scholarly journals Perspectives on the life course: childhood and adolescence

Social Work ◽  
2009 ◽  
pp. 116-128
Author(s):  
Gabriela Misca
Keyword(s):  
Life Course ◽  
Childhood And Adolescence ◽  
The Life Course

Folklore and Folklife of American Age Groups and Aging

2018 ◽  
pp. 844-866
Author(s):  
Mary L. Sellers
Keyword(s):  
Life Course ◽  
Group Identity ◽  
Age Groups ◽  
The United States ◽  
Childhood And Adolescence ◽  
Folk Traditions ◽  
Values And Beliefs ◽  
Infancy And Early Childhood ◽  
The Life Course ◽  
Pregnancy And Birth

Folklore occurs at every stage of a person’s life, and this chapter covers the way folklore and folklife across, and of, the life course has been studied. Six divisions in the life course that mark traditions of age groups as well as perceived stages in the United States are pregnancy and birth, infancy and early childhood, childhood and adolescence, adulthood, seniority, and death. Although much of the scholarship of age groups has been on the beginning and end of life, I demonstrate the conditions of aging in adolescence through the senior years that generate folklore and should be studied in relation to formation of age-group identity. This chapter emphasizes the use of folklore as an adaptation to aging. It examines the connection of folk traditions to the role that anxiety plays in the aging process, the formation of self and group identity, and the rites of passage that mark transitions from one stage to another. It shows that the presence of invented and emerging traditions indicates changing values and beliefs across the life course and encourages research in age-based research as a basic component of folklore and folklife studies.

How to Be a Man Differently: Intersectionality of Gender and Disability in the Life Course of a Powerchair Athlete

2022 ◽  
pp. 1097184X2110643
Author(s):  
Laurent Paccaud ◽  
Anne Marcellini
Keyword(s):  
Life Course ◽  
Transition To Adulthood ◽  
Life Experiences ◽  
The Body ◽  
Doing Gender ◽  
Childhood And Adolescence ◽  
Social Forces ◽  
Hockey Player ◽  
Ethnographic Approach ◽  
The Life Course

This article focuses on the intersection of gender, dis/ability and other social forces in the life course of a young man who has had physical impairments from an early age. Drawing on interactionist theories and applying an ethnographic approach, we analyze the life experiences taking place in multiple social spheres throughout the life phases of Simon, a Swiss powerchair hockey player with cerebral palsy. During his childhood and adolescence, Simon was not in a position to embody the familial ways of performing hegemonic masculinity, and he was functionally dependent on women. Through his ongoing transition to adulthood, his commitment to sport and the process of technologizing his body enabled him doing gender differently and emancipate himself from the familial masculine figure, while remaining reliant on the care provided by women. Thus, we show how the body, context, and life phases contribute to the performances of gender and dis/ability.

scholarly journals The Life Course Consequences of Very Preterm Birth

2019 ◽  
Vol 1 (1) ◽  
pp. 69-92 ◽  
Author(s):  
Dieter Wolke ◽  
Samantha Johnson ◽  
Marina Mendonça
Keyword(s):  
Life Course ◽  
Well Being ◽  
Current Evidence ◽  
Childhood And Adolescence ◽  
Middle Income ◽  
Developmental Models ◽  
Middle Income Countries ◽  
Very Preterm ◽  
The Life Course

Around 15 million children are born preterm (<37 weeks of gestation) every year. Of these, 15% or 2.25 million are born very preterm (VP; <32 weeks of gestation). Here, the developmental outcomes of VP babies in diverse domains from motor, cognitive, and social function to mental health and well-being throughout childhood and adolescence are reviewed. Their life course adaptation in terms of romantic relationships, employment, and quality of life into adulthood is also considered. Some adverse effects reduce as individuals age, and others remain remarkably stable from childhood into adulthood. We argue that to advance understanding of developmental mechanisms and direct resources for intervention more effectively, social factors need to be assessed more comprehensively, and genetically sensitive designs should be considered with neuroimaging integrated to test alternative developmental models. As current evidence is based almost exclusively on studies from high-income countries, research from low- and middle-income countries is urgently needed.

