Journey of Adulthood Access Card, 9E Barbara R. Bjorklund Solution Manual and Test Bank

Type:

Solution Manual and Test Bank

Resource:

Journey of Adulthood Access Card

Edition:

9th Edition

Author(s):

Barbara R. Bjorklund Julie Earles

Instructor's Manual and Test Bank Kayla Causey

Journey of Adulthood Ninth Edition Barbara R. Bjorklund Julie L. Earles

Table of Contents Chapter 1: Introduction to Adult Development Chapter 2: Physical Changes Chapter 3: Health and Health Disorders Chapter 4: Cognitive Abilities Chapter 5: Social Roles Chapter 6: Social Relationships Chapter 7: Work and Retirement Chapter 8: Personality Chapter 9: The Quest for Meaning Chapter 10: Stress, Coping, and Resilience Chapter 11: Death and Bereavement Chapter 12: The Successful Journey

Chapter 1: Introduction to Adult Development Chapter Context This chapter serves as an introduction to the study of adult development, beginning with the concept of development being both stable and changing. Two guiding perspectives are introduced, Baltes’s lifespan developmental approach and Bronfenbrenner’s bioecological model. Developmental research is covered in the last section, including methods, measures, analyses, and designs.

Outcome-based Outline Outcome Communication

Learning Objectives 1.2: Explain the major sources of development

Submodule Learning Objectives 1.2.1: Identify normative age-graded influences on development 1.2.2: Describe how historical events impact development

Knowledge of Discipline

1.1: Explore major themes in developmental psychology

1.2.3: Evaluate the ways that nonnormative life events affect adulthood 1.2.4: Explain the interactionist view on the influences of nature and nurture on adult life 1.1.1: Describe differences and commonalities in experiences of adulthood 1.1.2: Identify constants and changes that impact adult development 1.1.3: Differentiate among the various types of age

Information Literacy

1.3: Differentiate between the perspectives of psychological and bioecological models

1.3.1: Describe elements of the lifespan developmental psychology approach 1.3.2: Outline the systems used in the bioecological model of development

1.4: Evaluate developmental research

1.4.1: Identify methods used in developmental research

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1.4.2: Explain the advantages and disadvantages of different measures 1.4.3: Describe forms of data analysis

1.4.4: Differentiate among research designs

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per submodule) which are included for in-class use.

Module Submodule Discussion Question(s) 1.1: Basic concepts in 1.1.1: Describe 1. How would you describe your own journey adult development differences and into adulthood thus far? What aspects commonalities in constitute stability? What aspects represent experiences of adulthood change?

1.1.2: Identify constants 2. Considering your experiences, what periods and changes that impact of life could be considered stages? adult development 1.1.3: Differentiate 3. Reflecting on your current role, behavior, among the various types biological, and social age, what would you of age estimate your functional age to be? What factors did you use to come to that conclusion?

4. In the United States, which measurement of age do you think is the most important: biological, chronological, social, or functional? Why did you come to that conclusion?

1.2: Sources of change 1.2.1: Identify normative 5. What generation do you belong to? What age-graded influences on cohorts can you identify within your development generation?

6. Think about memes you’ve seen that capture shared age-graded experiences (such as being a college student or a parent). What role does social media play in our ability to relate to others in terms of normative age-graded experiences?

1.2.2: Describe how 7. What are some normative history-graded historical events impact influences in your development? development 1.2.3: Evaluate the ways 8. Reflecting on your life and the lives of those that nonnormative life you know, in what ways do nonnormative events affect adulthood life events impact peer relationships? .

1.3: Guiding perspectives

1.4: Developmental research

1.2.4: Explain the interactionist view on the influences of nature and nurture on adult life

9. Based on the interactionist view and your experience with friends and relatives, identify some environmental influences on development?

10. What are some traits and behaviors that are common, or perhaps even somewhat unique, to your family? Reflecting on this list, speculate on the biological and environmental factors influencing them.

1.3.1: Describe elements of the life-span developmental psychology approach

11. Reflecting on your own life or another’s, how does the lifespan developmental approach change some assumptions you had about development?

1.3.2: Outline the systems used in the bioecological model of development

12. Based on Bronfenbrenner’s theory, which

1.4.1: Identify methods used in developmental research

13. Based on the strengths and weaknesses of longitudinal and cross-sectional studies, which factors would you deem more important in making the decision regarding which one to use?

14. Think of a time when you or someone you know participated in a research study?

What methods and measures were used?

What was that experience like from a participant’s perspective?

15. Think about instances in your own life where you or someone you know has confused correlation with causation. What kind of errors could this lead to?

16. Considering your experiences, share a time you used qualitative research and another when you used quantitative research.

Which information was more useful?

1.4.2: Explain the advantages and disadvantages of different measures 1.4.3: Describe forms of data analysis

1.4.4: Differentiate among research designs

system (macrosystem, exosystem, mesosystem, microsystem) most influenced your decision to continue your education and take this course? Which specific influences in each level were a factor?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter. Please respond by writing a paper consisting of 1000-1500 words.

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Research on Adult Development Find a peer-reviewed research article on an adult development subject to summarize. Address the following questions in your papers: What is the topic and purpose of the research?

Summarize how data was collected (the measures used) and identify and discuss the methods used (for example, quantitative, qualitative, longitudinal, cross-sectional).

Summarize the result and identify and describe the analysis used (for example, correlational, comparison of means, meta-analysis).

What control variables, if any, were used? Were they adequate to ensure reliability and validity?

Conclude with a discussion of the approach of the researchers (lifespan, bioecological or something else).

Research on Cultural Differences Think about some ways that cultural differences may influence the experience of aging. Consider differences in attitudes toward aging adults, social age, and/or the normal sequence of adult life across cultures, for example. Explore these topics in the peer-reviewed literature and find at least one paper describing cultural, or subcultural, differences that impact the journey into adulthood. Summarize the research and findings, including methods, measures, design, and analyses.

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Chapter 2: Physical Changes Chapter Context The theme of this chapter is primary aging, the physical changes that take place predictably in most of us when we reach certain milestones in our journeys of adulthood. Basic theories are introduced, as well as age-related physical changes. Finally, areas of more complex functioning are covered, such as (1) athletic abilities; (2) stamina, dexterity, and balance; (3) sleep; and (4) sexual activity, all of which decline gradually with age.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

2.1: Evaluate theories of primary aging

2.1.1: Explain the idea that cell damage causes aging 2.1.2: Describe how genetics influences aging 2.1.3: Explain the relationship between aging and caloric intake 2.1.4: Identify challenges in prolonging human life 2.3.1: Describe age-related vision changes

2.3: Summarize how the senses change with age

Cultural Competence

2.4: Analyze the social impact of age-related changes to the body

2.6: Relate aging experiences to demographic influences

Lifelong Learning

2.2: Analyze how adults deal with .

