Measuring Ego Development for Counseling Practice: Implementing Developmental Eclecticism

D’Andrea, Michael; Daniels, Judy

doi:10.1002/j.2164-4683.1992.tb00057.x

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…As the individual is confronted with increasingly complex demands from 73 Brought to you by | Nanyang Technological University Authenticated Download Date | 6/11/15 12:50 PM the environment, his or her ego, in a search for a state of equilibrium, develops more complex structures (fiefelkamp et al, 1978). Thus, at higher levels of development, an individua~s ego tictioning becomes more adequate, complex, differentiated, and integrated (D'Andrea & Daniels, 1992;Sprinthall 1978) Loevinger's stages or milestones (which are labeled by names or code symbols rather than numbers) are identified as follows: Presocial/ Symbiotic (I-l); Impulsive (I-2); Self-Protective (Delta); Conformist (I-3); Self-Aware Transition from Conformist to Conscientious (1-3/4); Conscientious (I-4); kdividualistic…”

Section: The Developmental Perspectivementioning

confidence: 99%

Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities

Johnson-Newman¹,

Exum²

1998

NASPA Journal

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This article presents a review of several common emotional and developmental challenges faced by African American female college students who attend predominately mite colleges and universities. %e autho~s suggest that these challenges can be addressed th~ough programs that promote these students' psychological growth and maturity. A cognitive-developmental intervention strategy, based pvimarily on Loevinger's theory of ego dmelopment, is outlined.African American female co~ege stidents attending predotimdy Wte colleges and universities bring witi them a unique set of circumstances and experiences that may have a profound effect on tieir adjustment to a college environment. Mstorically, African American women have been devalued in America based on two immutable characteristics: race and gender. h addition to a history of oppression associated with tiese factors,

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Section: The Developmental Perspectivementioning

confidence: 99%

Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities

Johnson-Newman¹,

Exum²

1998

NASPA Journal

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Building Ego and Racial Identity: Preliminary Perspectives on Counselors‐in‐Training

Watt

Robinson

Lupton-Smith

2002

Jour of Counseling & Develop

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Loevinger's (J. Loevinger & R. Wessler, 1976) Washington Sentence Completion Test of ego development and Black and White versions of the Racial Identity Attitude Scale (J. E. Helms & R. T. Carter, 1990; T. A. Parham & J. E. Helms, 1981) were administered to 38 graduate students at the beginning, middle, and end of their counseling program. All 3 counseling tracks were included in the research: community agency, school counseling, and student development. Preliminary perspectives are discussed as well as implications for counselor education programs and future research.

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Levels of ego development and reasoning about counselling in adults

Gow¹

2005

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Measuring Ego Development for Counseling Practice: Implementing Developmental Eclecticism

Abstract: The authors discuss a developmental‐eclectic model of counseling that integrates Loevinger's theory of ego development and various methods used to measure this important psychological construct in counseling practice.

Cited by 3 publications

References 10 publications

Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities

Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities

Building Ego and Racial Identity: Preliminary Perspectives on Counselors‐in‐Training

Levels of ego development and reasoning about counselling in adults

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