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‘John Sudbery’s book takes the reader on an engaging journey of discovery of the knowledge needed to
understand human growth and development. The book locates relevant theory and up-to-date research
at the heart of contemporary lived experiences. This is done through the inclusion of several biographies
and the encouragement to imaginatively apply and see the interplay of knowledge within the context of
relationships.
The book skilfully instructs and interacts with the reader. It presents information in a way that will appeal
to learners at different stages offering both introductory and in-depth levels of knowledge.
These unique features make this book an indispensable text for student social workers in learning and
practice environments.’
Nora Duckett, London Metropolitan University

‘John Sudbery has provided a Human Growth and Development textbook full of interest. Written
specifically for social work, readers will be able to engage with it at various levels – from the personal
impact of narratives, case studies and reflective questions, to the more in depth academic content in
outlines of key theoretical issues. It takes a total life-span approach whilst exploring the complexities of
individual life courses and covers traditional, fundamental theories in a contemporary context drawing
on up to date research. Although designed as an introduction to the topic for social work students,
practitioners will find it a useful reference. It has excellent suggestions for further reading.’
Ruben Martin, Senior Lecturer in Social Work, University of Kent

‘John Sudbery’s book on human growth and development is a very welcome addition to the field for those
of us who teach this subject on qualifying and post qualifying social work courses at undergraduate and
master’s levels.
John’s interest in psychosocial perspectives and his rich experience as practitioner, manager and academic
social worker/researcher ensure the quality and rigor of this text.
John conveys the relevance of a huge array of theoretical approaches. His application to the contemporary
practice of social work is compelling. His voice is clear and present throughout the text. This ensures a
well integrated book which may be taken as a whole to guide a course of study. The book may also be
used according to the need for a particular chapter, as each is dedicated to one specific phase in the life
course. The case examples are moving and familiar to the reader. The additional references and appendices
are generous and absorbing and the format is interesting and illustrative.
John has a sound political perspective that underpins the work. His psychodynamic sensibility and firm
social work identity set this work apart from the more run of the mill texts on life course development.
At a time when social workers are thirsty for sources of nourishment in their complex and conflicted work
roles this book has much to offer.’
Clare Parkinson, Senior Lecturer, University of East London

‘This is a much welcome book providing an engaging, informative and accessible introduction to Human
Growth and Development for Social Workers.
The author’s unique approach facilitates reflection, learning and understanding of human growth and
development knowledge. The writing style is very engaging, enhanced by the use of relevant case
examples to make the link between theory and social work practice. Informed by a stimulating range of
theories and research, and anchored into practice issues and debates, the text cannot fail to encourage
thinking critically about human growth and development.
The book will undoubtedly be invaluable reading for social work students, a learning companion during
social work training and an interesting and enjoyable read for those already in practice.’
Dr Gabriela Misca, Lecturer, Keele University
Human Growth and Development

Social workers work with people at all stages of life, tackling a multitude of personal, social, health, welfare,
legal and educational issues. As a result, all social work students need to understand human growth and
development throughout the lifespan.

This introductory text provides a knowledge base about human development from conception to death. It
is designed to encourage understanding of a wide range of experiences: from the developmental trajectories
of children in care, to adult mental distress and the experiences of people with dementia, to bereavement.
Using engaging narratives to illustrate each topic, the author clearly introduces and analyses different
theoretical approaches, and links them to real-life situations faced by social workers.

Packed with case studies, this student-friendly book includes overviews, summaries, questions and further
reading in each chapter, as well as a ‘Taking it further’ section providing greater depth on key theoretical
issues. A reference section contains a glossary and overviews of the principal theories discussed throughout
the book. It is an essential read for all social work students.

John Sudbery is Senior Research Fellow in Social Work at the University of Salford, UK. He has been teaching
Human Growth and Development for the past ten years and is on the editorial board of The Journal of Social
Work Practice.
 Student Social Work

This exciting new textbook series is ideal for all students studying to be qualified social workers, whether
at undergraduate or masters level. Covering key elements of the social work curriculum, the books are
accessible, interactive and thought-provoking.