2.3.2: Relate hearing to the experience of aging 2.3.3: Explain how taste and smell change with age 2.4.1: Determine the impacts of age-related bone and muscle changes 2.4.2: Explain how the cardiovascular and respiratory systems change with age 2.4.3: Identify age-related changes to the nervous system 2.4.4: Summarize age-related changes to the immune system 2.4.5: Differentiate how hormone changes affect males and females 2.6.1: Explain the heritability of aging 2.6.2: Relate lifestyle to how a person ages 2.6.3: Describe racial and socioeconomic impacts on the experience of aging 2.2.1: Outline changes to body composition

age-related changes in appearance

2.5: Determine how age-related physical changes impact life as an older adult

over time 2.2.2: Characterize how skin changes with age 2.2.3: Describe issues associated with hair and the aging process 2.5.1: Summarize how athletic abilities change with age 2.5.2: Identify age-related challenges in personal stamina, dexterity, and balance 2.5.3: Characterize sleep at different ages 2.5.4: Describe changes and continuities in sexual activity with age

Discussion Question Bank This discussion question bank provides a listing of discussion questions (2-3 per module) which are included for in-class use.

Module

Submodule

2.1: Evaluate theories of primary aging

2.1.1: Explain the idea that cell damage causes aging 2.1.2: Describe how genetics influences aging

Discussion Question(s) 1. What claims have you heard about

2.1.3: Explain the relationship between aging and caloric intake

2.

2.1.4: Identify challenges in prolonging human life

3.

4.

2.2: Analyze how adults deal with agerelated changes in appearance

2.2.1: Outline changes to body composition over time

2.2.2: Characterize how skin changes with age 2.2.3: Describe issues associated with hair and the aging process 2.3: Summarize how the senses change with age

2.3.1: Describe age-related vision changes

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5.

antioxidants and their ability to fight aging? What ways have you, or others you know, tried to slow down or prolong the lifespan?

Do you think the costs of caloric restriction outweigh the benefits, as described in the text?

If a fountain of youth were available and you could postpone or slow down aging significantly, would you choose to use it or not? How long is an optimal life?

Reflecting on your observations, which theory of aging best matches your experience?

Based on common physical changes during adulthood, what changes do you expect over the next twenty years? Have you observed these changes in older relatives?

6. Considering the physical changes in adulthood, what advice would you give to a group of 18-22 year-olds about aging?

7. Think of your own experiences or that of others whose senses are declining.

In what ways do they accommodate

2.4: Analyze the social impact of age-related changes to the body

2.5: Determine how age-related physical changes impact life as an older adult

2.6: Relate aging experiences to demographic influences

2.3.2: Relate hearing to the experience of aging 2.3.3: Explain how taste and smell change with age 2.4.1: Determine the impacts of age-related bone and muscle changes 2.4.2: Explain how the cardiovascular and respiratory systems change with age 2.4.3: Identify age-related changes to the nervous system 2.4.4: Summarize age-related changes to the immune system 2.4.5: Differentiate how hormone changes affect males and females 2.5.1: Summarize how athletic abilities change with age

2.5.2: Identify age-related challenges in personal stamina, dexterity, and balance 2.5.3: Characterize sleep at different ages 2.5.4: Describe changes and continuities in sexual activity with age 2.6.1: Explain the heritability of aging

2.6.2: Relate lifestyle to how a person ages

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for these declines? What are some additional accommodations that might help them?

8. Which of the physical changes during adulthood aging do you think most impacts life? If you had a magic wand and could preserve one system (senses, bones and muscles, cardiovascular and nervous, immune system, hormonal) which one would you preserve and why?

9. Based on the changes throughout adulthood, at what age would you consider someone over-the-hill physically?

10. Considering the changes in physical behavior during adulthood, at what point do you think you will be at your physical best athletically? What, if anything, could you do to prevent the decline in athletic ability?

11. How do your beliefs about sexual behavior in adulthood match the research? What information surprised you the most?

12. If you know how long your parents, grandparents, and great-grandparents lived, do you see a pattern that could be related to genetics? What lifestyle patterns may also be related? If you don’t have that information about family, consider families you are aware of with long and short lifespans and reflect on the impact of genetics and lifestyle?

13. Based on the aging of individuals you have known, how important is genetics? Have you observed similarities among family members?

14. Reflecting on your habits, what lifestyle changes could affect the rate of your primary aging? What makes it difficult to make these changes?

2.6.3: Describe racial and socioeconomic impacts on the experience of aging

15. Considering the neighborhood you live in and those you travel through, what food options are available?

What differences do you see in higher versus lower income neighborhoods?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Theories of Aging Choose one bodily system and describe the most significant physical changes that occur between the ages of eighteen and eighty. Discuss how oxidative damage, genetic limit, and caloric restriction explain the aging to that bodily system. Use 2-3 scholarly sources.

Turning Back the Clock Choose one of the innovations for potentially expanding our maximum lifespan, introduced in section 2.1.4 (e.g., lab-grown replacement organs, transfusions of “young” blood, etc.).

Do some research on the topic to see what you can learn. Describe the method you chose to investigate and summarize what you’ve found. What studies have been done so far, and what are the results? What is the theory behind the research and/or proposed method (e.g., caloric restriction, genetic limits, something else…)? Is there good evidence that the approach you’ve learned about could one day prolong the lifespan of humans? Provide support for your argument by citing 2-3 scholarly sources.

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Chapter 3: Health and Health Disorders Chapter Context The theme of this chapter is secondary aging, or age-related disease. Discussed are four of the top agerelated diseases and their causes, their risk factors, and some preventative measures. These are heart disease, cancer, diabetes, and Alzheimer’s disease. The second part of the chapter describes mental health disorders. Finally, individual differences in physical and mental disorders are covered, including how one’s genes, socioeconomic background, lifestyle, personality, and life history events influence susceptibility.

Outcome-based Outline Outcome

Learning Objectives

Knowledge of Discipline

3.4: Analyze assistance options for physical and mental disorders

Cultural Competence

Information Literacy

3.5: Compare the physical health issues facing adults from different populations

3.1: Predict adult health issues based on data

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Submodule Learning Objectives 3.4.1: Describe trends in assistive technology 3.4.2: Summarize the functions of assistance animals 3.5.1: Explain the contributions of genetics to adult health 3.5.2: Differentiate health experiences by sex and gender 3.5.3: Describe the ways in which socioeconomic class impacts health 3.5.4: Summarize racial and ethnic differences in health 3.5.5: Explain how discrimination leads to negative health outcomes for women and people from minority groups 3.5.6: Explain how personality influences health 3.5.7: Analyze how prenatal and childhood experiences affect adult health 3.5.8: Determine how lifestyle choices affect health 3.1.1: Distinguish between mortality and morbidity rates 3.1.2: Describe current experiences of adulthood

disability 3.3: Evaluate mental health challenges facing adults

3.3.1: Evaluate common anxiety symptoms and treatments 3.3.2: Evaluate common depressive symptoms and treatments

Lifelong learning

3.2: Analyze ways in which older adults experience disease

3.3.3: Characterize addictive disorders 3.3.4: Analyze mental health treatment options 3.2.1: Differentiate the experiences of cardiovascular disease by sex 3.2.2: Explain how the experience of adulthood cancer has changed over time 3.2.3: Summarize the impact of diabetes on the adult population 3.2.4: Describe the development and progression of Alzheimer’s Disease

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module 3.1: Predict adult health issues based on data

3.2: Analyze ways in which older adults experience disease

Discussion Question(s) 1. Reflecting on individuals you know, think of those who are living with a chronic illness or health condition.

How does this impact their employment? What kind of assistance are they able to use, or could they use, to improve their daily lives?

