| Whew! The last Unit of the course--but
be sure to check out the Wrap-up section. And be sure to note that this unit has twice as much reading as each of the previous units. |
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| Review pages 29 -
43 in the text. |
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What Did We Learn About Cognitive Development? - - - - - - 1. Cognitive development is orderly, progressive 2. Cognitive development is dependent on or based on brain function and development 3. Cognitive development and differences in thinking have a genetic basis 4. The brain, cognition, and language represent species-specific preparations for the expectable environment 5. Adaptation to circumstances 6. Transactions with the environment lead to knowledge, understanding 7. Differentiation and integration of information, schemes, concepts, relationships 8. Variations in style and skill 9. Improvement through practice 10. Socioeconomic status differences 11. Degradation through disuse 12. Potential for development throughout life 13. Physical health and fitness affect cognitive fitness How are physical and cognitive development related? |
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| So What Will we
Learn About PsychoSocial Development? ------ Orderly, Progressive Dependent on or based on biological development and brain development and function Dependent on or based on cognitive development Species-specific preparation for the expectable environment, especially relationships with others Adaptation to circumstances Constructing meaning and relationships from the specific transactions one has with others Differentiation and integration of emotions, relationships, self-concept Variations in style Improvement through practice Socioeconomic status differences Degradation through disuse Potential for development throughout life Physical health and fitness affect psychosocial fitness Cognitive health and fitness affect psychosocial fitness |
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Personal and Social Development - - - - - All of us come into a social world, a world of transactions with other people. From those transactions, we construct expectations, attachments, styles of behaving and relating, and a view of ourselves. The transactions are shaped by the temperament we bring with us, and by the temperament, style, and expectations of those who care for us. From those transactions, we develop attachments, and a style of attachment, with our caregivers. |
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HDFS 005
Human Development
Focus Questions for Personal and Psychosocial Development 1. What is temperament? 2. How do we become emotionally connected to other people? 3. What differences do parents make? 4. How do peer relationships change across the life span? 5. How does physical development affect psychosocial development? 6. How does cognitive development affect psychosocial development? 7. How does psychosocial development affect physical and cognitive development? 8. What is maturity and how does it develop? 9. How do family relationships change across the life span, and how do they affect development? 10. How does the work one does affect and reflect development? 11. How do we construct a life? Important concepts: temperament, attachment, self-concept, role, identity. intimacy, PERSONAL AND SOCIAL DEVELOPMENT 1. Personality and relationships: Begin with biology, a genetic base for: Temperament Gender Biology also provides the foundation for emotion -- physiological reactions to events, and to internal processes. Infant’s emerging variety of emotions [differentiation] follow along with neurological maturation. As the body develops, the ways we can express ourselves and the ways we can relate to other people change. 2. The mind provides the basis for making sense of experience, including Experience of social interaction Understanding of self Self-awareness self-concept identity Understanding of others Understanding of our social interactions—putting self and other in relationship Understanding of our social context—where we fit in a family, a community, a society. 