Table of Contents
Abstract
Peta grew up with many different incidents throughout life. She experienced the devastating loss of her father in a terrorist attack that shook the entire nation and other negative incidents. Although she had many different negative incidents in her life, she also had some positive ones. This paper discusses developmental stages of Peta’s life from birth through death. Vygotsky’s Sociocultural Theory and its concepts are appropriately integrated in each stage throughout Peta’s life. Each stage also includes developmental markers, relevant crisis for each stage, and proposed developmentally appropriate counseling interventions for each stage.
Growing Peta
Peta was born on December 16th, 1993. Peta is a Caucasian-American cisgendered female who was the first-born child of her parents Steven and Amanda. Peta was raised Catholic although her father was of mostly Jewish heritage. Steven and Amanda got married when they were 25 and 21 years old. Growing up in the fast pace environment of Staten Island, New York, Peta had become witness to many different traumas in her life. Her father Steven struggled with alcohol abuse ever since he was 23 years old.
When he found out that Amanda was finally pregnant, he made a promise that he would stop abusing alcohol and would get to a place where he was able to control his drinking so that it would never get out of control again. While he successfully achieved this, there were many times where he would begin drinking and would become aggressive but never became physical with Amanda or Peta. This aggression caused many arguments between Steven and Amanda because Amanda would count Steven’s drinks throughout the night and would later confront him about his drinking. Amanda was a high school nurse and is well aware of the dangers of drinking. Steven is a firefighter in New York and often comes home exhausted from such a high stress and often long shift job.
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Infancy
As an infant, Peta developed at a normal continual rate. She was growing progressively well both cognitively and physically. Amanda decided to take her full 12-week maternity leave due to the fact that there were not many childcare options available. After her maternity leave was over, Steven agreed to work nights so he could take care of Peta during the day and Amanda could take care of her at night. Although this seemed to be efficient for Steven and Amanda in the beginning, they would often argue in front of Peta due to frustration from her crying throughout the nights. In this time, Peta engaged in the concept of “spontaneous” learning. Peta learned through observing, having direct experience with, and participating in her home life with her family and environment (Durán, 2018). This meant that Peta observed and learned negative social interactions. From a Vygotsky standpoint, Peta’s development was affected by the influence of her social environment and she learned how to negatively interact with others (Daneshfar & Moharami, 2018).
At the age of one, Peta was put into daycare. Steven had grown tired and exhausted of working night shifts to only come home and not be able to rest properly due to his responsibility of taking care of Peta. Amanda would drop Peta off at the daycare in the mornings and would pick her up every other day due to Steven still being at work by the time she was out. Amanda’s mother had just retired and had offered to take care of Peta for the other two days of the workweek. Gradually, Peta began to recognize the workers at the daycare and gradually stopped crying when Amanda would drop her off. At daycare, Peta would interact with other infants, play games, listen to songs, and would be well taken care of.
At this time, a counseling intervention would be for Steven and Amanda to attend marital counseling. During marital counseling, the counselor took on the “healer” role of Gottman’s approach (David, 2015). This approach created an increased sense of emotional connection and established problem management in Steven and Amanda’s relationship (David, 2015). A short-term goal of this intervention would be for Steven and Amanda to be able to take care of Peta without arguing. A long-term goal would be for Steven and Amanda to have a stronger emotional connection and strong problem management throughout their marriage and parenthood.
Toddlerhood
Peta, at the age of two, was now walking, talking, and was already potty trained. This meant that Peta has experienced successful scaffolding in which the daycare workers, her parents, and even her previous experiences guide her learning until she was able to complete these tasks on her own (Durán, 2018). According to Vygotsky, the most crucial component in the development of a child’s speech and thoughts occurs around the age of two (Dimitrova, 2013). At this age, children begin to link thoughts and speech in order to communicate with others (Dimitrova, 2013). At daycare, Peta began to engage in the concept known as “scientific” learning. “Scientific” learning refers to a curriculum-based area of learning where Peta learned topics including songs, colors, and how to put her jacket on (Durán, 2018). Along with this, Peta’s zone of proximal development (ZPD) extended to her teachers, who can help her accomplish tasks and can provide appropriate attention so that Peta can master this developmental level (Gilbert, 2001).
