Posted: April 24th, 2025
sugarman lifeline
Sugarman’s activity asks you to map out (draw) your lifeline so that you can identify the
peaks (highs) and troughs (lows) that you have experienced over your life. This visual
representation helps you to take note of the significant moments in your life. Do not include
graph in your paper. It is only for you to reflect on the following prompts:
• What is its general shape? Does it continue to rise throughout life?
• Does it depict peaks and troughs around some arbitrary mean? Alternatively, is there a
plateau and subsequent fall in the level of the curve? Is it punctuated with major or
only relatively minor peaks and troughs?
• The horizontal axis represents time; but how about the vertical axis—what Life-span
development dimension does that reflect?
• What (or who) triggered the peaks and troughs in the graph? Why did they occur at
the time that they did?
• What might have been done (or was done) to make the peaks higher and the troughs
shallower?
• How might the incidence and height of the peaks be increased in the future? And the
incidence and depth of the troughs decreased?
• What positive results emerged from the troughs and what were the negative
consequences of the peaks?
Once you have spent time considering the shape and reflections prompts, write your
reflective paper based on what you learned from the article and by completing the activity.
Do not format your paper in a question-and-answer approach (solely answering the
prompts). Instead, your paper should be written as a reflective paper based on the insight
from the article and experience of mapping out your lifeline acknowledging your peaks and
troughs.
Follow APA writing standards and formatting guidelines which includes a title and
reference page (these two pages do not count toward your required page count). Your
reference page should include the Sugarman article since you will likely cite this source
within your paper. Minimum length 3-FULL pages double-spaced with 12-point Times New
Roman font with 1-inch margins.
Life-Span
Development
Frameworks, accounts and strategies
Second edition
Léonie Sugarman
First edition published 1986
by Methuen & Co Ltd.
This edition published in the Taylor & Francis e-Library, 2005.
“To purchase your own copy copy of this or any of taylor & Francis or
Routledge’s collection of thousands of ebooks please go to
www.eBookstore.tandf.co.uk.”
This edition first published 2001 by Psychology Press Ltd,
27 Church Rd, Hove, East Sussex, BN3 2FA
http://www.psypress.co.uk
Simultaneously published in the USA and Canada
by Taylor & Francis Inc.,
29 West 35th Street, New York, NY 10001
Psychology Press is a part of the Taylor & Francis Group
© 2001 Léonie Sugarman
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the
British Library
Library of Congress Cataloging-in-Publication Data
Sugarman, Leonie, 1950–
Life-span development: frameworks, accounts, and strategies/
Leonie Sugarman–2nd ed.
p. cm.
Previous ed. published under title: Life-span development.
Includes bibliographical references and index.
ISBN 0-415-19264-1–ISBN 0-145-19265-X
1. Developmental psychology. I. Sugarman, Leonie, 1950–
Life-span development. II.
.
BF713. S84 2001
155–dc210 2001031826
ISBN 0-203-62694-X Master e-book ISBN
ISBN 0-203-63080-7 (Adobe eReader Format)
ISBN 0-415-19264-1 (hbk)
ISBN 0-415-19265-X (pbk)
http://www.psypress.co.uk
www.eBookstore.tandf.co.uk
List of tables vi
List of figures vii
List of boxes viii
List of activities x
Preface to second edition xi
1 Life-span developmental psychology 1
2 Collecting data about lives 31
3 Age stages and lifelines 54
4 Cumulative sequences 77
5 Developmental tasks 103
6 Life events and transitions 127
7 Dynamic continuity through narrative 156
183
219
1
Life-span developmental psychology
It is interesting to note how rarely the term development is used to
describe changes in the later years. Despite current emphasis on a
lifespan perspective, change in later years is still typically described as
aging. In the same way, although the word day can refer to the twenty-
four-hour span, we normally use it to refer to only the brighter hours.
Aging has come to refer to the darker side of growing old. To make
changes in later life one must fight against all sorts of popular
mindsets.
(Langer, 1989)
Life-span development is about every one of us. In keeping with this, the text of the
present book is interspersed with activities that encourage you to reflect on both the ideas
introduced in the text and their place in your own life and the lives of others. You are
invited to complete these exercises as you read through the book, working alone or using
them as the basis of class discussions. Beginning as you mean to go on, can I ask you first
of all to turn your attention to Activity 1.1.
Activity 1.1 Lifeline
Take a blank sheet of paper and, allowing the left and right hand edges of the
page to represent the beginning and end of your life respectively, draw a line
across the page (in the manner of a temperature chart) to depict the peaks and
troughs experienced in your life so far, and those you would predict for the
future.
When finished, sit back and ask yourself some questions about this graph—
your “lifeline”:
• What is its general shape? Does it continue to rise throughout life? Does it
depict peaks and troughs around some arbitrary mean? Alternatively, is
there a plateau and subsequent fall in the level of the curve? Is it
punctuated with major or only relatively minor peaks and troughs?
• The horizontal axis represents time; but how about the vertical axis—what
Life-span development 2
dimension does that reflect?
• What (or who) triggered the peaks and troughs in the graph? Why did they
occur at the time that they did?
• What might have been done (or was done) to make the peaks higher and the
troughs shallower? How might the incidence and height of the peaks be
increased in the future? And the incidence and depth of the troughs
decreased?
• What positive results emerged from the troughs and what were the negative
consequences of the peaks?
Consideration of questions such as those in Activity 1.1 form the subject matter of life-
span developmental psychology. It is to questions such as these that the present book is
directed. Whilst life-span developmental psychology is an area that has, as it were, come
of age during the last two decades, it is founded on the work of theorists such as Jung
(Staude, 1981), Bühler (Bühler & Massarik, 1968), Havighurst (1972), and Erikson
(1980). None the less, it was not until 1980 that the Annual Review of Psychology
included its first review of life-span developmental psychology, defining it as a discipline
concerned with the description, explanation, and modification (optimisation) of within-
individual change and stability from birth (or possibly from conception) to death and of
between-individual differences and similarities in within-individual change (Baltes,
Reese, & Lipsitt, 1980). Since the publication of this review the area has been accepted
into the mainstream of psychology and its aims have remained largely unchanged.
Change and continuity
To live is to change. This truism is implicit in the notion of life-span development. We
are each palpably different from the person we were 10 years ago and the person we will
be in 10, 20, or 30 years’ time. Life-span developmental psychology is concerned with
documenting, explaining, and influencing these changes. In Activity 1.2 you are asked to
think about your own life in a different way to the Lifeline exercise—a way that will
probably direct attention to how different we all are at different ages.
However, despite the changes that beset all of us as we grow up and grow older, we do
not become totally different people. The life course is characterised by continuity as well
as change, and we operate on the assumption that past behaviour and temperament are
reliable guides to the future. Thus,
Life-span developmental psychology 3
Activity 1.2 Changes or consistencies?
• Think of yourself as you are, were, or imagine you will be, at the ages of 7,
17, 27, 37, 47, 57, 67, 77, and 87 years.
• Now think of your priorities, your skills, your worries, your relationships,
your enjoyments:
– what changes?
– what remains the same?
we might talk about someone acting “out of character” and in writing a job reference
might strive to predict future performance on the basis of past and present achievements.
The tension between change and continuity is taken up in more detail elsewhere—
through an overview of change, consistency and chaos as concepts for organising life-
span data (in Chapter 3), and through discussion of the concepts of dynamic continuity
and narrative construction (in Chapter 7).
Development
This book is not merely about change. It is about development. Not all change across the
life course would necessarily be described as developmental. “Development” is not an
empirical term (Reese & Overton, 1970), although on occasions it is used as though it
were (Kaplan, 1983). No matter how much data we were able to collect about the course
of an individual’s life this, of itself, would not enable us to define what is meant by the
term “development”, unless, that is, we were to say that whatever happens across the life
span is what constitutes development. This, however, would reduce developmental
psychology to a largely atheoretical data-collection exercise. Furthermore, because such a
perspective makes no judgements as to what is better or preferable, it negates the notion
of development-enhancing interventions. As, from this viewpoint, any life course is as
good (or as developed) as any other, there are no grounds for attempting to influence it.