3. Emotion and Intellect -- the relation between them changes, and is part of personality and our interpersonal behavior 4. Emotional connections to other people: Form: Parents--Attachment Peers friendship romance The next generation[s] Change: And are Lost: Loss of connection to others Moving Breaking up Estrangement Death 5. Finding a place and a path in the world -- identity moral feelings and behavior --Kagan vocation Preparing to leave the world Personality: Genetic base Temperament Gender Emotion and Intellect--the relation between them Anxiety Fear Desire Anger Affection Empathy Understanding of self Self-awareness Self-concept Self-esteem Identity Connections to other people Mutual regulation Social referencing Reciprocity Attachment Parenting styles Family Peers The next generation[s] Finding a place and a path in the world Socialization Psychosocial development [Erikson] Work Social Participation |
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| JUST AS WE SAID THE PERSON CONSTRUCTS A
PHYSICAL BODY AND PHYSICAL SKILLS AND CONSTRUCTS KNOWLEDGE, THROUGH EXPERIENCE, ACTION IN THE WORLD, WE NOW LOOK AT HOW WE CONSTRUCT OUR VIEWS OF OURSELVES AND OTHERS AND THE WORLD, AND OUR WAYS OF RELATING TO OTHERS. ATTITUDES AND EVALUATIONS. VALUES. ACTIVITIES, INTERESTS, PASSIONS EXPLANATIONS FOR OURSELVES AND OTHERS AND LIFE ITSELF HANDLING EMOTIONS AND GETTING WHAT WE WANT. |
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| If cells might
be the basic units of biological development, and schemas the basic
units of cognitive development, what might be the basic units of
psychosocial development? Emotions? Relationships? |
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Murray Bowen:
Emotions are physiological.Experience creates connections between situations and emotional response. --triggering and flooding Emotions are contagious. ---------------------- Cognitive or rational development progresses. Development of emotional maturity is progressive differentiation and integration of the two — emotion and reasoning. Awareness of the difference between emotion & thought. Understanding of one’s feelings and their triggers. Differentiation of one’s own feelings from the feelings of others. Ability to think and act while experiencing emotion: One’s own emotions. The emotions of others. Ability to feel while thinking and acting. Bowen: The developing person becomes increasingly able to separate and to integrate emotion and thought. To act rationally while experiencing strong emotions. Bowen calls emotional maturity “emotional differentiation”. The more highly emotionally differentiated a person is, the more able s/he is to experience a full range of emotions, to understand them, and to act rationally while experiencing them. Emotional maturity or differentiation is developed through experience with other people in emotional situations. Bowen’s is a Transactional view of Relationships: • Relationships are bi-directional. • Each person puts into the relationship and responds to the other’s input. • The relationship is what happens between them. Each person is trying to strike a balance between 2 urges: • The “Individuality” Force • The “Togetherness” Force Trying to be an autonomous individual and to be joined with another in a relationship. Murray Bowen: Emotional maturity is related to the kinds of relationships we have with others. Anxiety in relationships: << less anxiety at higher levels of differentiation. << at lower levels of differentiation, have more anxious, intense bonds with others Higher levels of differentiation accompany: > choice between emotions and intellectual function and ability to integrate the two > better decision making > good relationships > less concern for approval and love > fewer life problems: fewer physical, mental, emotional, and social symptoms |
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| Temperament |
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Attachment