2. Based on mortality rates and causes of deaths of those in different age groups, what would you propose to reduce the mortality rate of individuals 15-24 years old?

1. Consider where the people you know or have known over 65 live. Based on your current knowledge and your experience with older individuals, where do you think you may want to live when you are over 70 and why?

2. Considering your lifestyle, which diseases are you most at risk for? What lifestyle changes could reduce your risk?

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3.3: Evaluate mental health challenges facing adults

3.4: Analyze assistance options for physical and mental disorders

3.5: Compare the physical health issues facing adults from different populations

1. Which type of mental disorder is most common for your age group? If you have experience with someone with that disorder how does your experience match the most common demographics for the disorder? If you do not know someone with the disorder, how accurately do the demographics match what is portrayed by the media?

2. The increase in opiate abuse in the United States has been considered an epidemic. It also means it’s likely that you or someone you know has been affected.

Think about experiences or situations you are familiar with. How are people initially gaining access to opioids?

What mechanisms might be put in place to prevent and treat opioid addiction effectively?

1. Considering the needs of elderly or disabled individuals and reflecting on technology, how can assistive technology change the way elderly and disabled individuals live?

2. Reflecting on your experience with animals, how do you feel about the use of assistance animals for disabilities, including mental disorders?

1. Reflecting on your life and on the lives of your extended family members and/or friends, what do you make of the finding that, for most immigrant groups, the longer they live in the United States, the higher the risk of health problems?

2. Considering the individual differences in health, discuss the behavior change(s) you think is/are the most important for members of your family.

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Impact of Individual Differences on Disorders Choose two specific disorders and discuss how individual differences impact the development and progression of the disorder. Include information about morbidity rates, risk factors, treatments and solutions, discrimination, and behavior changes to reduce risk.

Use a minimum of three scholarly sources to help with your research.

Choose a specific substance-abuse or additive disorder (consider the list in submodule 3.3.3) and describe risk factors, treatment options, and treatment outcomes. Use a minimum of three scholarly sources to help with your research.

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Chapter 4: Cognitive Abilities Chapter Context This chapter deals with age-related changes in cognitive ability, including attention, memory, intelligence, and problem solving. Different patterns of age-related changes for a variety of cognitive abilities are discussed; specifically, how some abilities decline with age, whereas others improve.

Individual differences in cognitive aging are described and mechanisms for improving cognitive abilities with age are evaluated.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Lifelong Learning

4.1: Explain how attention changes with age

4.1.1: Describe how the ability to maintain divided attention changes with age 4.1.2: Relate visual search ability to age 4.4.1: Explain how the process of choosing changes with age 4.4.2: Compare how older and younger adults deal with problem solving and emotional information 4.4.3: Characterize positivity bias in older adults 4.2.1: Differentiate short-term and working memory 4.2.2: Summarize how declarative and nondeclarative memory change with age 4.2.3: Characterize prospective memory 4.2.4: Explain how memory training works 4.2.5: Describe potential issues with agerelated memory studies 4.3.1: Outline changes to intelligence over time

4.4: Relate decision making and problem solving to age

Knowledge of Discipline

4.2: Compare how different forms of memory change over time

Information Literacy

4.3: Evaluate the concept of agerelated changes to intellectual ability

4.6: Evaluate forms of cognitive assistance

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4.3.2: Analyze how the components of intelligence function with age 4.3.3: Determine the effectiveness of intellectual retention exercises 4.6.1: Describe strategies for dealing with cognitive challenges in medication adherence 4.6.2: Relate social networking to cognitive retention

Cultural Competence

4.5: Analyze factors that influence individual cognitive change

4.6.3: Determine effective forms of electronic stimulation for cognitive exercise 4.6.4: Analyze the issues involved in driving by older adults 4.5.1: Evaluate the influence of health on cognition 4.5.2: Relate genetics to cognitive change 4.5.3: Determine the role that demographics and sociobiography have on cognition 4.5.4: Determine how education influences cognition in later adulthood 4.5.5: Relate physical exercise to cognitive change 4.5.6: Explain the role of self-doubt in the perception of cognitive decline

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

4.1: Explain how attention changes with age

4.1.1: Describe how the ability to maintain divided attention changes with age 4.1.2: Relate visual search ability to age

1. Reflecting on your own life, what challenges do you face on a regular basis with regard to divided attention? How might you expect these challenges to change with age?

4.2: Compare how different forms of memory change over time

4.2.1: Differentiate short-term and working memory

2. Consider the many ways that you rely on executive functioning to carry out your daily tasks. Which components of memory and executive function are required for each task? How might your efficiency at these tasks decline with age, as the underlying skills required for them decline?

3. What stereotypes are you aware of, with regard to declines in memory for aging individuals? How might these stereotypes affect their performance on various types of memory tasks?

4.2.2: Summarize how declarative and nondeclarative memory change with age 4.2.3: Characterize prospective memory 4.2.4: Explain how memory training works 4.2.5: Describe potential issues with age-related memory studies .

4.3: Evaluate the concept of agerelated changes to intellectual ability

4.3.1: Outline changes to intelligence over time

4.3.2: Analyze how the components of intelligence function with age 4.3.3: Determine the effectiveness of intellectual retention exercises 4.4: Relate decision making and problem solving to age

4.4.1: Explain how the process of choosing changes with age 4.4.2: Compare how older and younger adults deal with problem solving and emotional information 4.4.3: Characterize positivity bias in older adults

4.5: Analyze factors that influence individual cognitive change

4.5.1: Evaluate the influence of health on cognition

4.5.2: Relate genetics to cognitive change 4.5.3: Determine the role that demographics and sociobiography have on cognition 4.5.4: Determine how education influences cognition in later adulthood 4.5.5: Relate physical exercise to cognitive change 4.5.6: Explain the role of selfdoubt in the perception of cognitive decline

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4. Based on your experience with older and younger individuals, what is the relationship between age and intelligence?

5. Reflecting on fluid and crystallized intelligence, when would you prefer to hire an older worker rather than a younger worker?

6. What intellectual retention exercises are you familiar with or aware of?

Have you tried any? What was your experience, if so?

7. Reflecting on your life and decisions, in which situations would a choice board have been useful?

8. Considering problem-focused versus emotion-focused approaches to problem solving, which do you use more often? When might one be more effective than the other?

9. Reflecting on the cognitive changes that occur with aging and your experience asking for advice, in what situations would you prefer to ask an older individual rather than someone your own age?

10. Reflecting on individuals in your life, what changes in cognitive ability have you noticed as people age?

How do these changes relate to health? Genetics? Demographics?

Education?

11. Considering your lifestyle and the research on physical exercise and cognitive abilities, what changes may be beneficial cognitively as you age?

12. Reflect on your own cognition of the past decade. What is your perception? Has it declined? What is the evidence to support your perception? How do you expect your cognition to change over the coming decade?

4.6: Evaluate forms of cognitive assistance

4.6.1: Describe strategies for dealing with cognitive challenges in medication adherence

4.6.2: Relate social networking to cognitive retention 4.6.3: Determine effective forms of electronic stimulation for cognitive exercise 4.6.4: Analyze the issues involved in driving by older adults

13. Considering the expected losses and gains in cognitive ability over your next 20 years, what can you expect?

In what way will you manage those changes?

