Daniel W. Wong, Ph.D., is a Professor Emeritus of Mississippi State University. Since 1987, he has taught at the University of North Texas, San Jose State University, Hofstra University, the University of Hawaii at Manoa, East Carolina University, and the University of Buffalo. Dr. Wong has received the American Counseling Association Research Award and the American Rehabilitation Counseling Association Research Award, and he has published more than 80 peer-reviewed articles, book chapters, and numerous disability-rehabilitation policy position papers nationally and internationally. Kimberly R. Hall earned a master’s of science degree in School Counseling in 1997 and the doctorate of philosophy degree in school counseling in 2004 from Mississippi State University. Dr. Hall worked at Virginia Commonwealth University in Richmond, Virginia exclusively with the school counseling program for several years before returning to Mississippi State. For six years, she served as the Program Coordinator for Graduate Programs in School Counseling which offered degrees at the master’s, educational specialist, and doctoral degree levels. She is now an Associate Professor at the Meridian campus of Mississippi State University and currently serves as the Program Coordinator for Graduate Programs in School Counseling and as Graduate Coordinator for the Division of Education. Dr. Hall specializes in counseling children and adolescents and working with parents.Lucy Wong Hernandez, M.S. is an instructor in the Department of Counseling and Educational Psychology at Mississippi State University. She has extensive experience in the fields of rehabilitation and disability studies as they relate to academics, disability rights, social policy and service provision for persons with disabilities. She teaches in the areas of rehabilitation counseling and disability, gerontology, and human development. She is a frequent speaker, presenter, and trainer at national and international conferences and seminars. She has authored and contributed to numerous articles on disability rights, social policy, and multicultural issues. She has taught at York College - City University of New York, Hofstra University, University of Hawaii at Manoa, and East Carolina University.

• PrefaceAcknowledgmentsAbout the AuthorsPart I:Chapter 1: Human Development Through the LifespanWhy is Studying Human Development So Important?The Future of Artificially Intelligence (AI)Climate ChangeThe Counseling ConnectionThe Complexity of Human DevelopmentLife Domains of Human DevelopmentA Biopsychosocial ApproachHuman Development Knowledge Applied to CounselingSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 2: Theories of Human DevelopmentTheories and Theoretical Models of Human DevelopmentCultural Diversity and Human DevelopmentSeeking the Truth: Research MethodologiesRules Governing Human Subjects ResearchResearch Contributing to a Counselor′s IdentitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart II:Chapter 3: Conception and Prenatal DevelopmentHealthy Prenatal DevelopmentRisks to Healthy Prenatal DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 4: Infancy (Birth to 12 Months Old)Healthy Infant DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 5: Toddlerhood (Ages 1 to 3)Healthy Toddler DevelopmentRisks to Healthy Toddler DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 6: Preschool: Early School Age (Ages 4 to 5)Healthy Preschool DevelopmentRisks to Healthy Preschool DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 7: Middle Childhood (Ages 6 to 12)Healthy Middle Childhood DevelopmentCognitive DevelopmentSocial DevelopmentEmotional DevelopmentCounseling IssuesCultural DiversityA Time of WonderSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart III:Chapter 8: Early Adolescence (Ages 11 to 15)Healthy Early Adolescence DevelopmentSelf-Concept and Self-Esteem in Early AdolescenceCounseling IssuesCurrent Counseling TrendsCultural DiversityA Time of Stress and Adaptation, as well as Wonder and AweSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 9: Late Adolescence (Ages 16 to 19)Healthy Late Adolescence DevelopmentEmotional and Social DevelopmentAlcohol and Drug UseCollege: A Unique Arena for Emerging AdulthoodCollege: Choosing Not to Go to College and Returning Home After CollegeCounseling IssuesCultural DiversitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 10: Emerging Adulthood (Ages 20 to 29)Healthy Emerging Adulthood DevelopmentRisks to Healthy Development During Emerging AdulthoodCounseling IssuesConclusionSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 11: Middle Adulthood (Ages 30 to 65)A Period of Recent RecognitionChanges in Middle AdulthoodMidlife Crisis or Midlife TransitionGenerativity Versus StagnationPerson-Environment, Culture Interaction, and Socioeconomic StatusCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart IV:Chapter 12: Late Adulthood (Ages 66 to 75)Responding to the Counseling Needs of a Growing Aging PopulationThe Aging ProcessAging: A Natural Transition and a Factor in CounselingCounseling Clients in Late AdulthoodSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 13: Oldest-Old Elderhood (Ages 76 and Older)A New Era and a New Approach for the Oldest-Old ElderhoodUnderstanding Quality of Life and Life Satisfaction in Old AgeAdjustment to Advanced AgingEmotional Impact of Chronic Illness and DisabilityPsychosocial CrisisGerontological Counseling ExpertiseCultural CompetenceSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesEpilogue: From the Author’s ChairMatrix of Core Curricular ExperiencesGlossary