-------- HOW DO WE BECOME ATTACHED TO OTHER
PEOPLE?
HOW DO WE EXPRESS OUR ATTACHMENTS? HOW DO OUR ATTACHMENTS AFFECT OUR DEVELOPMENT? NEONATE:
BIOLOGICAL, INNATE CHARACTERISTICS,
POTENTIALS, PREFERENCES.
MUTUAL REGULATION WHAT INFANTS DO TO GET AND KEEP CONTACT CHARACTERISTICS OF PARENTS' BEHAVIOR EFFECTS ON CHILDREN--LEARNING EXPECTATIONS AND INTERACTIONAL STYLES SPECIFIC ATTACHMENTS RELATION TO OBJECT PERMANENCE THE STRANGER SITUATION--AINSWORTH ATTACHMENT STYLES: SECURE, AMBIVALENT, AVOIDANT CHILD CONSTRUCTING A STYLE OF INTERACTION, EXPECTATIONS ABOUT THE WORLD, FROM TRANSACTIONS WITH PARENTS. WHAT WILL THE CHILD DO WHEN IT STARTS ENCOUNTERING OTHER ADULTS, AND PEERS? CONSTRUCTIVIST ASSUMES THE CHILD WILL INTERPRET THE WORLD ACCORDING TO WHAT IT HAS LEARNED OR CONSTRUCTED IN THE PAST. SO WE EXPECT THE FAMILIAR. DO WE CARRY OUR ATTACHMENT STYLE FORWARD INTO OTHER RELATIONSHIPS? ARE WE MOTIVATED TO BE ATTACHED TO OTHER PEOPLE? YES. WHY? INNATE? BIOLOGICAL DESIRE FOR CONTACT, COMFORT NEVER DISAPPEARS? COGNITIVE POTENTIAL CONTINUES TO EXIST? CAN I COLLECT OR CREATE OTHER FRIENDS, TOO? SAFETY IN NUMBERS? EVENTUALLY, PERHAPS, BACK TO BIOLOGICAL-- ATTACHMENT IN THE SERVICE OF SEXUALITY, PROCREATION, AND PERHAPS SHARED PARENTING--SAFETY IN NUMBERS. WHAT ARE THE CONSEQUENCES OF BEING ATTACHED? PROXIMITY SEEKING ATTEMPTS TO ENGAGE IN TRANSACTIONS MODIFICATION OF BEHAVIOR TO PROMOTE AND PROLONG DESIRED TRANSACTIONS SEPARATION PROTEST GRIEF AT LOSS |
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| In
relationships, each person brings the style of attachment, or
expectations of relationships developed earlier. The transactions of the couple, including the joys and dissatisfactions, reflect the interplay of the two attachment styles represented. |
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| The
optimistic constructivist assumes attachment and relationship styles
can be changed over time by engagement in transactions that encourage a
different, more effective set of expectations, reactions, and
approaches. |
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Dimensions of Parenting Behavior
- - - - maturity demands control nurturance communication Maturity Demands
---- How age appropriate are the parents’ expectations for their child’s behavior? ---- Expect very mature behavior — beyond child’s capabilities Age appropriate Very low expectations -- well below child’s capabilities Control ---- How do parents attempt to influence the child’s behavior? Over how many aspects of the child’s behavior do the parents exercise control? How much do parents insist on compliance? --- Very little concern about controlling child Moderate degree of control Very great concern to control child’s behavior and to insist on compliance Nurturance ---- How affectionate are the parents with the child? To what degree are they interested in the child’s feelings, welfare, and best interests? How supportive are they? --- Cold, unaffectionate, uninterested Moderately concerned Very warm, affectionate, loving, and supportive Communication ---- How much do the parents explain expectations, responses, and situations to the child? How much is the child encouraged to express feelings, wishes, and behavior to the parents? To what degree is the child involved in decisions that affect her? --- Little explanation or expression given and little explanation or expression expected. [closed] Parent explains, but doesn’t listen. [one-way] Parent listens but doesn’t explain. [the other way] Parent explains and encourages expression. [open or reciprocal] |
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| PARENTING STYLES. BAUMRIND: AUTHORITARIAN, AUTHORITATIVE, PERMISSIVE [INDIFFERENT & INDULGENT] DIMENSIONS: AFFECT OR NURTURANCE, AND POWER OR CONTROL CATEGORIES OF PARENTS: NOT DISCRETE, NOT PERMANENT. DIFFERENT SITUATIONS, DOMAINS, STAGES, AND CHILDREN OR INDIVIDUALS WHAT DO CHILDREN LEARN FROM THEM? CONSEQUENCES FOR PEER RELATIONSHIPS, ACADEMIC PERFORMANCE, DELINQUENT BEHAVIORS. THINK ABOUT THE PARENTAL ATTACHMENT PROMOTING BEHAVIORS, PARENTING STYLE, THE INFANT/CHILD'S ATTACHMENT OR TRANSACTION STYLE OR EXPECTATIONS, AND THEN THINK ABOUT PARTNERING. HOW DO YOU BEHAVE AS A PARTNER? HOW DO OTHER PEOPLE TREAT YOU? HOW IS YOUR BEHAVIOR SIMILAR TO YOUR BEHAVIOR AS A CHILD, AND TO YOUR PARENTS' BEHAVIORS? HOW IS THE BEHAVIOR OF OTHERS TOWARD YOU SIMILAR TO THE WAY YOUR PARENTS TREATED YOU? TRAJECTORY: FROM PARENTS TO PEERS, AND THEN TO PARTNERS. |
