Description
PSY1135 Assignment: Interview and Write-Up
*Late Adulthood*
? STEP 1: Choose a Participant (>65 years of age)
*should have been completed in Application 3 unless you have to change your participant
Find a person above the age of 65 to interview. They may be related to you. Consider your
parents, grandparents, neighbours, boss, coworkers, other relatives, etc. Keep their information
confidential by using pseudonyms.
STEP 2: The Interview
You will use the 10 interview questions you created to interview your participant. Record your
interview OR take detailed notes as you will be submitting the interview notes/recording with
your assignment.
STEP 3: The Write-Up
You will be making connections between your interviewee?s responses and the material from
our course. The format will be like a ?newsletter? or ?blog? with images to support your text.
You can create a word document file, or use an online source such as Google Sites or WordPress
for your write-up. Here is a blog written for caregivers to seniors; it will give you an idea of the
format, writing and tone. You can also find some sample assignments submissions in Moodle.
Creative titles are a great way to clearly outline and organize your content in blogs. Include
visuals such as images, tables, and graphs to support your content.
The following points should be addressed in your writeup:
1. Begin by explaining the importance of engaging with those in late adulthood. Why is this
assignment valuable? (2 marks)
2. Next, include a short introduction on the person you interviewed: approximate age,
occupational status, geography, and cultural background. (1 mark)
3. Discuss what you?ve learned from your interview. Review the marking criteria below to
confirm you?ve covered all the requirements.
a. Connection to the Course (10 marks)
i. How do the responses in the interview tie in with or confirm the things
you learned about in this module? Connect at least 3 concepts/topics
from the course to the responses. (6 marks)
ii. Did the participant demonstrate what is typically expected from someone
in late adulthood? Why or why not? Always reference our
lessons/textbook and the interview. (4 marks)
b. Reflection (4 marks)
i. Were there any answers that surprised you?
ii. What was your perspective on aging? Has this changed your opinion on
aging?
iii. What are your own personal perceptions on aging?
iv. What do you plan to do to support your own aging?
4. Pay attention to the visual appeal: (5 marks)
a. Creative titles, headings and subheadings.
b. Appropriate graphics (images, tables, etc.).
5. Writing style and professionalism (3 marks)
a. Writing should be clear with few grammatical errors.
b. References were cited (to avoid plagiarism)
6. Submit interview notes or a recording of the interview (5 marks)
7. Review the Evaluation Criteria before submitting.
a. Re-read your assignment.
b. Have someone else read it.
STEP 4: Submitting your Assignment
? *Review the Evaluation Criteria below before submitting. Pay attention to how many
marks are assigned to each section.
? Submit in Moodle under the Evaluations tab
? Include:
a. Interview questions you created (can be submitted in interview notes and/or
blog file)
b. Interview notes and/or recordings
? Pictures of handwritten notes can be submitted
? Files of typed notes and mp3 recordings can also be submitted
c. Blog File (word document) containing the write-up or link (url) to Google Site
where you wrote the blog
Evaluation Criteria: ( /34)
I clearly communicated my understanding of the importance ?
of engaging with those in late adulthood.
/2
?
/1
?
/10
I introduced the participant I interviewed.
Connection to
the Course
I demonstrated comprehensive insight and understanding
about late adulthood. I made at least 3 connections
between key concepts in late adulthood and the responses
from the interview.
?
Reflection
I included reflective thoughts of the interview responses
such as the responses surprised me, how my idea of aging
changed, and how I hope to spend my late adulthood years,
etc.
Interview
Responses
I included detailed interview notes or a recording of my
interview.
?
I created an organized blog post with a creative title,
headings and subheadings.
?
I included appropriate graphics and multimedia to enhance
the content?s visual appeal and increase readability.
?
I wrote in clear, descriptive sentences with no or few
grammatical errors.
?
My blog was easy to read with clearly written sentences.
?
I included references if used.
(*make sure to include all resources you used to avoid
plagiarism)
?
Visual Appeal
Quality of
Writing and
Professionalism
/4
/5
/1
/4
/3
LIFESPAN DEVELOPMENT
A Psychological Perspective Second Edition
By Martha Lally and Suzanne Valentine-French
1
Lifespan Development: A Psychological Perspective
Second Edition
By Martha Lally and Suzanne Valentine-French (Published 2019)
This Open Education Resource (OER) textbook was funded by a grant from the
College of Lake County Foundation and supported by the Business and Social
Sciences Division.
