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PYB203 > 11. Development in Late Adulthood End of the Lifespan > Flashcards

11. Development in Late Adulthood End of the Lifespan Flashcards

1
Q

who was the main influence of the career development theories in adulthood?

A

Charlotte Buler

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2
Q

what did Charlotte Buler suggest with regard to adult development?

A

organic self-determination as driving adult development

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3
Q

Intentionality as a developmental process of…

A

choosing life goals, working towards them, evaluating goal achievement, selecting new goals

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4
Q

what does lifespan psychological growth depend on?

A

realistic initial goal-setting, hard work through life to achieve goals, skilled self-monitoring, assessment and redirection

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5
Q

who were the other influences of the career development in adulthood?

A

Super, Havinghurst, Levinson

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6
Q

Myth or fact? Most elderly people are set in their own ways and are unable to change

A

myth

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7
Q

myth of fact? the majority of elderly persons are senile or demented

A

myth

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8
Q

myth or fact? The elderly are slow to learn, less intelligent and more forgetful

A

myth

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9
Q

myth or fact? the majority of elderly persons have diseases or disability

A

myth

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10
Q

myth or fact? the elderly are unproductive and uncreative; they cannot work as effectively as younger people

A

myth

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11
Q

myth or fact? the majority of elderly persons are socially isolated and lonely

A

myth

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12
Q

myth or fact? as compared with their parents and grandparents, old people in Aus and HZ today are healthier, wealthier, better educated, more likely to be living independently and have more leisure time

A

fact

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13
Q

what is the age range for young old?

A

60-69 - as fit and forward looking as 50-year-olds some generations ago

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14
Q

what is the age range for the third age?

A

70-79

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15
Q

what are the functions of members in the ‘third age’ old age range?

A

many of them function better physically and psychologically than their parents at age 55

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16
Q

what is the age range for ‘fourth age’

A

80 years and oler

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17
Q

what are the characteristics of people in the ‘fourth age’?

A

old-old adults frail physical or mental health directly attributable to their advanced age

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18
Q

In the psychological transition from young-old to old-old, how does obligatory life tasks change?

A

it remains consistent

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19
Q

In the psychological transition from young-old to old-old, how does personal growth change (cross-sectional)?

A

remains consistent until 82-83 years then decreases until 19-91 then remains consistent until death

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20
Q

In the psychological transition from young-old to old-old, how does how does personal growth change (longitudinal)?

A

almost consistent - extremely steady decline

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21
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s lung capacity?

A

50% of a 30 year olds

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22
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s cardiac output?

A

75% (at rest) of a 30 year olds

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23
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s nerve conduction rate?

A

90%

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24
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s nerve trunk fibres?

A

63%

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25
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s kidney efficiency?

A

58%

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26
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s body weight?

A

88%

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27
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s hand grip strength?

A

55%

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28
Q

In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s basal metabolism?

A

84%

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29
Q

what is piaget’s final stage of development?

A

formal operational

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30
Q

what are the characteristics of post formal thinking?

A

lessened egocentrism of young adults and capacity to view world more realistically

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31
Q

what did the Settle Longitudinal Stdy (Schaie, 1994) find with regard to ‘cohort obsolescence’

A

it needs to be considered when considering cross-secitonal evidence about changes in cognitive abilities with age

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32
Q

what are the two types of intelligence in cognitive ageing?

A

fluid and crystallised intelligence

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33
Q

what is required to balance gains and losses in cognitive functioning in old age?

A

selective optimisation with compenstion

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34
Q

what is involved in successful cognitive ageing?

A

selective optimisation with compensation in order to balance gains and losses in cognitive functioning in old age

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35
Q

what are the two stages of Baltes’ model of selective optimisation with compensation?

A

Stage 1: the gain/loss ration diminishes in old age

Stage 2: The older adult uses S-O-C to maintain an effective lifestyle

36
Q

what is the process of Stage 2 of Baltes’ model of selective optimisation with compensation?

A

Antecedents –> Mechanisms –> Outcomes –> back to antecedents

37
Q

what are antecedents in Stage 2 of Baltes’ model of selective optimisation with compensation?

A

Development and aging as a process of specialisation. Ageing loss in biological reserve capacities. age-related advances in knowledge (pragmatics of life)

38
Q

what are the mechanisms in Stage 2 of Baltes’ model of selective optimisation with compensation?

A

selection, optimisation, compensation

39
Q

what are the outcomes in Stage 2 of Baltes’ model of selective optimisation with compensation?

A

Restricted but effective life

40
Q

what is wisdom according to Baltes (1993)

A

expertise in the fundamental pragmatics of life

41
Q

what does wisdom entail?

A

rich factual knowledge with exceptional scope,depth and balance; Rich procedural knowledge about how to behave and seek meaning in life; tolerance, respect for contexts and values; awareness and skilled coping with uncertainty and change

42
Q

what is the commonality of wise solutions that entail all elements of wisdom?

A

generally rare but more common in older than younger adults

43
Q

According to Erikson, what does resolution of the developmental task of late adulthood produce?

A

wisdom

44
Q

what is are the two theories that ground successful social ageing?

A

The disengagement theory and activity theory

45
Q

what are the relations between the disengagement theory and activity theory?

A

they take opposing perspectives on adapting to the loss of roles or activities that occur in late adulthood

46
Q

With regard to psychosocial needs in elderly people, what does the disengagement theory suggest?

A

Older people have increased preoccupation with the self and decreased investment in society

47
Q

with regard to psychosocial needs in elderly people, what does the activity theory suggest?

A

Older people have the same psychosocial needs as middle-aged people do

48
Q

with regard to decreased social interaction, what does that disengagement theory suggest?

