life-course theories in emerging adulthood copyright © 2011 mcgraw-hill ryerson, isbn:...

Life-Course Theories in Emerging Adulthood

Copyright © 2011 McGraw-Hill Ryerson, ISBN: 9780070739734

Life-Course Theories

• Describe changes in behaviour in age-graded patterns as individuals mature

• Behaviour of individuals results from inner psychological changes in response to life circumstances

• Sometimes called developmental theories• Life-course theories (LCTs) are created by

analyzing the behaviours of large groups of individuals over a long period of time


• LCTs began to appear in

the 1950s

• LCTs reflect the historical

and cultural context in

which the researchers

conducted their studies


Examples of Life-Course Theories

• Erik Erikson’s Eight Stages of Life • Klaus Riegel’s Dimensions of Development• Jane Loevinger’s Theory of Ego Development• The Family Life-Cycle Framework• Leonard Pearlin’s Theory of Psychological

Distress• Daniel Levinson’s Theory of the Seasons of Life • Jeffrey Arnett’s Theory of Emerging Adulthood


Erikson’s Theory of Psychosocial Development

• A series of 8 stages in which an individual’s identity (stable awareness of who one is & what one does & believes) emerges & matures• Each stage presents a dilemma that must be overcome or the person might face difficulties later in life• Psychological & social clocks impact progression through stages• Dilemma during adolescence & young adulthood is defined as “identity vs. role confusion” • Dilemma during young adulthood is “intimacy vs. isolation”


Identity vs. Role Confusion• The task is to define who you are and who you will

be in the future• There are many decisions to be made during this

time that will impact on the future• Until they define who they are, adolescents &

young adults will remain confused about the role they will play in adulthood• By resolving the dilemma, individuals acquire the strength of fidelity - the ability to live by society’s standards


Intimacy vs. Isolation• Intimacy is being able to merge yourself with another without losing yourself• Intimacy is the ability to trust a person enough to reveal your personal thoughts and feelings to them• Includes relationships with all people— friends,

dating partner, etc. • Erikson believes that relationships would be

shallow without an identity


Klaus Riegel’s Dimensions of Development

• Development does not occur in predictable stages. It occurs as individuals adjust to internal & external changes

• The 4 interrelated dimensions of development are: • Internal psychological dimension: emotional maturity,

independence, maturity of mental processes

• Internal biological dimension: physical & sexual maturity

• External cultural-sociological dimension: expectations & opportunities defined by society

• External environmental dimension: physical, economic & political environment in which one lives


• Development occurs when a change in one dimension requires an adjustment in one or more of the other dimensions

• Riegel’s theory integrates the physical and psychological dimensions with the external social and environmental dimensions


Jane Loevinger’s Theory of Ego Development

• Identified 10 stages in the formation of

the ego• Full ego development is described as

having an autonomous self • Loevinger sees the search for understanding of

ego (or identity) as the centre of human development

• Autonomous self: being self-reliant person who accepts oneself and others as multifaceted and unique


• Three stages of Loevinger’s Theory of Ego Development are relevant to the adolescent & young adult:

– Conformist stage: view life in simple stereotypical ways, “black & white”, a right & wrong way to behave/think e.g., school playground

– Self-aware stage: begin to understand and accept individual differences & multiple realities

– Conscientious stage: self-chosen standards, able to appreciate others as individuals


• Loevinger believes that individuals require a clear sense of themselves before they can develop intimate relationships with others

• Progress from one stage to the next is determined by an individual’s psychological clock, not by chronological age or the social environment


The Family Life-Cycle Framework

• Describes early adulthood as the time when individuals are launched from their families of origin

• Parents & youth must separate from one another = change in relationship/new roles, youth accept responsibility for themselves

•

Family of

procreationFamily of

origin


Three tasks of the young adult1. Form an identity separate from one’s

family of origin

2. Make commitment

to career or

workplace role

3. Develop intimate

relationships with

peers outside of

the familyCopyright © 2011 McGraw-Hill Ryerson, ISBN: 9780070739734

Leonard Pearlin’s Theory of Psychological Distress

• Development can be unique yet occur in patterns• Life course of continuous change required by

distress• Distress - a stimulus that requires a

psychological response • Young adults might experience

distress as the individual acts to

achieve their dreams formed in

adolescence


• The path one takes is determined by four elements:– Individual characteristics – Range of skills an individual has for coping

with stress– Availability of social support networks– Nature & timing of stress that requires

response


• There are similarities in life courses because individuals change in response to similar external circumstances & stresses that affect their lives (the social clock)

• Individuals can anticipate & prepare for these role changes (e.g., by socializing)


Daniel Levinson’s Theory of the Seasons of Life

• Life course evolves through seasons lasting about 25 years each

• From age 17–22, the adult season begins• Individuals prepare for an adult life structure by

separating from family of origin (not

necessarily physically but

emotionally), other relationships are

also altered or ended in preparation

for new adult relationships Copyright © 2011 McGraw-Hill Ryerson, ISBN: 9780070739734

Early Life Structure for Early Adulthood

• From age 22–28, individual enters the adult world, time for building one’s life structure: – Forming a Dream & giving it a place in one’s

life structure– Forming an occupation– Forming mentor relationships– Forming love relationships, marriage & family


The Dream

• The Dream is the individual’s sense of self in the adult world and is the core of the life structure

• The nature of the Dream will vary but most include a combination of occupation, family, and community roles

• From ages 22 to 28, young adults build & test a preliminary life structure to attain their Dream


Age-30 Transition

• From age 28–33, individuals re-evaluate the life structures formed in their 20s

• “Am I living my dream? If I am to change my life ... I must now make a start, for soon it will be too late.”

• This is a time to “get real” before “settling down” in their 30s


Jeffrey Arnett’s Theory of Emerging Adulthood

• Distinct stage in the life course between adolescence & adulthood

• Arnett argues individuals from 18–25 years of age in industrialized countries are not yet adults but no longer adolescents

• Emerging adults focus identity

exploration in a variety of possible

life directions in love, work &

worldviewsCopyright © 2011 McGraw-Hill Ryerson, ISBN: 9780070739734

Instability

• Individuals are semi-autonomous– Move in & out of the parental home– Have not achieved financial independence– Most young adults do not feel like they have

reached adult status – Opportunities for identity exploration separate

from & prior to making decisions for adulthood


Identity Exploration

• Young adults focus their exploration in three areas:– Love– Work– Worldviews

• Seems that there is more time for exploration & the opportunity for experimentation now than in the past


life-course theories in emerging adulthood copyright © 2011 mcgraw-hill ryerson, isbn:...

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