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Development of Adolescence versus Late Adulthood, 2007.
Compares the social and physical development of adolescents to senior adults.
2,190 words (approx. 8.8 pages), 8 sources, APA, $ 68.95
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Abstract
This paper compares and contrasts adolescents and senior adults in terms of social and physical development. The paper describes, in detail, each stage of development and characterizes each by traits and characteristics that are specific to them. The paper concludes that these two stages possesses more similarities than differences.
Table of Contents:
Abstract
A Developmental Comparison between Adolescents and Senior Adults
Adolescence
Senior Adults (Late Adulthood)
Conclusion
From the Paper
"Late adulthood bears a transition that follows a somewhat reverse order from that of adolescents. While adolescence begins with physical changes, the ushering in of late adulthood begins with a social change, that of retirement. It signifies the end of one's productive role in society while adolescents are just beginning to establish theirs. Retirement also means severing one's ties with colleagues and work associates or friends, a type of isolation that can be difficult to face. Adolescents face nearly the opposite challenge of initiating and forging social ties within school and community, and changing the relationship between members of family. The social skills they learn within this stage carries on into young and middle adulthood. As one ages, physical aging starts to manifest itself in subtle ways, becoming more obvious with time. It is this impending sense of mortality that preoccupies elderly persons as they get older - spouses, relatives and friends die. While death is a normal part of life, the final milestone - a sense of accomplishment and pride in one's well-lived life - would be achieved."
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Late Adulthood Bereavement, 2006.
A discussion on bereavement focusing on people in their late adulthood.
1,507 words (approx. 6.0 pages), 10 sources, MLA, $ 49.95
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Abstract
This paper begins with a definition of bereavement and grief. Loss of a spouse is rated as the most stressful life event across all ages and cultural backgrounds. The paper continues to explore the myriad of literature on the topic of dealing with grief in late adulthood. In conclusion, it explores the diagnosis, symptoms and treatment of grief.
From the Paper
"At least 10 -20 percent of widows and widowers develop clinically significant depression during the first year of bereavement, and without treatment, such depressions tend to persist, become chronic and lead to further disability and impairments (Older pp). Bereavement-associated depression often coexists with another type of emotional distress, which has been termed traumatic grief, the symptoms of which, although not formalized as a mental disorder in DSM-IV, appear to be a mixture of symptoms of both pathological grief and post-traumatic stress disorder (Older pp). Such symptoms are extremely disabling, associated with functional and health impairment and with persistent suicidal thoughts, and may well respond to pharmacotherapy (Older pp)."
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Psychological Analysis of a Woman in Late Adulthood, 2001.
An in-depth look at the physical, cognitive, and psycho-social development of a woman in late adulthood, as observed through an interview.
1,535 words (approx. 6.1 pages), 10 sources, $ 50.95
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Abstract
History
Location
Occupations
Schooling
Family
Context of Interview
Discussion
Activity in normal day ? sleep, exercise, groups
Diet
Sensory changes
Memory assessment
Changing relationships: family & peers
Retirement and goals
Analysis
Physical performance: causes of illness, injury, and
sensory dysfunction
Education - Engagement process (Schaie), memory
Ego integrity versus despair (Erikson), Grant Study
Role of religion
Continuity theory (Atchley)
Balanced investment - role of siblings and family
members
From the Paper
"Born in 1932, AB is a sixty-eight year old female from the central New York state area. AB grew up in a small town with her twin brother and two sisters. Her father passed away when she was two, and her siblings were then raised by their single mother. In her adult life, AB has worked as a dietician at a University Hospital. Currently, AB resides at the retirement community in New York."
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Changing Relationships in Late Adulthood, 2005.
Examines how changes in lifestyle during later adulthood can effect relationships.