New titles

Mental Health Social Work in Context

Nick Gould

Social Work and Social Policy

An introduction
Jonathan Dickens

Social Work Placements

Mark Doel

Forthcoming titles

Integrating Social Work Theory and Practice

Pam Green Lister

Social Work
A reader
Vivienne E. Cree

Building Relationships and Communicating with Young Children

A practical guide
Karen Winter
Human Growth and
Development
An introduction for social workers

John Sudbery
First published 2010
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Avenue, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business

This edition published in the Taylor & Francis e-Library, 2009.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2010 John Sudbery

All rights reserved. No part of this book may be reprinted or reproduced

or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Sudbery, John.
Human growth and development / John Sudbery.
p. cm.
Includes bibliographical references and index.
1. Developmental psychobiology. 2. Life cycle, Human. 3. Human growth.
4. Social service. I. Title.
BF713.S83 2010
305.2—dc22 2009007749

ISBN 0-203-87194-4 Master e-book ISBN

ISBN10: 0–415–43994–9 (hbk)

ISBN10: 0–415–43995–7 (pbk)
ISBN10: 0–203–87194–4 (ebk)

ISBN13: 978–0–415–43994–7 (hbk)

ISBN13: 978–0–415–43995–4 (pbk)
ISBN13: 978–0–203–87194–2 (ebk)
This book is dedicated to Steve and Beadie Sudbery
Contents

List of illustrations xi

Acknowledgments xiii

Introduction 1

1 Beginnings 7

2 A secure base 33

3 The developing child 65

4 Transitions and adolescence 99

5 Living independently 127

6 Sex, love, work and children 157

7 Maturity and some of its hazards 193

8 Adulthood and ageing 229

9 Dying, grief and mourning 253

10 Fitting the pieces together 279

Essential background 291

1 The principles of heredity 292

2 Attachment theory 296

ix
Contents

3 Bronfenbrenner’s ecological model 301

4 Psychoanalytic theories 305

5 Piaget’s theory of cognitive development 310

6 Erikson’s psychosocial theory of personality 314

7 The humanistic models of Maslow and Rogers 317

8 Learning and behavioural models 323

9 Models of ageing: social disengagement theory, activity theory, feminist perspectives

and political economy theory 326

10 Three approaches to loss and grief 329

Glossary 331
Bibliography 339
Index 359

x
Illustrations

Figures
1.1 An example lifeline 17
1.2 Generational transmission of genes 20
1.3 The increasingly complex nature of gene-environment correlations 25
2.1 Erikson’s psychosocial stages 44
2.2 Fahlberg’s arousal–relaxation cycle 57
3.1 Scheme used in cognitive behavioural therapy 76
3.2 Risk: the overlap represents a different percentage of the right- and left-hand areas 85
4.1 Hopson’s model of transitions 116
5.1 Microsystems 146
5.2 Bronfenbrenner’s nested ecological model of development 147
6.1 Experience of family events before the age of 25: comparison of different generations 170
7.1 Infant mortality and social class 199
7.2 Characteristics of positive social systems and services for people with learning disability 224
9.1 Dual Process model of response to bereavement 269
E3.1 Bronfenbrenner’s ecological model 302
E7.1 Maslow’s hierarchy of needs 318
E7.2 Rogers’ self-structure 320

Tables
3.1 Percentage of pupils achieving 5 A*–C in GCSE 80
E5.1 Stages of cognitive development, after Piaget 310
E6.1 Stages in Erikson’s psychosocial model 315
E10.1 Kubler-Ross’ model: stages of grief 329

xi
Acknowledgments

I am grateful to the British Association for Adoption and Fostering for permission to reproduce the
diagram on page 57, and to Age Concern for permission to reproduce the information on pages
257–258.
Many people have contributed to the completion of his book. The support and commitment of Grace
McInnes and George Russell at Routledge were essential, together with others involved in the editing
and production processes. My thanks are due to the anonymous academic reviewers for their time and
care.
I owe a particular debt of gratitude to the late Colin Woodmansey, and to Joan Meredith, from
whom I learnt so much of what I have tried to communicate in this book. The text would not have
been possible without the wide-ranging theoretical and practical knowledge which Jeff Edwards, a
colleague at the University of Salford, shared with me. Finally, thanks must go to the parents and
children to whom I provided a service, to the staff I supervised, and students, all of whom over the
years have taught me about human development.

xiii
Introduction

This book is an introduction to human growth and development for social workers. Although designed
for a first-year undergraduate course, it contains sufficient depth to be a resource which remains
useful afterwards.

