Chapter 17 Socioemotional Development in Middle Adulthood.docx

Chapter 17 Socioemotional Development in Middle Adulthood.docx

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Chapter17SocioemotionalDevelopmentinMiddleAdulthood

Chapter17:

SocioemotionalDevelopmentinMiddleAdulthood

LearningGoals

LearningGoal1:

Describepersonalitytheoriesanddevelopmentinmiddleadulthood.

A.DescribeanddiscussErickson'sstageofgenerativityvs.stagnation.

B.DiscussLevinson'stheoryofaman'slife.

C.Evaluatethemidlifecrisis.

D.Describeanddiscussindividualvariationsinthemidlifecrisis.

E.Describeanddiscussthecontemporarylife-eventsapproachtodevelopment.

F.Describeanddiscussthedailyhasslesapproachtodevelopment.

G.Discussstressinmidlife.

H.Describecohorteffects.

I.Defineanddiscussthesocialclock.

J.Describeanddiscussthegendercontextofmidlifedevelopment.

K.Describeanddiscusstheculturalcontextofmidlifedevelopment.

LearningGoal2:

Discussstabilityandchangeindevelopmentduringmiddleage,includinglongitudinalstudiesthataddressthisissue.

A.Discusswhatresearchhasfoundtobethemoststablecharacteristicsinadultdevelopment.

B.Describeanddiscussthebigfivefactorsofpersonality.

C.Describeanddiscussthefactorsthatarelinkedwithbeinghappy–well.

D.DiscussthefindingsoftheHelson’sMillsCollegestudy.

E.Describeanddiscusstheconclusionsaboutstabilityinpersonalitydevelopment.

LearningGoal3:

Identifysomeimportantaspectsofcloserelationshipsinmiddleadulthood.

A.Discusshowlovechangesinmidlife.

B.Discussthetrendsinmarriageinmidlife.

C.Describeanddiscusstrendsofdivorceinmidlife.

D.Compareandcontrastthereasonsfordivorcebetweenmenandwomen.

E.Describeanddiscusstheemptynestsyndrome.

F.Discusshowourviewsofourparentschangeaswegrowolder.

G.Discusstheimportanceofsiblingrelationshipsandfriendshipsinmiddleadulthood.

H.Discusstherolesandstylesofgrandparentingandtrendsinsatisfaction.

I.Discussthechangingprofilesofgrandparentsandthedifferencebetweengrandmothersandgrandfathers.

J.Discusstheimportanceofintergenerationalrelationshipsanddescribethemostcommonconflicts.

K.Describeanddiscussdiversityissuesinintergenerationalrelationships.

OverviewofResources

ChapterOutline

ResourcesYouCanUse

PersonalityTheoriesandDevelopment

LearningGoal1:

Describepersonalitytheoriesand

developmentinmiddleadulthood.

AdultStageTheories

TheLife-EventsApproach

ContextsofMidlifeDevelopment

LectureSuggestion1:

TraitversusStageTheories—IsThereaWaytoSortThingsOut?

LectureSuggestion2:

Men’sPsychologicalHealth

LectureSuggestion3:

ParentCareintheContextofWomen’sMultipleRoles

ClassroomActivity1:

WomenintheWorkforce

PersonalApplication1:

MyHero

ResearchProject1:

AdultStageTheoriesinBiographies

Video:

BalancingWorkandFamily

StabilityandChange

LearningGoal2:

Discussstabilityandchangeindevelopmentduringmiddleage,includinglongitudinalstudiesthataddressthisissue.

LongitudinalStudies

Conclusions

LectureSuggestion4:

Compare,Contrast,andApplyLongitudinalStudies

ResearchProject2:

YourLifeReview

CloseRelationships

LearningGoal3:

Identifysomeimportantaspectsof

closerelationshipsinmiddleadulthood.

LoveandMarriageatMidlife

TheEmptyNestandItsRefilling

SiblingRelationshipsandFriendships

Grandparenting

IntergenerationalRelationships

LectureSuggestion5:

DivorceatMidlife

LectureSuggestion6:

Siblings

ClassroomActivity2:

AdultFriendshipMaintenance

PersonalApplication2:

GenerationGap

Review

ClassroomActivity3:

InterviewsAboutMiddleAdulthood

ClassroomActivity4:

MiddleAdulthoodintheMovies

ClassroomActivity5:

Critical-ThinkingMultiple-ChoiceQuestionsandSuggestedAnswers

ClassroomActivity6:

Critical-ThinkingEssaysQuestionsandSuggestionsforHelpingStudents

PersonalApplication3:

APictureisWorthaThousandWords

Resources

LectureSuggestions

LectureSuggestion1:

TraitversusStageTheories—IsThereaWaytoSortThingsOut?

LearningGoal1:

Describepersonalitytheoriesanddevelopmentinmiddleadulthood.

Theremaybenowaytocombineideasfromthesedifferentresearchtraditionsintoonecoherenttheory,butanexaminationofunderlyingassumptionsandphilosophicalunderpinningsmighthelpclarifythenatureofthedifferences.Traittheoriesarebiologicalattheirbase.Theyarecloselyrelatedtotheoriesoftemperamentinchildren.Atraitbydefinitionisamoreorlesspermanentcharacteristic.Traittheorists,ifpushed,wouldsupporttheideathataleaderisbornandnotmade.Theleastatraittheoristwillallowistheideathatearlyinfluenceshapes,moreorlesspermanently,aperson’spersonality.Thelevelofanalysisusedbytraittheoristsisthetrait.Thisiskeytounderstandingtheirposition,becauseatraitisaclusterofbehaviorsandattitudes,notasinglebehaviororattitude.Thus,itispossibleforsomeshifttooccurinthebehaviorsandattitudesofapersonwithoutchangingthetrait.

