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Detailed Contents
1. Case Studies
2. Preface
3. Acknowledgments
4. 1. A Life Course Perspective
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 1.1: David Sanchez’s Search for Connections
4. Case Study 1.2: Phoung Le, Serving Family and Community
5. Case Study 1.3: The Suarez Family After September 11, 2001
6. A Definition of the Life Course Perspective
7. Theoretical Roots of the Life Course Perspective
8. Basic Concepts of the Life Course Perspective
1. Cohorts
2. Transitions
3. Trajectories
4. Life Events
5. Turning Points
9. Major Themes of the Life Course Perspective
1. Interplay of Human Lives and Historical Time
2. Timing of Lives
1. Dimensions of Age
2. Standardization in the Timing of Lives
3. Linked or Interdependent Lives
1. Links Between Family Members
2. Links With the Wider World
4. Human Agency in Making Choices
5. Diversity in Life Course Trajectories
6. Developmental Risk and Protection
10. Strengths and Limitations of the Life Course Perspective
11. Integration With a Multidimensional, Multitheoretical Approach
12. ■ Implications for Social Work Practice
13. ■ Key Terms
14. ■ Active Learning
15. ■ Web Resources
5. 2. Conception, Pregnancy, and Childbirth
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 2.1: Jennifer Bradshaw’s Experience With Infertility
4. Case Study 2.2: The Thompsons’ Premature Birth
5. Case Study 2.3: Hazel Gereke’s and Cecelia Kin’s Experiences With the
Options
6. Sociocultural Organization of Childbearing
1. Family Diversity
2. Conception and Pregnancy in Context
3. Childbirth in Context
1. Childbirth Education
2. Place of Childbirth
3. Who Assists Childbirth
7. Reproductive Genetics
1. Genetic Mechanisms
2. Genetic Counseling
8. Control over Conception and Pregnancy
1. Contraception
2. Medical Abortion
3. Infertility Treatment
9. Fetal Development
1. First Trimester
1. Fertilization and the Embryonic Period
2. The Fetal Period
2. Second Trimester
3. Third Trimester
4. Labor and Delivery of the Neonate
10. Pregnancy and the Life Course
11. At-Risk Newborns
1. Prematurity and Low Birth Weight
2. Newborn Intensive Care
3. Major Congenital Anomalies
12. Special Parent Populations
1. Gay and Lesbian Parents
2. Substance-Abusing Pregnant Women
3. Pregnant Women With Eating Disorders
4. Pregnant Women With Disabilities
5. Incarcerated Pregnant Women
6. HIV-Infected Pregnant Women
13. Risk and Protective Factors in Conception, Pregnancy, and Childbirth
14. ■ Implications for Social Work Practice
15. ■ Key Terms
16. ■ Active Learning
17. ■ Web Resources
6. 3. Infancy and Toddlerhood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 3.1: Holly’s Early Arrival
4. Case Study 3.2: Sarah’s Teen Dad
5. Case Study 3.3: Overprotecting Henry
6. Developmental Niche and Typical Infant and Toddler Development
7. Physical Development
1. Self-Regulation
2. Sensory Abilities
3. Reflexes
4. Motor Skills
5. The Growing Brain
8. Cognitive Development
1. Piaget’s Stages of Cognitive Development
2. Prelanguage Skills
9. Socioemotional Development
1. Erikson’s Theory of Psychosocial Development
2. Emotional Control
3. Temperament
4. Bowlby’s Theory of Attachment
5. Ainsworth’s Theory of Attachment
6. Attachment and Brain Development
10. The Role of Play
11. Developmental Disruptions
12. Child Care Arrangements in Infancy and Toddlerhood
1. Family Leave
2. Paid Child Care
13. Infants and Toddlers in the Multigenerational Family
1. The Breastfeeding versus Bottle Feeding Decision
2. Postpartum Depression
14. Risks to Healthy Infant and Toddler Development
1. Poverty
2. Inadequate Caregiving
3. Child Maltreatment
15. Protective Factors in Infancy and Toddlerhood
1. Maternal Education
2. Social Support
3. Easy Temperament
4. National and State Policy
16. ■ Implications for Social Work Practice
17. ■ Key Terms
18. ■ Active Learning
19. ■ Web Resources
7. 4. Early Childhood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 4.1: Terri’s Terrible Temper
4. Case Study 4.2: Jack’s Name Change
5. Case Study 4.3: A New Role for Ron and Rosiland’s Grandmother
6. Typical Development in Early Childhood
1. Physical Development in Early Childhood
2. Cognitive and Language Development
1. Piaget’s Stages of Cognitive Development
2. Language Skills
3. Moral Development
1. Understanding Moral Development
2. Helping Young Children Develop Morally
4. Personality and Emotional Development
1. Erikson’s Theory of Psychosocial Development
2. Emotions
