Chapter 17 Socioemotional Development in Middle Adulthood.docx

1、Chapter 17 Socioemotional Development in Middle AdulthoodChapter 17: Socioemotional Development in Middle AdulthoodLearning Goals Learning Goal 1: Describe personality theories and development in middle adulthood.A. Describe and discuss Ericksons stage of generativity vs. stagnation.B. Discuss Levin

2、sons theory of a mans life.C. Evaluate the midlife crisis.D. Describe and discuss individual variations in the midlife crisis.E. Describe and discuss the contemporary life-events approach to development.F. Describe and discuss the daily hassles approach to development.G. Discuss stress in midlife.H.

3、 Describe cohort effects. I. Define and discuss the social clock.J. Describe and discuss the gender context of midlife development.K. Describe and discuss the cultural context of midlife development. Learning Goal 2: Discuss stability and change in development during middle age, including longitudin

4、al studies that address this issue.A. Discuss what research has found to be the most stable characteristics in adult development. B. Describe and discuss the big five factors of personality.C. Describe and discuss the factors that are linked with being happywell.D. Discuss the findings of the Helson

5、s Mills College study.E. Describe and discuss the conclusions about stability in personality development. Learning Goal 3: Identify some important aspects of close relationships in middle adulthood.A. Discuss how love changes in midlife.B. Discuss the trends in marriage in midlife.C. Describe and di

6、scuss trends of divorce in midlife.D. Compare and contrast the reasons for divorce between men and women.E. Describe and discuss the empty nest syndrome.F. Discuss how our views of our parents change as we grow older.G. Discuss the importance of sibling relationships and friendships in middle adulth

7、ood.H. Discuss the roles and styles of grandparenting and trends in satisfaction.I. Discuss the changing profiles of grandparents and the difference between grandmothers and grandfathers.J. Discuss the importance of intergenerational relationships and describe the most common conflicts.K. Describe a

8、nd discuss diversity issues in intergenerational relationships. Overview of ResourcesChapter OutlineResources You Can UsePersonality Theories and Development Learning Goal 1: Describe personality theories and development in middle adulthood.Adult Stage TheoriesThe Life-Events ApproachContexts of Mid

9、life Development Lecture Suggestion 1: Trait versus Stage TheoriesIs There a Way to Sort Things Out? Lecture Suggestion 2: Mens Psychological Health Lecture Suggestion 3: Parent Care in the Context of Womens Multiple Roles Classroom Activity 1: Women in the Workforce Personal Application 1: My Hero

10、Research Project 1: Adult Stage Theories in Biographies Video: Balancing Work and FamilyStability and Change Learning Goal 2: Discuss stability and change in development during middle age, including longitudinal studies that address this issue.Longitudinal Studies Conclusions Lecture Suggestion 4: C

11、ompare, Contrast, and Apply Longitudinal Studies Research Project 2: Your Life Review Close Relationships Learning Goal 3: Identify some important aspects of close relationships in middle adulthood.Love and Marriage at Midlife The Empty Nest and Its RefillingSibling Relationships and FriendshipsGran

12、dparentingIntergenerational Relationships Lecture Suggestion 5: Divorce at Midlife Lecture Suggestion 6: Siblings Classroom Activity 2: Adult Friendship Maintenance Personal Application 2: Generation Gap ReviewClassroom Activity 3: Interviews About Middle Adulthood Classroom Activity 4: Middle Adult

13、hood in the Movies Classroom Activity 5: Critical-Thinking Multiple-Choice Questions and Suggested AnswersClassroom Activity 6: Critical-Thinking Essays Questions and Suggestions for Helping StudentsPersonal Application 3: A Picture is Worth a Thousand Words ResourcesLecture SuggestionsLecture Sugge

14、stion 1: Trait versus Stage TheoriesIs There a Way to Sort Things Out? Learning Goal 1: Describe personality theories and development in middle adulthood.There may be no way to combine ideas from these different research traditions into one coherent theory, but an examination of underlying assumptio

15、ns and philosophical underpinnings might help clarify the nature of the differences. Trait theories are biological at their base. They are closely related to theories of temperament in children. A trait by definition is a more or less permanent characteristic. Trait theorists, if pushed, would suppo