14. Thinking of yourself or someone you know who takes daily medication, what are the strategies they adopt to remember their meds? How effective are these strategies?

15. How tech savvy are the older adults you know? In what ways do they use social media to maintain a social network?

16. Considering older individuals you know, at what point would you have a conversation with them about their ability to drive safely and when to give up driving?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter. Please respond by writing a paper consisting of 1000-1500 words.

Cognitive Ability & Aging Using 2-3 scholarly peer-reviewed sources on cognitive development, argue for or against the belief that cognitive ability does not entirely decline with age.

Choose one or two methods of cognitive training marketed to aging adults. What does this method(s) claim to improve? Conduct a literature search for research on this cognitive training method. What did you find? Is the research independent, academic, and peerreviewed? Summarize 2-3 of the studies available. What evidence is provided for the effectiveness of the method you chose?

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Chapter 5: Social Roles Chapter Context This chapter revolves around social roles and the changes that take place during adulthood. Social roles refer to the attitudes and behaviors we adopt when we make a transition into a particular role, such as worker, husband, or grandmother. This chapter covers changes within a person due to these life transitions. Social role transitions are discussed in chronological order, beginning with early adulthood, followed by middle, and then late adulthood. Gender roles, stereotypes, theories, and their impact on adult roles are described throughout each section. Finally, social roles of atypical families, including those who never marry, never have children, or divorce and remarry, are explored.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Lifelong Learning

5.3: Determine how social roles impact middle adulthood experiences

5.3.1: Describe changes in how parents have adjusted to children leaving the home

5.4: Evaluate ways of handling transitions in late adulthood

Knowledge of Discipline

5.1: Analyze how social roles change over time

5.2: Characterize social roles in young adulthood

Cultural Competence

5.5: Analyze the interactions between atypical families and their cultures

5.3.2: Relate midlife to gender roles 5.3.3: Compare grandparenting today to grandparenting in the past 5.3.4: Explain the impacts of caregiving on caregivers 5.4.1: Identify factors that lead to many older adults living alone 5.4.2: Describe challenges associated with receiving care 5.1.1: Relate life satisfaction to social timing 5.1.2: Explain the existence and impact of gender roles 5.2.1: Identify influences on young adult independence 5.2.2: Describe partnership for young adults 5.2.3: Summarize life changes associated with the role of parent 5.5.1: Describe experiences of lifelong singles

5.5.2: Relate child-free experiences to sociocultural expectations 5.5.3: Summarize experiences of divorced and remarried adults .

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per submodule) which are included for in-class use.

Module

Submodule

Discussion Question(s)

5.1: Analyze how social roles change over time

5.1.1: Relate life satisfaction to social timing

1. Reflecting on your life, what social roles do you hold?

2. Reflecting on your observation of friends and family, in what ways do your observations of friends and family match your review of the Social Roles throughout Adulthood table?

3. Considering your childhood, what gender roles were expected? What stereotypes did you learn?

4. Reflecting on your transition to adulthood, what events marked the transition?

5. At what point did you feel like an adult? What activity or responsibility do you interpret as the distinguishing marker of adulthood?

6. Considering your social roles, what transitions would you expect over the next 10 years?

7. To what extent do Arnett’s five features of emergent adulthood fit your own personal experiences?

5.1.2: Explain the existence and impact of gender roles 5.2: Characterize social roles in young adulthood

5.2.1: Identify influences on young adult independence 5.2.2: Describe partnership for young adults 5.2.3: Summarize life changes associated with the role of parent

5.3: Determine how social roles impact middle adulthood experiences

5.3.1: Describe changes in how parents have adjusted to children leaving the home

8. Considering your experience or that of a family member, what new interests, if any, helped shape the empty-nest stage?

5.3.2: Relate midlife to gender roles

9. Reflecting on your life and the lives of your parents or grandparents, how have gender roles changed?

5.3.3: Compare grandparenting today to grandparenting in the past

10. Considering role transitions, what are some examples from your family?

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5.3.4: Explain the impacts of caregiving on caregivers

5.4: Evaluate ways of handling transitions in late adulthood

5.4.1: Identify factors that lead to many older adults living alone

5.4.2: Describe challenges associated with receiving care 5.5: Analyze the interactions between atypical families and their cultures

5.5.1: Describe experiences of lifelong singles

5.5.2: Relate child-free experiences to sociocultural expectations

5.5.3: Summarize experiences of divorced and remarried adults

11. Reflecting on your experience and those of others you are aware of, who cares for the sick or elderly in your family? What was the impact of being a caregiver?

12. Considering the elderly you know and their living situation, what fears do they have about changing their living situation?

13. Imagine living alone for the first time in 50 years or more. What do you think would be the most difficult adjustment for you?

14. Reflecting on those you know, what have you noticed about lifelong singles and their connections with others? What have you observed that may lead to their well-being?

15. To what extent do societal pressures affect your decision to have children or the decisions of someone you know?

16. Imagine you are facing challenges with fertility. How might you feel about discussing this openly with others? How might you respond to others who inquire about your plans to “start a family”?

17. Reflecting on your experience, what impact does divorce and remarriage have on social roles?

18. Think about a “step-mother” you know. What is her role in the family? How does this seem to affect her well-being?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter. Please respond by writing a paper consisting of 1000-1500 words.

Gender, Social Roles, and Adulthood Using 2-3 scholarly sources, describe the role of gender on social roles throughout adulthood and include information around instrumental qualities, communal qualities, and stereotypes. .

Choose one form of “atypical family” discussed in the chapter. Conduct research on outcomes for these families. For instance, do they differ in any significant way from “typical families” in terms of emotional, social, cognitive, or physical development? What are the impacts of sociocultural expectations on these families? Cite at least 2-3 peer-reviewed, scholarly sources.

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Chapter 6: Social Relationships Chapter Context This chapter discusses two-way interactions between individuals, not just the behavior a person performs in a certain role. Bowlby’s attachment theory, Ainsworth’s model of attachment behaviors, Anotnucci’s convoy model, Carstensen’s socioemotional selectivity theory, and Buss’s evolutionary psychology approach are all discussed. Next, various relationships in which an adult participates are described, including intimate partnerships, parent-child relationships in adulthood, grandparentgrandchild, and sibling relationships. The chapter concludes with a discussion of adult friendships.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

6.2: Determine how people choose intimate partners

6.2.1: Characterize lust

6.4: Analyze the ways that family interactions influence adulthood experiences

Information Literacy

Lifelong Learning

6.1: Compare theories of social relationships

6.2.2: Analyze the elements of attraction 6.2.3: Differentiate the four kinds of romantic attachment 6.4.1: Identify ways that families maintain intergenerational solidarity 6.4.2: Describe common parent interactions with adult children 6.4.3: Characterize grandparentgrandchild relationships 6.4.4: Explain how sibling relationships change over time 6.1.1: Explain attachment theory 6.1.2: Characterize the convoy model of relationships 6.1.3: Explain socioemotional selectivity theory 6.1.4: Relate evolution to social relationships 6.3.1: Identify elements that increase the chance of happiness in a long-term marriage 6.3.2: Compare cohabitation and marriage 6.3.3: Characterize the long-term

6.3: Evaluate the impact of intimate partnership on adulthood experiences

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6.5: Evaluate the ways friendship circles affect adulthood

relationships of same-sex couples 6.5.1: Explain how friendship networks change over time 6.5.2: Analyze the friendship functions of social media

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

6.1: Theories of social relationships

6.1.1: Explain attachment theory

1. Reflecting on your life and your observation of others, which theory of social relationships fits your experience?

2. Considering social relationships throughout your life, how does the need to belong drive social interactions?

6.2: Determine how people choose intimate partners

6.1.2: Characterize the convoy model of relationships 6.1.3: Explain socioemotional selectivity theory 6.1.4: Relate evolution to social relationships 6.2.1: Characterize lust

3. Considering your experience, what is the most important characteristic in mate selection?

4. How do the gender differences in desirable traits in a partner map onto your preferences and the preferences of others you know?