3. Aggression
4. Attachment
5. Social Development
1. Peer Relations
2. Self-Concept
3. Gender Identity and Sexual Interests
4. Racial and Ethnic Identity
6. The Role of Play
1. Play as an Opportunity to Explore Reality
2. Play’s Contribution to Cognitive Development
3. Play as Practice for Morality
4. Play as an Opportunity to Gain Control
5. Play as a Shared Experience
6. Play as the Route to Attachment to Fathers
7. Developmental Disruptions
7. Early Childhood Education
8. Early Childhood in the Multigenerational Family
9. Risks to Healthy Development in Early Childhood
1. Poverty
2. Homelessness
3. Ineffective Discipline
4. Divorce
5. Violence
1. Community Violence
2. Domestic Violence
3. Child Maltreatment
10. Protective Factors in Early Childhood
11. ■ Implications for Social Work Practice
12. ■ Key Terms
13. ■ Active Learning
14. ■ Web Resources
8. 5. Middle Childhood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 5.1: Anthony Bryant’s Impending Assessment
4. Case Study 5.2: Brianna Shaw’s New Self-Image
5. Case Study 5.3: Manuel Vega’s Difficult Transition
6. Historical Perspective on Middle Childhood
7. Middle Childhood in the Multigenerational Family
8. Development in Middle Childhood
1. Physical Development
2. Cognitive Development
3. Cultural Identity Development
4. Emotional Development
5. Social Development
1. The Peer Group
2. Friendship and Intimacy
3. Team Play
4. Gender Identity and Gender Roles
5. Technology and Social Development
6. Spiritual Development
9. Middle Childhood and Formal Schooling
10. Special Challenges in Middle Childhood
1. Poverty
2. Family and Community Violence
3. Mental and Physical Challenges
1. Attention Deficit Hyperactivity Disorder (ADHD)
2. Autism Spectrum Disorder (ASD)
3. Emotional/Behavioral Disorder
4. Family Disruption
11. Risk Factors and Protective Factors in Middle Childhood
12. ■ Implications for Social Work Practice
13. ■ Key Terms
14. ■ Active Learning
15. ■ Web Resources
9. 6. Adolescence
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 6.1: David’s Coming-Out Process
4. Case Study 6.2: Carl’s Struggle for Identity
5. Case Study 6.3: Monica’s Quest for Mastery
6. The Social Construction of Adolescence Across Time and Space
7. The Transition From Childhood to Adulthood
8. Biological Aspects of Adolescence
1. Puberty
2. The Adolescent Brain
3. Nutrition, Exercise, and Sleep
9. Psychological Aspects of Adolescence
1. Psychological Reactions to Biological Changes
2. Changes in Cognition
3. Identity Development
1. Theories of Self and Identity
2. Gender Identity
3. Cultural Identity
10. Social Aspects of Adolescence
1. Relationships With Family
2. Relationships With Peers
3. Romantic Relationships
4. Relationships With Organizations, Communities, and Institutions
1. School
2. The Broader Community
3. Work
4. Information and Communication Technologies (ICTs)
11. Adolescent Spirituality/Religiosity
12. Adolescent Sexuality
1. Sexual Decision Making
2. Sexual Orientation
3. Pregnancy and Childbearing
4. Sexually Transmitted Infections
13. Potential Challenges to Adolescent Development
1. Substance Use and Abuse
2. Juvenile Delinquency
3. Bullying
4. School-to-Prison Pipeline
5. Community Violence
6. Dating Violence and Statutory Rape
7. Poverty and Low Educational Attainment
8. Obesity and Eating Disorders
9. Depression and Suicide
14. Risk Factors and Protective Factors in Adolescence
15. ■ Implications for Social Work Practice
16. ■ Key Terms
17. ■ Active Learning
18. ■ Web Resources
10. 7. Young Adulthood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 7.1: Dominique Castillo’s Food Insecurity
4. Case Study 7.2: Sheila Henderson’s Long-Awaited Family Reunification
5. Case Study 7.3: Jonathan and Kai as Older Parents of Twins
6. A Definition of Young Adulthood
7. Theoretical Approaches to Young Adulthood
1. Erikson’s Psychosocial Theory
2. Levinson’s Theory of Life Structure
3. Arnett’s “Emerging” Adulthood
1. Cultural Variations
2. Multigenerational Concerns
8. Physical Functioning in Young Adulthood
9. The Psychological Self
1. Cognitive Development
2. Spiritual Development
3. Identity Development
10. Social Development and Social Functioning
1. Relationship Development in Young Adulthood
1. Romantic Relationships
2. Parenthood
3. Mentoring and Volunteering
2. Work and the Labor Market
1. Immigration and Work
2. Role Changes and Work
3. Race, Ethnicity, and Work
11. Risk Factors and Protective Factors in Young Adulthood
