Sugarman, Leonie (2004) Life-span development: frameworks, accounts and strategies, 2nd edition. Psychology Press, Taylor and Francis Group. Downloaded from: http://insight.cumbria.ac.uk/id/eprint/4719/ Usage of any items from the University of Cumbria’s institutional repository ‘Insight’ must conform to the following fair usage guidelines. 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Alternatively contact the University of Cumbria Repository Editor by emailing [email protected]. 1111 2 Life-Span Development 3 4 5111 6 7 8 9 1011 1 2 3111 This thorough revision of the highly successful first edition of Life-Span 4 Development, offers the reader a wide-ranging and thought provoking 5 account of human development throughout the life-span. The life-span 6 perspective emphasises that development does not stop when we cease to 7 be adolescents but goes on throughout adulthood and into old age. 8 In initial chapters Léonie Sugarman outlines the issues surrounding the 9 notion of development and how it can be studied, including reviews of the 20111 work of key theorists Erikson, Levinson and Gould. She goes on to con- 1 sider the different ways in which the life course can be construed; as a series 2 of age-related stages; as a cumulative sequence; as a series of developmental 3 tasks; as a series of key life events and transitions or as a narrative con- 4 struction which creates a sense of dynamic continuity. A final chapter looks 5 at how people cope, the resources that are available and the theoretical and 6 practical issues regarding interventions to assist them in the process. 7 New to the book is increased coverage of the topical issue of success- 8 ful ageing and a new chapter on the increasingly popular narrative ap- 9 proach to life-span development. This edition is also more student-friendly 30111 with exercises in self-reflection that encourage the reader to look at the 1 development of their own lives or those of their current or future clients. 2 Boxed material highlighting major theories and clarifying concepts is also 3 included. This book will be invaluable for students of developmental 4 and occupational psychology and professionals in the fields of health 5 management, education and social work. 6 7 Léonie Sugarman is a Chartered Occupational Psychologist, specialising 8 in the area of adult development. She is a Senior Lecturer in Psychology 9 at St Martin’s College, Lancaster, where she teaches aspects of life-span 40111 development, stress management and individual change to students and 1 practitioners in a range of professions. 2 3 44111 1111 2 Life-Span Development 3 4 Frameworks, accounts and 5 6 strategies 7 8 9 1011 Second edition 1 2 3111 Léonie Sugarman 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40111 1 2 3 4 45111 1111 2 3 4 5 6 7 8 9 This edition first published 2001 by Psychology Press Ltd, 1011 27 Church Rd, Hove, East Sussex, BN3 2FA 1 http://www.psypress.com 2 Simultaneously published in the USA and Canada 3111 by Taylor & Francis Inc., 4 711 Third Avenue, New York NY 10017 (8th Floor) 5 Psychology Press is an imprint of the Taylor & Francis Group, 6 an Informa business 7 © 2001 Léonie Sugarman 8 Typeset in Times by 9 Florence Production Ltd, Stoodleigh, Devon 1 2 This publication has been produced with paper manufactured to strict environmental standards and with pulp derived from 3 sustainable forests. 4 All rights reserved. No part of this book may be reprinted or 5 reproduced or utilised in any form or by any electronic, 6 mechanical, or other means, now known or hereafter 7 invented, including photocopying and recording, or in any information storage or retrieval system, without permission 8 in writing from the publishers. 9 British Library Cataloguing in Publication Data A catalogue record for this book is available from the 1 British Library 2 Library of Congress Cataloging-in-Publication Data 3 Sugarman, Leonie, 1950– Life-span development: frameworks, accounts, and strategies / 4 Leonie Sugarman –– 2nd ed. 5 p. cm. 6 Previous ed. published under title: Life-span development. 7 Includes bibliographical references and index. 