Daniel W. Wong, Ph.D., is a Professor Emeritus of Mississippi State University. Since 1987, he has taught at the University of North Texas, San Jose State University, Hofstra University, the University of Hawaii at Manoa, East Carolina University, and the University of Buffalo. Dr. Wong has received the American Counseling Association Research Award and the American Rehabilitation Counseling Association Research Award, and he has published more than 80 peer-reviewed articles, book chapters, and numerous disability-rehabilitation policy position papers nationally and internationally. Kimberly R. Hall earned a master’s of science degree in School Counseling in 1997 and the doctorate of philosophy degree in school counseling in 2004 from Mississippi State University. Dr. Hall worked at Virginia Commonwealth University in Richmond, Virginia exclusively with the school counseling program for several years before returning to Mississippi State. For six years, she served as the Program Coordinator for Graduate Programs in School Counseling which offered degrees at the master’s, educational specialist, and doctoral degree levels. She is now an Associate Professor at the Meridian campus of Mississippi State University and currently serves as the Program Coordinator for Graduate Programs in School Counseling and as Graduate Coordinator for the Division of Education. Dr. Hall specializes in counseling children and adolescents and working with parents.Lucy Wong Hernandez, M.S. is an instructor in the Department of Counseling and Educational Psychology at Mississippi State University. She has extensive experience in the fields of rehabilitation and disability studies as they relate to academics, disability rights, social policy and service provision for persons with disabilities. She teaches in the areas of rehabilitation counseling and disability, gerontology, and human development. She is a frequent speaker, presenter, and trainer at national and international conferences and seminars. She has authored and contributed to numerous articles on disability rights, social policy, and multicultural issues. She has taught at York College - City University of New York, Hofstra University, University of Hawaii at Manoa, and East Carolina University.

• PrefaceAcknowledgmentsAbout the AuthorsPart I:Chapter 1: Human Development Through the LifespanWhy is Studying Human Development So Important?The Future of Artificially Intelligence (AI)Climate ChangeThe Counseling ConnectionThe Complexity of Human DevelopmentLife Domains of Human DevelopmentA Biopsychosocial ApproachHuman Development Knowledge Applied to CounselingSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 2: Theories of Human DevelopmentTheories and Theoretical Models of Human DevelopmentCultural Diversity and Human DevelopmentSeeking the Truth: Research MethodologiesRules Governing Human Subjects ResearchResearch Contributing to a Counselor′s IdentitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart II:Chapter 3: Conception and Prenatal DevelopmentHealthy Prenatal DevelopmentRisks to Healthy Prenatal DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 4: Infancy (Birth to 12 Months Old)Healthy Infant DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 5: Toddlerhood (Ages 1 to 3)Healthy Toddler DevelopmentRisks to Healthy Toddler DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 6: Preschool: Early School Age (Ages 4 to 5)Healthy Preschool DevelopmentRisks to Healthy Preschool DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 7: Middle Childhood (Ages 6 to 12)Healthy Middle Childhood DevelopmentCognitive DevelopmentSocial DevelopmentEmotional DevelopmentCounseling IssuesCultural DiversityA Time of WonderSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart III:Chapter 8: Early Adolescence (Ages 11 to 15)Healthy Early Adolescence DevelopmentSelf-Concept and Self-Esteem in Early AdolescenceCounseling IssuesCurrent Counseling TrendsCultural DiversityA Time of Stress and Adaptation, as well as Wonder and AweSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 9: Late Adolescence (Ages 16 to 19)Healthy Late Adolescence DevelopmentEmotional and Social DevelopmentAlcohol and Drug UseCollege: A Unique Arena for Emerging AdulthoodCollege: Choosing Not to Go to College and Returning Home After CollegeCounseling IssuesCultural DiversitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 10: Emerging Adulthood (Ages 20 to 29)Healthy Emerging Adulthood DevelopmentRisks to Healthy Development During Emerging AdulthoodCounseling IssuesConclusionSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 11: Middle Adulthood (Ages 30 to 65)A Period of Recent RecognitionChanges in Middle AdulthoodMidlife Crisis or Midlife TransitionGenerativity Versus StagnationPerson-Environment, Culture Interaction, and Socioeconomic StatusCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart IV:Chapter 12: Late Adulthood (Ages 66 to 75)Responding to the Counseling Needs of a Growing Aging PopulationThe Aging ProcessAging: A Natural Transition and a Factor in CounselingCounseling Clients in Late AdulthoodSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 13: Oldest-Old Elderhood (Ages 76 and Older)A New Era and a New Approach for the Oldest-Old ElderhoodUnderstanding Quality of Life and Life Satisfaction in Old AgeAdjustment to Advanced AgingEmotional Impact of Chronic Illness and DisabilityPsychosocial CrisisGerontological Counseling ExpertiseCultural CompetenceSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesEpilogue: From the Author’s ChairMatrix of Core Curricular ExperiencesGlossary