2,200 words (approx. 8.8 pages), 7 sources, MLA, $ 68.95
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Abstract
Late adulthood is often mistakenly viewed as a time of relaxation, where everything slows and an individual's life becomes more consistent and less stressful. In reality, late adulthood is a time of great change. Individuals retire, children move away, lifestyles alter significantly and social ties decline. This paper shows that, most significantly, a person's relationships change significantly in late adulthood. This includes relationships with siblings, spouses, friends, children and grandchildren. By considering these relationships and how they change, this paper shows that late adulthood is far from being a time of reduced stress. It may become a time of reduced stress if the individual makes the transition successfully, but the actual process of transition involves many significant changes.
From the Paper
"Peterson (2002) notes that friends play a special role because they link the individual to the larger social world. Individuals meet with friends as a way of keeping up with events in the world and in their own communities. This allows individuals to feel connected and avoids the problem of feeling isolated, alone, or rejected. It is also noted that older individuals have more secondary friends, which are described as "people who are not intimates but with whom they spend time occasionally" (Berk 2004, p. 606). This includes groups meeting to take part in activities such as playing bridge, lawn bowling, quilting, and various other craft activities".
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Adolescent Social Development, 1990.
This paper reveiws the developmental theories of Jean Piaget, Laurence Kohlberg and Erik Erikson about adolescent stages of moral and psychosocial development and its impact on adulthood.
1,800 words (approx. 7.2 pages), 3 sources, $ 63.95
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From the Paper
"Intellectual growth from birth to old age is now known as cognition. The Swiss psychologist Jean Piaget (b. 1896) was the first to develop a method to study the way in which infants and children see and understand the world. He was also the first to offer the conclusion that these ways of seeing and understanding are quite different in the infant and child than they are in the adult. His was also the first account of the process of mental growth from infancy to adulthood. This paper will briefly discuss Piaget's theories as a way of leading into the work of Laurence Kohlberg and Erik Erikson. An analysis of Kohlberg's moral reasoning theories and Erikson's eight stages of human development theory will be rendered with a focus on adolescent social development.
Piaget believed that mental growth involves major qualitative changes. Previously, both the empiricists and nativists saw the child as being similar to the adult: the first saw him as an adult-in-training; the latter as an adult-in-miniature. Piaget used qualitative differences to try and map the orderly progression of human intellect as the child grows into an adult. Piaget argued that "mental development is characterized by qualitative changes." He proposed four main stages of
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Human Development: Birth to Adulthood, 2003.
A look at development from conception through adulthood, looking at prenatal factors, factors of infancy and childhood, and factors of puberty.
1,592 words (approx. 6.4 pages), 5 sources, MLA, $ 52.95
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Abstract
This paper examines how the human body experiences a wide range of fundamental changes during the transition from prenatal to adult periods of life. It traces the development from conception through adulthood, using prenatal factors, factors of infancy and childhood, and factors of puberty concerning the chromosomal, hormonal, brain structure, gross anatomy, and self-perception changes that are experienced during these phases.
From the Paper
"The prenatal period of anatomical development usually last for 40 weeks (ten lunar months) and can be divided into a period of cleavage (this is the distribution of the zygote?s contents into smaller and smaller cells); an embryonic stage (this stage extends from the second week through the eighth week of development and is characterized by the formation of the placenta, the development of the main internal organs, and the appearance of the major external body structures (Hole 1990). The term embryo describes the fertilized egg during its first seven weeks of existence; the human embryo is usually termed a fetus after the eighth week of development, when the limbs and external features of the head are recognizable."
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Emotional Development in Early Adulthood, 2004.
Discusses the emotional and psychological development process that takes place in early adulthood.
2,430 words (approx. 9.7 pages), 9 sources, APA, $ 74.95
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Abstract
This paper investigates the emotional development process in early adulthood. The paper examines the relationship between emotional development during early adulthood and the experiences of love and mate selection. Also addressed are the role that emotional development plays in lifestyle choices and the changes that occur in adulthood.
From the Paper
"Individuals need to effectively deal with the presenting conflict of a current developmental stage in order to advance onto the next stage of development. Therefore, young adults need to work out issues of intimacy versus isolation in order to successfully leave young adulthood and graduate onto adulthood, which presents a different main conflict. Research has indicated that a necessary component for a capacity for intimacy is the achievement of a strong identity, and it has been found that this differs between men and women (Carver & Scheier, 1996). The presence of strong identities was found to be predictive of whether or not men got married, while it predicted the likelihood of a lasting marriage in women (Carver & Scheier, 1996)."