8 ISBN 0–415–19264–1 –– ISBN 0–145–19265–X 1. Developmental psychology. I.Sugarman, Leonie, 1950– 9 Life-span development. II. Title. BF713. S84 2001 1 155––dc210 2001031826 2 ISBN13: 978– 0–415–19264–4 (hbk) 3 ISBN13: 978– 0–415–19265–1 (pbk) 4 1111 2 Contents 3 4 5 6 7 8 9 1011 1 2 3111 List of tables vi 4 List of figures vii 5 List of boxes viii 6 List of activities x 7 Preface to second edition xi 8 9 20111 1 Life-span developmental psychology 1 1 2 2 Collecting data about lives 31 3 4 3 Age stages and lifelines 54 5 6 7 4 Cumulative sequences 80 8 9 5 Developmental tasks 109 30111 1 6 Life events and transitions 135 2 3 7 Dynamic continuity through narrative 162 4 5 8 Intervention 187 6 7 8 References 219 9 40111 1 2 3 4 45111 1111 2 Tables 3 4 5 6 7 8 9 1011 1 2 3111 1.1 The contribution of different disciplines to the study of 4 human development 24 5 4.1 Freud’s stages of psychosexual development 82 6 4.2 Piaget’s stages of cognitive development 84 7 4.3 Erikson’s stages of psychosocial development 93 8 4.4 The emergence of key structural elements of a life story 101 9 5.1 Life stages and associated developmental tasks 113 20111 5.2 False assumptions challenged during adulthood 128 1 6.1 Life-event dimensions 139 2 6.2 Life-event taxonomy based on probability of occurrence, 3 correlation with age and numbers affected 141 4 6.3 Life-event contexts 142 5 6.4 Life events ordered for stressfulness 143 6 8.1 Corollaries for helping and coping of attributions of 7 responsibility for causing and solving problems 190 8 8.2 Developmental tasks, programme responses and desired 9 outcomes for the post-retirement years 217 30111 1 2 3 4 5 6 7 8 9 40111 1 2 3 4 45111 1111 2 Figures 3 4 5 6 7 8 9 1011 1 2 3111 1.1 Super’s life-career rainbow 16 4 1.2 Rapoport and Rapoport’s triple helix model 17 5 1.3 Diagrammatic representation of Bronfenbrenner’s nested 6 model of the environment 20 7 2.1 Longitudinal, cross-sectional and time-lag research 8 designs 38 9 2.2 Sequential research designs 41 20111 3.1 Different narrative pathways through adolescence 78 1 5.1 Developmental periods in early and middle adulthood 116 2 6.1 Prototypical profiles of relative impact of influences on 3 development across the life course 137 4 6.2 Seven-phase model of stages accompanying transition 144 5 8.1 An example of a social support convoy 197 6 8.2 Four-fold grid of intervention strategies 208 7 8.3 Steps in the process of problem management and 8 opportunity development 210 9 8.4 Basic life skills 215 30111 1 2 3 4 5 6 7 8 9 40111 1 2 3 4 45111 1111 2 Boxes 3 4 5 6 7 8 9 1011 1 2 3111 1.1 Defining development 4 4 1.2 The fully functioning person 6 5 1.3 Non-chronological age variables 9 6 1.4 Tenets of a lifespan perspective 12 7 1.5 Dimensions of human development 14 8 1.6 The life-career rainbow 15 9 1.7 The interaction of different development domains 17 20111 1.8 Bronfenbrenner’s nested model of the environment 20 1 2.1 Levinson et al.’s (1978) biographical interviewing 34 2 2.2 Selecting a sample – pragmatics and theoretical rationale 43 3 2.3 Strategies for promoting and checking the credibility of 4 data 48 5 2.4 Ethical guidelines for research with human participants 51 6 4.1 Imagoes in people’s life stories 106 7 5.1 Havighurst’s (1972) developmental tasks of middle 8 age 112 9 5.2 The case of the moving tasks 114 30111 6.1 “Situation” factors influencing capacity to cope with 1 transitions 150 2 6.2 “Self” factors – or personal resources – influencing 3 capacity to cope with transitions 152 4 6.3 Values and priorities 154 5 6.4 Functions of social support 155 6 6.5 Stability zones 157 7 7.1 Occupational choice as a process of person–environment 8 fit 164 9 7.2 Generic plots in Gould’s account of adult development 186 40111 8.1 Intervention typology based on attributions of 1 responsibility for causing and solving problems 189 2 8.2 Alcohol abuse viewed from the perspective of Brickman 3 et al.’s model of helping 193 4 8.3 Social support convoys 197 45111 Boxes ix 1111 8.4 Types of mutual-help group 199 2 8.5 Gottlieb’s (1988) typology of support interventions 205 3 8.6 Typology of intervention approaches 207 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40111 1 2 3 4 45111 1111 2 Activities 3 4 5 6 7 8 9 1011 1 2 1.1 Lifeline 1 3111 1.2 Changes or consistencies? 3 4 1.3 How would you define development? 4 5 1.4 How old are you? 8 6 1.5 Return to the lifeline 17 7 1.6 Environmental forces 21 8 3.1 How many life stages