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HARRY STACK SULLIVAN
---------- INTERPERSONAL THEORY OF DEVELOPMENT ---------- DEVELOPMENT INVOLVES PROGRESSIVE EXPANSION OF NUMBER AND VARIETY OF PEOPLE WITH WHOM ONE HAS SIGNIFICANT INTERPERSONAL RELATIONSHIPS. --------- IN EACH SIGNIFICANT RELATIONSHIP ONE APPLIES WHAT ONE HAS LEARNED ABOUT RELATING IN PREVIOUS RELATIONSHIPS. ---------- AND LEARNS NEW ASPECTS OF RELATIONAL SKILLS ---------- Differentiation of people and ways of relating with them. Integration of modes and skills into a repertoire of relationships. MOTHER: MERGING AND SEPARATING, BEING CARED FOR, PLEASING PARENTS: SEEKING HELP, DIFFERENTIATING PEOPLE, DISAPPOINTING SIBLINGS: SHARING, CARING FOR, BEING CARED FOR, COMPETING WITH, ACCEPTING OTHER ADULTS: ACCEPTING AUTHORITY, TRUSTING, PEERS: SHARING EXPERIENCE, COOPERATING, LEADING AND FOLLOWING, PARTICIPATION IN MASS CULTURE, AGGRESSING / DEFENDING / NEGOTIATING, RECONCILING FRIENDS: CONCERN, COLLABORATING, SHARING FEELINGS AND THOUGHTS, INTIMATE PARTNERS: INTIMACY, INTERDEPENDENCE, LOVERS: BEING SEXUAL, COMMITMENT, FIDELITY, |
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HARRY STACK
SULLIVAN
--------- NEED EMOTION SEXUAL GRATIFICATION Lust INTIMACY LONELINESS SECURITY ANXIETY |
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Interpersonally Intimate
Relationships have four characteristics:
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| Maria
Montessori Children are innately active in the world, And strive to organize the things they encounter. In so doing, they create the patterns of thinking Around which their minds will be organized. From orderly materials and surroundings, an orderly mind will emerge; From chaotic disorganization will emerge a disorganized, ineffective mind. |
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ERIK ERIKSON
EPIGENETIC PRINCIPLE: ANYTHING THAT GROWS HAS A GROUND PLAN, AND OUT OF THIS GROUND PLAN THE PARTS ARISE, EACH PART HAVING ITS TIME OF SPECIAL ASCENDANCY, UNTIL ALL PARTS HAVE ARISEN TO FORM A FUNCTIONING WHOLE. |
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FREUD:
RELATIONSHIP OF EGO/PSYCHE AND SEXUAL DRIVE, AND THE ROLE OF THAT RELATIONSHIP IN DEVELOPMENT: PSYCHOSEXUAL - - - - ------- - - - - ERIKSON: RELATIONSHIP OF EGO/PSYCHE AND SOCIAL EXPERIENCE, AND THE ROLE OF THAT RELATIONSHIP IN DEVELOPMENT: PSYCHOSOCIAL |
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Erikson’s stages: Defined by the challenges inherent in individual development and the corresponding set of expectations, demands, risks, and opportunities in the context. Continuum of possibilities, defined by opposing tendencies, or poles: Trust and mistrust, for example. Person will explore the range across the continuum, and gradually adopt a particular attitude or stance, a “sense of ______________”. Where the individual settles depends on individual developmental factors, temperament, personality, etc. and on the expectations, demands, the possibilities present in the person’s context. Future stages are then faced from the stance, or with the sense of ______ , that has been adopted by the developing individual. Erikson’s is essentially a constructivist theory and relies on transactional viws of experience. “Normal” or “healthy” are defined from multiple perspectives: • What is adaptive in the context, given one’s personality. • What provides one a sense of competence as a person. • What keeps anxiety low. • What prepares one for the next stages. Three typical misunderstandings of Erikson's theory: 1. Have to complete each stage successfully before moving on to the next. 2. Each stage is