Legal Socialization across the Life Course

2017 ◽  
Author(s):  
Tom R. Tyler ◽  
Rick Trinkner
Keyword(s):  
Life Course ◽  
Generation X ◽  
Individual Growth ◽  
Childhood And Adolescence ◽  
Legal Socialization ◽  
Terror Attacks ◽  
Generation Z ◽  
Age Cohort ◽  
Unique Experience ◽  
The Life Course

Every developing child goes through a series of stages associated with childhood and adolescence. This is the focus of chapter 3. To some extent development is an invariant progression shaped by cognitive and biological growth, and the capacities and limits that exist at any stage of individual growth. At the same time, the progression reflects the unique experience of each individual over their life course, particularly with nonlegal and legal authority figures. Beyond that, every child grows up during a particular period in history that has particular events such as the war in Vietnam or the 9/11 terror attacks, which create a unique social climate and produce common concerns and outlooks among the members of a particular age cohort. These common elements have been widely discussed in popular writing that has sought to distinguish among the silent generation, baby boomers, generation X, millennials, and generation Z.

Within-Family Differences in Parent–Child Relations Across the Life Course

2008 ◽  
Vol 17 (5) ◽  
pp. 334-338 ◽  
Author(s):  
J. Jill Suitor ◽  
Jori Sechrist ◽  
Mari Plikuhn ◽  
Seth T. Pardo ◽  
Karl Pillemer
Keyword(s):  
Early Childhood ◽  
Life Course ◽  
Social Norm ◽  
Differential Treatment ◽  
Childhood And Adolescence ◽  
Older Parents ◽  
The Life Course ◽  
And Control ◽  
Parent Child Relationships ◽  
Parent Child

Despite a powerful social norm that parents should treat offspring equally, beginning in early childhood and continuing through adulthood, parents often differentiate among their children in such domains as closeness, support, and control. We review research on how parent–child relationships differ within families, focusing on issues of parental favoritism and differential treatment of children. We begin by examining within-family differences in childhood and adolescence and then explore differentiation by older parents among adult children. Overall, we find considerable similarities across the life course in the prevalence, predictors, and consequences of parents' differentiation among their offspring.

scholarly journals The concept of nemesis in psychoneurosis

1997 ◽  
Vol 55 (3A) ◽  
pp. 427-430
Author(s):  
A. H. Chapman ◽  
Miriam Chapman-Santana ◽  
Djalma Vieira e Silva
Keyword(s):  
Life Course ◽  
Physical Illness ◽  
Childhood And Adolescence ◽  
Basic Process ◽  
The Life Course

A patient who has a nemesis fear as the basic process in his psychoneurosis feels that he is destined to repeat the life course of one of his parents to eventual long-term psychosis, or incapacitating physical illness or death by illness or accident. He feels that this will occur at about the same age as that at which his parent suffered his misfortune. The patient during his childhood and adolescence had a traumatic relationship with this parent, and is haunted by guilt feelings about it, and fears that avenging destiny, or nemesis, requires that he pay with a similar misfortune for that which he feels he caused. These patients improve much in psychotherapy, but the underlying nemesis fear, though much reduced in severeity, is not entirely eliminated.

Life-course predictors of wellbeing in emerging adulthood

2020 ◽  
Author(s):  
R. Adele H. Wang ◽  
CMA Haworth
Keyword(s):  
Emerging Adulthood ◽  
Life Course ◽  
General Health ◽  
Meaning In Life ◽  
Emotional Health ◽  
Childhood And Adolescence ◽  
Economic Policies ◽  
Parents And Children ◽  
Comprehensive Picture ◽  
The Life Course

