lifelong process that is culturally and historically embedded. In initial chapters Leonie Sugarman outlines the issues surrounding the notion of development and how it can be studied, including reviews of the work of key theorists such as Erikson, Levinson and Gould. She goes on to consider the different ways in which the life course can be construed: as a series of age-related stages; as a cumulative sequence of experiences; as a series of developmental tasks; as a series of key life events and transitions; or as a narrative construction. A final chapter looks at how people strive to cope and to promote their own development, and considers theoretical and practical issues regarding interventions to assist them in this process. New to the book is increased coverage of the topical issue of successful ageing and a detailed discussion of the increasingly popular narrative approach to life-span development. This edition is also more student-friendly with exercises in self-reflection that encourage readers to look at the development of their own lives or those of their current or future clients. Boxed material highlighting major theories and clarifying concepts is also included. This book will be invaluable for students of developmental and occupational psychology, for members of the counselling, social work and health care professions, and for those working in the fields of education and health management.

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This thorough revision of the highly successful first edition of Life-Span Development offers the reader a wide-ranging and thought provoking account of human development throughout the lifespan. The lifespan approach emphasises that development does not stop when we cease to be adolescents but goes on throughout adulthood and into old age.

In initial chapters Leonie Sugarman outlines the issues surrounding the notion of development and how it can be studied, including reviews of the work of key theorists Erikson, Levinson and Gould. She goes on to consider the different ways in which the life course can be construed: as a series of age-related stages; as a cumulative sequence; as a series of developmental tasks; as a series of key life events and transitions or as a narrative construction which creates a sense of dynamic continuity. A final chapter looks at how people cope, the resources that are available and the theoretical and practical issues regarding interventions to assist them in the process.

New to this edition is increased coverage of the topical issue of successful ageing and a new chapter on the increasingly popular narrative approach to lifespan development. This edition is also more student-friendly with exercises in self-reflection that encourage the reader to look at the development of their own lives or those of their current or future clients. Boxed material highlighting major theories and clarifying concepts is also included. This book will be invaluable for students of developmental and occupational psychology and professionals in the fields of health management, education and social work.

Essential reading for student, fledgling and experienced counsellors alike' - "Mark Edwards, Nurturing Potential

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Beautifully written and well researched and full of useful structured exercise for therapists and clients, this is a combination of psychology textbook and counselling handbook - theoretical a, yet practical' - "Healthcare Counselling and Psychotherapy Journal

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Counselling and the Life Course introduces counsellors to the concept of the life course as a multidimensional and multidisciplinary framework for thinking about clients' lives within and beyond the counselling setting. It aims to give counsellors an understanding of human development, and how it impacts practically upon their work with clients.

The book engages with the tension between, on the one hand, recognizing age and life stage as important dimensions of difference, and on the other, avoiding the pitfalls of age stereotyping and ageist discrimination. At the same time, Counselling and the Life Course shows how the concept of the life course can be used as a framework for considering the commonalities between different life stages. This provides a focus for counsellors of how to draw on their existing skills and expertise when working with clients of a different age and life stage to those with whom they generally meet. The impact of both counsellor and client age on the counselling relationship is also considered.

The book includes an Activity Trail' of structured exercises in order to encourage reflection on the concepts discussed and their relevance to clients, the readers themselves, and their counselling practice.