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Early Adulthood Development, 2002.
This paper discusses the different kinds of development that early adults undergo in their lives while they are at the early adulthood stage.
837 words (approx. 3.3 pages), 4 sources, MLA, $ 29.95
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Abstract
In human development, the early adulthood stage is the sixth stage of the period of development of humans. This paper looks at a few theorists and their concepts of the type of development that occurs in this stage of life. The writer concludes that in this stage, an individual learns to recognize alternative moral courses and learns to develop a personal moral code.
From the Paper
"Under the early adulthood stage, cognitive development of early adults has already reached its formal operational stage, according to Jean Piaget?s Theory of Cognitive Development. Under the formal operational stage, the operational thoughts of humans are more ?abstract, idealistic, and logical,? and adults are no longer confined to concrete thoughts, which are the operational thoughts common among children (Santrock 2000 335). Aside from thinking abstractly, early adulthood stage brings about among humans the ability to solve problems and test solutions, which are the characteristics of hypothetical-deductive reasoning. Piaget formally defines hypothetical-deductive reasoning as ?the ability to develop hypotheses, or best hunches, about ways to solve problems? (Santrock 2000 335). Piaget notes that the operational thoughts of adults in this stage is no different from adolescents? operational thoughts, but adults in the early adulthood stage have more methods and ways in approaching and solving the problems presented to them or they encounter."
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Adolescence to Adulthood, 2002.
Comparative study of Stephen Dedalus from James Joyce?s ?Portrait of an Artist as a Young Man? to Felicitas Taylor from Mary Gordon?s ?The Company of Women?.
2,157 words (approx. 8.6 pages), 11 sources, MLA, $ 67.95
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Abstract
Stephen Dedalus, the hero in ?Portrait of an Artist as a Young Man? by James Joyce, is very similar to Felicitas Maria Taylor, the heroine in ?The Company of Women? by Mary Gordon. The paper explores these novels which shows how the protagonists in both track their journey from adolescence into adulthood. This paper explores the characters of Stephen Dedalus and Felicitas Taylor in terms of how they cope with their teenage years and how their experiences and encounters influence how they turn out as adults.
From the Paper
"Prior to undertaking an in-depth look into the nature of these two main characters of their respective books, it is important to provide a summary of the story each character is involved in and, thus, shaped by. ?A Portrait of the Artist as a Young Man? relates the adventures of Stephen Dedalus, growing up in Ireland towards the close of the 1800s. He eventually decides to throw off all his social, familial, and religious restrictions to live a life dedicated to writing (http://www.sparknotes.com/lit/portraitartist/summary.html). Each chapter reflects the advancing, internal conflict Stephen experiences in maturing to adulthood (http://www.geocities.com/nickdanger74/joyce1.html)."
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Middle Adulthood & Older Adulthood, 2002.
A discussion of the psychoanalyst Erik Erikson's developmental stages.
1,191 words (approx. 4.8 pages), 3 sources, MLA, $ 40.95
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Abstract
This paper is about Erikson?s theory of the last two stages of development (the ?Middle Adulthood? and ?Older Adulthood?) and how they relate to life?s challenges. Eric Erikson was a German born American Psychoanalyst, known as a Freudian ego-psychologist who accepted most of the basic theories of Freud, but placed more emphasis on the societal and cultural aspects of psychology rather than on instincts and the unconscious. He refined and expanded Freud?s theory of stages of development by putting forward an epigenetic principle of development, which states that the human personality unfolds progressively in eight distinct stages of life. He was a staunch believer that human development continues into adulthood and old age and is just as important as it was in the earlier parts of our lives. This paper analyzes the ?Middle Adulthood? stage of development which relates to the period in life during which we are involved in raising children, generally described as the period between the ages of 40 to 65 and the ?Older Adulthood? which refers to the age around retirement when the task of ?parenting? is over.