As an alternative, we might try to define development empirically by reference to
norms—saying that development is what happens to the majority of people across the life
course. This, however, would also be flawed. It represents a conflation of the “is” and the
“ought”, seeing them as synonymous. The intervention implications would be that people
should be encouraged to be like the average, discouraging both individuality and the
exceptional.
Rather than emerging in some self-evident way from empirical data, the concept of
development requires the initial postulation of assumptions,
Life-span development 4
Activity 1.3 How would you define development?
• How would you define development? How would you distinguish it from
mere change?
• Jot down some ideas of your own and, if possible, discuss them with a
group of colleagues,
• Think about the extent to which your ideas concur with those of the authors
quoted below.
underlying premises or value judgements as to its defining characteristics. The concept of
development centres on a value-based notion of improvement. These standards of
comparison precede empirical observation. Changes in amount and in quality are
evaluated against some implicit or explicit standard as to what constitutes the “good” or
the “ideal”. In other words, we begin with a definition of development and then examine
data to see whether they meet our criteria. For example, whether or not it is viewed as
development when adolescents challenge the received wisdom of their elders depends on
what we mean by the term. Opinions on such matters can vary. Value judgements are
involved. Use Activity 1.3 to help you decide what you think of when you think of
development.Box 1.1 provides some suggestions on how to structure your ideas.
The definitions in Box 1.1 paint a picture of a person learning and benefiting from
experience; accomplishing tasks characterising different stages
Box 1.1 Defining development
Thomas (1990, p. 50) emphasises the value-laden basis of concepts of
development when he writes:
People are developing normally (properly, desirably, satisfactorily,
acceptably) when:
• they feel that they are fulfilling their own needs at least moderately well,
• their behavior does not unduly encroach upon other people’s rights and
opportunities,
• they fulfil the responsibilities typically held as reasonable for people of their
ability (physical and mental) and social environment, and
• their personal characteristics do not cause others to treat them in ways
which harm them physically, psychologically, or socially or which deny
them opportunities [equal to those of their peers of the same age, gender,
and physical, intellectual, and/or social behaviour] to pursue their
ambitions.
Life-span developmental psychology 5
Chaplin (1988, p. 45) focuses on the process of development, rejecting the
idea of directional movement toward an explicit, coherent “end-state”:
We grow and change in more of a spiral than in a straight line. We go
backwards as well as forwards. Perhaps we can only go forwards if
we go backwards and regress into childlike feelings first. Growth is
working with the rhythms, not proceeding from some depressing
reality to a perfect harmonious self in the future.
Rogers (1980, p. 80), in contemplating his own life, sees development as
the personal expansion that comes from learning, itself the outcome of risk
taking:
Perhaps the major reason I am willing to take chances is that I have
found that in doing so, whether I succeed or fail, I learn. Learning,
especially learning from experience, has been a prime element in
making my life worthwhile. Such learning helps me to expand. So I
continue to take risks.
In an otherwise fairly abstract and technical discussion, Ford and Lerner
(1992, p. 42) use the metaphor of a sea journey to capture the adaptive nature
of human development. Although maps and charts can help us on our travels,
there is always the chance that we will meet the unexpected, the
unforeseeable and the unfamiliar. They see development as:
…a continuous and sometimes unpredictable voyage throughout life,
sailing from seas that have become familiar into oceans as yet
uncharted toward destinations to be imagined, defined, and redefined
as the voyage proceeds, with occasional, often unpredictable
transformations of one’s vessel and sailing skills and the oceans upon
which one sails resulting from unforeseen circumstances.
of the life course and on which later development, at least to some extent, rests; and
working through the implications of significant life events to emerge a stronger, more
mature, more “developed” person (Sugarman, 1996).
In the past, developmental psychology was, with a few exceptions, synonymous with
child development. The term development was applied only to physical, cognitive,
personal, or social changes that met a number of criteria, such as being sequential,
unidirectional, universal, irreversible, and end-state or goal-directed. Because these
criteria are met by few of the life changes of the adult years, if adulthood is not to be
construed as a period largely devoid of development, then this restrictive definition must
be challenged.
How, though, should we proceed with the task of defining development? First, a good
Life-span development 6
place to begin is by following Kaplan’s (1983) advice to distinguish between
development as an ideal process and the realities of what actually happens during the
course of a life. Development, “pertains to a rarely, if ever, attained ideal, not the
actual” (Kaplan, 1983, p. 188). With this in mind, empirical studies can then furnish data
concerning the extent to which individuals do or do not develop and may provide
information concerning factors that facilitate or impede development.
Second, development is better thought of as a process than as a state. Thus, we ask not
whether a person has reached some ideal end-state or telos, but rather (assuming such an
end-state exists, even in theory) the extent to which he or she is moving in its direction.
In this vein, Kaplan (1983) defines development as movement in the direction of
perfection, although he acknowledges that what we mean by perfection is neither
transparent nor easy to articulate. None the less, from a variety of theoretical perspectives
come common themes if not of perfection, then at least of successful ageing (Ryff, 1989).
Thus, accounts of personal growth and ways of being that “surpass the average” (Jourard,
1974) include descriptions of self-actualisation (Maslow, 1970), the healthy personality
(Jourard, 1974), and the mature personality (Allport, 1964). Rogers’ (1961) concept of
the fully functioning person—summarised in Box 1.2—serves to illustrate the notion of
development as a process towards a theoretical ideal.
Box 1.2 The fully functioning person (Kirschenbaum & Henderson,
1989; Rogers, 1961)
It is somewhat misleading to talk of “the” fully functioning person because
Rogers does not see it as an achievable, “developed” state. Rather,
development is denoted by the process of moving in the direction of
becoming more fully functioning. It is a process with some discernible,
universal qualities: an increasing openness to experience, increasingly
existential living, and an increasing trust in one’s own organism.
1. An increasing openness to experience. To become more open to experience
involves becoming less defensive—the polar opposite of openness.
Defensiveness is where experiences are distorted in awareness or are
denied awareness because they are perceived as threatening. In this way
they are temporarily rendered harmless. Movement from the pole of
defensiveness towards the pole of openness to experience allows people to
become more able to listen to themselves and to experience what is going
on within them. It is movement towards greater emotional self-awareness
and acceptance. Feelings—be they positive or negative—are experienced
more fully.
2. Increasingly existential living. As a person becomes more open to
experience he or she tends to live less in the past or the future and more in
the present moment. This is what Rogers means by increasingly existential
Life-span developmental psychology 7
living. To live fully in the moment, “means an absence of rigidity, of tight
organization, of the imposition of structure on experience. It means instead
a maximum of adaptability, a discovery of structure in experience, a
flowing, changing organization of self and personality.” (Rogers, 1961, p.
189).
3. An increasing trust in one’s own organism. Rather than depending on
abstract principles, codes of action or previous experience for guidance,
people who are open to their own experience and are living fully in the
present are able to trust and be guided by their “total organismic reaction”
to situations. They are confident that their own experience provides a
sufficient and satisfactory basis for deciding how to respond to a particular
situation.
The process of becoming a fully functioning person is rarely smooth.
Rather, it tends to occur unevenly, by what Rogers (1961) refers to as
“moments of movement” occurring in situations where people (who are often,
but not always, in therapy) feel themselves to be fully accepted and
“received”. The good life that results from this movement is not a fixed state
of virtue, contentment, or happiness in which the person is adjusted, fulfilled
or actualised. Indeed, it is not a state at all. It is a movement from fixity
towards changingness, from rigid structure towards flow, and from stasis to
process. It is a continuing process of being in which people discover that, if
they are open to their experiences, then doing what “feels right” is “a
competent and trustworthy guide to behavior which is truly
satisfying” (Rogers, 1961, p. 189).
Age
The question “What is your age?” might seem to have a simple, unambiguous answer—
you are 18 years and 6 months, 30 years and 2 months, 89 years and 11 months, or
whatever. However, our chronological age is an incomplete statement of “how old we
are” (see Activity 1.4), as is indicated when we describe someone as being “young for
their age”, as “old before their time”, or as “having aged 10 years in the last 3 weeks”. At
any one time we are both old and young—the 15-year-old is “too young” to vote and “too
old” for primary school.