completed and then replaced by the next. 3. Person is doomed by negative resolution of a stage. From Identity and the Life Cycle [1959]: “…. in puberty and adolescence all sameness and continuities relied on earlier are questioned again because of a rapidity of body growth which equals that of early childhood and because of the entirely new addition of physical genital maturity. The growing and developing young people, faced with this physiological revolution with them, are now primarily concerned with attempts at consolidating their social roles.” [Page 94] “ The sense of ego identity, then, is the accrued confidence that one’s ability to maintain inner sameness and continuity [one’s ego in the psychological sense] is matched by the sameness and continuity of one’s meaning for others. Thus, self-esteem, confirmed at the end of each major crisis, grows to be a conviction that one is learning effective steps toward a tangible future, that one is developing a defined personality within a social reality which one understands. The growing child must, at every step, derive a vitalizing sense of reality from the awareness that his individual way of mastering experience is a successful variant of the way other people around master experience and recognize such mastery.” [Pages 94-05] |
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ERIKSON
AND ADOLESCENT IDENTITY DEVELOPMENT
• ENDURING
SAMENESS: CONSTRUCTED FROM INTERPRETATION OF TRANSACTIONS:
WITH PEERS, PARENTS, TEACHERS, BOSSES, ETC. • BODILY CHANGES AND REFLECTIVITY PROVIDE THE BASE • SAMENESS ACROSS TIME: PAST, PRESENT AND FUTURE • SAMENESS BETWEEN OWN AND OTHERS' VIEWS OF ONE • SAMENESS ACROSS RELATIONSHIPS: PARENTS AND PEERS AND TEACHERS • SAMENESS ACROSS SITUATIONS: DATE AND LOCKER ROOM • SAMENESS ACROSS ROLES • SAMENESS INSIDE AND OUT: INTEGRITY, OR FIDELITY TO SELF • • • • IDENTITY DIFFUSION ROLE EXPERIMENTATION AND MORATORIUM VALID FEEDBACK, ASSISTANCE IN ENDING EXPERIMENTS AND UNDERSTANDING WHAT WAS LEARNED POTENTIAL FOR NEGATIVE IDENTITY POTENTIAL FOR FORECLOSURE -- FAILURE TO EXPLORE ADEQUATELY, TO AVOID ANXIETY CRISIS RENEGOTIATION, OR RECONSTRUCTION COMMITMENT TO AN IDENTITY, LEADING TO A SENSE OF IDENTITY, STABILITY, BASIS FOR DECISIONS COMMITMENT = CHOICES REDUCTION IN OPTIONS --STRUCTURE OF LIFE -- LIFE STORY, OR LIFE STRUCTURE IN LEVINSON'S TERM. From omni-potentiality to a defined path. ERIKSON: ADOLESCENT IDENTITY DEVELOPMENT-- ENDURING SAMENESS. BODILY CHANGES AND REFLECTIVITY PROVIDE THE BASE -- SAMENESS ACROSS PAST, PRESENT AND FUTURE SAMENESS BETWEEN OWN AND OTHERS' VIEWS OF ONE SAMENESS ACROSS RELATIONSHIPS SAMENESS ACROSS SITUATIONS SAMENESS INSIDE AND OUT SAMENESS ACROSS ROLES ERIKSON --- ROLE EXPERIMENTATION PSYCHOSOCIAL MORATORIUM POTENTIAL FOR NEGATIVE IDENTITY POTENTIAL FOR FORECLOSURE COMMITMENT TO AN IDENTITY |
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| Erik Erikson: “…. in puberty and adolescence all sameness and continuities relied on earlier are questioned again because of a rapidity of body growth which equals that of early childhood and because of the entirely new addition of physical genital maturity. The growing and developing young people, faced with this physiological revolution with them, are now primarily concerned with attempts at consolidating their social roles.” “ The sense of ego identity, then, is the accrued confidence that one’s ability to maintain inner sameness and continuity [one’s ego in the psychological sense] is matched by the sameness and continuity of one’s meaning for others. Thus, self-esteem, confirmed at the end of each major crisis, grows to be a conviction that one is learning effective steps toward a tangible future, that one is developing a defined personality within a social reality which one understands. The growing child must, at every step, derive a vitalizing sense of reality from the awareness that his individual way of mastering experience is a successful variant of the way other people around master experience and recognize such mastery.” From Identity and the Life Cycle [1959], page 94-95 |
