Discussion Spark: Social and Emotional Development in Adulthood
Throughout the course, you have examined issues pertaining to social and emotional development across the entire the lifespan, beginning in infancy and ending this week in adulthood. When people think about development, many think about the beginning of the lifespan during infancy, continuing through childhood and adolescence. However, development, defined as the science that seeks to understand how and why people change or remain the same over time, is not always discussed to the same degree in adulthood. Therefore, the Discussion Spark this week intends to have you think through this later developmental stage.
Post a response to the following: In what ways do you think that individuals' social and emotional development keeps on changing toward the end of the lifespan? Do you continue to develop in older adulthood in these areas? If so, in what ways? If not, why not? Provide examples to support your arguments.
The response should include a reference list. Double-space, using Times New Roman 12 pnt font, one-inch margins, and APA style of writing and citations.
Required Readings
Kim, J. E., & Moen, P. (2002). Retirement transitions, gender, and psychological well-being: A life-course ecological model. The Journals of Gerontology: Series B: Psychological Sciences and Social Sciences, 57(3), 212-222.
Note: You will access this article from the Walden Library databases.
Project Resources
Domenech Rodríguez, M. M., Baumann, A., & Swartz, A. (2011). Cultural adaptation of an empirically supported intervention: From theory to practice in a Latino/a community context. American Journal of Community Psychology, 47, 170-186.
Note: You will access this article from the Walden Library databases.
Resnicow, K., Soler, R., Braithwaite, R. L., Ahluwalia, J. S., & Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28(3), 271-291.