Professional Documents
Culture Documents
ebook download (Original PDF) Adult Development and Aging The Canadian Experience by Lori Harper all chapter
ebook download (Original PDF) Adult Development and Aging The Canadian Experience by Lori Harper all chapter
ebook download (Original PDF) Adult Development and Aging The Canadian Experience by Lori Harper all chapter
http://ebooksecure.com/product/ebook-pdf-adult-development-and-
aging-biopsychosocial-perspectives-canadian-edition/
http://ebooksecure.com/product/ebook-pdf-adult-development-and-
aging-7th-edition/
http://ebooksecure.com/product/ebook-pdf-adult-development-and-
aging-8th-edition/
http://ebooksecure.com/product/adult-development-and-aging-
biopsychosocial-perspectives-6th-edition-ebook-pdf/
The Adult Learner: The definitive classic in adult
education and human resource development 8th Edition
(eBook PDF)
http://ebooksecure.com/product/the-adult-learner-the-definitive-
classic-in-adult-education-and-human-resource-development-8th-
edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-aging-and-society-
canadian-perspectives-8th-by-novakcampbell/
http://ebooksecure.com/product/ebook-pdf-translational-medicine-
in-cns-drug-development-volume-29/
http://ebooksecure.com/product/ebook-pdf-experience-human-
development-14th-edition-by-diane-papalia/
http://ebooksecure.com/product/ebook-pdf-experience-human-
development-12th-edition/
Dobbs
Harper
Adult Development
and Aging
Adult
Development
and Aging
The Canadian Experience
Adult
nelson.com
Lori Harper
ISBN-13: 978-0-17-659413-8
ISBN-10: 0-17-659413-2
9 780176 594138
Bonnie Dobbs
Table of Contents
vi NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Changes in Voice with Age 53 3.14 Good Practice 78
Changes in Hair with Age 53
3.15 SUMMARY 80
3.3 CHANGES IN THE SENSORY
SYSTEMS (VISION, HEARING, TASTE, chapter 04
SMELL, AND TOUCH) with age 54 COGNITIVE CHANGES, POST-FORMAL
Changes in Vision with Normal Aging THOUGHT, AND WISDOM
and Due to Disease 54
Changes in Hearing with Age 57 4.1 NEUROIMAGING TECHNIQUES 88
Changes in Taste and Smell with Age 62 What Do Neuroimaging Studies
Changes in Touch with Age 63 Tell Us? 89
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Suicide in the World 181 Barriers to Treatment for Mental Health
Suicide in Canada 181 Issues 203
Preventive Measures for Depression 183
Treatment of Depression 183 6.8 TRAINING PROGRAMS AND
Anxiety Disorders 184 TREATMENT GUIDELINES FOR
Prevalence Rates of Anxiety Disorders WORKING WITH MENTALLY ILL
in Older Adults 185 OLDER ADULTS 204
Difficulty Assessing Anxiety Disorders
in Older Adults 185 6.9 Good Practice 206
Relationship between Anxiety Disorders
6.10 SUMMARY 208
and Medical Conditions 185
Treatment of Anxiety Disorders 186
chapter 07
6.4 SUBSTANCE USE DISORDERS 186 NEUROCOGNITIVE DISORDERS
Alcohol Use 186
Prevalence of Substance Use 7.1 NEUROCOGNITIVE
Disorders 189 DISORDERS 212
Patterns of Alcohol Abuse in Older Defining Dementia in the Diagnostic and
Adults 189 Statistical Manual of Mental Disorders
Difficulties Associated with Alcohol (DSM-5) 212
Abuse 190 Alzheimer’s Disease 215
Substance Use Other than Alcohol 190 Mild Cognitive Impairment 223
Prescription Drug Misuse 190 Vascular Dementia 224
Treatment of Substance Use Parkinson’s Disease 225
Disorders 191 Fronto-temporal Neurocognitive
Disorder 226
6.5 OTHER MENTAL HEALTH ISSUES 191 Neurocognitive Disorder with Lewy
Primary and Secondary Psychotic Bodies 227
Disorders 191 Alcohol-Related Dementia 227