At the age of three, Peta had witnessed her parent’s argue on many different occasions. Steven’s drinking caused most of the arguments and because he was aware of that, he would become very defensive and aggressive but never became physical with Amanda or Peta. Although Peta was are of what was going on and the reasoning behind most of the fighting, it did not affect her relationship with Steven. Being that Steven often worked long shifts, Peta was always happy to see him whenever she could because she knew her time with him would be limited. A counseling intervention that should be implicated at this time would be marital counseling again for Amanda and Steven focusing on Emotionally Focused Therapy (David, 2015). For Peta, being that she is learning negative social interactions from her parents again, and intervention at this time would be intervention would be play therapy. Through this, Peta would develop positive interactive skills with others to counteract the negative interactions learned from her parents (Nwokah, Hsu, Gulker, 2013). A short-term goal of this intervention would be for Peta to learn positive social interactions with others. A long-term goal would be for Peta to produce positive interactions with others throughout life.
Early Childhood
Peta was four years old when she started Pre-K. Peta is now very vocal and loves to talk to people, play with neighbors, and loves to sing and make up songs with Amanda. At the beginning of the year, Peta found out that Amanda was pregnant and that she would be getting a brother very soon. While she wanted a sister, she was still happy to get a sibling. After her brother Casey was born and brought home, Peta noticed a shift from her parents. She noticed that most of the attention was on Casey and not on her anymore. Peta was ok was this shift in attention because it made her feel like a big girl. Peta was able to do most things on her own now and would often help her parents with Casey. This meant that Peta was a part of Casey’s first ZPD. As a part of Casey’s ZPD, she helped her brother problem solve and completed tasks that he could not complete on his own (Gilbert, 2001). At this age, Peta could brush her own hair and teeth, could count up to ten easily, and could dress her self. Peta loved doing things by her self so she could impress Steven and Amanda and see their happy faces. Peta also loved going to school and learning. This was a result of successful scaffolding. From birth until now, Peta’s ZPD guided her to complete tasks until she gradually learned how to complete the tasks on her own (Durán, 2018).
Peta is now five years old and going to kindergarten. Both her cognitive and physical development is progressing well and on track. This year, Peta learned how to read and learned how to write the alphabet. At the age of six, Peta is in first grade. Peta is now learning many different, new subjects and enjoys all of her classes but her favorites are art, music, and gym. These classes allow Peta to express herself and she finds them the most fun. For the past three years, Steven and Amanda’s arguments have tremendously decreased. Steven and Amanda decided to work on their communication now with two kids in the house and Steven has completely stopped drinking. At this time, a possible intervention for Peta would be to continue play therapy. Though she was fine with change of attention on her from her parents, it is important to acknowledge the change and to be aware of the affects the change could make on Peta. Play therapy would allow Peta to indirectly express any emotions towards the attention change and would even teach her how to create a relationship with Casey through play (Nwokah, Hsu, Gulker, 2013). A short-term goal would be for Peta to express any pent up emotions regarding the shift of attention. A long-term goal would be for Peta to adapt well with other changes throughout life.
Middle Childhood
Since Peta’s parents had worked through their issues and have not been arguing as often, life for Peta as a six year old was looking good. Peta was still in school and excited about second grade. Steven was still working as a firefighter while Amanda was still working as a high school nurse in New York. During this time in life, private speech develops. Private speech is described as the concept where a child uses overt self-verbalization to speak to itself in search of self-guidance (Erford, 2017, p. 46). Peta used private speech on a daily basis to guide her through challenging tasks such as homework and classwork, decision-making, and handling money (Erford, 2017, p. 46). In the third grade, and now at the age of seven, Peta experienced the tragic loss of her father. Steven was killed in service during the September 11th attack on the twin towers.
After his death, Peta, Amanda, and Casey received much love and support from both Amanda and Steven’s family. However, that shortly ended due to the fact that they also had to grieve and process the attacks and loss themselves. Amanda did not want Peta or Casey to suffer from this loss so she would always put on a brave face and would encourage the kids to push through their pain and go on with their lives. Peta’s school allowed her to stay home for a couple of weeks after the funeral and allowed her to slowly transition back into school. Once Peta returned to school full time, she would act out in school and at one point, even ripped her own hair out due to the overwhelming situation she was going through. These actions were a failed regulation of behaiors due to Peta’s negative private speech (Erford, 2017, p. 184).
As time went on, Peta began to distance herself from friends and classmates and mostly kept to herself. While others were excited about going out and playing during recess, Peta just wanted to sit by herself and read. The scaffolding of Peta’s ZPD was negatively affected in this time due to her lack of social interaction with peers and teachers (Erford, 2017, p. 184). According to Vygosky, Peta was not getting a suffectient amount of social interaction therefore she was developmentally delayed (Erford, 2017, p. 46). As she physically grew, she became the tallest person in her grade until around age 11 and was always very skinny. When Peta was in the fifth grade, she experienced bullying for the first time. Kids would often make fun of her height because she was a girl and was taller than all the boys in the grade. While Peta never reacted to the bullying, she internalized her emotions and always thought about what her classmates were saying about her. When a teacher witnessed the bullying, Peta was sent to the school counselor to talk about the bullying. This resulted in the bullies being reprimanded by receiving detention and suspension if the bullying continued.