Non-chronological concepts of age, that is, our psychological, social, functional, and
biological ages (see Box 1.3), all contribute to the question of how old we are. None the
less, it is chronological age that is almost universally used in developmental psychology
as either a main or subsidiary criterion in anchoring accounts of change over the life
course. Such categorisation of people and processes according to age serves to facilitate
the organisation of knowledge, individuals, and society, and provides a framework in
relation to which we can order much of our daily lives. However, age norms are
Life-span development 8
inevitably averages, with many, if not most,
Activity 1.4 How old are you?
How old are you? I am———years old. But are you?
• I look as if I am———years old.
• I feel as if I am———years old
• I behave as if I am———years old.
Complete the following sentences:
• The best thing about my current age is…
• At my age I should…
• At my age I should not…
• I will be old when…
• In ten years’ time I will…
• In ten years’ time I won’t be able to…
• I feel I’m already too old to…
• The best age to be is…
If possible, compare your answers with those of other people of different
ages. You might find that notions of “old” and “young” bear very little
relation to chronological age. I once overheard my 3-year-old daughter
describing her babysitter to a friend as being “Really, really old—at least
twelve”. In fact the babysitter was fifteen, and my concern was that she might
be “too young”.
individuals deviating from them to some degree. An “age-irrelevant” concept of
development (Baer, 1970) focuses not on the age at which particular experiences
occurred, but at their point in a sequence of experiences.
Ageism
Because the topic of age is almost inevitably implicated in discussions of life-span
development, it is important constantly to be on the alert for evidence of ageism in our
own or others’ thinking. However, in the same way as we asked what is meant by the
concept of age, so, too, we need to ask what we mean by ageism. Perhaps you could
spend a few moments reflecting on and jotting down what you understand by the term.
Over a quarter of a century ago the term ageism was invoked to express concern about
the condition and treatment of older people during the 1960s
Life-span developmental psychology 9
Box 1.3 Non-chronological age variables
Key “non-chronological” age variables (Barak & Schiffman, 1981; Birren &
Renner, 1977) include:
• Subjective (or psychological) age—people’s sense of their own age as, for
example, “young”, “middle-aged” or “grown up”, irrespective of their
chronological age. Subjective age is reflected in the adage, “You’re as old
as you feel”.
• Social age—the extent to which a person’s social roles, lifestyle, and
attitudes conform to the norms and the social expectations for someone of
their chronological age. Are they “acting their age”, or perhaps behaving as
“mutton dressed up as lamb”?
• Functional age—a person’s capacities or abilities relative to others of
similar age. Functional age can be applied to the condition of an
individual’s organ and body systems (such as heart and lung capacity) and
to his or her intellectual and practical skills.
• Biological age—an estimate of the individual’s present position in relation
to his or her potential life span. The biological age of, say, a fit 70-year-old
may be less than that of an unfit 50-year-old.
and 1970s. Thus Butler (1987; Butler & Lewis, 1973) defined ageism as, “a process of
systematic stereotyping of and discrimination against people because they are old, just as
racism and sexism accomplish this for skin colour and gender” (Butler, 1987, p. 22). This
remains the most widely assumed meaning of the term, although it does have certain
weaknesses and limitations. Seeing ageism as something that applies only to older people
fosters a “them” and “us” view of “the elderly” as a minority group, different and
separate from the rest of society (Bytheway, 1995; Johnson & Bytheway, 1993). In this
sense, the concept of ageism can itself be seen as ageist. This is perhaps understandable
given the prevalence of the view of old age as a period of decline and marginalisation. If
old age is seen as inevitably accompanied by decrement and decline then it is not
surprising if fear or, at best, ambivalence about ageing leads young and middle-aged
people to distance themselves from those who are older. The result is that so-called
“enlightened” views of ageing may incorporate a Victorian sense of noblesse oblige
accompanied by images of a gracious but patronising Lady Bountiful. Kalish (1979, p.
398) expressed this perspective thus:
You are poor, lonely, weak, incompetent, ineffectual, and no longer terribly
bright. You are sick, in need of better housing and transportation and nutrition,
and we—the nonelderly and those elderly who align themselves with us—are
finally going to turn our attention to you, the deserving elderly, and relieve you
Life-span development 10
from ageism.
However, even if we reject this patronising view of older people, it is also the case that
ageing is associated with some decrements that it is not unreasonable to regret. Schonfield
(1982) suggested that guilt about our fear or dislike of some aspects of ageing leads us to
define as ageist feelings, such as the expression of greater regret for the death of an 18-
year-old than on the death of a 75-year-old, that are in fact reasonable and understandable.
Fear of our own ageing is not the same as, although it may contribute to, negative
attitudes towards older people in general.
Rather than seeing ageism as something applying only to older people (which could,
suggests Johnson and Bytheway (1993), be called “old-ageism”), it can be seen as a
process affecting all individuals from birth onwards, “at every stage putting limits and
constraints on experience, expectations, relationships and opportunities” (Itzin, 1986, p.
114). From this perspective, ageism is prejudice based on age, not specifically old age
(Johnson & Bytheway, 1993). Setting a lower minimum wage for workers less than 25
years old can, from this perspective, be defined as ageist practice. Whilst our experiences
of racism and sexism will generally have a degree of continuity throughout our life, the
nature of any ageism we experience will vary, depending on our chronological age at the
time (Bytheway, 1995). The analogy between ageism and these other forms of prejudice
is therefore imperfect.
Although prejudice based on age can affect us at any point in life, this does not mean it
is distributed evenly across the life course. Age-based limits and restrictions do tend to be
greatest for “the young” and “the old”, a reflection of the (perhaps implicit) adoption of
the growth-maintenance-decline model of the life course—whereby the middle years are
seen to represent the peak of maturity (with the young being “too young” and the old
being “too old”). It also reflects a power structure within society where the reins of power
are typically held by those in midlife (Pilgrim, 1997).
Ageism is not only manifested in explicit age-based restrictions. Of at least equal
importance as institutionalised ageism is internalised ageism the frequently implicit or
internalised notions of age-appropriate behaviour that comprise a society’s age-grade
system. It is reflected in inappropriate attitudes and behaviour towards one age group or
generation by another. It encompasses both overtly offensive standpoints (for example
calling someone an “old bag”) and also the kindly but patronising exercising of
benevolent patronage (for example, “keeping an eye on the old dears”) that is described
by Johnson and Bytheway (1993) as perhaps the most pervasive form of ageism.
It is also important to realise that we can apply ageist attitudes towards ourselves as
well as others. Whilst societal constraints to life course timing and sequencing might be
more relaxed than previously—career change in our 30s, becoming a grandparent at 35 or
75—and the variability of individual life-course patterns has increased (Neugarten, 1979;
Rindfuss, Swicegood, & Rosenfeld, 1987), internalised conceptions of age-appropriate
behaviours and achievements still influence our aspirations and sense of success and
failure. Such normative assumptions provide us with a degree of security—helping to
confer a sense of order and pre-dictability on our lives. However, they can also be a major
constraint to our life-course development (Heckhausen, 1999). Langer (1989, pp. 94–5)
Life-span developmental psychology 11
eloquently makes this point with regard to old age:
When we are young and answer questions about old age, we do so with the
feeling that we will never grow old. In the meantime, we form mindsets about
the relationship between debilitated performance and old age. Once we awaken
to an old self, those relationships become threatening and the fears begin. Such
fears are inhibiting and likely to discourage older people from trying to extend
themselves in new ways.
A significant role for life-span developmental interventions lies in the identification and
countering of ageism, including the raising of consciousness about internalised age-
related norms. When age-normative conceptions about the life course are shared by
members of a given society they can be experienced as “natural” and, therefore, as
largely inevitable and unchangeable. It is important always to look past the age variable
to the individual beyond and to strive, in the words of one commentator, “to develop a
society that encourages people to stop acting their age and start being
themselves” (Ponzo, 1978, pp. 143–4).