16、rt the idea that a leader is born and not made. The least a trait theorist will allow is the idea that early influence shapes, more or less permanently, a persons personality. The level of analysis used by trait theorists is the trait. This is key to understanding their position, because a trait is

17、a cluster of behaviors and attitudes, not a single behavior or attitude. Thus, it is possible for some shift to occur in the behaviors and attitudes of a person without changing the trait.Stage theorists tend to be interactionists and constructionists. The person and the environment mutually shape b

18、ehaviors, learning, and action, forming a construct within the person. The person is an active participant, but the environment is a significant player. The level of analysis for many stage theorists is structure or stage.The only way to find agreement between the theories is to find common question

19、s, research methods, and, most importantly, units of analysis. Unless researchers agree on units of analysis, the debate will continue, with no resolution in sight.Lecture Suggestion 2: Mens Psychological Health Learning Goal 1: Describe personality theories and development in middle adulthood.This

20、lecture examines mens psychological well-being relative to work and family. It has been long thought that marriage can enhance a mans work, whereas marriage and family will interfere with a womans work. For example, early in the twentieth century, if an educated woman wanted to teach at Wellesley Co

21、llege (a prestigious womens college), she had to give up the idea of getting married and having a family. Wellesley felt it was inappropriate to have married women on its faculty. They thought it was incompatible for women to have families and careers.Barnett et al. (1992) surveyed men in dual-caree

22、r families. They were interested in the mans work, and marital and parental roles. Each man received a “quality” score for role. The “quality” score was computed by subtracting the “concerns from that role” from the “rewards from that role.” The main finding from this study was that mens family role

23、s (marital and parental) are just as important as mens work role. In addition, for men the various roles were interrelated. Good marital and parental relationships can make up for poor work experience. Psychological distress was most likely if the man was experiencing poor family relationships and n

24、egative work experiences. Men and women seem to incorporate the parental role into their self-concept differently. For working women, motherhood is central to their sense of self, and being a parent can often offset job concerns. In contrast, for working men, fatherhood is less central to their sens

25、e of self. However, the degree of satisfaction or reward from the parental role is important to the mans psychological well-being. Source:Barnett, R. C., Marshall, N. L., & Pleck, J. H. (1992). Mens multiple roles and their relationship to mens psychological distress. Journal of Marriage and the Fam

26、ily, 54, 358367.Lecture Suggestion 3: Parent Care in the Context of Womens Multiple Roles Learning Goal 1: Describe personality theories and development in middle adulthood.The purpose of this lecture is to examine the effect that womens multiple roles have on womens well-being. Women have taken the

27、 brunt of the rapid societal change. Based on a nationally representative sample of caregivers to older adults, 37.4 percent of all caregivers were adult children of the individual in need of care (Stone & others, 1987). Daughters were three times more likely than sons to care for an aging parent. W

28、omen are often caught between the demands of caregiver, wife, mother, and employee. Stephens and Franks (1999) describe two opposing perspectives on this issue and conclude that neither perspective adequately captures the nature of this complex relationship. The competing-demands hypothesis states t

29、hat negative consequences will result from the multiple role demands that are placed on individuals. This idea is based on the notion of scarcity, which assumes that individuals have limited resources, and that role partners and social organizations require all of these limited resources (Goode, as

30、cited by Stephens & Franks, 1999). Role conflict is the norm as role obligations exceed the limited resources. The expansion hypothesis states that energy gains, not energy expenditures, characterize individuals with multiple roles (Marks, 1977). Thus, positive consequences result due to the enhance

31、ment of personal attributes and resources (self-esteem, identity, social and monetary gains). Stephens and Franks (1995) claim that these perspectives are limited, as they focus solely on the quantity of roles and they do not focus on the quality of the role experiences. Perspectives on quality of r

32、ole experiences claim that two similar roles could involve different cost/benefit ratios within and across these roles (Barnett & Baruch, as cited in Stephens & Franks, 1999). Thus, problems and rewards must be taken into account when examining the effect of multiple roles on well-being. Stephens and colleagues have addressed these perspectives in the context of adult daughters who assist their chronically ill and disabled parents, and presented the findin