A major counseling intervention in this stage would be grief counseling for Peta. Hoeg et al. (2017) states that as such a painful experience in childhood, the death of a parent has been correlated with increased risk of adulthood anxiety, depression, and substance abuse. Therefore, a necessary counseling intervention would be group grief counseling for kids who lost a loved one in the September 11th attacks. This would help Peta and others learn and feel like they are not alone in what they are going through and that there are people who can help. This would also help Peta by promoting cognitive development through the social interactions of the group and could even help the self-regulation of her private speech (Erford, 2017, p. 46, 184). A short-term goal of this intervention would be for Peta to be able to regulate her thoughts and behaviors through her positive private speech. A long-term goal of this intervention would be for Peta to be able to have social interactions with others and to continue having positive private speech.
Adolescence
Seventh grade for Peta started off similar to the last couple of years. She did not have many friends and mostly kept to herself. Peta loves spending time with Casey and playing with him. Amanda noticed that Peta was spending a lot of time with Casey and his friends instead of people/friends her age. In an attempt to help Peta make friends, Amanda contacted one of the mothers of a one of Peta’s peers and asked her to have her daughter invite Peta to her birthday. When Peta got to the party, she thanked the birthday girl and told her how much it meant to her to be invited. The birthday girl responded and said, “Look, I’m not trying to be friends with you. My mom just feels bad because you don’t have any friends and your mom wanted you to be invited.”
After this incident, Peta was furious with her mother and strictly began to improve her transcripts by focusing on schoolwork and extracurricular activities. Peta made an appointment with her school counselor to discuss her interests and to inform herself about how to join teams and clubs. Through this, Peta utilized the concept of scaffolding by having a more experienced individual help her accomplish the task of joinging sports eams and clubs (Erford, 2017, p. 184). Peta joined the cheerleading team, the softball team, the art club, the glee club, and the music club.
According to Vygotsky, private speech occurs in a specific stage in life between the ages of three and eight, however, this then turns into covert verbal thinking, which is a form of “inner speech” used throughout life (Duncan & Cheyne, 1999). At this point, Peta’s “inner speech” is telling rather than focusing on making friends she should focus on her schoolwork and extracurricular activities. In the eighth grade and at age 13, Peta was still very focused on improving her transcript and was looking forward to starting high school in the coming year. She had gotten the best grades of her life in eighth grade and also became involved in school by joining clubs and sports that she would continue in high school. This lead to Peta getting accepted to her number one choice high school.
Throughout her high school years, Peta continued to be focused on schoolwork, her activity and involvement in music and art club, and her roles in the cheerleading and softball teams. She became best friends with three girls named Rebecca, Toni, and Veronica and they did most things together. The ZPD consists of parents, teachers, and peers, therefore, Rebecca, Toni, and Veronica became a major part of Peta’s ZPD and she often went to her friends for guidance and advice (Erford, 2017, p. 184). Freshman year was hard for Peta because she experienced bullying once again. Although she was no longer the tallest in her class, she was much taller than Rebecca, Toni, and Veronica and was constantly tormented especially by the boys in her grade.
The girls in her grade would spread rumors about her being anorexic or bulimic because she was so skinny. This took at toll on Peta and it began to affect her self-esteem. Peta confided in Rebecca, Toni, and Veronica and would often talk to them about the bullying you was experiencing. They were always there to support Peta and would often stick up for her in school. One day, the girls decided to go into the principal’s office to report the bullying for Peta. Peta’s bullies were reprimanded and received automatic suspension due to the school’s no bullying policy. Around the age of 17, Peta was diagnosed with with Crohn’s disease and used medical marijuana for pain relief.
At this stage, Peta is at the age where teenagers are still figuring out who they are as well as where they fit in (Erford, 2017). Counseling interventions for Peta would strongly focus on the bullying she has experienced along with the decline of her self-esteem. According to Vygotsky, knowledge is derived from interactions with others (Erford, 2017, p. 46). Therefore, an intervention for this stage would be for Peta’s counselor to incorporate empty chairwork into sessions. Here Peta would engage in dialogue to an empty chair and would express all her thoughts and emotions to it as if the bullies were sitting in the chair (Pugh, 2017). Another exercise could include Peta positively speaking to the empty chair and imagining herself to improve her self-esteem. A short-term goal of this intervention would be Peta being able to not let any more bullying affect her. A long-term goal of this intervention would be for Peta to have a positive image of herself and for her to be able to express her thoughts and emotions without internalizing them.