Daniel W. Wong, Ph.D., is a Professor Emeritus of Mississippi State University. Since 1987, he has taught at the University of North Texas, San Jose State University, Hofstra University, the University of Hawaii at Manoa, East Carolina University, and the University of Buffalo. Dr. Wong has received the American Counseling Association Research Award and the American Rehabilitation Counseling Association Research Award, and he has published more than 80 peer-reviewed articles, book chapters, and numerous disability-rehabilitation policy position papers nationally and internationally. Kimberly R. Hall earned a master’s of science degree in School Counseling in 1997 and the doctorate of philosophy degree in school counseling in 2004 from Mississippi State University. Dr. Hall worked at Virginia Commonwealth University in Richmond, Virginia exclusively with the school counseling program for several years before returning to Mississippi State. For six years, she served as the Program Coordinator for Graduate Programs in School Counseling which offered degrees at the master’s, educational specialist, and doctoral degree levels. She is now an Associate Professor at the Meridian campus of Mississippi State University and currently serves as the Program Coordinator for Graduate Programs in School Counseling and as Graduate Coordinator for the Division of Education. Dr. Hall specializes in counseling children and adolescents and working with parents.Lucy Wong Hernandez, M.S. is an instructor in the Department of Counseling and Educational Psychology at Mississippi State University. She has extensive experience in the fields of rehabilitation and disability studies as they relate to academics, disability rights, social policy and service provision for persons with disabilities. She teaches in the areas of rehabilitation counseling and disability, gerontology, and human development. She is a frequent speaker, presenter, and trainer at national and international conferences and seminars. She has authored and contributed to numerous articles on disability rights, social policy, and multicultural issues. She has taught at York College - City University of New York, Hofstra University, University of Hawaii at Manoa, and East Carolina University.

• PrefaceAcknowledgmentsAbout the AuthorsPart I:Chapter 1: Human Development Through the LifespanWhy is Studying Human Development So Important?The Future of Artificially Intelligence (AI)Climate ChangeThe Counseling ConnectionThe Complexity of Human DevelopmentLife Domains of Human DevelopmentA Biopsychosocial ApproachHuman Development Knowledge Applied to CounselingSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 2: Theories of Human DevelopmentTheories and Theoretical Models of Human DevelopmentCultural Diversity and Human DevelopmentSeeking the Truth: Research MethodologiesRules Governing Human Subjects ResearchResearch Contributing to a Counselor′s IdentitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart II:Chapter 3: Conception and Prenatal DevelopmentHealthy Prenatal DevelopmentRisks to Healthy Prenatal DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 4: Infancy (Birth to 12 Months Old)Healthy Infant DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 5: Toddlerhood (Ages 1 to 3)Healthy Toddler DevelopmentRisks to Healthy Toddler DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 6: Preschool: Early School Age (Ages 4 to 5)Healthy Preschool DevelopmentRisks to Healthy Preschool DevelopmentCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 7: Middle Childhood (Ages 6 to 12)Healthy Middle Childhood DevelopmentCognitive DevelopmentSocial DevelopmentEmotional DevelopmentCounseling IssuesCultural DiversityA Time of WonderSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart III:Chapter 8: Early Adolescence (Ages 11 to 15)Healthy Early Adolescence DevelopmentSelf-Concept and Self-Esteem in Early AdolescenceCounseling IssuesCurrent Counseling TrendsCultural DiversityA Time of Stress and Adaptation, as well as Wonder and AweSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 9: Late Adolescence (Ages 16 to 19)Healthy Late Adolescence DevelopmentEmotional and Social DevelopmentAlcohol and Drug UseCollege: A Unique Arena for Emerging AdulthoodCollege: Choosing Not to Go to College and Returning Home After CollegeCounseling IssuesCultural DiversitySummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 10: Emerging Adulthood (Ages 20 to 29)Healthy Emerging Adulthood DevelopmentRisks to Healthy Development During Emerging AdulthoodCounseling IssuesConclusionSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 11: Middle Adulthood (Ages 30 to 65)A Period of Recent RecognitionChanges in Middle AdulthoodMidlife Crisis or Midlife TransitionGenerativity Versus StagnationPerson-Environment, Culture Interaction, and Socioeconomic StatusCounseling IssuesSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesPart IV:Chapter 12: Late Adulthood (Ages 66 to 75)Responding to the Counseling Needs of a Growing Aging PopulationThe Aging ProcessAging: A Natural Transition and a Factor in CounselingCounseling Clients in Late AdulthoodSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesChapter 13: Oldest-Old Elderhood (Ages 76 and Older)A New Era and a New Approach for the Oldest-Old ElderhoodUnderstanding Quality of Life and Life Satisfaction in Old AgeAdjustment to Advanced AgingEmotional Impact of Chronic Illness and DisabilityPsychosocial CrisisGerontological Counseling ExpertiseCultural CompetenceSummaryAdditional ResourcesRecommended Supplemental ReadingsReferencesEpilogue: From the Author’s ChairMatrix of Core Curricular ExperiencesGlossary