From the Paper
"Erikson has described two basic ?tasks? or ?crises? for each stage of our development stage. One is a positive task and the other a negative task. While the development of the positive task is desirable, some assimilation of the negative task is also necessary for a balanced development of human personality. For example in the first (infant) stage, the tasks are ?trust? and ?mistrust.? While trust is the positive and desirable task to be learnt by the infant, a little bit of ?mistrust? is also necessary for a ?balanced? development. Too much of trust and no mistrust would make the infant a gullible fool in later life. (Ibid.) Erikson?s theory is that we carry forward some maladjustment or malignancy into the next stage, if our progress in a particular stage of development is not ?balanced.? While maladjustment refers to over-development of the positive task, malignancy is the over-development of the negative ?task.? Obviously, the tilting of the balance in favor of the negative trait is more damaging for an individual."
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Life Span Development, 2001.
A look at a human's physical, cognitive, and psycho-social development through each of the four stages of development.
1,910 words (approx. 7.6 pages), 16 sources, $ 60.95
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Abstract
General summaries of the last four stages of human development: Adolescence, Young Adulthood, Middle Adulthood, and Late Adulthood. Examines physical, cognitive, and psycho-social aspects of development.
Adolescence
Definition
Reproduction
Risky behavior
Cognitive: Piaget (Formal operations), Elkind
Identity vs. identity confusion (Erikson)
Peer and Family relations
Young Adulthood
Cognitive: Postformal thought, Triarchic theory of
Intelligence (Sternberg), Emotional Intelligence
Personality: 5 factor model (Costa & McCrae)
Intimacy vs. Isolation (Erikson)
Levinson & the Grant Study
Culture: Marriage, childbirth, remaining single
Middle Adulthood
Physiological changes ? hearing, sight, endurance,
metabolism
Ailments ? hypertension, osteoporosis, stress
Seattle Longitudinal Study: Fluid and Crystallized
intelligence
Cognitive ? Hoyer and Schaie
Jung ? Individuation
Generativity versus stagnation (Erikson)
Psychosocial ? identity style, assimilation,
accommodation
Late Adulthood
Biological aging ? genetic programming, variable rate
theories
Physical changes
Cognitive ? Metamemory, semantic, procedural, sensory
Ego integrity versus despair (Erikson)
Disengagement, continuity, and activity theories
Retirement
Marriage, family, peer relationships
Living arrangements
From the Paper
"Adolescence is the developmental transition from childhood to adulthood. Although its beginning or end is not clearly marked in Western societies, adolescence lasts about a decade from age 11 or 12 until the late teens or early twenties. Adolescence carries many risks to healthy development, as well as opportunities for physical, cognitive, and psychosocial growth."
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Social Development, 2006.
A study of social development throughout the lifespan.
1,350 words (approx. 5.4 pages), 1 source, MLA, $ 45.95
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Abstract
This paper studies social development, which is the process that enables people to form friendships and intimate relationships, to get married and to build families. According to this paper, social development begins in infancy and continues through late adulthood, with marked changes occurring at each stage. The paper traces social development through each of the following stages:Iinfancy and toddlerhood, early childhood, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. For each stage, the paper defines and notes the dominant characteristics of development, offers the author's personal observations as it relates to these characteristics, and cites relevant research.
From the Paper
"In early childhood, children become more social and interact more with other children in the form of play. As a child develops, the way the play changes as they become more and more social. The first stage is nonsocial activity, where children play on their own. This changes and becomes partly social children begin parallel play. This means that they play near other children and often play in similar ways, but do not actually interact with the other child. The next stage is associative play, where children begin to interact by swapping toys and talking to each other about their play, but still do not actually play together. The final stage is cooperative play, where children share playing. For example, they might build something with blocks together. I have observed this in children and have seen how younger children will watch each other and copy each other, but will not actually play together. I have also noticed that young children often don't seem able to manage playing with other children. For example, I have seen an older child try to join in with a younger child and help them build a castle with blocks. The younger child didn't seem to understand this and became upset. It seemed that the younger child assumed that the older one was taking their game away from them. Another way that social development changes in early childhood is that the child begins to form friendships. As Berk (251) notes, "As yet, friendship does not have a long-term, enduring quality based on mutual trust." Instead, a friend is just someone you play with, share with, and spend time with. Berk does note that early friendships provide social support to children and helps them to fit in."