For the student

It is written so as to capture the interest which you will inevitably find in your work with people. You
will become involved in their lives and development, and at times will have a significant responsibility
as to the direction this takes. The subject is endlessly fascinating, as much for experienced and expert
workers as for the new student. By making this human and professional interest the focus of the
text, it has been possible to create a textbook for all students – suitable for readers who have already
studied some psychology and sociology and for those who are tackling these academic subjects for
the first time.

For the student who has already studied some child development, psychology or sociology, the book
uses this academic knowledge, as well as additional descriptive research material, to help you to see
how varied human life is, to see the world imaginatively through other people’s eyes, and to think about
the impact of ‘welfare’ interventions on people’s lives and development. It will prompt you to think
more deeply about whether you understand the theories and whether they describe life adequately.
Information you need about the theories is summarised in the chapters, and provided at more length
in the technical reference section. Because this is much more of an applied practical study, you may
find that the perspective and emphasis given to theories in this book is different from that you acquired
in previous purely academic study. In this course, you are learning to study life, using different theories
as appropriate, which may be a subtle contrast to academic study which equips you with knowledge
about research findings and theories.

1
Introduction

For the student who has not studied ‘social sciences’ before, the chapters are designed to provide you
with understanding, knowledge and theories about human development. The main chapter text takes
you on an imaginative journey into the experience of life, its variety, complexity and its challenges, and
shows how different theories and research help us to understand the world. To include the detail of
the theories or research would make the chapters too long and complex, and you will need to study
also the ‘Essential background’ sections, which I think you will find as interesting as the main chapters,
so that you are properly informed.
Areas considered in greater depth. Textbooks at this level always give an overview of the basics required
by students. By remaining at this introductory level, however, many texts fail to reflect the different
levels at which even first-year students in this subject must operate. Each student has (and is required
to demonstrate) areas in which they make use of more complete knowledge. These areas are different
for every student – about pregnancy for one, attachment theory for another, learning disability, older
age, and so on. They may arise from placement work, previous experience, special interest, or academic
choices made during a study course. In such a broad field, the options for more detailed study are
endless. In this book, six chapters end with a section which examines an aspect of growth and
development in more depth. They provide examples of how basic knowledge is taken further and can
be written about in more detail.
When you have finished the book, if you return and re-read it, you will probably understand the text
very differently. Casual references which you glossed over on first reading actually hint at a host of
additional understanding which will be evident by the end of the book. This is how it is in real life too
– your experience of someone else’s life (or your own) changes when you have had cause to reflect
and explore some of the complexities of the life cycle. This is also true in this book because you will
know far more about the people in the examples after you have read the book – just like in real life
and in social work practice, an incident at a point in time will have a different significance after you
have had a chance to understand more about the person and their life.

How to use this book

There are three different sorts of learning material in this book:
Main text of each chapter • Intended to deepen insight into human life and its processes of
change and development.
• Puts lived experience in the foreground – theoretical approaches
and factual research evidence are presented as tools for exploration.
The language is not technical, but makes demands on the reader to
use imagination and empathy as well as intellect.
• Within this, the coverage of key theoretical ideas should be appro-
priate for both students already familiar with the theories and those