Different views of the life course
Accounts of people’s lives are not told merely as lists of incidents. They are woven
together into a story (Cohler, 1982). Your lifeline can be thought of as a graphical
representation of your life story, with the number of “ups and downs” indicating
eventfulness, and the degree of slope representing the amount of dramatic tension
(Gergen, 1988). The “plot” of this story can be represented in a number of ways, for
example, as a series of turning points or transitions (Schlossberg, Waters, & Goodman,
1995), as a sequential pattern or series of stages (Erikson, 1980; Levinson, Darrow,
Klein, Levinson, & McKee, 1978), or as the occupancy of an age-based series of
culturally determined roles (Neugarten & Datan, 1973; Neugarten, Moore, & Lowe,
1965). The range of forms your lifeline could have taken represents alternative models of
the life course.
A more formal definition of the life course would be, “the sequence of events and
experiences in a life from birth until death, and the chain of personal states and
encountered situations which influence, and are influenced by this sequence of
events” (Runyan, 1978, p. 570). The danger of such an umbrella definition is that it can
seem to be all things to all people. Indeed, life-span developmental psychology has been
described as just that—as a, “motley and monolithic movement” in which, “everyone is
invited to contribute his/her voice to the songfest without any restrictions on melody,
lyrics and arrangements” (Kaplan, 1983, p. 193).
Life-span development 12
Box 1.4 Tenets of a life-span perspective (Baltes, 1987)
Development is:
• A lifelong process. Development is not restricted to childhood. Both
quantitative and qualitative development can occur at all stages of the life
course.
• Multidimensional and multidirectional. Development occurs in a number of
different domains, at different rates, and in a number of directions.
• A process that shows plasticity. An individual’s developmental course can,
at least to some degree, be modified through life conditions and
experience.
• A process involving both gains and losses. As well as involving growth and
gain, development also involves coming to terms with decline and loss.
• An interactive process. Development is the outcome of interactions
between individual and environment, both of which can influence its
course.
• Culturally and historically embedded. Developmental rates and courses
vary across different cultures and historical periods.
• A multidisciplinary field of study. Life-span development is not concerned
merely with psychological factors. Biological, sociological,
anthropological, and environmental factors can all interact with and
influence individual development.
Adherents of a life-span perspective have risen to the challenge of such a barb by
distinguishing different types of theoretical orientations to the life course. Key
dimensions (several of them overlapping) on which theories vary include:
• the degree to which stages can be identified
• the origin of these stages within either the individual or the environment
• the extent to which stages are universal, or at least shared by people of a particular time
and place
• a concern with the continuities and consistencies that characterise particular lives across
time
• the extent to which life-span development is directed at a universal endpoint
• the balance of emphasis between a concern with the process of development and the
content of the life course
• a focus on the life course as a whole, on particular points or stages, or on the nature of
the process of change.
The theories of life-span development discussed in this book can be located at different
points on the above dimensions. Few theorists, however, are totally dismissive of
Life-span developmental psychology 13
opposing viewpoints—disagreements tend to focus on the relative importance of different
factors, nature versus nurture, predetermined versus variable, continuity versus change,
for example. Life-span developmental psychology is an inclusive discipline,
characterised by a set of gradually emerging tenets (Baltes, 1987; Magnusson, 1989;
Rutter, 1989) as summarised in Box 1.4 and discussed in the following section.
Tenets of a life-span perspective
In their 1980 landmark paper, Baltes et al. (1980) described the life-span approach as a
general orientation to development rather than a particular theory. As such, it is
characterised by a number of propositions. Although the number and emphasis of these
assumptions is not fixed, Baltes et al. did identify four that had received what they
described as “some primacy”:
1. Development is a lifelong process.
2. Development is an expression of biological, socialisation, historical, and cultural
processes.
3. Restricted and monolithic definitions of the nature of development are inappropriate.
4. Life-span developmental psychology offers a potentially integrative umbrella under
which different aspects of development can be explored and understood.
These assumptions were later refined into seven tenets (Baltes, 1987), which are used as
the framework for the following overview of what might be termed the life-span
philosophy.
1. Development is a lifelong process
As should already be apparent, the life-span perspective assumes that the potential for
development extends throughout life. It rejects the traditional assumption that childhood
is the main, or only, period of growth and development. There is no assumption that the
lifeline must reach a plateau and/or decline during adulthood and old age. Instead, it is
assumed that there is, throughout the life course, the potential both for continuous growth
(which is gradual, incremental, cumulative, and quantitative) and discontinuous
development (which is rapid, innovative, substantial, and qualitative). Life-span
developmental psychology challenges the frequently implicit assumption of a growth-
maintenance-decline model of development. To what extent did your own lifeline (see
Activity 1.1) follow this pattern? Such a pattern, whilst generally applicable to biological
and physical functioning, may not, it is suggested, be an appropriate model for the
psychological, social, and spiritual realms. Development through change and adaptation
continues throughout life (Datan, Rodeaver, & Hughes, 1987).
Life-span development 14
2. Development is multidimensional and multidirectional
To be concerned with the “whole person” is to attempt to grapple with, “something
round, large, undifferentiated and thus difficult to manipulate, analyse, study or write
about” (McCandless & Evans, 1973, p. 3). Distinguishing between different dimensions
of development imposes some form and order (Loevinger, 1976) on what might
otherwise appear an amorphous mass, and acknowledges that development does not
necessarily advance simultaneously or in the same form on all fronts. In other words,
development is both multidimensional and multidirectional.
Typically, distinction is made within developmental psychology between the physical,
cognitive, personal, and social domains (Box 1.5), although other dimensions could be
included, for example, spiritual development (Assagioli, 1986; Fowler, 1981; Wilber,
1979) or career development (Dalton, Thompson, & Price, 1977; Super, 1984, 1990). It is
recognised, however, that these domains do not operate in isolation from each other.
Thus, for example, “baby walkers”, designed to promote independent mobility (physical
development) in infants, can also, by giving the child some choice over where he or she
goes, can encourage the development of a sense of control over one’s environment
(personal development). By the same token, concentration of efforts in one domain may
restrict developments in another, as, for example, when the development of musical or
athletic talent is at the expense of a broad range of social activities.
Box 1.5 Dimensions of human development (adapted from Rice,
1995)
• Physical development. Includes the physical growth of all components of
the body and changes in motor development, the senses, and in bodily
systems.
• Cognitive development. Includes all changes in the intellectual processes of
thinking, learning, remembering, judging, problem solving, and
communicating.
• Personal development. Includes the development of the concept of self; the
development of attachment, trust, security, love, and affection; and the
development a variety of emotions, feelings, and personality traits.
• Social development. Includes the development of interpersonal relationships
with family members, peers, and other members of the community.
Other bases for distinguishing different developmental domains could be used. Thus,
Schlossberg et al. (1995) distinguish between transitions experienced in three different
areas of life: (1) internally; (2) in close interpersonal relationships; and (3) in relation to
work or other areas of endeavour. Recurring issues in internal or intrapsychic transitions
are those of identity, autonomy, and making meaning. For interpersonal transitions,
Life-span developmental psychology 15
recurring themes centre around intimacy, mattering, and belonging. With regard to the
work arena, questions of work saliency (the centrality of work in people’s lives),
resilience (career adaptability), mastery (self-efficacy), and balance tend to predominate.
Again, it must be accepted that such classifications are somewhat arbitrary and, also, that
there is considerable overlap among the categories. Transitions in one area can have an
impact both on other areas of the person’s life and on the lives of those with whom he or
she comes into contact.
Another possible approach centres on the different roles assumed by an individual
across the life course. Thus, Super (1980, 1990) employs the notion of a “life-career
rainbow” (Box 1.6) to represent a “total life space, total life span” view of the person. He
distinguishes nine roles that together describe, “most of the life space of most people
during the course of a lifetime” (Super, 1980, p. 283). At first the life space contains only
one role, that of child; but it may later contain seven or eight, as when a person is
pursuing an occupation; maintaining a home; being a spouse, a parent and the supporting
child of ageing parents; engaging in civic activities; and following hobbies or further
education. Everyone’s lifecareer rainbow contains some universal, some unique, and
some shared but not universal features. Other roles could be identified. Not everyone
necessarily occupies all roles depicted in Box 1.6 and, furthermore, the sequencing of
roles may vary.
