Ok, so that is what we think our full model looks like, let's consider what is going on with our different aspects during the period of development. I have split the process in to three phases, which I think represent what is going collectively across the aspects, based on the common emphasis on the transitions during the 8-6 years old range and puberty. Within each phase, different aspects can sometimes have multiple stages, but sometimes not. They all seem to go through these particular phases, though. This process occurs across the plane of Time, in the field of All-of-Us, in which we exist very much like so many particles in a molecule.
The first phase we are going to call the Emergent phase. During this time the individual becomes aware of the different aspects of their psyche, or humanness, though not necessarily self-aware, with this awareness driven by their biological and psychosexual development. All aspects agree that secure attachment to both parents, and consistent attention are critical at this phase. The key skills to be acquired during this phase are trust, self-regulation, creative expression, and the first stage of abstract thought, while engaging our primary selves.
While the entirety of development is not determined in this phase, a large part of it is. In light of the model, we could say that in the process of emergence, the relative trajectories of each of the aspects is informed. We represent this in the model by changing the angle of their relationship to each other.
The second phase we are going to call the Establishment Phase. During this phase the individual establishes their concept of self-worth, and begins identifying with broader social groups, beyond the familial ties. Positive reinforcement is critical here, as well as the continued development of self-regulation, and now emotional regulation. During this phase exposure to other cultures and races expands the individual's understanding of the variety of humanity. Exploration of different skills and abilities is encouraged, as these are rapidly learned at this age and wider variety give a higher chance of the individual finding the combination of things they are both good at and excited by. A critical skill to develop in this phase is fallibility. Being wrong is the only way to get closer to being right. As Oscar Wilde put it, experience is the name everyone gives to their mistakes. Mistakes should be encouraged, in that it involves taking the risk, as long as the mistake leads to correction. Being able to change one's mind when encountering new information is one of the single most important skills a person can get, and is learned more easily at this age. This tends to promote internalized behavior, which is also a goal.
In the model we will see the clear lines established and their relationships represented by the connecting lines. The shape of the model for different individuals will vary, as they have a different genetic makeup and initial forces during the Emergent Phase, but the form should be roughly the same. Consider the lines connecting the opposing sides, self-regulation on the cogno-behavioral axis and emotional regulation along the socio-emotional axis. Successful development of these two lines can allow for more intentional flexibility in how one understands and presents oneself in the world, being able to change their response and interaction patterns to fit into an unpredictable world.
The third phase we are going to call the Expansion Phase. Having defined what they like about themselves, and having a basic understanding of the world, the individual now wants to see how far they can extend their functionality along each of their different aspects. Parental relationships, if successfully resolved in the previous two phases, provide a stable and secure base from which these individuals can explore the new, full world, and a reference/assistance point should they run into situations with which they are unfamiliar or incapable of resolving on their own. This is a time to engage in emotional relationships across age groups. In the ancestral environment this happened by having kids at this age and living with your grandparents. Today we can do things like join programs that offer both a mentor and the opportunity to mentor younger children.
In this phase, the greater ability to conceive abstract concepts allow for a few particular revelations that enable the transition to what we call self-actualization. There has not been a great place to deal with these revelations before this, so we will address them here, as they are particularly necessary for self-actualization. The first of these is an understanding of this developmental process itself, and an evaluation of where the individual is in that process, critically that your impulse control and information access parts of the brain are not finished growing yet. You do not have a full brain, so try to be cautious in making impulsive decisions that can have long range consequences, like having a child or dropping out of school. The second realization that is critical is the apparent inevitability of mortality. This usually happens around the death of a loved one during the third phase of an individual's life, and forces the individual to deal with the reality that not only are they themselves going to die, but so is everyone they will ever know and love. Successful resolution of this realization results in a cherishing for life, in general, and is frequently represented by getting carpe diem tattooed somewhere during your 20's. Both of these realizations are critical for self-actualization. In the model we represent self-actualization as change from the Self-self driving the growth of the other aspects to the other aspects supporting the expansion of the Self-self.
This Phase is the target of the development model for a few reasons. First, in this Phase we develop the ability to abstract and conceive large enough concepts and time frames to understand that we are in a process and begin to intentionally engage in that process. Second many people who have kids during this Phase and may be trying to raise a child without having had the luxury of finishing growing up first, and might appreciate a little more information on what each of them are going through.