Week 3: Adulthood
Early developmental psychology researchers tended to focus research on child development. Some early developmental theorists such as Freud and Piaget, stopped at adolescence. More recently though, scholars of human development have begun to realize how significant change and transitions in adult life can be, and more modern theories include ideas about how humans grow, change, and develop after adolescence through adulthood and beyond. Since all of us will age, it is valuable indeed to have in a sense, a preview, of what to expect in the future from an evidence-based, research point-of-view. Such insights can help ensure we are healthier, happier, and more aware as we go about our personal and professional lives.
For this week, you will examine various cultures and factors that establish adulthood as well as the value and limitations of establishing such factors. You also explore eldercare living to determine the advantages and disadvantages of such later life considerations. Finally, you complete your first Module Assessment where you examine an international, credible news story or current event related to children and/or adult dilemmas.
Learning Objectives
Students will:
Analyze cultures and factors that mark adulthood
Analyze the value and limitations of utilizing indicators to define adulthood
Analyze the advantages and disadvantages in eldercare living
Identify international, credible news sources related to children or adult dilemmas (MA)
Define culture in its various forms (MA)
Analyze cultural implications of lifespan development based on international, credible news sources or current events (MA)
Analyze international, credible news sources or current events from the lens of culture, psychology, and human development perspective (MA)
Learning Resources
Required Readings
Jensen, L. A., & Arnett, J. J. (2012). Going global: New pathways for adolescents and emerging adults in a changing world. Journal of Social Issues, 68(3), 473–492.
Patton, G. C., Sawyer, S. M., Santelli, J. S., Ross, D. A., Afifi, R., Allen, N. B., …. Viner, R. M. (2016, June 11). Our future: A Lancetcommission on adolescent health and wellbeing. The Lancet, 2423–2478.
Credit Line: Our Future: A Lancet Commission on Adolescent Health and Wellbeing by Patton, G.C., Sawyer, S.M., Santelli, J.S., Ross, D.A., Afifi, R., Allen, N.B., in The Lancet, Vol. 387/Issue 10036. Copyright 2016 by Lancet Publishing Group. Reprinted by permission of Lancet Publishing Group via the Copyright Clearance Center
Gire, J. (2014). How death imitates life: Cultural influences on conceptions of death and dying. Online Readings in Psychology and Culture, 6(2), 1–22.
Credit Line: Gire, J. (2014). How Death Imitates Life: Cultural Influences on Conceptions of Death and Dying. Online Readings in Psychology and Culture, 6(2). https://doi.org/10.9707/2307-0919.1120. Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Hollis-Sawyer, L., & Dykema-Engblade, A. (2016). Diversity among older women. In L. Hollis-Sawyer & A. Dykema-Engblade, Women and positive aging: An international perspective (pp. 146–166). San Diego, CA: Elsevier.
Chapter 8: Diversity Among Older Women
Credit Line: Women and Positive Aging: An International Perspective by Hollis-Sawyer, L.; Dykema-Engbalade, A. Copyright 2016 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.
Janike, B. R., & Traphagen, J. W. (2009). Transforming the cultural scripts for aging and eldercare in Japan. In J. Sokolovsky, (Ed.), The cultural context of aging: Worldwide perspectives (3rd ed., pp. 240–258). Westport, CT: Praeger.
Chapter 17: Transforming the Cultural Scripts for Aging and Eldercare in Japan
Credit Line: The Cultural Context of Aging: Worldwide Perspectives, 3rd Edition by Janike, B.; Traphagen, J. Copyright 2009 by Greenwood Publishing Group, Inc. Reprinted by permission of Greenwood Publishing Group, Inc. via the Copyright Clearance Center.
Norwood, F. (2013). A window into Dutch life and death: Euthanasia and end-of-life in the public-private space of home. In C. Lynch, & J. Danely, (Eds.), Transitions and transformations: Cultural perspectives on aging and the life course. New York, NY: Berghahn Books.
Chapter 6: A Window into Dutch Life and Death: Euthanasia and End-of-Life in the Public-Private Space of Home
Credit Line: Transitions and Transformations: Cultural Perspectives on Aging and the Life Course, by Lynch, C.; Danely, C. (eds). Copyright 2013 by Berghahn Books. Reprinted by permission of Berghahn Books via the Copyright Clearance Center.
