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