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Lifespan psychology > Adult Development theories > Flashcards

Adult Development theories Flashcards

1
Q

What does the term Social Clocks mean

A

Social expectation that creates an internalised social clock are we on time or out of phase with our peers

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2
Q

Does Adulthood signify the end of development?

A

No Adulthood does not signify the end of development

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3
Q

When we consider social clocks if one adheres to the timing and achievements of social norms will they experience less stress

A

Yes they will experience less stress if they adhere to the timings

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4
Q

Name the factors for the impetus for growth in adult development in the order of impact on an individual from less to strong

A

Biology; Social cultural & Personal factors

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5
Q

What do neuroscientists say about the adolescent brain?

A

They cannot discern

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6
Q

What are the two key areas adult development theories focus on?

A

Love and relationships & Career

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7
Q

What are two broad categories of theories that have been proposed around psychosocial needs of love and relationships and work that drive adult development?

A

Timing of events - social clocks

Normative crisis - models

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8
Q

When someone is out of phase with their social clock what can support them? And what can happen if they don’t get support

A

Peer support and if they don’t get it, it can lead to isolation

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9
Q

When someone is out of phase with their social clock what can support them? And what can happen if they don’t get support

A

Peer support and if they don’t get it, it can lead to isolation

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10
Q

Name a crisis theory

A

Erikson’s theory

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11
Q

What is Erikson’s crisis that occurs in young adulthood called

A

Intimacy versus isolation

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12
Q

In Erikson’s Intimacy versus Isolation crisis, what is it that the individual must be able to tolerate when in a relationship

A

Identity fusion with another and loss of identity

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13
Q

What is it that an individual must develop in order to overcome the intimacy versus isolation crisis

A

identity. They need to know who they are and what they want

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14
Q

How does the adoescent brain differ to the adult brain?

A

The adolescent brain cannot acurately interpret emotional signals or regulate behaviour.

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15
Q

Does brain maturity occur at different times for different individuals

A

Yes

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16
Q

What does research show about brain biological developement in adolsecnce and adults that explain why identity formation or intimacy differs with some individuals

A

That there are some differences in biological development, biological influences can effect development of the brain

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17
Q

Who did the Harvard Grant study

A

Vailant in 1935

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18
Q

How many males were in the Harvard Grant study

A

204 white males

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19
Q

What year was the Harvard Grant Study

A

1937

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20
Q

What were the three conclusions about adult development in the Longitude Harvard Grant study

A

Development is life long
Sustained relationships shape lives
Adaptive mechanisms determine health

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21
Q

What are maturation shifts and who mentioned these in their research

A

shifting from adaptive mechanisms, they were noted by Vailant in the Harvard ‘Grant Study’

22
Q

What were the four adaptive mechanisms of maturation that Vailant came up with from the Harvard ‘Grant Study’

A

Mature mechanisms
Immature mechanism
Psychotic mechanisms
Neurotic mechanisms

23
Q

Which adaptive mechanism would involve sublimation, redirecting of anxiety and unexpected impulses to altruism

A

Mature mechanisms

24
Q

Which adaptive mechanism would involve hypochondritis and fantasy

A

The immature adaptive mechanism

25
Q

Which adaptive mechansim from Vallants Harvard ‘Grant Study’ would invove distrotions of reality and hearing voices

A

The Psychotic adaptive mechansim

26
Q

Which adaptive mechanism from Vailants Harvard ‘Grant Study’ would invove irrational fears and depresson

A

The neurotic mechansism

27
Q

What age group is twice as likely to use immature adaptive mechanisms to mature adaptive mechanisms

A

Adolescents

28
Q

What age group is likely to use mature adaptive mechanisms twice as much as immature adaptive mechanisms according to Vailant’s Harvard Grant Study

A

Adults 20 to 35 years

29
Q

Which age group is 4 times as likely to use mature adaptive mechanisms than immature adaptive mechanism according to Vailants Harvard Grant Study?

A

Mid adults aged 36 -50

30
Q

What does the term perpetual boys mean, in Vailant’s Harvard Grant study longitudinal research?

A

Perpetual boys did not shift from using immature adaptive mechanisms throughout the study / their lifespan

31
Q

Which type of adaptive mechanism is related to mature brains and sustained relationships

A

The mature adaptive mechanism

32
Q

Does Vailant’s theory overlap with Erikson

A

Yes

33
Q

What type of developmental theory is Levinson’s theory

A

Developmental Crisis Theory

34
Q

How many males and what ages were studied in Levinson’s crisis theory?

A

40 males between ages of 35-45 years

35
Q

What type of research method did Levinson use in his study on Adult development

A

Biographical model including interviews, individual observations, tests and follow up interviews after two years.

36
Q

What were Levinson’s 3 seasons of males adult life?

A

Era of early adulthood 17-45 years
Era of middle adulthood 40-65 years
Era of late adulthood 65+

37
Q

Does Levinson’s theory pose an ordered sequence linked by age

A

Yes

38
Q

What do the overlaps in Levingson’s theory allow for

A

Individual variability.

39
Q

According to Levingson what is it that becomes the underlying pattern for life a any given era?

A

The life structure built within the eras

40
Q

What happens during a transition period in Levinson’s model? Give an example of why this happens

A

The individual reassesses direction. The transition period is often preceded by some form of failure such as an ability to achieve a goal within the expected time frame

41
Q

What are the four major tasks of the Novice Phase during Levinson’s model

A
  1. Forming a dream of adult accomplishment
  2. Forming a mentor relationship
    3 Developing an occupation
  3. Establishing intimate relationships who will share pursuit of the dream.
42
Q

When are the Culminating Phases in Levinson’s model?

A

It is in the final two periods of early adulthood

  1. Before the Midlife Transition
  2. Before late Adulthood Transition.
43
Q

What are the 3 things that happen during the culmination stage of Levinson’s developmental model?

A

1 Bring to fruiting the efforts of an era
2 Establish occupational goals plan for advancing them
3 More independent & self-sufficient accomplished some of his goals and start to feel the changes of what will come next as he transitions into the next era

44
Q

How many women did Levinson study in his 1980-82 parallel study with women

A

45 women

45
Q

What were the results for women in Levinson’s study, name some of the differences to men regarding tasks and dreams within the stages

A

The same era’s but negotiates them differently
Gender splitting creates differences
Different tasks of the eras
Didn’t always have a clear dream

46
Q

What did Robers and Newton (1987) study

A

Women’s adult development

47
Q

In Roberts & Newtons (1987) study on women’s development, what were 4 points they purported about women?

A
  1. Female dreams are different to males, females split dreams between achievement and relationships.
  2. They experience tensions with partners’ goals
  3. Less likely to have mentors
  4. Integrating career and family was challenging
48
Q

In Roberts and Newton’s study (1987) what was the fourth point about women around integrating career and family. What were two variations from the men that the women did?

A

women decided on career in their
20’s not established it until 40 years later

Others followed a male career path until 30 years then shifted focus to personal relationships

49
Q

In Roberts and Newton’s (1987) study on women’s development what happened around age 30 that was similar to men?

A

Both found the age 30 transition stressful.

50
Q

What were some reasons that made the 30-year transition difficult for women in Levingson’s model

A
  1. Females were rearranging priorities of work and family goals with the stress of building a new life structure.
  2. Also, women did not have the ‘special man’ in their lives to help them pursue their goals because they were to

Lifespan psychology (2 decks)

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