11. Development in Late Adulthood End of the Lifespan Flashcards
who was the main influence of the career development theories in adulthood?
Charlotte Buler
what did Charlotte Buler suggest with regard to adult development?
organic self-determination as driving adult development
Intentionality as a developmental process of…
choosing life goals, working towards them, evaluating goal achievement, selecting new goals
what does lifespan psychological growth depend on?
realistic initial goal-setting, hard work through life to achieve goals, skilled self-monitoring, assessment and redirection
who were the other influences of the career development in adulthood?
Super, Havinghurst, Levinson
Myth or fact? Most elderly people are set in their own ways and are unable to change
myth
myth of fact? the majority of elderly persons are senile or demented
myth
myth or fact? The elderly are slow to learn, less intelligent and more forgetful
myth
myth or fact? the majority of elderly persons have diseases or disability
myth
myth or fact? the elderly are unproductive and uncreative; they cannot work as effectively as younger people
myth
myth or fact? the majority of elderly persons are socially isolated and lonely
myth
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
fact
what is the age range for young old?
60-69 - as fit and forward looking as 50-year-olds some generations ago
what is the age range for the third age?
70-79
what are the functions of members in the ‘third age’ old age range?
many of them function better physically and psychologically than their parents at age 55
what is the age range for ‘fourth age’
80 years and oler
what are the characteristics of people in the ‘fourth age’?
old-old adults frail physical or mental health directly attributable to their advanced age
In the psychological transition from young-old to old-old, how does obligatory life tasks change?
it remains consistent
In the psychological transition from young-old to old-old, how does personal growth change (cross-sectional)?
remains consistent until 82-83 years then decreases until 19-91 then remains consistent until death
In the psychological transition from young-old to old-old, how does how does personal growth change (longitudinal)?
almost consistent - extremely steady decline
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s lung capacity?
50% of a 30 year olds
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s cardiac output?
75% (at rest) of a 30 year olds
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s nerve conduction rate?
90%
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s nerve trunk fibres?
63%
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s kidney efficiency?
58%
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s body weight?
88%
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s hand grip strength?
55%
In comparison to a typical 30-year-old, what is the percentage of a 75-year-old’s basal metabolism?
84%
what is piaget’s final stage of development?
formal operational
what are the characteristics of post formal thinking?
lessened egocentrism of young adults and capacity to view world more realistically
what did the Settle Longitudinal Stdy (Schaie, 1994) find with regard to ‘cohort obsolescence’
it needs to be considered when considering cross-secitonal evidence about changes in cognitive abilities with age
what are the two types of intelligence in cognitive ageing?
fluid and crystallised intelligence
what is required to balance gains and losses in cognitive functioning in old age?
selective optimisation with compenstion
what is involved in successful cognitive ageing?
selective optimisation with compensation in order to balance gains and losses in cognitive functioning in old age
what are the two stages of Baltes’ model of selective optimisation with compensation?
Stage 1: the gain/loss ration diminishes in old age
Stage 2: The older adult uses S-O-C to maintain an effective lifestyle
what is the process of Stage 2 of Baltes’ model of selective optimisation with compensation?
Antecedents –> Mechanisms –> Outcomes –> back to antecedents
what are antecedents in Stage 2 of Baltes’ model of selective optimisation with compensation?
Development and aging as a process of specialisation. Ageing loss in biological reserve capacities. age-related advances in knowledge (pragmatics of life)
what are the mechanisms in Stage 2 of Baltes’ model of selective optimisation with compensation?
selection, optimisation, compensation
what are the outcomes in Stage 2 of Baltes’ model of selective optimisation with compensation?
Restricted but effective life
what is wisdom according to Baltes (1993)
expertise in the fundamental pragmatics of life
what does wisdom entail?
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
what is the commonality of wise solutions that entail all elements of wisdom?
generally rare but more common in older than younger adults
According to Erikson, what does resolution of the developmental task of late adulthood produce?
wisdom
what is are the two theories that ground successful social ageing?
The disengagement theory and activity theory
what are the relations between the disengagement theory and activity theory?
they take opposing perspectives on adapting to the loss of roles or activities that occur in late adulthood
With regard to psychosocial needs in elderly people, what does the disengagement theory suggest?
Older people have increased preoccupation with the self and decreased investment in society
with regard to psychosocial needs in elderly people, what does the activity theory suggest?
Older people have the same psychosocial needs as middle-aged people do
with regard to decreased social interaction, what does that disengagement theory suggest?
decreased social interaction in old-age comes from mutual withdrawal of both the individual and society
with regard to decreased social interaction, what does the activity theory suggest?
It should be expcted - decreased social interaction in old age comes from withdrawal by society from ageing persons
with regard to optimal ageing, what does the disengagement theory suggest?
optimal ageing occurs when the ageing person establishes greater psychological distance from those around him or her
with regard to optimal ageing, what does the activity theory suggest?
optimal ageing occurs when the person stays active
with regard to activities, what does the activity theory suggest?
substitute activities should be found for those that are lost (e.g. for work at retirement)
what does the socioemotional selective theory suggest?
changes in social motives due to people becoming more aware of the limited amount of time they have left
what does a person who suits the description of the socioemotional selective theory do?
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
what is death?
the irreversible cessation of vital life functions
what is dying?
the end stage of life, in which bodily processes declinem leading to death
what was the definition of death previously and what is it now?
previously absence of respiration and heartbeat, now the criteria focuses on brain death
how do young people see death?
as reversible or temporary and not necessarily inevitiable
how do adolescence see death?
tend to deny their own mortality
how do young people react to death?
often very angry when faced with their own death
how to middle-aged adults see death
they become more aware of own motality
how is late adulthood associated with death?
increasing acceptance of death and increasing concern about the process of dying
what are the factors to consider with regard to Kubler-Ross’s stages of dying?
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
what does Kubler-Ross’s stages of dying suggest that bereaved relatives go through?
the same stages of death, although not necessarily in synchrony with dying person
what are Kubler-Ross’s stages of dying?
Denial; Anger; Bargaining; Depression: Acceptance
what would a person in the denial stage of Kubler-Ross’s stages of dying say?
not me
what would a person in the anger stage of Kubler-Ross’s stages of dying say?
why me?
what would a person in the bargaining stage of Kubler-Ross’s stages of dying say?
yes me but…
what would a person in the depression stage of Kubler-Ross’s stages of dying say?
yes me (begin to mourn)
what would a person in the acceptance stage of Kubler-Ross’s stages of dying say?
my time is very close now and its alrigh
how would one provide support for those who are dying or loosing someone?
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
what is bereavement?
the experience of loss of a loved one through death
what are the 2 components of bereavement?
grief and mourning
what is grief?
the emotional repsonse to ones loss
what is mourning
the social and cultural experience of grief
what contributes to grief?
loss of primary relationships, relationships of attachment, relationship of community
what are the stages of grief?
shock, disbelief, denial –> intense mourning –> period of restitution
is grief culture-bound?
yes - it can be an individual or collective experience
what is involved in denial in Kübler-Ross’s five stage grief cycle?
avoidance, confusion, elation, shock, fear
what is involved in anger in Kübler-Ross’s five stage grief cycle?
frustration, irritation, anxiety
what is involved in depression in Kübler-Ross’s five stage grief cycle?
overwhelmed, helplessness, hostility, flight
what is involved in bargaining in Kübler-Ross’s five stage grief cycle?
struggling to find meaning, reaching out to others, telling one’s story
what is involved in acceptance in Kübler-Ross’s five stage grief cycle?
exploring options, new plan in place, moving on
how does one get by privately and personally?
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.
how does one get by with other people?
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.