Early Adulthood
After graduating high school, Peta attened a small college. She was still friends with Rebecca, Toni, and Veronica and would spend time with them as often as possible. Peta still used medical marijuana for her Crohn’s disease. Developmentally, at 19 years of age, Peta has peaked in her physical performance and has reached her full physical growth (Erford, 2017, p. 291). She stayed focused in her studies and pursued a degree in nursing. Peta became friends with some of her classmates in the nursing program. They would often work on assignments together and would always take the same classes as Peta. These friends essentially made up Peta’s ZPD in her college years due to the fact that they shared their learning experience and often assist each other in completing their assignments (Erford, 2017, p. 184).
Around the age of 20, Peta met and began dating Carl. Carl was the first person Peta had become sexually active with. After two years of dating, they got engaged. Carl shortly broke off the engagement because he had been unfaithful and no longer wanted to be in a relationship with Peta. This was a shock to Peta and put her into a depressive state where she began to have suicidal thoughts. These suicidal thoughts were a result of Peta’s negative “inner speech.” Peta was at the stage in life where individuals her age mostly self-verbalize when faced with cognitively challenging tasks (Duncan & Cheyne, 1999). Peta uses this kind of speech for day-to-day tasks as well as for her suicidal and depressive thoughts.
In 2015, Peta graduated college with a degree in nursing. At 22 years old, she became a nurse at a local hospital and loved her job. One night, she went out with her coworkers and met Orlando. Now at 25 years old, after dating for three and a half years, Orlando proposed to Peta. While she was happy that she was engaged to the love of her life, something did not feel right. She decided to go to a psychiatrist and talk to him about what she was feeling. At the age of 25, Peta was diagnosed with depression. She was advised that the best thing for her to do is to start taking medication for it and to start living a healthy lifestyle. According to Vygosky, living a healthy lifestyle includes promoting cognitive development and learning through social interaction and positive “inner speech” (Erford, 2017, p. 46). This news overwhelmed Peta and she began to party, abuse drugs, and cut her friends out of her life.
Eventually, Orlando broke off the engagement and decided that him and Peta should have some time apart. Peta went to rehab at the age of 26 and got herself clean. Her and Orlando began to date again and ended up getting married when she was 28. An intervention for this would be for Peta to create an “upset log,” with the help of a counselor, to document and reformulate her thoughts, feelings, and behaviors to avoid unnecessary suffering (Fall, Holden, & Marquis, 2017). A short term goal of this intervention would be for Peta to visualize her thoughts, feelings, and behaviors and change them as best she can. A long term goal of this intervention would be for Peta to continue her log and to feel relieved of the unnecessary suffering she could deal with throughout life.
Middle Adulthood
Now married, Peta and Orlando have spent the last four years enjoying time with each other, friends, and family, traveling, and gathering money before deciding to try to have children. Peta and Orlando made sure to continue in their social interactions with friends, family, and even strangers on vacation. According to Vygotsky, social and relational interaction are crucial in cognitive development (Erford, 2017, p. 184). At this life stage, and due to successful social interaction, Peta was cognitively performing at her fullest potential (Erford, 2017, p. 362). At the age of 32, Peta gave birth to her first son Greyson. She had her second son Ethan when she was 34. She gave birth to her third child, a girl named Elizabeth, when she was 37.
In this whirlwind of a couple of years, Peta and Orlando had both positive and negative moments. In 2025, right after the birth of Greyson, Orlando’s job as a Technical Maintenance Supervisor at CBS was in jeopardy due to the network sending out a series of layoffs. With this stress put on him, he decided to work more hours rather than staying home with Peta to take care of Greyson. While this put pressure and stress on Peta to take care of Greyson mostly by herself, Orlando ended up not getting laid off because of his enthusiasm to fight for his job.
At this point, Greyson’s first ZPD consisted of mostly Peta because Orlando was not around often. As his mother, she would fulfill Greyson’s requests by bringing him any objects he would stretch out toward (Matusov & Hayes, 2000). Both Amanda and Orlando’s mother, Louise, were major contributors to Peta’s ZPD as a mother. Due to the fact that both Amanda and Louise had raised multiple children, they both contained the necessary knowledge and experience to help guide Peta through motherhood (Erford, 2017, p. 184). Ethan and Elizabeth’s first ZPD consisted of both Peta and Orlando because they were both secure in their jobs. An intervention at this time would possibly be for Peta and Orlando to attend family counseling to determine any unspoken feelings towards each other as well as possible effects of Orlando’s absence in Greyson’s infancy.