Box 1.6 The life-career rainbow (Super, 1980)
Super’s depiction of the life course is not unusual in invoking an image from
the natural world—a rainbow (Figure 1.1). The arc reflects the life stages
identified by Super—initially in relation to career choice and development—
namely: growth, exploration, establishment, maintenance, and decline. It
should be noted that this represents the traditional, but now challenged,
growth-maintenance-decline model of the life course. Also note how Super
places the life course in the context of situational and personal influences—in
keeping with the interactional perspective on development and change.
Super (1980) considers more than mere occupancy of roles. He elaborates
two further characteristics—emotional salience (how important a role is to us)
and time demands (the proportion of our life spent in that role). These two
characteristics need not vary in tandem. Thus, an unmotivated student might
spend a lot of time in the student role but accord it low emotional
Life-span development 16
Figure 1.1 Super’s life-career rainbow (reproduced with permission from
Super, D.E. (1980). A life-span, life-space approach to career
development. Journal of Vocational Behavior, 16, 282–298.
© 1980 by Academic Press).
salience, whilst the non-resident parent in a divorced couple might spend
only short amounts of time in the parent role but this time could be of great
personal significance. Emotional saliency could be represented on the
lifecareer rainbow by varying the depth of colour of the different bands, and
time demands could be represented by varying the bandwidths.
As well as being multidimensional, developmental trajectories can also be
multidirectional. This is something that is not incorporated into a lifecareer rainbow but is
reflected in lifelines of differing shapes. It contradicts the notion that development always
follows an “onwards and upwards” path and also links in with another tenet of the life-
span perspective—that development involves managing losses as well as gains.
One reason why you might have found the earlier lifeline exercise hard is that it
requires the integration of all the different developmental domains to produce some sort
of global assessment. It might be more feasible, and more meaningful, to draw several
lifelines, each representing a different developmental domain. This would allow the
depiction of lines of differing shapes and degrees of incline. Points of interaction between
different developmental domains could be identified (see Activity 1.5 and Box 1.7).
Life-span developmental psychology 17
Activity 1.5 Return to the lifeline
• Following on from Activity 1.1, now draw a series of lifelines to distinguish
between the different developmental domains—perhaps physical,
cognitive, personal, and social.
• To what extent do these lifelines follow different paths?
• Try to identify points where something in one domain strongly influenced
or was influenced by something in another domain. The information in
Box 1.7 might help you to convey this.
Box 1.7 The interaction of different development domains
Rapoport and Rapoport (1980) used the image of a triple helix (Figure 1.2) to
depict the intertwined nature of different developmental trajectories. Points where
the different threads cross mark occasions where two developmental paths impact
on each other. Rapoport and Rapoport distinguished between occupational, family,
and leisure careers—an alternative might be the distinction between physical,
cognitive, personal, and social development made by (for example) Rice (1995), or
that between internal, interpersonal, and work transitions advocated by Schlossberg
et al. (1995).
Life-span development 18
Figure 1.2 Rapoport and Rapoport’s triple helix model.
3. Development shows plasticity
Plasticity refers to the modifiability of individual developmental trajectories. Not only is
development multidimensional and multidirectional but its path may also, to a greater or
lesser degree, be redirected by life conditions and experiences. Plasticity is distinguished
from multidirectionality in that whereas the latter looks at potential individual
differences, plasticity is concerned with the potential for directional change within an
individual—the extent to which a developmental path can be altered once it has began.
Thus, improved diet and an emotionally, intellectually and socially enriching
environment can ameliorate much thwarted development in a child whose life has been
characterised by multiple deprivations.
There will, however, be limits to plasticity within any particular developmental
domain. Thus, some strands of development, for example, career development, will show
greater potential plasticity than others, such as speech development. None the less, the
emphasis on plasticity is both optimistic (we may be able to overcome or undo the effects
of early problems) and cautionary (it warns against complacency because “living happily
ever after” can never be assumed—we need continually to work at it).
Life-span developmental psychology 19
4. Development involves both gains and losses
Development is not simply the cumulative amassing of ever more attributes and
capacities. Rather, it is a joint expression of both growth (gain) and decline (loss) at all
points in the life course. Thus, throughout early childhood a range of infantile reflexes
and skills disappear—they have served their purpose and are replaced by other, more
currently relevant faculties (Rutter & Rutter, 1993). Thus, for example, as infants grow,
their body proportions change, facilitating the acquisition and refinement of walking and
running skills but making it harder for them to suck their toes with ease. However,
because such a skill is of doubtful long-term adaptive value, its disappearance would not
usually be regretted as a loss. More generally, the process of decision making inevitably
requires choosing between different options—if only between doing something and doing
nothing—and, therefore, the loss of what pursuing other alternatives would have
provided. Transitions—both positive and negative—almost inevitably involve severing
links with aspects of our past, such that Schlossberg (1981) suggests it is generally
preferable to think in terms of role exchange rather than role gain or loss. None the less,
the balance between developmental gains and losses is not consistent across the life
course (Baltes, 1987). Losses may become increasingly predominant relative to gains as
we age because, for example, of social norms and decreases in biological and/or mental
resources (Baltes & Baltes, 1990).
5. Development is the outcome of interaction between the individual and the
environment
An informative metaphor of the life course is the image of a river that, whilst having a
force and momentum of its own, is also shaped and modified by the terrain over and
through which it flows. In turn, the river exerts its own influence on its surroundings.
Indeed, it is somewhat artificial to separate the river from its habitat; a more accurate
picture is obtained when they are considered as a single unit. Whilst it is similarly
artificial to separate the individual from the context in which he or she is embedded, for
ease and clarity of analy sis they are often treated as separate entities and psychologists
have traditionally focused their attention on only one or the other, that is, on either the
person or their environment (Pervin & Lewis, 1978). This dichotomy between person and
environment appears in a number of forms throughout developmental psychology
(Lerner, 1976), underpinning, for example, debates between maturation and learning or
between inherited and acquired characteristics. Whatever terms are used, the basic thrust
of the issue remains the same. It is the question of nature versus nurture.
Whilst we can concentrate on either the person or the environment as the locus of the
developmental imperative, we will gain a complete picture of life-span development only
if we consider the interaction between the two. Psychology, with its traditional emphasis
on the individual, has developed fewer tools for analysing environment contexts than for
analysing the person (Kindermann & Valsiner, 1995). However, Bronfenbrenner (1977,
1979, 1992), drawing on the theories of Kurt Lewin, takes a broad and differentiated
Life-span development 20
ecological view of the environment—a perspective that has also found acceptance in, for
example, family process (Bronfenbrenner, 1986) and health psychology (Hancock &
Perkins, 1985).
Defining the environment (Bronfenbrenner & Crouter, 1983, p. 359) as, “any event or
condition outside the organism that is presumed to influence, or be influenced by, the
person’s development”, Bronfenbrenner (1977, p. 514) depicts the environment
hierarchically as, “a nested arrangement of structures, each contained within the next”. At
the broadest and most encompassing level of influence are the general cultural carriers of
the values and priorities of a particular society (the macrosystem). The next system
comprises the major institutions of a society (the exosystem), followed by the network of
interacting personal systems of which the individual is a part (the mesosystem). At the
most specific level of cultural or social influence are the interactions between individuals
and their immediate physical and social environment (the microsystems). These
relationships are shown diagrammatically and summarised more fully in Box 1.8.
Activity 1.6 suggests you create a diagram of the environmental influences in your own
life.
Rather than being seen as a static framework, Bronfenbrenner’s model should be seen
as a dynamic model in which the various elements vary
Box 1.8 Bronfenbrenner’s nested model of the environment
Bronfenbrenner’s model of the environment goes beyond the immediate situation or
situations that contains the individual. It considers the relations within and between
the different settings in which the individual operates, and also the larger social
contexts, both formal and informal, in which such settings are embedded. The
model can be presented diagrammatically, as shown in Figure 1.3.
Life-span developmental psychology 21
Figure 1.3 Diagrammatic representation of Bronfenbrenner’s nested
model of the environment (reproduced with permission from Egan, G.E., &
Cowan, M.A. (1979). People in systems: A model for development in the
human service professions and education. Monterey, CA: Brooks/Cole).
