Integrating the Life Course and Life-Span: Formulating Research Questions with Dual Points of Entry

2002 ◽  
Vol 61 (3) ◽  
pp. 398-406 ◽  
Author(s):  
Michael J. Shanahan ◽  
Erik Porfelli
Gerontologia ◽  
2018 ◽  
Vol 32 (2) ◽  
pp. 102-114
Author(s):  
Sarah Åkerman ◽  
Fredrica Nyqvist ◽  
Mikael Nygård

Den demografiska utvecklingen leder till omorganiseringar inom den finländska äldreomsorgen. Privatisering, marknadisering och närståendevård ökar med konsekvenser för vårdbehövande och deras anhöriga. Temat för den här artikeln är närståendevård. Tidigare forskning har fokuserat i större utsträckning på vårdarna, trots att också vårdtagaren är en aktiv part i vården. Enligt livsloppsperspektivet ses åldrande som en livslång process. En individs livslopp påverkas av de begränsningar och möjligheter som styr hennes val och handlingar i en specifik historisk och social kontext. I den här studien har sju vårdtagare intervjuats med kvalitativa semistrukturerade intervjuer. Syftet var att studera äldre närståendevårdtagares vårdval ur ett livsloppsperspektiv. Studiens frågeställningar var: hur kan bakgrunden till närståendevårdtagarnas vårdval förstås ur ett livsloppsperspektiv? Vad har vårdtagarna för tankar om framtiden? Resultaten visade att valet av närståendevård påverkades av den personliga bakgrunden och relationen till närståendevårdaren, men även av delvis negativa attityder till formell äldreomsorg. Vårdtagarna oroade sig för framtida vårdarrangemang. ”You receive help when you need it” – older informal care recipients’ care choice from a life course perspective Demographic development leads to increasing privatization, marketization and informal care in Finnish eldercare. The theme for this study is informal care. Previous research has focused on caregivers, even though the recipient is also an active part in care. According to the life course perspective, ageing is a lifelong process that takes place in a historical and social context. Seven older informal care recipients have been interviewed using qualitative semi-structured interviews. The aim was to study older informal care recipients’ care choice from a life course perspective. The research questions were: how can the background of the recipients’ care choice be understood from a life course perspective? What are the recipients’ thoughts on the future? The results showed that the care recipients’ choice was affected by personal reasons and the relationship with the caregiver, but also by partly negative attitudes towards formal eldercare. The care recipients worried about future arrangements.


Author(s):  
Kenneth F. Ferraro

Life course analysis prioritizes the long view of aging: study aging as a process from embryo to death and how the timing of events and exposures shapes those lives. The act of analyzing the life course (or life span) highlights an intellectual tension in the field that has existed for decades: Is gerontology the study of older organisms or how those organisms age? Although human social services are often organized by age groups, science is better off studying the aging process—how the organism became older. In humans and animals, the experience of aging varies by historical time and place. Three vantage points for life course analysis are specified: the study of (1) early origins, (2) centenarians, and (3) family lineage.


2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S393-S393
Author(s):  
Jacquelyn Minahan ◽  
Tamara A Baker

Abstract Social determinants of health (SDoH) are conditions in which individuals live, learn, work, and play. Specifically, they are influenced by the distribution of resources, money, and power, and have significant implications on health behaviors and outcomes across the life span. Existent data show the influence these indictors may have in the onset and progression of chronic illnesses. However, much of these data focus on the effect of race and health, as social determinants, but fail to adequately address the myriad other factors (e.g., health care, social and community context) that influence the social patterning across the life course. This symposium presents findings from several studies highlighting the nuanced role of SDoH across diverse populations of older adults. Scholars will present findings on the influence that identified determinants, such as social networks, lifestyle behaviors, and gender, have in defining health outcomes across the life course. Minahan presents the relationship between chronic illnesses and depression and compares depressive symptomatology according to disease cluster in a nationally-representative sample of older adults. Atakere discusses determinants of well-being among African American males with chronic illnesses and the challenges associated with this marginalized population. Booker examines spirituality as a mechanism for pain management among older African Americans and presents this as a crucial determinant of health. This symposium will expand on the existing body of literature by emphasizing social and cultural determinants, aside from race, that influence health behaviors and outcomes across the life span.


2019 ◽  
pp. 37-59
Author(s):  
David M. Day ◽  
Margit Wiesner

This chapter presents the history and theoretical underpinnings of criminal trajectory research. The chapter distinguishes between a short historical view and long historical view of theoretical contributions. The key concepts, theories, and studies discussed are drawn from the criminal career notion, Moffitt's dual taxonomy model, important longitudinal investigations, developmental criminology, developmental psychopathology, and the life-course sociological and life-span psychological theoretical frameworks of Glen Elder and Paul Baltes, respectively.


2003 ◽  
Vol 57 (1) ◽  
pp. 55-76 ◽  
Author(s):  
James E. Thornton

The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 655-655
Author(s):  
Alexander Eustice-Corwin ◽  
Rachel Missell ◽  
Silvia Sörensen

Abstract A review of the aging literature yields 105 operational definitions of “successful aging” in use. These theoretical discrepancies have caused some investigators to question the utility of the concept (Cosco et al., 2014). Investigators who remain committed to the concept acknowledge its conceptual messiness, but have found no consensus for resolution. We propose a revised concept of successful aging, combining a life-course perspective (Rowe & Kahn, 2015) with a neo-Aristotelian theoretical framework. Such a framework justifies certain changes to the definition of “successful aging;” it situates our concept of successful aging within a broader view of human development, is more inclusive, and suggests empirically adequate research questions. Specifically, conceptualizing “successful aging” along neo-Aristotelian lines means defining it as the maintenance of proper human functioning across the life-course and into late adulthood. For Aristotle, proper human functioning entails realizing one’s potential as a “rational social animal,” with rational implying goal-oriented thinking, means-ends reasoning, other forms of instrumental rationality (not excluding emotionality). Social suggests active engagement in a community, within the limits of an individuals’ comfort and ability. These two criteria determine “success” in older age. Recent research on successful aging reveals that absence of disease and disability does not appear to be a constituent of “successful aging.” Therefore, physical health is neither necessary nor sufficient for “success.” Our re-conceptualization of “successful aging” could be tested using confirmatory factor analysis, with social and reasoning/problem-solving factors loading onto a second order Successful Aging factor. This understanding allows for greater empowerment of older adults.


Author(s):  
Tania Zittoun ◽  
Jaan Valsiner ◽  
Dankert Vedeler ◽  
Joao Salgado ◽  
Miguel M. Goncalves ◽  
...  

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