Emerging adulthood is a protracted period of instability and uncertainty. Good wellbeing can act as a buffer against the negative health consequences associated with stresses experienced at this age, and also predicts future positive outcomes. But the literature is sparse on the developmental origins of wellbeing in emerging adulthood. This study builds upon established life-course models to investigate the relative effects of distal and proximal predictors on wellbeing at this age. 4,222 individuals from the Avon Longitudinal Study of Parents and Children completed a comprehensive wellbeing questionnaire at age 22-25. Predictors in our life-course model included family and child level factors capturing early childhood, late childhood and adolescence as well as concurrent emerging adult level factors to predict wellbeing outcomes. On average, our models explained approximately 30% of the variance in wellbeing. We found that, in general, emotional health followed by self-perceived general health are the strongest predictors of wellbeing. Partnership and employment were also correlated with many wellbeing outcomes, suggesting the salience of these developmental goals at this age. More research that tests causality is needed but our results suggest that policies focussing on general health, specifically emotional health, may bring the most benefits to wellbeing over and above educational or economic policies In addition, we found differences in the life-course models of hedonic wellbeing (happiness) and eudaimonic wellbeing (meaning in life). For policy makers, we suggest the consideration of these outcomes in addition to the commonly used life satisfaction to provide a more comprehensive picture of public wellbeing.

Early Life Stress and Psychopathology

2018 ◽  
pp. 44-74
Author(s):  
Katie McLaughlin
Keyword(s):  
Life Course ◽  
Life Stress ◽  
Early Life ◽  
Stressful Life Events ◽  
Conceptual Models ◽  
Early Life Stress ◽  
Childhood Adversity ◽  
Childhood And Adolescence ◽  
Measurement And Analysis ◽  
The Life Course

Exposure to chronic or severe stressful life events during childhood and adolescence—frequently referred to as early life stress (ELS) or childhood adversity—has powerful and lasting associations with psychopathology across the life course. This chapter reviews the growing body of research on ELS and psychopathology across the life course, with a particular focus on the mechanisms that explain the strong associations between ELS and psychopathology. To address these questions, I review evidence on the links between ELS and psychopathology and highlight divergent conceptual models of ELS that advocate different approaches to uncovering these mechanisms. I end by addressing different approaches to the measurement and analysis of ELS that have emerged from these conceptual frameworks.

scholarly journals The principles of Nurturing Care promote human capital and mitigate adversities from preconception through adolescence

2021 ◽  
Vol 6 (4) ◽  
pp. e004436
Author(s):  
Maureen M Black ◽  
Jere R Behrman ◽  
Bernadette Daelmans ◽  
Elizabeth L Prado ◽  
Linda Richter ◽  
...  
Keyword(s):  
Human Capital ◽  
Life Course ◽  
Middle Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Childhood And Adolescence ◽  
Evidence Based ◽  
Negative Consequences ◽  
Developmental Potential ◽  
The Life Course

A comprehensive evidence-based framework is needed to guide policies and programmes that enable children and adolescents to accrue the human capital required to meet the Sustainable Development Goals (SDGs). This paper proposes a comprehensive, multisectoral, multilevel life-course conceptualisation of human capital development by building on the Nurturing Care Framework (NCF), originally developed for the foundational period of growth and development through the age 3 years. Nurturing care (NC) comprises stable environments that promote children’s health and nutrition, protect from threats, and provide opportunities for learning and responsive, emotionally supportive and developmentally enriching relationships. NC is fostered by families, communities, services, national policies and beyond. The principles apply across the life course, endorse equity and human rights, and promote long-term human capital. This paper presents an evidence-based argument for the extension of the NCF from preconception through adolescence (0–20 years), organised into six developmental periods: preconception/prenatal, newborn/birth, infancy/toddlerhood, preschool, middle childhood and adolescence. The proposed framework advances human capital within each developmental period by promoting resilience and adaptive developmental trajectories while mitigating negative consequences of adversities.Attaining the SDGs depends on strengthening human capital formation, extending throughout childhood and adolescence and supported by NC. Embedded in enabling laws, policies and services, the dynamic NCF components can mitigate adversities, enhance resilience and promote the well-being of marginalised groups. The life-course extension of the NCF is strategically positioned to enhance human capital, to attain the SDGs and to ensure that children or adolescents are not left behind in reaching their developmental potential.

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