Stagetheoriststendtobeinteractionistsandconstructionists.Thepersonandtheenvironmentmutuallyshapebehaviors,learning,andaction,formingaconstructwithintheperson.Thepersonisanactiveparticipant,buttheenvironmentisasignificantplayer.Thelevelofanalysisformanystagetheoristsisstructureorstage.

Theonlywaytofindagreementbetweenthetheoriesistofindcommonquestions,researchmethods,and,mostimportantly,unitsofanalysis.Unlessresearchersagreeonunitsofanalysis,thedebatewillcontinue,withnoresolutioninsight.

LectureSuggestion2:

Men’sPsychologicalHealth

LearningGoal1:

Describepersonalitytheoriesanddevelopmentinmiddleadulthood.

Thislectureexaminesmen’spsychologicalwell-beingrelativetoworkandfamily.Ithasbeenlongthoughtthatmarriagecanenhanceaman’swork,whereasmarriageandfamilywillinterferewithawoman’swork.Forexample,earlyinthetwentiethcentury,ifaneducatedwomanwantedtoteachatWellesleyCollege（aprestigiouswomen’scollege）,shehadtogiveuptheideaofgettingmarriedandhavingafamily.Wellesleyfeltitwasinappropriatetohavemarriedwomenonitsfaculty.Theythoughtitwasincompatibleforwomentohavefamiliesandcareers.

Barnettetal.（1992）surveyedmenindual-careerfamilies.Theywereinterestedintheman’swork,andmaritalandparentalroles.Eachmanreceiveda“quality”scoreforrole.The“quality”scorewascomputedbysubtractingthe“concernsfromthatrole”fromthe“rewardsfromthatrole.”

Themainfindingfromthisstudywasthatmen’sfamilyroles（maritalandparental）arejustasimportantasmen’sworkrole.Inaddition,formenthevariousroleswereinterrelated.Goodmaritalandparentalrelationshipscanmakeupforpoorworkexperience.Psychologicaldistresswasmostlikelyifthemanwasexperiencingpoorfamilyrelationshipsandnegativeworkexperiences.

Menandwomenseemtoincorporatetheparentalroleintotheirself-conceptdifferently.Forworkingwomen,motherhoodiscentraltotheirsenseofself,andbeingaparentcanoftenoffsetjobconcerns.Incontrast,forworkingmen,fatherhoodislesscentraltotheirsenseofself.However,thedegreeofsatisfactionorrewardfromtheparentalroleisimportanttotheman’spsychologicalwell-being.

Source:

Barnett,R.C.,Marshall,N.L.,&Pleck,J.H.（1992）.Men’smultiplerolesandtheirrelationshiptomen’spsychologicaldistress.JournalofMarriageandtheFamily,54,358–367.

LectureSuggestion3:

ParentCareintheContextofWomen’sMultipleRoles

LearningGoal1:

Describepersonalitytheoriesanddevelopmentinmiddleadulthood.

Thepurposeofthislectureistoexaminetheeffectthatwomen’smultipleroleshaveonwomen’swell-being.Womenhavetakenthebruntoftherapidsocietalchange.Basedonanationallyrepresentativesampleofcaregiverstoolderadults,37.4percentofallcaregiverswereadultchildrenoftheindividualinneedofcare（Stone&others,1987）.Daughterswerethreetimesmorelikelythansonstocareforanagingparent.Womenareoftencaughtbetweenthedemandsofcaregiver,wife,mother,andemployee.

StephensandFranks（1999）describetwoopposingperspectivesonthisissueandconcludethatneitherperspectiveadequatelycapturesthenatureofthiscomplexrelationship.Thecompeting-demandshypothesisstatesthatnegativeconsequenceswillresultfromthemultipleroledemandsthatareplacedonindividuals.Thisideaisbasedonthenotionofscarcity,whichassumesthatindividualshavelimitedresources,andthatrolepartnersandsocialorganizationsrequirealloftheselimitedresources（Goode,ascitedbyStephens&Franks,1999）.Roleconflictisthenormasroleobligationsexceedthelimitedresources.Theexpansionhypothesisstatesthatenergygains,notenergyexpenditures,characterizeindividualswithmultipleroles（Marks,1977）.Thus,positiveconsequencesresultduetotheenhancementofpersonalattributesandresources（self-esteem,identity,socialandmonetarygains）.

StephensandFranks（1995）claimthattheseperspectivesarelimited,astheyfocussolelyonthequantityofrolesandtheydonotfocusonthequalityoftheroleexperiences.Perspectivesonqualityofroleexperiencesclaimthattwosimilarrolescouldinvolvedifferentcost/benefitratioswithinandacrosstheseroles（Barnett&Baruch,ascitedinStephens&Franks,1999）.Thus,problemsandrewardsmustbetakenintoaccountwhenexaminingtheeffectofmultiplerolesonwell-being.Stephensandcolleagueshaveaddressedtheseperspectivesinthecontextofadultdaughterswhoassisttheirchronicallyillanddisabledparents,andpresentedthefindin