5. Reflecting on your own experience, which romantic attachment style applies most to you?

6. What advice might you offer to a close friend in a struggling marriage?

6.2.2: Analyze the elements of attraction

6.2.3: Differentiate the four kinds of romantic attachment 6.3: Evaluate the impact of intimate partnership on adulthood experiences

6.3.1: Identify elements that increase the chance of happiness in a long-term marriage 6.3.2: Compare cohabitation and marriage

6.4: Analyze the ways that family

7. Reflecting on the choice of marriage and cohabitation, in what situation would you choose one over the other?

8. Thinking of people you know, how are the relationships of same-sex and oppositesex couples similar? How do they differ?

9. Which of your loved ones do you consider family? How did you decide who is family?

6.3.3: Characterize the long-term relationships of same-sex couples 6.4.1: Identify ways that families maintain .

interactions influence adulthood experiences

intergenerational solidarity

6.4.2: Describe common parent interactions with adult children

10. How much contact do you have with your parents? How has technology changed this?

11. Reflecting on the type of relationship or lack of relationship you had with your grandparents (or grandchildren if you are a grandparent), in what ways do you think those relationships influenced you?

12. If you have siblings, think of 2-3 words that characterize your relationship over the past 5 years. How does this relationship differ from when you were children?

13. Reflecting on the lives of older individuals you know, how do their friendship networks and relationships compare to yours?

14. Considering the impact of social media on friendship networks, in your experience what impact do sites like Facebook have on social relationships?

6.4.3: Characterize grandparent-grandchild relationships

6.4.4: Explain how sibling relationships change over time

6.5: Evaluate the ways friendship circles affect adulthood

6.5.1: Explain how friendship networks change over time 6.5.2: Analyze the friendship functions of social media

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Role of Friendships as We Age Using two peer-reviewed scholarly sources as background, interview one person in a different age group (18-24, 25-39, 40-64, 65-74, 75+) than your own and compare and contrast the importance and role of friendships. Choose two of the following theories to include: attachment theory, the convoy model, socioemotional selectivity theory, and evolutionary psychology.

Intimate Relationships Find a dating website or app that you can easily gain access to and randomly select ten female and ten male profiles to analyze. Determine, to the best of your ability, whether the person is seeking a long-term or short-term partner. Are they looking for a same-sex or opposite-sex partner? What qualities or attributes are they seeking in a partner? What qualities or attributes are they advertising about themselves? Are the patterns you observe consistent with those discussed in the text?

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Chapter 7: Work and Retirement Chapter Context This chapter begins with an overview of several theories of development. Students are usually familiar with vocational preference tests and interested in finding out what type of work they would enjoy most.

Next, gender is discussed as a pervasive factor in almost all aspects of careers and career patterns. The next section deals with the effects of job performance and job satisfaction related to age differences.

The discussion of work and personal life includes how jobs can affect individuals, intimate relationships, and responsibilities for other family members, including how household chores are divided up. Finally, retirement is covered, including reasons a person decides to retire or not, the effects of retirement, and some middle ground between full-time work and full-time retirement. Emphasis is placed on the importance of planning ahead as an important factor for one’s quality of life in retirement.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

7.1: Analyze the relationship between adulthood and work

7.1.1: Describe theories of career development

7.5: Evaluate retirement practices

Cultural Competence

7.2: Describe sociocultural influences on career choice

Lifelong Learning

7.3: Relate age to workplace experiences

Information Literacy

7.4: Analyze the relationship between work and personal life

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7.1.2: Differentiate career patterns by binary gender 7.5.1: Summarize financial and psychological issues in retirement preparation 7.5.2: Explain impacts on retirement age 7.5.3: Describe typical reasons for retirement 7.5.4: Analyze the effects of retirement 7.5.5: Describe alternatives to full retirement 7.5.6: Identify important factors leading to well-being after retirement 7.2.1: Summarize the effects of gender on work experiences 7.2.2: Relate family to career choices 7.3.1: Explain how age influences job performance 7.3.2: Describe age-related issues associated with the stages of career development 7.3.3: Characterize the job satisfaction curve 7.4.1: Identify work trends that lead to positive and negative outcomes for individuals 7.4.2: Explain how family-related cultural

expectations and workplace options influence work experiences

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

7.1: Analyze the relationship between adulthood and work

7.1.1: Describe theories of career development

1. Considering Holland’s vocational interest, in which area do you fall?

In your experience do these interests change or stay steady through the lifespan?

7.1.2: Differentiate career patterns by binary gender

2. Considering the careers of individuals you know, have you observed different career patterns between men and women?

3. Reflecting on your own experiences and the experiences of those you know, how do men and women’s anticipation of their own career patterns differ? How might this influence the paths they choose?

4. Reflecting on your family, what influence do/did they have on your education and career choices?

7.2: Describe sociocultural influences on career choice

7.2.1: Summarize the effects of gender on work experiences

7.2.2: Relate family to career choices

7.3: Relate age to workplace experiences

7.3.1: Explain how age influences job performance

7.3.2: Describe age-related issues associated with the stages of career development

7.3.3: Characterize the job satisfaction curve

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5. Considering your age and gender, what steps would be most useful for your career development over the next 10 years?

6. Considering your personal and professional networks, what is the reason for career recycling? In what circumstances can you see yourself career recycling?

7. How does your current and previous job satisfaction compare to both younger and older workers?

What attitudes might contribute to your satisfaction/dissatisfaction?

8. Reflecting on the changes in careers throughout adulthood, what

7.4: Analyze the relationship between work and personal life

7.4.1: Identify work trends that lead to positive and negative outcomes for individuals

7.4.2: Explain how family-related cultural expectations and workplace options influence work experiences

7.5: Evaluate retirement practices

7.5.1: Summarize financial and psychological issues in retirement preparation 7.5.2: Explain impacts on retirement age 7.5.3: Describe typical reasons for retirement 7.5.4: Analyze the effects of retirement 7.5.5: Describe alternatives to full retirement 7.5.6: Identify important factors leading to well-being after retirement

changes can you expect over the next 20 years?

9. Considering those you know that have experienced job loss, how does job loss and unemployment impact them?

10. Reflecting on your current life and your childhood, who does most of the household chores and caregiving? How does this impact career progression?

11. What are your family plans for the future? How do you expect to balance family and career?

12. Reflecting on the retirement experiences of those you know, what are your expectations for retirement? At what age do you plan to retire?