2
 Introduction

for whom they are new. For the former it recapitulates the ideas as
a preliminary to showing how they integrate (or not) with each
another and how they illuminate developmental experience; for the
latter, key ideas are introduced without going into technical detail
or specific evidence.
• The aim of the text is to equip the student both to see life more
clearly from the inside, and to become confident in examining it as
a subject of study.
Essential background Concise accounts of commonly used developmental theories. They focus
on ‘understanding theories’ as distinct from ‘understanding life’, but I
hope students will nevertheless find them stimulating and thought pro-
voking. They give a picture of each theory covered, largely from within
that theory’s point of view. They give space to evidence and conceptual
framework. Obviously, they are relevant to imaginatively understanding
life and development, but they are written as reference material. By
clearly presenting them as introductory summaries, it is hoped that they
forestall inappropriate attempts to use elementary presentations as a
basis for critical evaluation. They are written in standard language
accessible to first-year university students.
Taking it further These sections explore a selected topic in greater depth. In general, these
are more demanding intellectually, and I do not expect every student
will read them all. They are written in the appropriate academic style for
the subject – more detached when they are more scientifically oriented,
but more flexible in language when considering emotions and personal
explorations. Some give a flavour of current research knowledge (the
interaction between genes and environment, for example); some explore
a theory in more detail (attachment theory, or Bronfenbrenner’s ecolog-
ical model) and others pick a facet of life to explore (guilt and conscience).

For the teacher

In this subject, a student is challenged to:
• assimilate a range of factual information, often research findings whose validity can only be
understood in conjunction with an appraisal of the research methods which generated them.
• understand various theories and models of development which attempt to unify a range of obser-
vations and give them a coherent narrative, often supporting a particular paradigm about the
processes that occur.
• engage emotionally and socially with the material, integrating this with their cognitive efforts.

3
Introduction

The module materials, from lectures to discussions and textbooks, therefore provide information, offer
an explanation of theories and models, and nurture the ability to enter imaginatively into someone
else’s life. In relation to the latter, the course equips students to be open to the diversity of life, to avoid
ignorant prejudgements, to refrain from interpreting life through the filter of theory, and yet to be
equipped with the categories, concepts, attitudes and empathy which form the basis of accurate
rapport and critical thinking.
In this book, the chapter text (including ‘Taking it further’) is essentially about exploration – exploring
life, its development, and its complexities. It helps with the student’s task of exploring the value of
different theories and approaches, attempting to integrate their implications and application. Although
the ten technical resources include discussion, I regard their purpose as primarily informational.
First-year social work students need a general overview of human growth and development as well as
knowledge beyond the elementary in some areas (not least because within the year they will be
‘practising’ on real people with complex and urgent needs). In this subject and at this level, students
appropriately will choose some areas which they explore in more depth than others, perhaps linked to
previous work experience, elective seminar presentations, or special topics for course work and assess-
ment. In addition, realistically, some complete their programme with a much more sophisticated grasp
of the subject than others. I am conscious that not all teachers may welcome a book which states from
the outset that not all students will master all the material. Nevertheless, if we are to meet the
legitimate learning needs of the students, we must be aware that some will study material which others
avoid. To include both a basic survey and all the necessary advanced material would require a far larger
book than this and one not well suited to first-year students. On the other hand, keeping all the
material at a basic level results in the typical problems of first-year social work textbooks in this
subject – a ‘middle of the road’ or introductory approach which lacks depth and gives no real guidance
to the student about where their studies should take them. In this textbook I have tried to create a
resource which avoids the dangers of superficiality and blandness. As scholars, practitioners and
educators we find our own solutions to this conundrum in the lecture room, in the seminar room and
in the structures we create for student research and learning. The text is intended to provide a written
resource to match the creativity we put into this task.
In physics, as with plumbing, more basic concepts and procedures are practised first and the more
complex knowledge builds on these foundations. In our subject, students (whether they recognise it
or not) are already operating at an extremely sophisticated level in their own lives, and the basics of
analysis have to be learnt simultaneously with the refinement of already complex skills.

The book does not include any formal introduction to research methods or critical appraisal. However,
it is simply not possible for professional workers in training to acquire all the information they need
from a single textbook and classroom learning, and I have assumed throughout that seminar and
assessed written work require the student to integrate these sources with additional material from
their own investigations.

4
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