The Five Major Aspects Of The Life Course Theory

Lifespan development is essential, as it is the changes that happen to us throughout a person’s lifespan. Our development occurs at ages stages where we develop from infancy till death. This essay will contain my life story to display the domains in 5 age stages in my lifespan development. The domains I will be exploring is in this essay is physical, emotional, cognitive, social, cultural and moral domain. The influence of biological and environmental play a significant role in my development. Development is influenced by nature or nurture and its affect will occur throughout lifespan. The changes that occur during development have stage. Each theorists has stages of development where they display the changes. This essay will explore my

The six principles of the life course paradigm are Historical Time and Place, Situational Imperatives, Linked Lives, Agency, Life Stage, and Accentuation. Historical Time and Place is the life courses structured differently through history and across geopolitical units. Situational Imperatives is social demands of new situations constrain roles-related behavior. Linked Lives is the effects of social change depends on one’s relationships with other people. Agency has to do with people striving to maintain sense of control over their setting and their biography. Life Stage effects of social change depends on the age of the person experiencing it. Accentuation is behavioral patterns before transition are magnified with social change. (Shanaham and Macmillan, 2008, 55)

Major Themes of Life Course Perspective Aside from the five basic concepts of the life course perspective, there are six major themes that are essential to understanding human lives and their interaction. According to Hutchison (2011), Glen Elder Jr. identified several major themes over a decade ago and identified them as being central to the life course. These major themes include the interplay of human lives and historical times, timing of lives, linked or interdependent lives, and human agency in making choices, and were later followed by an addition of diversity in the life course perspective and developmental risk and protection (Hutchison, 2011).

The life course perspective theory is a micro theory that delves into a subject’s past to interpret present endeavors that may assist in predicting future behavior or misconduct. It could be classified as a road map to an individuals expected behavior and may provide reasoning for that individuals’ life choices, not only in relation to criminal behavior but also on ones ability to sustain relationships.

Life has its way of turning an individual’s attention to better understanding the overall course of life. One may experience different transitions, and turning points as well as particular life events and family experiences that may influence the developmental trajectories of life. The Moore Family- Ed, Jessica, Derrick, Terrance, Debbie and Barbara- all have stories that have unfolded over a period of time. One of the useful ways I will attempt to explain the Moore’s family stories, and the relationship between time and human behavior, is the life course perspective. The life course perspective maintains that chronological age, relationships, common life transitions, and social change shape people’s lives from birth to death (Hutchinson, 2013). Timing is very important.

During this stage of life one establishes their place in the workplace, makes a commitment in a relationship, start families of their own and can now see the bigger picture of life. We continue the cycle of life by raising our children, working in our community and being involved in activities and organizations. When one fails this stage they become depressed and feel like their unproductive within their society.

In the reading, The Life Cycle by Arthur W. Chickering and Robert J. Havighurst from our Module 1 readings, we begin to learn about the different stages of the life cycle and the challenges and gifts they may present. In this text, there are different theories and research on the life cycle from late teenage years to the golden years. My writings will be focused on the "Four Stages of Life" by Lowenthal, specifically noting the Middle Adulthood.

The life courses include the development and the changes of the various trajectories, such as family life, education, work and social life over time (Newman & Newman, 2016). In this film, the life change of the Kramer family started with the

Life span developmental psychology takes a scientific approach to human growth and change, focusing on change during the life span. There are three main aspects to life span development: cognitive, social, and physical development. This class is not simply a discussion of nature vs. nurture, it explores the interaction between genetic and environmental factors that orient us towards specific behaviors. Initially, my views on life span development were limited to more sociological factors, and did not take into consideration physical developments of the brain. In relation to my personal and professional identity this course has made me realize that development occurs on a spectrum and that not everyone develops at the same time, in the same ways, making me more understanding and compassionate towards those who developed differently than me. The three most important lessons I have learned from this class are that development occurs throughout the entire life span, infants begin learning at a very young age, and that senescence begins as early as young adulthood.

Life is a series of continuous ebbs and flows. Life span development goes through the cycles and stages of infancy, early childhood, middle childhood, adolescence, early or emerging adulthood, middle adulthood, and late adulthood; it is the definitive culmination to the end of life (Berger, 2008). Lifespan development focuses on human development. Although there are develop mentalists who study the course of development in nonhuman species, the vast majority examines growth and change in people. Some seek to understand universal principles of development, whereas others focus on how cultural, racial, and ethnic differences affect the course of development. Still others aim to understand the unique aspects of individuals, looking at the traits

Popularized in the 1960s, the term lifecourse is adapted from modern sociology and refers to “the study of biography, of history and of the problems of their intersection within social structure” (Mills, 1959, p. 149). The aim of studying the lifecourse is to gain an understanding of how development and ageing within different historical and geographical contexts affects a person’s life (Elder, et al., 2006), focusing on the cultural aspects of an individual’s maturation. This term is different from lifecycle, which emphasises the biological development of an individual, not the social aspects that parallel their physical maturation and are culturally specific. Early examples of the lifecourse approach centred on intergenerational relationships within the family cycle with children maturing, marrying and becoming parents, thus starting the cycle again (Glick, 1947; Hill, 1970).

There are several key issues in Lifespan Psychology which are centered on these following factors which are; cultural factors, continuous vs discontinuous change, critical periods vs sensitive periods, lifespan approach vs particular periods approach, nature vs nurture.

By using life course perspective, or how the person, environment, and time interact to influence behavior, we can understand that our clients are influenced by a variety of aspects. Every client is affected by biological, psychological, and spiritual factors. It is important to understand this because although we are all affected by these factors; the specific components of each of these factors, such as culture, families, and formal organizations differs between individuals

This methodology encompasses examining the child’s life through many different contexts, such as: demography, history, sociology, biology, developmental psychology, and economics. ( w. website ) The Life Course Perspective takes the combination of the historical and social factors and sees them in an individual’s course of personal development. A life course is defined as a sequence of socially defined events and roles that the individual enacts over time. ( W. website ) The theory loosely follows the sage old adage, “To know where you’re going, you have to know where you have been.” More precisely, the theory explains that the roles, events or transitions in an individual’s life don’t naturally progress in a structures order, but instead but create the sum of one’s life experience. (website) Transitions play an important role in the life experience.

Throughout the Human Behavior and the Social Environment course, we have encompassed the many stages of the life cycle process. Now that I am twenty two years old, I found the early adulthood stage to be the most influential, and the most sensible one to relate to given the point that I am at in my life. More importantly, I decided to research and apply this life cycle stage to a variety of milestones, experienced by my interviewee, Chelsie. Living just houses apart, being raised by single fathers, Chelsie and I found that we had many things in common. We have remained friends since we were children, and have only grown to be closer into our early adulthood years.