12. ■ Implications for Social Work Practice
13. ■ Key Terms
14. ■ Active Learning
15. ■ Web Resources
11. 8. Middle Adulthood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 8.1: Viktor Spiro, Finding Stability at 44
4. Case Study 8.2: Lisa Balinski, Trying to Balance It All at 50
5. Case Study 8.3: Michael Bowling, Swallowing His Pride at 57
6. The Changing Social Construction of Middle Adulthood
1. Changing Age Demographics
2. A Definition of Middle Adulthood
3. Culture and the Construction of Middle Adulthood
7. Theories of Middle Adulthood
1. Erikson’s Theory of Generativity
2. Jung’s and Levinson’s Theories of Finding Balance
3. Life Span Theory and the Gain-Loss Balance
8. Biological Changes and Physical and Mental Health in Middle Adulthood
1. Changes in Physical Appearance
2. Changes in Mobility
3. Changes in the Reproductive System and Sexuality
4. Changes in Health Status
9. Intellectual Changes in Middle Adulthood
10. Personality Changes in Middle Adulthood
1. Trait Approach
2. Human Agency Approach
3. Life Narrative Approach
11. Spiritual Development in Middle Adulthood
12. Relationships in Middle Adulthood
1. Middle Adulthood in the Context of the Multigenerational Family
2. Relationships With Spouse or Partner
3. Relationships With Children
4. Relationships With Parents
5. Other Family Relationships
6. Relationships With Friends
13. Work in Middle Adulthood
14. Risk Factors and Protective Factors in Middle Adulthood
15. ■ Implications for Social Work Practice
16. ■ Key Terms
17. ■ Active Learning
18. ■ Web Resources
12. 9. Late Adulthood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 9.1: The Smiths in Early Retirement
4. Case Study 9.2: Ms. Ruby Johnson, Caretaker for Three Generations
5. Case Study 9.3: Joseph and Elizabeth Menzel, a German Couple
6. Demographics of the Older Population
7. Cultural Construction of Late Adulthood
8. Psychosocial Theoretical Perspectives on Social Gerontology
9. Biological Changes in Late Adulthood
1. Health and Longevity
2. Age-Related Changes in Physiology
3. The Aging Brain and Neurodegenerative Diseases
1. Dementia
2. Alzheimer ’s Disease
3. Parkinson’s Disease
10. Psychological Changes in Late Adulthood
1. Personality Changes
2. Intellectual Changes, Learning, and Memory
3. Mental Health and Mental Disorders
11. Social Role Transitions and Life Events of Late Adulthood
1. Families in Later Life
2. Grandparenthood
3. Work and Retirement
4. Caregiving and Care Receiving
5. Widowhood
6. Institutionalization
12. The Search for Personal Meaning
13. Resources for Meeting the Needs of Elderly Persons
1. Informal Resources
2. Formal Resources
14. Risk Factors and Protective Factors in Late Adulthood
15. ■ Implications for Social Work Practice
16. ■ Key Terms
17. ■ Active Learning
18. ■ Web Resources
13. 10. Very Late Adulthood
1. ■ Opening Questions
2. ■ Key Ideas
3. Case Study 10.1: Margaret Davis Stays at Home
4. Case Study 10.2: Pete Mullin Loses His Sister ’s Support
5. Case Study 10.3: Marie Cipriani Is Losing Her Life Partner
6. Very Late Adulthood: Charting New Territory
7. Very Late Adulthood in Historical and Cultural Perspective
8. What We Can Learn From Centenarians
9. Functional Capacity in Very Late Adulthood
10. Relationships in Very Late Adulthood
1. Relationships With Family and Friends
2. Intimacy and Sexuality in Very Late Adulthood
3. Relationships With Organizations and Community
4. The Use of Technology
11. The Housing Continuum
12. Spirituality in Very Late Adulthood
13. The Dying Process
1. Advance Directives
2. Care of People Who Are Dying
3. End-of-Life Signs and Symptoms
14. Loss, Grief, and Bereavement
1. Theories and Models of Loss
2. Culture and Bereavement
15. The Life Course Completed
16. ■ Implications for Social Work Practice
17. ■ Key Terms
18. ■ Active Learning
19. ■ Web Resources
14. References
15. Glossary
16. Index
17. About the Author
18. About the Contributors
Dimensions of Human Behavior
Fifth Edition
Dimensions of Human Behavior
The Changing Life Course
Fifth Edition
Elizabeth D. Hutchison
Virginia Commonwealth University, Emerita
and Contributors
FOR INFORMATION:
E-mail: order@sagepub.com
1 Oliver ’s Yard
55 City Road
United Kingdom
India
3 Church Street
Singapore 048763
All rights reserved. No part of this book may be reproduced or utilized in any form
or by any means, electronic or mechanical, including photocopying, recording, or
by any information storage and retrieval system, without permission in writing
from the publisher.