This textbook can be found at:
http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Publication is under the following license:
Creative Commons Attribution-Noncommercial-Share Alike 3.0 unported license to view a copy
of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative
Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
2
Table of Contents
Chapter 1: Introduction to Lifespan Development
Chapter 2: Heredity, Prenatal Development, and Birth
Chapter 3: Infancy and Toddlerhood
Chapter 4: Early Childhood
Chapter 5: Middle and Late Childhood
Chapter 6: Adolescence
Chapter 7: Emerging and Early Adulthood
Chapter 8: Middle Adulthood
Chapter 9: Late Adulthood
Chapter 10: Death and Dying
3
Table of Contents
Chapter 1: Introduction to Lifespan Development …………………………………………………………………………… 9
Lifespan Perspective …………………………………………………………………………………………………………….. 10
Conceptions of Age ………………………………………………………………………………………………………………. 13
Periods of Development…………………………………………………………………………………………………………. 14
Issues in Lifespan Development ………………………………………………………………………………………………. 16
Historical Theories on Development …………………………………………………………………………………………. 17
Contemporary Theories on Development …………………………………………………………………………………… 18
Descriptive Research …………………………………………………………………………………………………………….. 24
Correlational Research ………………………………………………………………………………………………………….. 26
Experimental Research ………………………………………………………………………………………………………….. 28
Research Involving Time-Spans ………………………………………………………………………………………………. 29
Conducting Ethical Research …………………………………………………………………………………………………… 32
References ………………………………………………………………………………………………………………………….. 33
Chapter 2: Heredity, Prenatal Development, and Birth…………………………………………………………………… 35
Heredity …………………………………………………………………………………………………………………………….. 35
Genotypes and Phenotypes …………………………………………………………………………………………………….. 36
Genetic Disorders ………………………………………………………………………………………………………………… 37
Chromosomal Abnormalities …………………………………………………………………………………………………… 39
Behavioral Genetics ……………………………………………………………………………………………………………… 41
Prenatal Development …………………………………………………………………………………………………………… 43
The Germinal Period …………………………………………………………………………………………………………….. 43
The Embryonic Period …………………………………………………………………………………………………………… 44
The Fetal Period…………………………………………………………………………………………………………………… 45
Prenatal Brain Development …………………………………………………………………………………………………… 47
Teratogens ………………………………………………………………………………………………………………………….. 47
Maternal Factors ………………………………………………………………………………………………………………….. 53
Prenatal Assessment ……………………………………………………………………………………………………………… 57
Complications of Pregnancy …………………………………………………………………………………………………… 59
Preparation for Childbirth ………………………………………………………………………………………………………. 60
Stages of Birth for Vaginal Delivery …………………………………………………………………………………………. 61
Assessing the Neonate …………………………………………………………………………………………………………… 63
Problems of the Newborn ………………………………………………………………………………………………………. 63
Postpartum Maternal Concerns ………………………………………………………………………………………………… 65
References ………………………………………………………………………………………………………………………….. 65
Chapter 3: Infancy and Toddlerhood ……………………………………………………………………………………………. 71
The Brain in the First Two Years ……………………………………………………………………………………………… 72
Infant Sleep ………………………………………………………………………………………………………………………… 74
From Reflexes to Voluntary Movements ……………………………………………………………………………………. 77
Motor Development ……………………………………………………………………………………………………………… 78
Sensory Capacities ……………………………………………………………………………………………………………….. 79
Nutrition ……………………………………………………………………………………………………………………………. 82
Global Considerations and Malnutrition …………………………………………………………………………………….. 84
Piaget and the Sensorimotor Stage ……………………………………………………………………………………………. 85
Language …………………………………………………………………………………………………………………………… 89
Components of Language ………………………………………………………………………………………………………. 90
Language Developmental Progression ………………………………………………………………………………………. 91
Theories of Language Development………………………………………………………………………………………….. 93
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Temperament ………………………………………………………………………………………………………………………. 97
Infant Emotions …………………………………………………………………………………………………………………… 99
Forming Attachments ………………………………………………………………………………………………………….. 101
Erikson: Trust vs. Mistrust ……………………………………………………………………………………………………. 102
Mary Ainsworth and the Strange Situation Technique …………………………………………………………………. 102
Erikson: Autonomy vs. Shame and Doubt ………………………………………………………………………………… 106