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| After Identity: Intimacy vs. Isolation Taking one’s Identity into a relationship, adding a new role to it, testing one’s identity in the relationship, accepting the other’s identity, constructing a shared identity as a couple, based on the history you experience. Replacing I with We. |
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KENISTON--YOUTH:
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Robert Sternberg: Components of Love Intimacy Passion Commitment [Compatibility] |
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CONSTRUCTIVIST VIEW — WHAT ARE PEOPLE CONSTRUCTING AND RECONSTRUCTING ACROSS Early and Middle ADULTHOOD? I. IDENTITY -- SENSE OF -- BASED ON EXPERIENCE – INCORPORATING NEW EXPERIENCES INTO VIEW OF WHO WE ARE. |
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II. RELATIONSHIPS: A. WITH FAMILY – EMERGENCE - OR EJECTION - FROM. ACCEPTANCE BY THEM OF AUTONOMY AND NEW IDENTITY BEGINNING OF EQUALITY/INTERDEPENDENCE/UNDERSTANDING/ RESPONSIBILITY FOR OTHERS IN FAMILY. B. PEERS -- INTIMACY/ COMMITMENT TO/ MAINTENANCE THROUGH the transitions of RELOCATION AND NEW COMMITMENTS TO OTHERS/ ACCEPTANCE OF NEW FRIENDS INTO CIRCLE -- SHARING FRIENDS/ MAKING NEW FRIENDS IN NEW SETTINGS. C. PARTNERING-- INTIMACY -- APPLICATION AND REFINEMENT OF SULLIVANIAN INTIMACY SKILLS TO NEW RELATIONSHIPS, AND INTEGRATING THEM WITH ROMANCE AND SEXUALITY. EXPLORATION OF COMMITMENT. MONOGAMOUS BY NATURE OR BY CHOICE? NEW "FAMILY" -- COHABITING/SPACE SHARING/ ACCOMMODATING SCHEDULES/ PARTNERING. D. PARENTING -- NEW ROLES, RESPONSIBILITIES, DEMANDS. JUGGLING, LEARNING, CONSTRUCTING HOW TO BE A PARENT. WHEN WE LOOKED AT PARENTING STYLES, REMEMBER THAT IT IS ADULTS WHO ARE DEVELOPING AND IMPLEMENTING THESE STYLES. |
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III. CAREER -- ACCOMPLISHMENTS, MEANS TO BEING AUTONOMOUS. CONSTRUCTION OF A CAREER THAT IS CONSISTENT WITH ONE’S IDENTITY, TALENTS, BACKGROUND, TRAINING, GOALS, DESIRED LIFESTYLE. CONSTRUCTED OUT OF OPPORTUNITIES PRESENTED. Gender differences: The "dream" is male, for females it’s a "split dream." |
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IV. PLACE IN SOCIETY -- WHERE, LITERALLY WILL ONE LIVE? WHO, TO OTHERS, WILL ONE BE? WHAT WILL ONE'S STATUS BE, ROLE AS A CITIZEN? HOW WILL ONE PARTICIPATE IN THE LIFE OF ONE'S COMMUNITY? WHAT RESPONSIBILITIES WILL ONE CARRY? WHAT GROUPS, ORGANIZATIONS, CHURCHES, ETC. BELONG TO? STRUCTURE TO DAILY LIFE IS ESTABLISHED BY SETTINGS AND BY RELATIONSHIPS AND BY COMMITMENTS |
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COMMITMENT = CHOICES = REDUCTION IN OPTIONS GIVING STRUCTURE TO A LIFE -- LIFE STORY, OR LIFE STRUCTURE IN LEVINSON'S TERM. From omni-potentiality to a defined path MULTIPLE ROLES TO CONSTRUCT, AND TO RELATE TO EACH OTHER. POTENTIAL FOR CONFLICT, FOR BEING TOO BUSY, --IN REAL TIME AND IN ENERGY, AND IN PSYCHOLOGICAL LIFE. HOW FIT ALL THESE ROLES INTO A SINGLE IDENTITY? SENSE OF IDENTITY MEANS THAT ALL OF THEM DO FIT, THE ONES THAT HAVE BEEN CHOSEN, AND THAT THEY ARE COMPATIBLE AND CONSISTENT WITH EACH OTHER. ERIKSON'S NOTION IS THAT ONE CONTINUES THE TASK THROUGH THE REST OF ADULTHOOD IDENTITY CRISES [OR TRANSITIONS] RECUR WITH NEW ROLES AND CHANGES IN ROLES. MIDLIFE CRISIS IN BOTH SEXES INCLUDES IDENTITY RENEGOTIATION IN RESPONSE TO EXPERIENCE WITH RESPONSIBILITIES AND IDENTITIES AND JUGGLING THEM. |
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Types of Families: Family of Origin [the one you were born into] Family of Procreation [the one in which you create children] Family of Affiliation [a family you join, or create by combining with other adults] |
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| CONSTRUCTIVIST VIEW -- middle
and later ADULTHOOD I. IDENTITY: INCORPORATING NEW EXPERIENCES INTO VIEW OF WHO WE ARE. Incorporating changes in roles. New Roles: Grandparent Loss of Role: Children leave home, raise own children Provider role – Children providing for Change in anticipated role: Having to be provider longer than expected. Changes in activities. Responding to physical changes. Career role and activities change with loss of job or retirement. Recognition of respect others have for you. |