pages cm
HM1033.D553 2015
302—dc23 2014019011
14 15 16 17 18 10 9 8 7 6 5 4 3 2 1
Case Studies
Preface
Acknowledgments
1. A Life Course Perspective
2. Conception, Pregnancy, and Childbirth
3. Infancy and Toddlerhood
4. Early Childhood
5. Middle Childhood
6. Adolescence
7. Young Adulthood
8. Middle Adulthood
9. Late Adulthood
10. Very Late Adulthood
References
Glossary
Index
About the Author
About the Contributors
Case Studies
Case Studies
xvii
xx
Case Studies
Preface
Like many people, my life has been full of change since the first edition of this book
was published in 1999. After a merger/acquisition, my husband took a new position
in Washington, DC, and we moved to the nation’s capital from Richmond, Virginia,
where we had lived for 13 years. I changed my teaching affiliation from the
Richmond campus of the Virginia Commonwealth University School of Social
Work to the satellite program in northern Virginia. While I worked on the second
edition of the book in 2002, my mother-in-law, for whom my husband and I had
served as primary caregivers, began a fast decline and died rather quickly. A year
later, my mother had a stroke, and my father died a month after that. Shortly after,
my son relocated from Pennsylvania to North Carolina, and my daughter entered
graduate school. In 2005, we celebrated the marriage of my daughter. After the third
edition was published, we welcomed a first grandchild, my husband started an
encore career in California, and my son was married. In the year I worked on the
fourth edition, I retired from teaching and joined my husband in California, we
welcomed a second grandchild, and my mother ’s health went into steep decline and
she died. That was a year of great change in our family. Since the publication of the
fourth edition, my son has moved back to Massachusetts and now lives in the
neighborhood where we lived when he was a toddler. He and his wife are raising
their own toddler there, and when we visit them, I am reminded that sometimes the
life course takes us in circles. These events have all had an impact on my life course
as well as the life journeys of my extended family.
But change has not been confined to my multigenerational family. Since the first
edition of the book was published, we had a presidential election for which the
outcome stayed in limbo for weeks. The economy has peaked, declined, revitalized,
and then gone into the deepest recession since the Great Depression in the 1930s.
Terrorists hijacked airplanes and forced them to be flown into the twin towers of the
World Trade Center in New York City and into the Pentagon near my school. The
United States entered military conflicts in Afghanistan and Iraq, and the one in
Afghanistan continues to be waged at this writing, the longest war in U.S. history.
Thirty-three students at Virginia Tech died in a mass murder/suicide rampage that
shook the campus on a beautiful spring day, and a number of school shootings have
broken our collective hearts. Natural disasters have killed and traumatized millions
around the world, and the climate is becoming increasingly unstable. New
communication technologies have continued to be developed at a fast clip,
increasing our global interdependence and changing our behavior in ways both
good and bad. The United States elected, and then reelected, its first African
American president, but our government has been locked in an increasingly
polarized philosophical division.
Since I was a child listening to my grandmother ’s stories about the challenges, joys,
and dramatic as well as mundane events in her life, I have been captivated by
people’s stories. I have learned that a specific event can be understood only in the
context of an ongoing life story. As social workers you will hear many life stories,
and I encourage you to remember that each person you meet is on a journey that is
much more than your encounters might suggest. I also encourage you to think about
your own life story and how it helps and hinders your ability to really see and hear
the stories of others.