13. Considering your retirement expectations, what plans do you have in place to accomplish them?

14. What advice would you offer to your peers regarding their eventual retirement? What about someone middle aged? Someone of retirement age?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Planning Career or Retirement Choose either selecting a career or retirement planning and using 2-3 scholarly sources outline a series of steps that would be helpful to an individual approaching the decision.

Briefly evaluate your progress in each step.

The Effects of Gender on Career Choose one issue related to the effects of gender on career across the lifespan (e.g., career choice, job satisfaction, poverty in retirement, work and family life) and find 2-3 peerreviewed academic studies exploring this topic. Summarize the research and discuss implications for potential reform.

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Chapter 8: Personality Chapter Context This chapter is divided into two parts. First the research on personality structures, featuring Costa, and McCrae’s five-factor model is covered. This includes different measures of personality change and stability, as well as the relationship between personality and other life experiences, like relationships, achievement, and health. The influence of genetic, environmental, evolutionary, and cultural factors on personality are also described in the context of the five-factor model. Second, alternative theories of personality are discussed, including Erikson’s theory of psychosocial development, Loevinger’s theory of ego development, Vaillant’s theory of mature adaptation, Gutmann’s theory of gender crossover, and Maslow’s theory of positive well-being.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

8.1: Apply the Five-Factor Model to concepts of personality

Information Literacy

8.3: Evaluate measures of personality change and stability

8.1.1: Describe the Five-Factor Model of personality 8.1.2: Explain how differential continuity predicts personality stability 8.1.3: Relate mean-level change to personality 8.1.4: Explain how individual personality factors can change 8.1.5: Describe the relationship between variability and stability in a population 8.3.1: Relate genetics to personality

Communication

8.4: Interpret personality using theories of personality development

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8.3.2: Identify ways that interactions with the environment influence personality 8.3.3: Describe ways that evolution may have influenced the development of personality 8.3.4: Compare measures of personality by culture 8.4.1: Relate Erikson’s stages of psychosocial development to personality changes over time 8.4.2: Outline Loevinger’s stages of ego development 8.4.3: Differentiate between Vaillant’s defense mechanisms

Lifelong Learning

8.2: Analyze how personality impacts life experiences

8.4.4: Analyze gender crossover for its influences 8.4.5: Summarize the approaches of positive psychology 8.2.1: Describe ways personality can influence relationships 8.2.2: Determine the relationship between personality and achievement 8.2.3: Relate personality to health experiences

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

8.1: Apply the Five-Factor Model to concepts of personality

8.1.1: Describe the Five-Factor Model of personality

1. Reflecting on the five-factor model and your personality, which two traits are your strongest? How are the traits demonstrated by your behavior?

2. Thinking about your peers in school, how well does the concept of differential continuity apply to personality traits? What about academic performance?

3. What stereotypes do you hold about personality change across age?

4. How has your personality changed thus far? Why do you think this is?

Are these changes related to certain major life events?

8.1.2: Explain how differential continuity predicts personality stability

8.1.3: Relate mean-level change to personality

8.2: Analyze how personality impacts life experiences

8.1.4: Explain how individual personality factors can change 8.1.5: Describe the relationship between variability and stability in a population 8.2.1: Describe ways personality can influence relationships

8.2.2: Determine the relationship between personality and achievement 8.2.3: Relate personality to health experiences

.

5. Reflecting on your own experiences or those you know, how has personality influence one’s choice of relationship?

6. Where do you rank on conscientiousness? How do you think this has affected your job and academic performance?

7. Considering personality traits and health, which personality traits would you expect to have the biggest impact on your health?

8.3: Evaluate measures of personality change and stability

8.3.1: Relate genetics to personality 8.3.2: Identify ways that interactions with the environment influence personality 8.3.3: Describe ways that evolution may have influenced the development of personality 8.3.4: Compare measures of personality by culture

8.4: Interpret personality using theories of personality development

8.4.1: Relate Erikson’s stages of psychosocial development to personality changes over time

8.4.2: Outline Loevinger’s stages of ego development

8.4.3: Differentiate between Vaillant’s defense mechanisms

8.4.4: Analyze gender crossover for its influences 8.4.5: Summarize the approaches of positive psychology

8. Considering your family of origin, what personality traits are common in family members? Do you see those traits as a result of genetics or environment?

9. Reflecting on your life, what influence has culture had on your personality?

10. Reflecting on Erikson’s psychosocial stages, which stage has been the most difficult for you? Which future stage do you think will be most difficult?

11. Which of Loevinger’s stages are you in, currently? How does this influence your personality, relative to your peers?

12. Think about a conflict you encountered recently. Which of Vaillant’s defense mechanisms did you adopt?

13. To what extent are you experiencing, or do you expect to experience, gender crossover?

14. Considering your experiences, how well does Maslow’s hierarchy portray your motives?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Psychosocial Behavior & Development Using 2-3 peer-reviewed scholarly sources on Erikson’s psychosocial development, choose an adult television or movie character and identify and describe which stage of psychosocial development best fits the character. Give specific examples of their behavior that demonstrate the stage.

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Academic Achievement and Personality Find 2-3 peer-reviewed academic research papers on the relationship between personality and academic achievement. Discuss the relationships in terms of person-environment transactions.

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Chapter 9: The Quest for Meaning Chapter Context This chapter presents information on the quest for meaning and how it is manifest at different stages of adult life. How the topic of religion and spirituality has ballooned in empirical journals over the last 4 decades and the importance of having a sense of the sacred in our lives is discussed. A complex comparison of diverse theories is presented. Material about mystical experiences is also discussed, followed by transition theory and triggers that stimulate transformative experiences. Last, metaphors are considered that may help us make sense of the development of adult meaning systems. Students tend to engage in a lot of discussion and conversation around these topics, and time should be allotted accordingly.

Outcome-based Outline Outcome Communication

Learning Objectives Submodule Learning Objectives 9.1: Explain why we study the search 9.1.1: Differentiate meaning from for meaning experience

9.6: Assess common metaphors used to make sense of the development of adult meaning systems

Knowledge of Discipline

9.2: Analyze how interaction with meaning systems changes over time 9.4: Compare theories of meaning and personality

Lifelong Learning

9.3: Apply theories of spiritual development

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9.1.2: Relate the quest for meaning to life as a human being 9.1.3: Describe ways that cultural traditions and psychological theorists have supported the concept of gerotranscendence 9.6.1: Discuss the strengths and limitations of the idea of life as journey 9.6.2: Examine the shortcomings of existing metaphors for meaning making 9.2.1: Describe changes in spirituality over time in the United States 9.2.2: Relate spirituality to health 9.4.1: Explain the relationship between connection and independence according to Kegan 9.4.2: Outline the stages of mystical experience according to Underhill 9.3.1: Outline the stages of moral reasoning according to Kohlberg 9.3.2: Describe how faith changes over

time according to Fowler 9.5: Analyze how individuals develop 9.5.1: Describe transition theory through transitions 9.5.2: Explain how stimuli may trigger transitions 9.5.3: Contextualize ways that people respond to triggers

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

9.1: Explain why we study the search for meaning

9.1.1: Differentiate meaning from experience

1. Think of an event in your life that you shared with someone. How did the two of you differ in your attachment of meaning to the same event?