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Development according to John Bowlby, 2008.
A self-analysis of the writer's development from early childhood through to adulthood, according to John Bowlby's attachment theory.
4,234 words (approx. 16.9 pages), 8 sources, APA, $ 112.95
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Abstract
This paper discusses the writer's development according to John Bowlby's attachment theory of child development from 1958. It describes the writer's early life and his relationship with various members of his family. It then looks at his developing life during middle childhood, adolescence and adulthood. Finally, the paper presents a self-analysis of the writer's development.
Table of Contents:
Family Background
Early Years
Middle Childhood and Adolescence
Adulthood
Developmental Assets
Self-Analysis
From the Paper
"In retrospect, it is unusual for me to look over my life story through the present analysis and evaluate myself and my own behaviors. It was interesting for me to relive the moments that have defined my evolution and the arrangement of my family hierarchy. It was certainly in some ways difficult to recall events in an objective manner, as the memory of early youth may be tainted by emotions. There is also the fact that, as a child, I was not able to observe the family dynamics in the same way that an adult might - important events were no doubt shielded from me by my parents and older siblings. However, this phenomenon is universal to children in general. We are all subject to good and bad childhood events, and are made blind to such happenings at the same time. At the same time we all as adults recall past events in the haze of a positive or negative memory - particularly memories of adolescence, which is universally a trying stage of one's life."
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William James' Psychosocial Development, 2008.
An analysis of William James' life according to Erik Erikson's psychosocial development theory.
1,682 words (approx. 6.7 pages), 7 sources, APA, $ 54.95
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Abstract
This paper discusses the life of pioneering American psychologist and philosopher, William James. It analyzes his life according to Erik Erikson's theory of psychosocial development. The paper looks at five stages of James' life, describes events in his life at those points, and then analyzes their meaning according to Erikson's theories on psychosocial development.
Table of Contents:
Infancy / Early Childhood (0-6 Yrs)
Middle Childhood (6-12 Yrs)
Adolescence (12-20 Yrs) And Young Adulthood (20-40 Yrs)
Late Adulthood To Death (60 Yrs +)
Conclusion
From the Paper
"William James' central conflict, as one biographer saw it, was between his "Promethean" and "mystical" selves: one manifested itself in the philosopher's pragmatism and democratic ideals; the other manifested itself via his long fascination with metaphysics, psychical research, higher consciousness studies, and the like (Raposa 2001). This dichotomy may be overly reductive, but it does show something of James' divided (yet highly functional) self. Observers agreed in describing William James as "tolerant, manly, liberal, romantic, impetuous, mystical, generous, anti-traditionalistic, sensitive, brilliant, kind, eloquent." They saw him, despite his self-confessed depressive states, as optimistic, anti-fatalistic and very sociable. Like all great men, William James possessed a complex, even contradictory nature, which he utilized to his advantage to create and push himself to higher levels of accomplishment, even in the face of depression and self-doubt."
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Human Development, 2002.
The paper introduces the human development in the field of psychology known as development psychology.
1,640 words (approx. 6.6 pages), 1 source, MLA, $ 53.95
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Abstract
The paper introduces the concept of development psychology and shows how it is divided into two types: cognitive development and emotional development. The paper studies the history of this field of psychology, including the theories of Charles Darwin, Jean Piaget, and Arnold Gesell. The paper also looks at each of the four stages of a life span - infancy, childhood, adolescence. and adulthood - with the cognitive and social development of each described.
From the Paper
"Childhood cognitive development occurs through two stages: the preoperational and the concrete operational.
"The preoperational period occurs between ages two and seven. The preoperational period is defined more by what the child cannot do, than what they can. In this period they lack the ability to think logically, they assume their experience is the same as everyone else's, they are unable to rearrange their thoughts and they mix up cause and effect."
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