Measuring Infant Development ……………………………………………………………………………………………… 106
References ………………………………………………………………………………………………………………………… 106
Chapter 4: Early Childhood ……………………………………………………………………………………………………….. 115
Brain Maturation ………………………………………………………………………………………………………………… 116
Motor Skill Development……………………………………………………………………………………………………… 117
Toilet Training …………………………………………………………………………………………………………………… 119
Sleep ……………………………………………………………………………………………………………………………….. 119
Sexual Development in Early Childhood ………………………………………………………………………………….. 120
Nutritional Concerns …………………………………………………………………………………………………………… 121
Piaget?s Preoperational Stage ………………………………………………………………………………………………… 123
Vygotsky?s Sociocultural Theory of Cognitive Development ………………………………………………………… 126
Information Processing ………………………………………………………………………………………………………… 127
Attention ………………………………………………………………………………………………………………………….. 127
Memory …………………………………………………………………………………………………………………………… 128
Neo-Piagetians …………………………………………………………………………………………………………………… 130
Children?s Understanding of the World ……………………………………………………………………………………. 131
Language Development ……………………………………………………………………………………………………….. 133
Bilingualism ……………………………………………………………………………………………………………………… 134
Preschool …………………………………………………………………………………………………………………………. 135
Autism Spectrum Disorder ……………………………………………………………………………………………………. 136
Erikson: Initiative vs. Guilt …………………………………………………………………………………………………… 139
Self-Concept and Self-Esteem ……………………………………………………………………………………………….. 139
Self-Control ………………………………………………………………………………………………………………………. 140
Gender …………………………………………………………………………………………………………………………….. 140
Theories of Gender Development …………………………………………………………………………………………… 141
Transgender Children ………………………………………………………………………………………………………….. 142
Parenting Styles …………………………………………………………………………………………………………………. 143
Spanking ………………………………………………………………………………………………………………………….. 145
Sibling Relationships …………………………………………………………………………………………………………… 146
Play ………………………………………………………………………………………………………………………………… 147
Children and the Media ……………………………………………………………………………………………………….. 149
Child Care ………………………………………………………………………………………………………………………… 150
Child Abuse………………………………………………………………………………………………………………………. 151
Adverse Childhood Experiences (ACEs) ………………………………………………………………………………….. 152
References ………………………………………………………………………………………………………………………… 155
Chapter 5: Middle and Late Childhood ………………………………………………………………………………………. 164
Physical Development …………………………………………………………………………………………………………. 164
Sports ……………………………………………………………………………………………………………………………… 165
Childhood Obesity ……………………………………………………………………………………………………………… 168
Concrete Operational Thought ………………………………………………………………………………………………. 170
Information Processing ………………………………………………………………………………………………………… 172
Language Development ……………………………………………………………………………………………………….. 174
Communication Disorders ……………………………………………………………………………………………………. 174
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Theories of Intelligence ……………………………………………………………………………………………………….. 175
Measuring Intelligence: Standardization and the Intelligence Quotient ……………………………………………… 179
Extremes of Intelligence: Intellectual Disability and Giftedness ……………………………………………………… 181
Education …………………………………………………………………………………………………………………………. 183
Cultural Differences in the Classroom……………………………………………………………………………………… 184
Children with Disabilities …………………………………………………………………………………………………….. 187
Children with Disabilities: Legislation …………………………………………………………………………………….. 191
Erikson: Industry vs. Inferiority ……………………………………………………………………………………………… 193
Self-Understanding …………………………………………………………………………………………………………….. 193
Kohlberg?s Stages of Moral Development ………………………………………………………………………………… 194
Friends and Peers ……………………………………………………………………………………………………………….. 196
Bullying …………………………………………………………………………………………………………………………… 199
Family Life……………………………………………………………………………………………………………………….. 200
References ………………………………………………………………………………………………………………………… 205
Chapter 6: Adolescence ……………………………………………………………………………………………………………. 215
Growth in Adolescence………………………………………………………………………………………………………… 215
Sexual Development …………………………………………………………………………………………………………… 216
Adolescent Brain ……………………………………………………………………………………………………………….. 219
Adolescent Sleep ……………………………………………………………………………………………………………….. 221
Adolescent Sexual Activity …………………………………………………………………………………………………… 222
Eating Disorders ………………………………………………………………………………………………………………… 223