2. How does the quest for meaning manifest itself in your life and the lives of people you are close to?

3. Reflecting on your definition of wisdom, what examples from your experience support the opinion that older people are wiser than younger people?

9.1.2: Relate the quest for meaning to life as a human being 9.1.3: Describe ways that cultural traditions and psychological theorists have supported the concept of gerotranscendence

9.2: Analyze how interaction with meaning systems changes over time

9.2.1: Describe changes in spirituality over time in the United States

4. Considering individuals you know, what have you noticed about how older individuals versus younger individuals view situations?

5. Reflecting on your observations, are men less spiritual than women or are churches just set up in a way that appeal more to women?

9.2.2: Relate spirituality to health

6. Considering information on

religiosity and health, reflect on individuals you know. Do your observations fit the research?

9.3: Apply theories of spiritual development

9.3.1: Outline the stages of moral reasoning according to Kohlberg

7. Pondering Heinz’s dilemma, what would you have done in his situation if you had no alternatives?

9.3.2: Describe how faith changes over time according to

8. Considering Fowler’s stages of faith, in which stage would you place

.

Fowler

9.4: Compare theories of meaning and personality

9.4.1: Explain the relationship between connection and independence according to Kegan 9.4.2: Outline the stages of mystical experience according to Underhill

9.5: Analyze how individuals develop through transitions

9.5.1: Describe transition theory

9.5.2: Explain how stimuli may trigger transitions 9.5.3: Contextualize ways that people respond to triggers

9.6 Assess common metaphors used to make sense of the development of adult meaning systems

9.6.1: Discuss the strengths and limitations of the idea of life as journey

9.6.2: Examine the shortcomings of existing metaphors for meaning making

yourself? For this discussion, faith can be interpreted as your beliefs about life rather than an organized religion.

9. What would be the master story at this point in your life?

10. Reflecting on balance and conflicting desires, what evolutionary truce have you developed? When do you expect a modification?

11. Considering Underhill’s stages of mystical experience, how important, if at all, is this experience for you and for your family?

12. What triggering situations have assisted you, or those you know, in passing through a transition in the quest for finding meaning in life?

13. In your experience, are painful experiences more likely to bring change and transition than joyful experiences?

14. Reflecting on life as a journey, in what ways have the theories in this chapter illustrated your journey and where have they departed from your journey?

15. In your experience, is it possible to achieve happiness and satisfaction in one’s life without a meaningful system at the end?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Life Stages & Development Using 2-3 scholarly sources, apply Fowler’s, Underhill’s or Kohlberg’s stages to your life and describe your development. Give specific examples to illustrate your development over time.

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Religiosity and Health Find 2-3 peer-reviewed studies examining the relationship between religious experience and health. Describe the research and findings. What do you think is the cause of the link between religiosity and health outcomes across adulthood?

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Chapter 10: Stress, Coping, and Resilience Chapter Context This chapter helps students understand that life stressors are apparent at all ages. It covers theories of stress and types of stressors, followed by research to show that high levels of stress are related to physical and mental disorders. Subsequent sections detail the timely topic of PTSD and individual differences, such as gender and age. Also covered are racial discrimination as a source of chronic stress and stress-related growth. Coping mechanisms are described as well as the topic of resilience.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

10.1: Determine the origins of stress

10.1.1: Compare theoretical explanations of stress

Information Literacy

10.2: Relate stress to health outcomes

10.3: Evaluate coping techniques for stress

10.4: Analyze how resilience functions

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10.1.2: Differentiate types of stress 10.2.1: Describe links between stress and disease 10.2.2: Summarize ways that stress can lead to mental health disorders 10.2.3: Identify factors that impact individual stress outcomes 10.2.4: Explain how stress can lead to growth 10.3.1: Compare coping behaviors 10.3.2: Relate social support to stress outcomes 10.4.1: Relate trauma reactions to resilience 10.4.2: Identify personality traits associated with resilience 10.4.3: Explain how positive psychology is used to build resilience in military veterans

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

10.1: Stress, Stressors, and Stress Reactions

10.1.1: Compare theoretical explanations of stress

1. Reflecting on a stressful moment in your life, what physical changes did you notice that illustrate Selye’s three-stage response?

2. Considering both Holmes and Rahe’s stimulus-oriented viewpoint and Selye’s response-oriented viewpoint, which one best fits your orientation?

3. Reflecting on your life experience, what is your greatest stressor?

4. In your observation, do you respond to stressors more or less than others?

What explains the difference?

5. Reflecting on your life and those you know, share a time when a physical illness followed a major stressful event. At the time what connection did you make between the two events?

6. Considering your observations with your family and friends, what are the positive outcomes of stressful events?

10.1.2: Differentiate types of stress

10.2: Effects of Stress

10.2.1: Describe links between stress and disease

10.2.2: Summarize ways that stress can lead to mental health disorders 10.2.3: Identify factors that impact individual stress outcomes

10.2.4: Explain how stress can lead to growth

10.3: Coping with Stress

10.3.1: Compare coping behaviors

.

7.

Why do you think there is a gender difference in experience of PTSD for different types of trauma, as described in the text?

8. Thinking about your own experiences and those of people you know, how has perceived discrimination been a source of stress in their lives?

9. Reflecting on your own life, how has your response to stress changed with age so far? How do you anticipate it will change in the future?

10. Reflecting on your own experiences, thinking of a particularly stressful or traumatic time. In what ways did you experience positive growth as a result?

11. Considering the styles of coping, which have you used most often in the past? Based on those experiences

10.3.2: Relate social support to stress outcomes

10.4: Resilience

10.4.1: Relate trauma reactions to resilience

10.4.2: Identify personality traits associated with resilience 10.4.3: Explain how positive psychology is used to build resilience in military veterans

and your new knowledge, will you continue to use it or will you try another style?

12. Reflecting on a very stressful event, how important was social support to you? Did you find your social network helpful?

13. Thinking about your own experiences and those of people you know, what types of response to stress or trauma have you observed? Is resilience the most common?

14. Considering individual differences in resilience, do you think resilience is a stable or changeable trait? Why? 15. Reflecting on the general assessment tool, which area would be your strongest score? Which would be your weakest?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Examining Resiliency Using 2-3 scholarly sources, research resiliency and answer the question, “Can resiliency be taught?”

Gene-Environment Interactions and Stress Find 2-3 peer-reviewed studies about how interactions between genes and environment can influence one’s response to stress. How does the environment change the expression of genes in a way that influences stress reactions?