A

decreased social interaction in old-age comes from mutual withdrawal of both the individual and society

49
Q

with regard to decreased social interaction, what does the activity theory suggest?

A

It should be expcted - decreased social interaction in old age comes from withdrawal by society from ageing persons

50
Q

with regard to optimal ageing, what does the disengagement theory suggest?

A

optimal ageing occurs when the ageing person establishes greater psychological distance from those around him or her

51
Q

with regard to optimal ageing, what does the activity theory suggest?

A

optimal ageing occurs when the person stays active

52
Q

with regard to activities, what does the activity theory suggest?

A

substitute activities should be found for those that are lost (e.g. for work at retirement)

53
Q

what does the socioemotional selective theory suggest?

A

changes in social motives due to people becoming more aware of the limited amount of time they have left

54
Q

what does a person who suits the description of the socioemotional selective theory do?

A

reshape their life in late adulthood to concentrate on what they find to be important and meaningful in the face of physical decline and possible cognitive impairement

55
Q

what is death?

A

the irreversible cessation of vital life functions

56
Q

what is dying?

A

the end stage of life, in which bodily processes declinem leading to death

57
Q

what was the definition of death previously and what is it now?

A

previously absence of respiration and heartbeat, now the criteria focuses on brain death

58
Q

how do young people see death?

A

as reversible or temporary and not necessarily inevitiable

59
Q

how do adolescence see death?

A

tend to deny their own mortality

60
Q

how do young people react to death?

A

often very angry when faced with their own death

61
Q

how to middle-aged adults see death

A

they become more aware of own motality

62
Q

how is late adulthood associated with death?

A

increasing acceptance of death and increasing concern about the process of dying

63
Q

what are the factors to consider with regard to Kubler-Ross’s stages of dying?

A

stages not necessarily progressive and are likely to overlap; based on middle and young adults dying of cancer - do not represent variability that exists in course of dying

64
Q

what does Kubler-Ross’s stages of dying suggest that bereaved relatives go through?

A

the same stages of death, although not necessarily in synchrony with dying person

65
Q

what are Kubler-Ross’s stages of dying?

A

Denial; Anger; Bargaining; Depression: Acceptance

66
Q

what would a person in the denial stage of Kubler-Ross’s stages of dying say?

A

not me

67
Q

what would a person in the anger stage of Kubler-Ross’s stages of dying say?

A

why me?

68
Q

what would a person in the bargaining stage of Kubler-Ross’s stages of dying say?

A

yes me but…

69
Q

what would a person in the depression stage of Kubler-Ross’s stages of dying say?

A

yes me (begin to mourn)

70
Q

what would a person in the acceptance stage of Kubler-Ross’s stages of dying say?

A

my time is very close now and its alrigh

71
Q

how would one provide support for those who are dying or loosing someone?

A

be honest with your own thoughts, concerns and feelings; acknowledge that you are both experiencing loss; when in doubt ask questions; use statements such as I feel, I believe, I would want… rather than you should etc; stay in the present; listening is profoundly healing; let them know they still have decision making power - provide them with alternatives; offer practical assisstance; refer an appropriate agency if needed

72
Q

what is bereavement?

A

the experience of loss of a loved one through death

73
Q

what are the 2 components of bereavement?

A

grief and mourning

74
Q

what is grief?

A

the emotional repsonse to ones loss

75
Q

what is mourning

A

the social and cultural experience of grief

76
Q

what contributes to grief?

A

loss of primary relationships, relationships of attachment, relationship of community

77
Q

what are the stages of grief?

A

shock, disbelief, denial –> intense mourning –> period of restitution

78
Q

is grief culture-bound?

A

yes - it can be an individual or collective experience

79
Q

what is involved in denial in Kübler-Ross’s five stage grief cycle?

A

avoidance, confusion, elation, shock, fear

80
Q

what is involved in anger in Kübler-Ross’s five stage grief cycle?

A

frustration, irritation, anxiety

81
Q

what is involved in depression in Kübler-Ross’s five stage grief cycle?

A

overwhelmed, helplessness, hostility, flight

82
Q

what is involved in bargaining in Kübler-Ross’s five stage grief cycle?

A

struggling to find meaning, reaching out to others, telling one’s story

83
Q

what is involved in acceptance in Kübler-Ross’s five stage grief cycle?

A

exploring options, new plan in place, moving on

84
Q

how does one get by privately and personally?

A

o Try to defer major decisions for 6-12 months that cannot be reversed, e.g. disposing of belongings
o Keep a diary or journal
o Create a memorial - do or make something to honour your loved one
o Develop your own rituals - light a candle, listen to special music, make a special place to think
o Allowing yourself to express your thoughts and feelings privately can help. Write a letter or a poem, draw, collect photos, cry…
o Exercise - do something to use pent-up energy, walk, swim, garden, chop wood
o Draw on religious and spiritual beliefs if this is helpful
o Read about other people’s experience - find books and articles
o Do things that are relaxing and soothing
o Some holistic or self care ideas that may assist include meditation, distractions, relaxation, massage, aromatherapy and warmth
o To help with sleeplessness: exercise, limit alcohol, eat well before sleeping, and try to have a routine.

85
Q

how does one get by with other people?

A

o Allow people to help you, don’t be embarrassed to accept their help. You will be able to help someone else at another time. It is your turn now.
o Talk to family and friends; sharing memories and stories, thoughts and feelings can be comforting and strengthen our connection with our loved one
o Consider joining a support group to share with others who have had similar experiences
o Take opportunities to join in public ceremonies where you can be private, yet part of a larger group
o Use rituals and customs that are meaningful to you
o Talk with a counsellor to focus on your unique situation, to find support and comfort, and to find other ways to manage, especially when either your life or your grief seems to be complicated and particularly difficult.

PYB203 (11 decks)

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