Required Media
Walden University (Producer). (2017, May). Evaluating resources: What about stuff I find on the Internet? Knowing when to use and trust what you find on the Internet [Video file]. Retrieved from https://academicguides.waldenu.edu/c.php?g=80773&p=6110321
Optional Resources
Arnett, J. J. (2016). Does emerging adulthood theory apply across social classes? National data on a persistent question. Emerging Adulthood, 4 (4), 227–235. Retrieved from http://journals.sagepub.com.ezp.waldenulibrary.org/doi/10.1177/2167696815613000
Lamb, S. (2013). Personhood, appropriate dependence and rise of eldercare institutions in India. In C. Lynch, & J. Danely, (Eds.), Transitions and transformations: Cultural perspectives on aging and the life course. New York, NY: Berghahn Books. (Chapter 11)
Saraswathi, T. S. (1999). Adult-child continuity in India: Is adolescence a myth or an emerging reality? In T. S. Saraswathi (Ed.), Culture, socialization and human development (pp. 214–232). New Delhi, India: Sage.
Discussion 1: Defining Adulthood
How cultures define adulthood vary dramatically. For some, adulthood may be religious celebration milestones and for others it may be based on a physical change or event. In still others, it may be based on legal factors such as, chronological age or marital status.
For this Discussion, you will explore cultures and factors that establish adulthood. Also, you will examine the value and limitations of utilizing indicators to define adulthood.
To Prepare
From your Learning Resources, select two cultures in relation to one factor that may mark adulthood.
Search the Internet and/or the Walden University Library to select an additional scholarly article related to at least one of the two cultures and the one additional factor that mark adulthood to support your Discussion post.
By Day 3
Post, describing the two cultures in relation to the one factor you selected that may mark adulthood. Next, explain one potential value and one potential limitation related to the factor that define adulthood in both cultures you selected.
Note: Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Read your colleagues’ postings.
By Day 5
Respond to at least two of your colleagues’ posts and explain one additional value and one additional limitation to the factor they presented.
Note:Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion 1 Rubric
Post by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 3 Discussion 1
Discussion 2: Later Life Considerations
As more and more of the U.S. and world population ages into old age, it is becoming increasingly critical that societies have a better understanding of what works well and what perhaps does not work so well when considering eldercare. What types of living situations ensure happier and healthier elders? What factors in eldercare may impact working adults and loved ones? What’s the effect of varied living situations on societies and economies as a whole? Finally, what does the way a family or society treat elders say about that family or society in terms of values and belief systems? As you consider these questions, further think about how building your understanding of eldercare might help you not only in your professional work but also how it might impact you on a personal level as well.
For this Discussion, you will explore the advantages and disadvantages of eldercare living.
To Prepare
Consider the following:
Imagine you are middle-aged and belong to a family where your children are late adolescents. You have two teenage children and two very elderly parents. In some cultures, it is common for elders to live in an independent living community, retirement community, or assisted living communities. In other cultures, elders will come live with an adult child.
By Day 4
Post and describe at least one advantage and one disadvantage of each living arrangement (i.e., independent living, assisted living, and living with an adult child).
Note: Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Read your colleagues’ postings.
By Day 6
Respond to at least twoof your colleagues’ posts and pick one disadvantage related to one of the living arrangements they posted and suggest one possible solution for the disadvantage.
Note: Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion 2 Rubric
Post by Day 4 and Respond by Day 6
To participate in this Discussion:
Week 3 Discussion 2
Assignment: Cross-Cultural Research Article Submission
In Week 9, you will begin Module 4, the last Module for the course, where you will be assigned your final Module Assessment (due in Week 10). This assessment will require you to select a journal article related to cross-cultural research. During this week (Week 3) you will submit your article to your Instructor for final approval.
To prepare:
Review the Module 4 Module Assessment in Week 10 and familiarize yourself with the requirements of the Module Assessment.
Search and select a journal article related to cross-cultural research that is published within the last 10 years from one of the following journals found in the Walden library:
Journal of Cross-Cultural Psychology
Cross-Cultural Research
International Perspectives in Psychology
Ethos
Assignment:
Download the journal article you selected related to cross-cultural research for final approval from your Instructor.
By Day 7
Submit Your Cross-Cultural Research Article
Note: This is an ungraded assignment and your submission is solely for feedback from your Instructor.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
To submit your Assignment:
Week 3 Assignment
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