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Chapter 11: Death and Bereavement Chapter Context This chapter covers death: how we think about it at different ages, how we cope with the death of loved ones, and how we face the reality of our own deaths. The chapter begins with a discussion of how we come to understand death and subscribe meaning to it, including the deaths of others and the eventual death of oneself. This includes abstract components like overcoming the fear of death as well as practical approaches, like making a living will and becoming an organ donor. Reactions to death are described from both the perspective of a patient with terminal illness, as well as from the perspective of grieving the loss of a loved one. The place of one’s death is important to many people, and most want to die at home with their families. That is becoming more feasible because of hospice care. Others who are terminally ill would like to choose the time of their deaths, and that has become possible in several states that have legalized physician-assisted suicide. This section discusses how that is arranged and how people make that decision. The final section presents a compilation of numerous mourning rituals that take place in different cultures in the United States. It is not an exhaustive list and there may be many exceptions, but it is a good way to start a discussion about our multi-cultural society and about respecting and understanding each other at these most personal times. The chapter ends on a hopeful note with a study of bereavement that shows that the most common response to the loss of a spouse in older adulthood is resilience.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

11.1: Analyze how death changes social systems

11.1.1: Compare interpretations of the meaning of death 11.1.2: Identify factors related to death anxiety 11.1.3: Describe ways that people signal death acceptance 11.2.1: Outline the stages of reactions to death 11.2.2: Explain why farewells are important in the dying process 11.2.3: Relate diagnosis pessimism to death 11.2.4: Compare experiences of dying in different settings 11.2.5: Analyze values and options in choosing the time of death 11.3.1: Explain the role of ritual in bereavement 11.3.2: Describe the various ways

11.2: Evaluate the ways individuals adapt to death

Cultural Competence

11.3: Analyze practices associated with bereavement .

people grieve

Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule LO

11.1: Understanding Death

11.1.1: Compare interpretations of the meaning of death 11.1.2: Identify factors related to death anxiety

11.2 The Process of Death

11.3 Rituals and Grieving

Discussion Question(s)

1. Reflecting on your beliefs, what is the meaning of death?

2. In what ways do you experience death anxiety? How might this be related to your age, gender, religiosity, and personality?

11.1.3: Describe ways that 3. Considering eventual death, are you or people signal death acceptance would you consider becoming an organ donor? How does being an organ donor reflect acceptance of eventual death?

11.2.1: Outline the stages of 4. Reflecting on Elisabeth Kubler-Ross’s reactions to death stages and death of other loss in your life, how does your experience compare to her stages?

11.2.2: Explain why farewells are 5. Reflecting on your experience with death, important in the dying process how did you say goodbye?

11.2.3: Relate diagnosis 6. Imagine you are given a terminal pessimism to death diagnosis, how do you think you would respond?

11.2.4: Compare experiences of 7. Considering the options available for a dying in different settings dying patient, and perhaps your own experiences as a patient and/or with death, where would you prefer to die?

11.2.5: Analyze values and 8. Considering the options available for a options in choosing the time of dying patient, in what situations, if any, death would you consider physician-assisted suicide?

11.3.1: Explain the role of ritual 9. Considering your family and cultural in bereavement traditions, what rituals provide comfort after the death of a loved one?

11.3.2: Describe the various 10. Considering the impact the death of a ways people grieve friend, family member, or fictional character had on you, what is the message about life you took from that experience?

.

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Death & Dying Using 2-3 scholarly sources, research hospice care, physician assisted-suicide, or rituals.

Using your research for evidence and support, discuss how your topic assists individuals in the psychological process of dealing with death and dying.

Death Anxiety & Culture Find 2-3 academic sources on cross-cultural differences and similarities in death anxiety.

Using what you’ve learned, describe how the elements of age, gender, religiosity, and personality may be linked to cultural norms surrounding death, its meaning, and related fears.

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Chapter 12: The Successful Journey Chapter Context This chapter presents a model of adult development, in chronological order, complete with a flow chart of how we move from disequilibrium to equilibrium in several areas of our lives. Also included is a master table of age-related changes throughout adulthood.

Outcome-based Outline Outcome

Learning Objectives

Submodule Learning Objectives

Knowledge of Discipline

12.1: Summarize major themes in adult development

12.1.1: Identify major influences on emerging adults

Lifelong Learning

12.2: Evaluate measures of life success

12.4: Determine the elements of successful aging

12.1.2: Characterize adulthood from age 25 to 39 12.1.3: Contextualize issues in middle adulthood 12.1.4: Explain how role changes impact older adulthood 12.1.5: Describe adulthood after age 75 12.2.1: Identify major influences on quality of life 12.2.2: Determine factors relevant to life satisfaction 12.4.1: Relate physical and mental exercise to successful aging 12.4.2: Explain the role of social engagement on successful aging 12.4.3: Summarize data on the role of diet on successful aging 12.4.4: Describe the benefits of meditation and yoga

Information Literacy

12.3: Analyze adulthood according to models of growth and development

12.3.1: Explain the concept of a sequential process of adulthood 12.3.2: Identify the elements that impact a life trajectory 12.3.3: Compare the roles of stability and instability on a life trajectory 12.3.4: Differentiate the impacts of positive and negative variables on adult development

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Discussion Question Bank This discussion question bank provides a listing of discussion questions (1-2 per module) which are included for in-class use.

Module

Submodule

Discussion Question(s)

12.1: Themes of Adult Development

12.1.1: Identify major influences on emerging adults 12.1.2: Characterize adulthood from age 25 to 39

1. What were/are the influences on your life as an emerging adult?

2. How does the concept of tribalization apply to your life, currently? How might you expect it to apply in the future?

3. Based on your observations and experience, what evidence supports the existence of midlife crisis? What evidence contradicts the existence of midlife crisis?

4. Reflecting on your hobbies and interests, which ones will you be able to continue throughout the lifespan? What modifications could extend your enjoyment of those activities?

5. Reflecting on your life and those of your friends and family, how has your journey in development compared?

6. Thinking about your observations and experiences, to what extent have you observed development occurring in a general “sequence”?

7. Reflecting on your own life, what factors do you think have influenced your trajectory “down the mountain” so far?

8. Considering the issues in your life, would you consider yourself in a period of stability or transition?

9. Think about periods of disequilibrium in your own life.

What was the outcome? What factors might have influenced this outcome?

10. What do you do now to maintain your physical and mental health?

How might this change as you age?

11. Thinking about social engagement, do you think social media “counts”

12.1.3: Contextualize issues in middle adulthood

12.1.4: Explain how role changes impact older adulthood 12.1.5: Describe adulthood after age 75

12.2: Variations in Successful Development

12.3: A Model of Adult Growth and Development

12.2.1: Identify major influences on quality of life 12.2.2: Determine factors relevant to life satisfaction 12.3.1: Explain the concept of a sequential process of adulthood

12.3.2: Identify the elements that impact a life trajectory

12.3.3: Compare the roles of stability and instability on a life trajectory 12.3.4: Differentiate the impacts of positive and negative variables on adult development

12.4: Successful Aging

12.4.1: Relate physical and mental exercise to successful aging 12.4.2: Explain the role of social engagement on successful aging .

12.4.3: Summarize data on the role of diet on successful aging 12.4.4: Describe the benefits of meditation and yoga

as having the same benefits as the other types of interaction (phone calls, hanging out, playing sports)?

12. How do you imagine your diet changing as you age?

13. What types of alternative medicine have you tried? What might you consider trying in the future?

Research Assignments The following research assignments pertain to the main topics and/or themes of the chapter.

Please respond by writing a paper consisting of 1000-1500 words.

Development through Adulthood Using two scholarly sources, describe your development through adulthood. Use three theories of development to describe your journey from emerging adulthood to your current stage.

Successful Aging Citing 2-3 scholarly sources, develop a “character” for each of the life stages described (emerging, young, middle, and older adulthood). Write a narrative for each character, describing what their average day might be like if they were to be considered “successfully aging.” Be sure to include the elements of successful aging discussed in the text.

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