Organized around life course time, this book tries to help you understand, among
other things, the relationship between time and human behavior. The companion
volume to this book, Person and Environment, analyzes relevant dimensions of
person and environment and presents up-to-date reports on theory and research
about each of these dimensions. The purpose of this volume is to show how these
multiple dimensions of person and environment work together with dimensions of
time to produce patterns in unique life course journeys.
Life Course Perspective
As in the second, third, and fourth editions, my colleagues and I have chosen a life
course perspective to capture the dynamic, changing nature of person-environment
transactions. In the life course perspective, human behavior is not a linear march
through time, nor is it simply played out in recurring cycles. Rather, the life course
journey is a moving spiral, with both continuity and change, marked by both
predictable and unpredictable twists and turns. It is influenced by changes in the
physical and social environment as well as by changes in the personal biological,
psychological, and spiritual dimensions.
In this fifth edition, we continue to use some special features that we hope will aid
your learning process. As in the first four editions, key terms are presented in bold
type in the chapters and defined in the Glossary. As in the second, third, and fourth
editions, we present orienting questions at the beginning of each chapter to help the
reader to begin to think about why the content of the chapter is important for social
workers. Key ideas are summarized at the beginning of each chapter to give readers
an overview of what is to come. As in the fourth edition, critical thinking questions
are used throughout the chapters to help you ask questions about the material you
are reading. Active learning exercises and web resources are presented at the end of
each chapter.
The bulk of this fifth edition will be familiar to instructors who used the fourth
edition of Dimensions of Human Behavior: The Changing Life Course. Many of the
changes that do occur came at the suggestion of instructors and students who have
been using the fourth edition. To respond to the rapidity of changes in complex
societies, all chapters have been comprehensively updated. As the contributing
authors and I worked to revise the book, we were surprised to learn how much the
knowledge base had changed since we worked on the fourth edition. We had not
experienced such major change between editions in the past, and this led us to agree
with the futurists who say that we are at a point where the rate of cultural change will
continue to accelerate rapidly. You will want to use the many wonders of the World
Wide Web to update information that you suspect is outdated.
Another random document with
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— Entäs nuo toiset?
Ei ikään tästä tule selvää, ajatteli Kusto. Hän ei ollut oikein rohkea
näissä asioissa. Tärkeintä olisi ollut tietää, kellä niillä on
perintömäärä tiedossa, mutta ei hän voinut sitä kysyä tuolta
renkipojalta, se ei näyttänyt kylliksi totiselta.
Oli Kustosta vähän ikävätä, kun niin hyvät toiveet menivät tuolla
lailla. Ei hän sentään suuriin suruihin antautunut, eikä herennyt
toivottomaksi. Maan vaihto oli saatava toimeen millä tavalla hyvänsä
ja kun näytti siltä, ettei naimiskaupan kautta ennätä hankkia rahoja,
ei ollut muita keinoja kuin kiire velan otto.
*****
*****
— Muistan.
*****
— Kestetään sekin.
Nyt ei enää Kusto epäillyt mitä tämä peli oikeastaan oli ja hänessä
heräsi toivo, ettei ehkä rahat kulukaan. Hän alkoi kahmuilla
turkissaan ja virkkoi:
*****
— Oikein on.
*****
Muutamissa vuosissa kiipesi Kusto velattomaksi ja appiukon
kuoltua hän oli seudun rahakkain mies. Mutta lisän hankkiminen ei
siltä vähääkään laimentunut. Jos maanviljelys antoi hyvin, niin
kaupalla vielä lisää. Tähän aikaan oli elonkauppa edullisinta ja
varsinkin, jos sai ensin ostaa huokealla salakauppiailta. Suuresta
kylästä semmoisia kyllä löytyi ja Kusto oli heidän uskottu ostajansa.
— Minä 15 penniä.
Kustolla oli hyvin lähellä itku, eikä ihmekään, kun meni riihi ja
rukiit, eikä edes hiiliäkään jäänyt. Ei ollut ihme, jos tämäkin viimeinen
puoli vahingosta lisäsi ikävää mieltä, sillä hän oli hiilenpolttajana
ollessaan tottunut näin suuresta puuläjästä saamaan monta "lestiä"
hiiliä.
Kuston silmät loistivat ilosta. Jos ottaisi 15 penniä lasilta, niin saisi
3 markkaa, josta yli kahden markan voittoa.
— Elä jatka enää, kielsi Mari. Pidä mitä muuta kauppaa hyvänsä,
mutta sitä et saa yrittääkään.