Term
| What are lifespan perspectives? |
|
Definition
Focus on the entire lifespan, development at every stage
Include historical, cultural, environmental, and gender factors. |
|
|
Term
| Assumptions of lifespan perspective. |
|
Definition
•Developmental trajectories of individuals have both stability and variability. Intra-individual (development within particular individuals) and inter-individual (developmental differences across individuals) changes are of interest.
•Qualitative and quantities changes can occur at any point in the life span
•Changes may be gradual or abrupt with positive or negative outcomes
•Numerous factors determine dev. change.
•The resources of individuals have an impact on their lifespan development. Include biological factors, health, physical abilities and appearance, psychological factors, knowledge, emotional maturity and self efficacy.
•Conceptualizing and describing the changes in environmental contexts. |
|
|
Term
| Three types of contextual influences to be considered. |
|
Definition
1. normative
2. non normative
3. graded |
|
|
Term
|
Definition
| expected by most people, can be congruent or incongruent. Usually have an expected sequence. Normative events can have non normative dimensions. |
|
|
Term
|
Definition
| unusual occurrence, usually have specificity, they are unique to individuals |
|
|
Term
|
Definition
Sequence of life events
It examines the progressive temporal sequence of the lives over a span of years. |
|
|
Term
| Duration of a life event can have three phases: |
|
Definition
| the anticipation of the event, the event itself, post event influence. |
|
|
Term
|
Definition
•Event of long duration (depression, war) will have a major influence on the life course
•Events of a short duration may have a strong or weak effect. |
|
|
Term
| Lifespan theorists usually stress what perspective and why? |
|
Definition
| usually stress socio-historical perspective because of the need for theoretical explanations that predict increasing variability of the developmental changes. |
|
|
Term
|
Definition
| interested in how resolution of earlier crises stages influenced the last stage of life (integrity vs. despair) |
|
|
Term
|
Definition
| described how issues of self-efficacy development change over time and are affected bypersonal and professional life contexts |
|
|
Term
| Chess and Thomas and lifespan |
|
Definition
| temperament identification in adulthood |
|
|
Term
|
Definition
| ability to form romantic and other attachment relationships. |
|
|
Term
| Levinson's Seasons of life: |
|
Definition
Research on both men and women.
Rejected three segement view of life (child/adult/old age)
Contribution was detail and precision |
|
|
Term
| Gould's Personality Development Stages |
|
Definition
Identification of 7 age-graded groups with different life themes.
Personality continues to develop throughout life |
|
|
Term
| Schaie's Midlife Transistion or crisis |
|
Definition
Timing of change is significant.
Clinical studies typically use more narratives that emphasize crisis periods, but when other types of narratives are used, adults usually report more gradual transitions. |
|
|
Term
| Schaie- Transition and Crisis |
|
Definition
•Crisis implies a more abrupt and salient change periods.
•Transition implies change over a longer period |
|
|
Term
|
Definition
Longitudinal cohort research resulting in the identification of life tasks based on Erikson
Identifited seven predictors of healthy aging. |
|
|
Term
| Valliant's additonal tasks |
|
Definition
1. Achieving Identtiy
2. Career Consolidation
3. Generativity
4. Keeper of the Meaning
5. Integrity
Some people master the task in different orders.
One life stage is not better or more virtuous that another.
Development is neither a footrace nor a moral imperative, more like a road map. |
|
|
Term
| Valliant's Achieving identity |
|
Definition
| task is to master separation from childhood and dependence on family of origin. Some individuals haven’t achieved this even at age 50. Keeps them from committing. |
|
|
Term
| Valliant's Achieving identity |
|
Definition
| task is to master separation from childhood and dependence on family of origin. Some individuals haven’t achieved this even at age 50. Keeps them from committing. |
|
|
Term
| Valliant's Career Consolidation |
|
Definition
| requires assuming a social identity. Some individuals never develop the contentment, compensation, competence and commitment to achieve this phase. |
|
|
Term
| Valliant's Career Consolidation |
|
Definition
| requires assuming a social identity. Some individuals never develop the contentment, compensation, competence and commitment to achieve this phase. |
|
|
Term
|
Definition
| - involves guidance of the next generation and giving of the self, caring for others, and building community |
|
|
Term
| Valliant Keeper of the Meaning |
|
Definition
| task is conservation and preservation of the collective products of mankind. Involves having concerns outside ones own social radius, guiding groups and speaking out for others. |
|
|
Term
|
Definition
| accepting of ones own life and the life cycle |
|
|
Term
Seven predictors of healthy aging according to Valliant
•“its all right for you to be ill as long as you don’t feel sick.” |
|
Definition
never smoking,
absence of alcohol abuse,
healthy weight,
exercise of some type,
a stable marriage,
Number of years of education,
an adaptive coping style. |
|
|
Term
| Measuring adult psych well being |
|
Definition
‘Well being’ lacks operational definitions and measures
Quality of life has been studied by asking people about their level of happiness rather than measuring their positive functioning. |
|
|
Term
|
Definition
measured core dimensions.
Integrated theoretical prespectives into measurable constructs
Acknowledged cultural influence on definition of well being |
|
|
Term
|
Definition
Social and emotional dev during middle and late adulthood.
Emphasis on women |
|
|
Term
| Neugarten concepts of normal change and change that occurs at unexpected times. |
|
Definition
•Individuals develop a concept of the normal acceptable life cycle, if events occur at these times then they do not precipitate major life crises, but viewed as normal turning points.
•When timing is off it is more likely to result in a crisis period. |
|
|
Term
| Neugarten and acknowledging sociohistorical factors |
|
Definition
•Age norms and expectations reflect socially defined times, thus during periods of rapid social these norms change.
•Socio-historical dimensions will affect social emotional development throughout the lifespan.
•This will vary across many cultures |
|
|
Term
|
Definition
Dev. highly affected by timing of historical events that results in creation of unique characteristics.
•Predicting a life course is not clear cut because of the story of how many women and men successfully overcame disadvantage
Wants to study human development as it is embedded in the life course and historical time |
|
|
Term
|
Definition
•The lifespan contribution to attachment theory involves extending it to find a frame of reference that describes attachment behaviors that are appropriate to each life stage.
Behaviors that define attachment are not the same for younger and older age levels. |
|
|
Term
|
Definition
• African American families have often had wide support networks that enabled them to cope with environmental stress more effectively.
• Parents were equally concerned about their children but did not hold the same definitions of successful lives as parents who lived in other environments. |
|
|