Employing terminology derived from Brim (1975), Bronfenbrenner distinguishes
between four environmental systems located at different levels: microsystems,
mesosystems, exosystems, and macrosystems:
• A microsystem is “the complex of relations between the developing person
and environment in an immediate setting containing the
Life-span development 22
person” (Bronfenbrenner, 1977, p. 514). The setting can be defined by a
number of physical and personal elements: place (e.g. home, college,
office), time, physical features, activities, participants, and roles. A primary
setting for most of us is our family but, through the course of life, we move
into and out of a range of different settings—peer group, classroom, and
workplace are singled out in Egan and Cowan’s diagram above.
• A mesosystem is the relationships within a collection of interacting
microsystems, “the interrelations among major settings containing the
person at a particular point in his or her life” (Bronfenbrenner, 1977, p.
514). Thus, home life and work life interact when a particular career (such
as in the armed forces) results in a particular style of social life, or when
considerations concerning a child’s education influence whether or not a
job offer in a new location is accepted or rejected.
• An exosystem is an influence system that contains microsystems,
mesosystems and also specific social structures, both formal and informal,
which impinge on or encompass the settings in which the person is found.
“These structures include the major institutions of the society, both
deliberately structured and spontaneously evolving, as they operate at the
concrete level” (Bronfenbrenner, 1977, p. 515). Thus, we are not a part of
the local public transport system (unless, let us say, we work for the district
bus company), but the nature of that system influences the mesosystems
and microsystems of which we are a part. Other exosystems include the
labour market, government agencies, medical services, and the mass media.
• Macrosystems are the blueprints of micro, meso-, and exosystems. They are
“the overarching institutional patterns of the culture or
subculture” (Bronfenbrenner, 1977, p. 515). Carriers of information and
ideology, macrosystems are generally informal and implicit, but are made
explicit through a society’s recorded laws, regulations, and rules. A
reflection of the values and priorities of a society, they include the
principles of a society’s economic, social, educational, legal, and political
systems. Such manifestations of a society’s culture are transmitted as
norms and values through exo-, meso-, and microsystems to individuals,
thereby influencing their thoughts, behaviours and opportunities.
Activity 1.6 Environmental forces
Read Box 1.8 and then draw a diagram similar to Figure 1.3 to map the
environmental forces influencing your own life-span development.
Life-span developmental psychology 23
in nature and significance across time and culture, and also in the course of an
individual’s life. Not only this, but the individual is also changing in ways that alter the
meaning of the environment to him or her (Vygotsky, 1994). Environmental factors that
had one meaning and played a certain role at a given age, can, over a period of time,
begin to have a different meaning and to play a different role because the person has
changed. Furthermore, the influence is reciprocal—the individual influences the
environment as well as the environment influencing the individual. This awareness has
facilitated a developing interest in exploring person-environment relations rather than
exploring the person or the environment as separate entities (Lerner, 1995).
6. Development is culturally and historically embedded
The tenet that development is culturally and historically embedded follows from the
proposition that development is the outcome of individual-environment interaction. This
interaction can actuate changes in the individual, the environment, and the nature of their
relationship. Social and cultural environments change over time, both as a result of
specific events such as wars, geographic disasters, or economic recessions, which will be
experienced by some generations but not by others, and also as a result of more
incremental changes associated with industrialisation and postindustrialisation, such as
technological developments and changing social trends. Baltes et al. (1980) refer to these
as normative history-graded influences on development in that they have a strong
relationship with historical time rather than chronological age. They give rise to the
dubbing of eras as “the roaring 20s”, “the swinging 60s” or “the caring 90s”; the
“renaissance”, “industrial”, or “technological” age. They make the past an uncertain
guide to the future.
Stewart and Healy (1989) suggest a model of how historical events might affect
differentially those at different stages of individual development, thereby creating
psychologically distinct cohorts. They propose that social historical events occurring
during a person’s childhood will influence the individual’s background assumptions
about life and the world, whilst those occurring during late adolescence will have an
impact on conscious identity. Social historical events occurring during a person’s adult
years, it is suggested, will have less effect on a person’s values or identity but will
influence the opportunities available to them.
A focus on how influences on development change across cohorts or generations
represents a longitudinal perspective on patterns of influence. Taking more of a cross-
sectional stance leads to the recognition that human development varies across cultures,
social class, racial, and ethnic groups. All societies rationalise the passage of life time by
dividing it into socially relevant units that are expressed in normative age grade systems
whereby particular duties, rights and rewards are distributed according to chronological
age or life stage (Neugarten & Datan, 1973). Despite the increasing fluidity of life cycles
(Hirschhorn, 1977) and age grade systems in developed Western societies, some roles,
responsibilities, and obligations remain tied to chronological age, either legally (for
example, eligibility to vote, drive a car, or serve on a jury) or through social convention
and expectation.
Life-span development 24
Much knowledge of life-span psychological development is limited historically and
culturally to studies of adults and children in twentieth century, Western societies. Within
these societies it is the middle class, white males who were first examined most
thoroughly and taken as the norm against which other groups were compared.
Acceptance of the historical and cultural embeddedness of much development implies
caution when transferring concepts of development from one cultural group to another.
7. Life-span development is a multidisciplinary field of study
The adoption of a life-span perspective implies recognising the contribution of many
academic disciplines. Psychological development needs to be seen as resulting from the
impact of a number of different influence systems, each with associated fields of study.
Table 1.1 details some of the most important of these disciplines, along with their major,
although not necessarily sole, focus and the kinds of questions they typically raise about
human development. They can, following Bronfenbrenner’s model (see Box 1.8), be
ordered roughly according to their proximity to the individual and, except for biology, be
seen as directed at the micro, meso-, exo- or macrosystem level. This list is not complete,
however. Thus, many journalistic or literary texts and poems address questions of human
development. Many, if not most, life-span psychologists adopt a broader perspective than
the traditional focus indicated in Table 1.1, venturing into the other areas listed in this
table and directing analysis at different levels in Bronfenbrenner’s nested arrangement of
influence systems. In sum, the above tenets can be described as an inclusive philosophy
of “both/and” rather than “either/or”. Together, they form what Baltes (1987, p. 612)
refers to as a “family of perspectives” that, “together specify a coherent metatheoretical
view on the nature of development”. Taken separately, none of the tenets listed in Box
1.6 is unique to the life-span orientation. Their significance lies in the overall pattern,
ethos, or world view that they give rise to.
Whilst all life stages are of relevance to life-span developmental psychology, there are
two topics that have been especially important in the generation of a developmental
psychology that covers the total lifespan—first, the study of the midlife period, and
second, the framework from which the experiences of old age are viewed. Both are,
therefore, considered in more detail in the next two sections, although the emphasis in
each section is rather different. Whilst the discussion of the midlife
Table 1.1 The contribution of different disciplines to the study of human development
(adapted from Sigelman & Shaffer, 1995)
Discipline Major focus Sample questions of interest
Anthropology Macrosystem: the effects of
culture on development
How much do cultural practices such as child
rearing methods or care for the frail elderly differ
across societies, and what are the implications?
Are there aspects of development that are
Life-span developmental psychology 25
universal, or evident in all known cultures?
History Exo-, meso-, or
microsystem: changes in
human development over the
centuries
What has it been like to be a child or an elderly
person in different historical periods? How is the
family of today different from the family of the
nineteenth century? How do major historical
events affect people’s lives?
Sociology Exosystem: the nature of
society and the individual’s
relationship to society
What does society expect of us at different ages?
What roles do we play in the larger social system
as we progress through life? How are we affected
by social institutions and changes in these
institutions?
Social
psychology
Meso- or microsystem:
development within its
family and societal context
What is the nature of the family as an institution?
How do family relationships contribute to the
individual’s development and adjustment?
Psychology Microsystem: the
functioning of the individual
How do mental abilities, personality traits, and
social skills typically change with age? How stable
or changeable are each individual’s qualities, and
why?