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| CONSTRUCTIVIST VIEW --
middle and later ADULTHOOD II. RELATIONSHIPS: A. FAMILY -- EMERGENCE -- OR EJECTION -- FROM. THE OTHER SIDE OF LEAVING HOME, IS BEING LEFT. Shrinking household: Mom and Dad stuck with each other, with no buffer. Or finally alone together at last. Family relationships evolving by attrition and gain, as well. Responsibilities shift to the rising generation. As each person in a family system departs, or joins, the web of relationships and roles changes for everyone. Kinkeeping B. PEERS -- INTIMACY/COMMITMENT TO/MAINTENANCE Friendships based on children's friends Friendships based on work Reconnection with friends from childhood and adolescence C. PARTNER, Aging Loss, through divorce or death; adapting to not having intimacy. How replace the only person who shares a history, set of memories, experiences, a language, private jokes, etc. Dating/co-habiting/re-partnering: New “family” Other transitions or events: EMPTY NEST: changes in activities RETIREMENT: being together without the structure of work, schedules. Share space full time. DEATH OR DIVORCE: filling the space and time by oneself; no one else to consider. No automatic presence – has to be choice, make an effort. D. PARENTING -- NEW ROLES, RESPONSIBILITIES, DEMANDS. Loss of role and responsibilities. How to keep from being sucked back in. How to be a parentgrandparent, with single parent child, and not take over the parenting. |
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| CONSTRUCTIVIST VIEW --
middle and later ADULTHOOD III. CAREER --ACCOMPLISHMENTS, MEANS TO BEING AUTONOMOUS. Whether and how to be productive When to retire Changing identity to “retiree” RETIREMENT--Personal and interpersonal meanings. Social meaning, status or place in society. |
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| CONSTRUCTIVIST VIEW --
middle and later ADULTHOOD IV. PLACE IN SOCIETY : WHERE, LITERALLY WILL ONE LIVE? Sun City? Pillar of church, or SSI recipient, homeless? Nursing home? Active or Disengaged? Denial and avoidance? |
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| Lives are constructed by biological organisms
making sense out of their experiences in a very social context. As you encounter a person, Ask how the biological, cognitive, personal and social are intertwined to form this specific person. Ask, what transactions/experiences have been given meaning by this person, to construct how this person views, reacts to, and relates to you and the rest of the world. Ask, what challenges are current, and what challenges lie ahead for this person Ask what you can do to help this person have useful transactions and construct a life that makes sense. Death Biological • End of biological integrity Cognitive • End of understanding, constructing meaning Psychosocial • The emotion of grief • Incorporating mortality into identity • Coping with loss of relationships For those who are left: Healthy expression of grief. One’s own, and the grief of others. Adapting life to accommodate the absence. Continuing one’s own life. Commemorating the existence, effect, and absence of the dead one. Learning from the lost relationship. Learning from the experience of loss. Acknowledging the implicit lifespan of the dead person. |
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Sample Essay Questions:
1. What is the connection between an infant's attachment style and her partnering in early adulthood? 2. How might biological and cognitive changes in later life affect psychosocial development? 3. Across adulthood, what important changes occur in a person's relation to family? 4. What personal and social characteristics and experiences in early and middle adulthood are most predictive of a long, happy, and healthy old age? |
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