Piaget?s Formal Operational Stage ………………………………………………………………………………………….. 225
Information Processing ………………………………………………………………………………………………………… 227
Education …………………………………………………………………………………………………………………………. 228
School Based Preparatory Experiences ……………………………………………………………………………………. 230
Teenagers and Working ……………………………………………………………………………………………………….. 230
Teenage Drivers …………………………………………………………………………………………………………………. 231
Self-concept and Self-esteem in Adolescence ……………………………………………………………………………. 233
Erikson: Identity vs. Role Confusion……………………………………………………………………………………….. 233
Parents and Teens: Autonomy and Attachment ………………………………………………………………………….. 237
Peers ……………………………………………………………………………………………………………………………….. 238
Romantic Relationships ……………………………………………………………………………………………………….. 239
References ………………………………………………………………………………………………………………………… 240
Chapter 7: Emerging and Early Adulthood ………………………………………………………………………………….. 246
Emerging Adulthood Defined ……………………………………………………………………………………………….. 246
Cultural Variations ……………………………………………………………………………………………………………… 248
When Does Adulthood Begin? ………………………………………………………………………………………………. 249
Young Adults Living Arrangements ……………………………………………………………………………………….. 250
The Physiological Peak………………………………………………………………………………………………………… 251
Obesity ……………………………………………………………………………………………………………………………. 252
A Healthy, But Risky Time …………………………………………………………………………………………………… 254
Gender …………………………………………………………………………………………………………………………….. 257
Sexuality ………………………………………………………………………………………………………………………….. 258
Beyond Formal Operational Thought: Postformal Thought …………………………………………………………… 265
Education …………………………………………………………………………………………………………………………. 266
Career Development and Employment …………………………………………………………………………………….. 268
Sexism …………………………………………………………………………………………………………………………….. 270
Temperament and Personality in Adulthood ……………………………………………………………………………… 274
Attachment in Young Adulthood ……………………………………………………………………………………………. 276
6
Relationships with Parents and Siblings …………………………………………………………………………………… 279
Erikson: Intimacy vs. Isolation ………………………………………………………………………………………………. 280
Factors influencing Attraction ……………………………………………………………………………………………….. 280
Friendships ……………………………………………………………………………………………………………………….. 281
Love ……………………………………………………………………………………………………………………………….. 281
Adult Lifestyles …………………………………………………………………………………………………………………. 283
Intimate Partner Abuse ………………………………………………………………………………………………………… 291
Parenthood ……………………………………………………………………………………………………………………….. 293
References ………………………………………………………………………………………………………………………… 295
Chapter 8: Middle Adulthood ……………………………………………………………………………………………………. 307
Physical Changes ……………………………………………………………………………………………………………….. 308
Sensory Changes ………………………………………………………………………………………………………………… 309
Health Concerns ………………………………………………………………………………………………………………… 311
Digestive Issues …………………………………………………………………………………………………………………. 319
Sleep ……………………………………………………………………………………………………………………………….. 319
Exercise, Nutrition, and Weight……………………………………………………………………………………………… 321
Climacteric ……………………………………………………………………………………………………………………….. 324
The Climacteric and Sexuality ……………………………………………………………………………………………….. 327
Brain Functioning ………………………………………………………………………………………………………………. 328
Crystalized versus Fluid Intelligence……………………………………………………………………………………….. 329
Middle Adults Returning to Education …………………………………………………………………………………….. 331
Gaining Expertise: The Novice and the Expert…………………………………………………………………………… 332
Work at Midlife …………………………………………………………………………………………………………………. 333
Leisure …………………………………………………………………………………………………………………………….. 336
Midlife Crisis? …………………………………………………………………………………………………………………… 338
Stress ………………………………………………………………………………………………………………………………. 339
Erikson: Generativity vs Stagnation ………………………………………………………………………………………… 344
Midlife Relationships ………………………………………………………………………………………………………….. 345
Middle Adult Lifestyles ……………………………………………………………………………………………………….. 348
Grandparents …………………………………………………………………………………………………………………….. 352
Friendships ……………………………………………………………………………………………………………………….. 354
Women in Midlife ………………………………………………………………………………………………………………. 356
Religion and Spirituality ………………………………………………………………………………………………………. 356
References ………………………………………………………………………………………………………………………… 358
Chapter 9: Late Adulthood ………………………………………………………………………………………………………… 371
Late Adulthood in America …………………………………………………………………………………………………… 371
The “Graying” of the World …………………………………………………………………….