Biology The growth and ageing of
cells and organs (not
includedin Bronfenbrenner’s
model)
How does one fertilised egg become a fully
developed human being? How does the functioning
of human organs change as we age?
period gives most attention to what happens during this phase, the discussion of old age is
primarily concerned with our interpretation of what happens. This reflects, on the one
hand, our previous ignorance about the tasks of midlife, and, on the other hand, narrow
and ageist assumptions concerning the nature of old age.
Perspectives on midlife
I imagine that most of you have been asked over the years, “What are you going to be
when you grow up?” I wonder if you yet know the answer. I wonder if any of us ever
knows the answer. Similarly, I expect many of you have heard, or indeed made,
comments about what a particular older person “used to be” or “used to do”—generally a
reference to their paid occupation. Implicit in such questions and comments is the notion
of adulthood as a plateau—a period of relative equilibrium and uneventfulness. It also
reflects the stereotype of adulthood as the pinnacle of development, preceded by
childhood—a period of preparation or apprenticeship—and followed by old age—a
period of descent from this height.
Despite both this privileging of adulthood as the high point of development and the
Life-span development 26
fact that adulthood is the longest phase of the life course, it has, until the last few
decades, been the phase least researched by psychologists. In 1978 Levinson et al. were
still able to describe adulthood as, “one of the best kept secrets in our society, and
probably in history generally” (p. ix). Since that time, however, it has become the focus
of academic, media, and popular attention. In retrospect it can be seen that Jaques’ (1965)
paper was perhaps a landmark, coining the phrase “midlife crisis”—a concept that has
since found its way into an alternative stereotype of the middle years. Central to the
concept of the midlife crisis is the sense of actual or impending loss—of health and
vigour, of professional status, of the parental role, of life itself. However, there is
evidence that it is only a minority of people who experience serious psychological
problems during midlife (Chiriboga, 1989; McCrae & Costa, 1984). Change there may
be, but this is often experienced as a challenge rather than a crisis. The “empty nest”
stage of life—when children leave the family home—may be looked forward to with
eager anticipation rather than dread (Lowenthal & Chiriboga, 1972) as a time conferring
greater personal freedom and the opportunity to share more time and activities with one’s
partner. Far from being perceived as narrowing, a person’s interests and activities in
contemporary Western societies may broaden and branch out at this time (Maas, 1989),
in particular allowing for an expansion of involvement in community-based and socially
responsible activities. The slip in the logic of the midlife crisis concept is to equate
“change” with “crisis”—a conflation that “seems to either inflate the importance of the
former concept or weaken the latter” (Chiriboga, 1989, p. 117). It is better to think of
midlife as a potential psychological turning point, defined by Wethington, Cooper, and
Holmes (1997, p. 217) as, “a period or point in time in which a person has undergone a
major transformation in views about the self, commitments to important relationships, or
involvement in significant life roles”.
Even the picture of the midlife as a period of challenge and change (rather than crisis)
may, however, be an exaggeration. To be defined as a turning point (Wethington et al.,
1997), there needs to have been both a fundamental shift in the meaning, purpose, or
direction of a person’s life and also a self-reflective awareness of, or insight into, the
significance of the change. Not all experiences of midlife meet these criteria and it may
be that, “continuities of love, relationships, family commitments, work involvements, and
personality patterns often seem more salient than any changes that occur” (Berger, 1994,
p. 559). If the midlife is not to be depicted as either a plateau or a crisis, then a pivot
might be a more appropriate image: the person balances, as it were, on the fulcrum of a
see-saw, which may tip either way (towards decline or towards continued growth) or,
alternatively, maintain its somewhat precarious equilibrium. This is the image of the
midlife period that fits best within the framework of a life-span developmental
psychology.
Perspectives on old age
Consistent with the view of old age as a period of descent from the peak of midlife—
being “over the hill”, we might say—is disengagement theory (Cumming, 1975;
Life-span developmental psychology 27
Cumming & Henry, 1961), in its time a very influential model. It developed out of the
Kansas City Studies of Adult Life that had been launched at the University of Chicago in
the mid-1950s. In the end, more that 700 subjects were studied. They were described as
“stereotypical” American adults (that is, white, middle-class men and women between 40
and 90 years of age) living in a “typical” American city (Kansas, Missouri). Subjects
were followed up for a period of 6 years, thus providing cross-sectional and some limited
longitudinal data. Disengagement theory rests on two strands of data—one relating to
changes in people’s “personality” (that is, to a person’s internal world) as they age, and
the other to people’s interaction with their environment. First, the researchers observed
increasing interiority with age. As people aged they seemed to lose interest in the outside
world and become more preoccupied with themselves. The second key finding prompting
the development of disengagement was that by their mid-sixties the number of roles
people occupied had decreased dramatically. Month by month people spent more time
alone and had ever decreasing contact with other people.
From these findings Cumming and Henry (1961) concluded, first, that in old age a
gradual process of disengagement occurs, and, second, that this disengagement is
universal, normal and natural—the “right way” to age. A subsequent reformulation of the
theory (Cumming, 1975) proposed three elements:
• shrinkage of the life space—a decrease, as we age, in both the number of roles occupied
and the number of people with whom we interact
• increased individuality—a decrease in the degree to which remaining roles and
relationships are governed by strict rules or expectations
• active initiation and acceptance of these changes.
However, whilst a shrinking of the life space might reflect the reality of many older
people’s lives, even in the original sample on which disengagement theory is based, not
all older people were disengaged (Hochschild, 1975, 1976)–22 per cent of those between
the ages of 70 and 74 had “a large number of roles”, over one-third had “high daily
interaction with others” and nearly one-fifth had a “large lifespace”. These people,
however, were not described by Cumming and Henry as “engaged” but as “unsuccessful
disengagers”. Similarly, the finding that a number of women in their 60s had a larger
lifespace than many women in their 50s was explained by the latter being “off time” (that
is, early) rather than “on time” disengagers. Such interpretations have the effect of
rendering disengagement theory unfalsifiable (Hochschild, 1976).
It is also possible that such social and psychological disengagement as does take place
is not triggered internally but is the consequence of role loss stipulated by the rules of the
institutions in which the older people participate (Crawford, 1971, 1972; Hochschild,
1975, 1976). Retirement may pre-cipitate social and psychological disengagement (Rose
& Peterson, 1965) as a result of economic loss and/or loss of employment-related
associations.
Disengagement may not, therefore, be intrinsic, inevitable, or universal. What is even
more controversial, however, is the value judgement that such disengagement as does
occur is not only statistically normal but also desirable and “healthy”. Such a stance lends
the stamp of legitimacy to social policies that separate the older person from the rest of
Life-span development 28
society.
In opposition to the notion of disengagement stands activity theory. The activity theory
of successful ageing is associated primarily with Robert Havighurst (1963; Havighurst,
Neugarten, & Tobin, 1968), but emerged almost immediately Cumming and Henry
published their theory (Maddox & Eisdorfer, 1962). It proposed that maximum life
satisfaction in old age is achieved when people are able to maintain into old age the
activity patterns and values that typify the middle years. If relationships, activities, or
roles of middle age are lost, activity theory advocates that they be replaced with new
ones. This is the opposite of Cumming and Henry’s (1961) position. Older people are,
therefore, encouraged by activity theory to deny the onset of old age and, by
disengagement theory, to embrace the restrictions of their life space that old age
frequently brings.
Although activity theory encourages social policies that promote older people’s
involvement in society, it has been criticised as unrealistic (Bond, Briggs, & Coleman,
1993) in its implicit assumption that the maintenance of activity associated with middle
age is a feasible option for all, or even the majority, given the biological changes that
accompany ageing. Furthermore, the economic, political, legislative, and social structure
of society excludes older people from many significant roles, again making maintenance
of an activity level associated with the middle years potentially problematic.
Both disengagement theory and activity theory can be criticised for neglecting the
meaning of the disengagement or activity to the person concerned. Neugarten (1968)
found that continuity of both level and type of activity was associated with high life
satisfaction in old age. It could be that two individuals with identical “role counts” apply
different meanings to these roles and to any disengagement from them (Hochschild,
1976). The continuity explanation of ageing argues that individuals who disengaged from
active social roles and the complexities of everyday life would experience low levels of
life satisfaction if they had been socially active in earlier years but not necessarily if they
had, by choice, not been socially active at any point in their lives (Dreyer, 1989).