Peta’s job at the hospital was still fulfilling and exciting for her. She became the chief nurse of her hospital and was always excited to help people everyday. Peta achieved this goal through successful scaffolding from working for and learning from previous chief nurses at the hospital (Erford, 2017, p. 184). Peta turned 50 the same year that Greyson turned 18. This year, she began to struggle with her growing depression. She began to have thoughts about when her kids would inevitably leave her. After all the kids went away to college, Orlando had grown distant and had barely spoken to Peta anymore. Peta decided to ask Orlando if he was willing to try couples counseling to which he agreed. Couples therapy was a blessing for Peta because it made Orlando more aware of her thoughts and feelings.
Orlando had disclosed that the reason he had distanced himself was because he thought Peta wanted a divorce and decided it would be best to stop putting effort into their relationship. Interventions at this point would be for Peta to create an “upset log” again however, Orlando would also create an “upset log” for himself. With help from her and Orlando’s martial counselor, they would document and reformulate their thoughts, feelings, and behaviors towards each other to avoid unnecessary suffering (Fall, Holden, & Marquis, 2017). A short term goal of this would be for Peta and Orlando to start having open communication about their thoughts, feelings, and behaviors. A long term goal would be for Peta and Orlando to be able to approach each other with any concerns they may have towards each other.
Late Adulthood
In the year 2055, Peta’s mother suddenly passed away at the age of 87. At the age of 62, Peta was devastated by the loss of her mother. This loss was especially hard for Peta to bare because she now had to witness her three children aged 29, 27, and 25 mourn the loss of their grandmother. Peta felt responsible to comfort her children and never truly dealt with her own mourning and grief. This led her to become depressed once again and gave her thoughts of uncertainty. She would often cry out, “What am I going to do without my mother? I do not know how to live without her!
I cannot believe I just lost my best friend!” Peta’s “inner speech” had no longer been private and she had vocalized her thoughts to the public. Her mothers passing affected her lack of self-regulation and her “inner speech” no longer guided her actions (Erford, 2017, p. 184). At this point, it would be beneficial for Peta to attend grief counseling. Due to the fact that he has been diagnosed with depression in the past, and it has resurfaced, it is crucial for Peta to attend grief counseling as soon as possible. The resurfacing of her depression is a form of failed scaffolding due to Peta no longer being able to get herself out of the depressive state and needing support from a more experienced individual (Erford, 2017, p. 184)
At 65, Peta retired from her job at the hospital. Orlando was already retired and was working small jobs while he waited for Peta to retire so they could spend time together. They often spent time with friends and family and loved to be the hosts of these gatherings. They traveled to almost all of the states in the United States and also traveled to some European countries. At the age of 67 and 69, Peta and Orlando became grandparents for the first time to Greyson’s daughter. By the time that Peta was 73, her and Orlando were now the grandparents of five children. This reality caused Peta to reflect on her life and determine that it was fulfilling. Her loved ones surrounded her, her family was growing, and she watched her children become the parents she had hoped they would become. They had become these parents through successful scaffolding from learning how to become parents from Peta and Orlando (Erford, 2017, p. 45).
In observing her children’s actions and behaviors, Peta engaged in socialization where she learned her role expectations of being a grandmother through interactions with her children (Erford, 2017, p. 405). A possible intervention at this stage would be for Orlando and Peta to attend marital counseling. This counselor would use Gottman’s approach and would take on the “educator/coach” role (David, 2015). In this role, the counselor would provide encouragement and instruction for Peta and Orlando’s marital dilemmas. A short-term goal of this intervention would be for Peta and Orlando to be open and honest about their thoughts and emotions towards all things in life. A long-term goal of this intervention would be for Peta and Orlando to stay open and honest about their thoughts and emotions throughout the remainder of their lives.
Old Age
Now at the age of 78 and 80, Peta and Orlando were grandparents to seven grandchildren. Orlando and Peta loved taking their grandchildren on trips with them and would rotate Greyson, Ethan, and Elizabeth’s kids. Peta and Orlando’s relationship was very good. They were now a part of their grandchildren’s ZPD and provided scaffolding wherever and whenever needed (Erford, 2017, p.184). They maintained open communication and would often ask each other if they had any thoughts or emotions they wanted to tell each other about. At the age of 82, Orlando was rushed to the hospital where he passed away due to a stroke. After the doctor told Peta about Orlando’s passing, she had a heart attack and passed at the age of 80. If Peta did not pass away of a heart attack shortly after Orlando’s death, an intervention for her would be to attend grief counseling with her children so they can gain insight on her mental state and so they can collectively make a decision about how to care for Peta for the remainder of her life.
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