The notion of continuity can be applied to a person’s internal sense of themselves as
well as to their external role involvement (Atchley, 1989, 1999)—a point discussed in
more detail in Chapter 7. From this perspective, optimal ageing comprises the ability to
maintain at least a degree of continuity in both external roles and settings and, more
importantly, in the inner sense of self and identity. The sense of self can be resilient even
in the face of substantial changes in the details of everyday life. The mechanism by which
this is achieved, and its role in retaining a sense of life satisfaction, is suggested in the
description of successful ageing as involving selective optimisation with compensation. It
is an approach that rejects the importance of disengagement or activity per se in favour of
a focus on the meaning of such processes to the individuals concerned.
Selective optimisation with compensation describes a model of successful ageing that
reflects a dynamic interplay between developmental gains and losses and between
continuing developmental potential and age-related limitations (Marsiske, Lang, Baltes,
& Baltes, 1995). The model, developed by Baltes and Baltes (1980, 1990; Baltes, 1993),
describes a general process of adaptation that pertains throughout the life course, but
which takes on particular significance during old age.
Life-span developmental psychology 29
The first element, selection, refers people’s decisions to concentrate their energies on
life domains that are of high priority. Such selective investment of resources increases the
likelihood of people achieving intended outcomes by their own activity. Environmental
demands, personal skills, motivations, and biological capacity will all influence such
decisions and, whilst selection implies a reduction in the number of domains in which the
individual operates, it does not preclude the adoption of new or transformed domains or
the formulation of new life goals. Such selection takes place at all points of decision
making—to follow one path inevitably means to turn one’s back on other routes.
Optimisation, the second element in the model, refers to the mechanisms and
strategies—such as time, effort, and skill—that people use to enhance and enrich their
potential and functioning in selected domains.
The third element, compensation, becomes operative when specific capacities are lost
or become insufficient for adequate functioning. Failure and losses can be compensated
for by investing more external resources in achieving the goal, or by disengaging from
the goal and reinterpreting the failure in a self-protective way (Heckhausen & Schultz,
1993, 1995). Psychological compensation might include, for example, the use of new
mnemonic strategies to overcome problems of failing memory. The use of hearing aids
would, by contrast, be an example of compensation by means of technology. Baltes and
Baltes (1990) cite an example of selective optimisation with compensation given by the
pianist, Artur Rubinstein, in a television interview. Rubinstein commented on how he
conquered weaknesses of ageing in his piano playing by, first, reducing his repertoire and
playing a smaller number of pieces (selection); second, practising these pieces more often
(optimisation), and third, slowing down his speed of playing prior to fast movements,
thereby producing a contrast that enhances the impression of speed in the fast movements
(compensation).
Whilst gerontologists have long challenged the decline view of ageing, their work has
frequently not been placed in the context of the total life span. The selective optimisation
with compensation model is, however, applicable to all life stages. Career specialisation
is an example of selection, generally during early or middle adulthood, in order to
optimise the chances of career success and advancement. Selection and optimisation do,
none the less, have a price. The individual will, through the selection of a particular
career path, have closed off other potentially rewarding avenues—like all
“developments”, career specialisation involves losses as well as gains, although it may be
possible to compensate for this by subsequently changing careers or by developing
leisure interests in different fields. Despite its applicability to all life stages, the selective
optimisation with compensation model is particularly applicable to old age. This is
because, first, in old age the relative balance between losses and gains tips towards
losses, and, second, because with age the absolute level of physical, psychological and/or
social resources available to the individual is likely to decrease (Baltes & Baltes, 1990).
For both of these reasons the need for selective optimisation with compensation is likely
to increase as we become older.
With the surge of interest in adulthood as a life stage has come the recognition that
development is not complete by the end of childhood or adolescence. Adding to this the
view of old age as, at least potentially, a period of gain as well as loss, has led to a
Life-span development 30
developmental psychology that includes the whole of the life course. Adopting a life-span
perspective encourages the development of theory and research that goes beyond the
psychology of particular age groups and offer instead “metamodels” and “metaconcepts”
that embrace multiple life stages and events.
Organisation of the present book
The present chapter has sought to introduce readers to the life-span orientation to
development and to draw attention to some of the key issues that emerge from adopting
this perspective. Chapter 2 addresses some of the issues surrounding data collection that
impinge not only on studies of life-span development but on all psychological research.
As will be clear from the contents page, the organisation of the present book moves away
from the usual age or life stage approach. This is an attempt to avoid emphasising,
perhaps unwittingly, the ordered and predictable aspects of the life course. None the less,
the first part of Chapter 3 briefly reviews, as a backdrop to the remainder of the book, the
main characteristics of eight age stages from infancy to late-late adulthood. The second
part of Chapter 3 introduces a range of metamodels for conceptualising the life course
that focus on the role of change, consistency or chaos. The central section of the book
(Chapters 4 to 7) covers these metamodels in more detail. Chapter 4 deals with
cumulative sequences, in particular, the work of Erikson (1980) and McAdams (1997);
Chapter 5 with developmental tasks especially as identified by Havighurst (1972),
Levinson et al. (1978), and Gould (1978); Chapter 6 with transitions and life events,
notably the work of Hopson, Scally, and Stafford (1988), and Schlossberg et al. (1995);
and Chapter 7 with dynamic continuity, as discussed by Atchley (1989) and achieved
through the process of narrative construction. Undoubtedly, the material could have been
organised differently but hopefully the approach adopted makes sense and will sensitise
readers to key aspects of a range of theories and models of the life course. The book
concludes with a chapter concerned with intervention. It seeks, first, to throw light on
some of the key parameters and assumptions inherent in different approaches to life-span
interventions, and, second, to raise some important issues concerning the practice and
skills of intervention.
- Book Cover
- Half-Title
- Tables
- Figures
- Boxes
- Activities
- Preface to Second Edition
- 1 Life-Span Developmental Psychology
- 2 Collecting Data about Lives
- 3 Age Stages and Lifelines
- 4 Cumulative Sequences
- 5 Developmental Tasks
- 6 Life Events and Transitions
- 7 Dynamic Continuity through Narrative
Title
Copyright
Contents
8 Intervention
References
LED 620 Reflection Paper – Mapping Your Lifeline
Complete Activity 1.1 – Lifeline (pp. 1-2) found in the Sugarman article (pdf available in
Week 1 readings).
Sugarman’s activity asks you to map out (draw) your lifeline so that you can identify the
peaks (highs) and troughs (lows) that you have experienced over your life. This visual
representation helps you to take note of the significant moments in your life. Do not include
graph in your paper. It is only for you to reflect on the following prompts:
• What is its general shape? Does it continue to rise throughout life?
• Does it depict peaks and troughs around some arbitrary mean? Alternatively, is there a
plateau and subsequent fall in the level of the curve? Is it punctuated with major or
only relatively minor peaks and troughs?
• The horizontal axis represents time; but how about the vertical axis—what Life-span
development dimension does that reflect?
• What (or who) triggered the peaks and troughs in the graph? Why did they occur at
the time that they did?
• What might have been done (or was done) to make the peaks higher and the troughs
shallower?
• How might the incidence and height of the peaks be increased in the future? And the
incidence and depth of the troughs decreased?
• What positive results emerged from the troughs and what were the negative
consequences of the peaks?
Once you have spent time considering the shape and reflections prompts, write your
reflective paper based on what you learned from the article and by completing the activity.
Do not format your paper in a question-and-answer approach (solely answering the
prompts). Instead, your paper should be written as a reflective paper based on the insight
from the article and experience of mapping out your lifeline acknowledging your peaks and
troughs.
Follow APA writing standards and formatting guidelines which includes a title and
reference page (these two pages do not count toward your required page count). Your
reference page should include the Sugarman article since you will likely cite this source
within your paper. Minimum length 3-FULL pages double-spaced with 12-point Times New
Roman font with 1-inch margins.
Note: Please do not use the “Write Submission” option. This assignment should be
submitted as an attached pdf file.
Expert paper writers are just a few clicks away
Place an order in 3 easy steps. Takes less than 5 mins.