Schizophrenia in Older Adults 192
Treatment of Psychosis 193 7.2 DELIRIUM 228
Hoarding Disorder 194 What Is It and Why Is It Important
Prevalence Rates of Hoarding to Identify? 228
Disorders 197
Characteristics of Hoarders 197 7.3 TREATMENT ISSUES RELATED
Hoarding Disorder in Older Adults 198 TO NEUROCOGNITIVE
Animal Hoarding 199 DISORDERS 228
Treatment of Hoarding Disorder 200 Cognitive Enhancers and Memory
Training 229
6.6 POSITIVE PSYCHOLOGY 200 Behavioural and Psychological Symptoms
What Is Positive Psychology? 200 of Dementia (BPSD) 229
Research on Positive Psychology
Interventions with Older Adults 202 7.4 The Challenges and Joys
of Caregiving 230
6.7 UNDERUTILIZATION OF MENTAL Informal Caregiving 230
HEALTH SERVICES BY OLDER The Challenges of Caregiving 233
ADULTS 202 The Joys of Caregiving 235
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
9.3 LIFE NARRATIVES 299 Intergenerational Ties 324
Grandparenting 326
9.4 MID-LIFE CRISIS—FACT Elder Abuse 327
OR FICTION? 300
What Is Mid-life? When Does Mid-life 10.3 SEXUALITY AMONG OLDER
Begin? 300 ADULTS 331
Mid-life Crisis: Research Sexual Patterns in Old Age 331
and Findings 300 Sexual Expression in Long-Term-Care
Settings 334
9.5 PERSONALITY DISORDERS Dating: It Is Not Just for Young
IN OLDER ADULTS 302 People 334
What Defines a Personality Sexually Transmitted Infections
Disorder? 302 in Older Adults 335
How Many Adults Have a Personality
Disorder? 303 10.4 Good Practice 338
Prevalence of Personality Disorders 10.5 SUMMARY 339
in Older Adults 303
Measurement and Classification
chapter 11
of Personality Disorders in Older
WORK, RETIREMENT, AND LEISURE
Adults 304
The Relationship between Personality 11.1 WORK PATTERNS OF OLDER
Disorders and Health 305 ADULTS 343
A History of Work 343
9.6 Good Practice 305
Changes in Labour Force Participation
9.7 SUMMARY 306 in Canada 344
Type of Labour Force Participation
chapter 10 of Older Workers 347
RELATIONSHIPS Impact of the Aging of Baby Boomers
on Labour Force Participation 348
10.1 RELATIONSHIP STATUS Stereotypes of Older Workers 351
OF CANADIANS 310 Challenges of Being Old
Diversity in Romantic Partnerships 310 and Unemployed 351
Diversity in Families 312
11.2 RETIREMENT 352
Marriage in Canada 312
The Changing Nature of Retirement 353
Divorce Trends in Canada 314
Bridge Employment 354
Re-partnering in the Context
Financial Planning: Canada’s
of Widowhood and Divorce 316
Three-Pillar Pension System 354
Living Apart Together 318
Being Single throughout Life 318 11.3 LEISURE 359
Leisure Activities in Later Life 359
10.2 RELATIONSHIPS 320 Barriers and Enablers to Engaging
Developmental Pattern in Active Leisure Activities 361
of Friendships 320 Leisure Activities: Tomorrow’s Older
LGBTQ Older Adults 321 Adults 362
The Sandwich Generation (Consider the Older Adult Learners 363
Panini) 323 Volunteering 364
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
As you look around your neighbourhood, you may be starting to notice that there are more
older people. As a society, we are aging. In fact, this is a phenomenon that is occurring in most
countries in the world. As you will soon learn, the over-85 age group is the fastest-growing seg-
ment of the population with more and more people reaching 100 years of age than ever before.
This is really quite something when you think about it. In addition, the proportion of older
adults who are immigrants, particularly those from the Philippines and China, will increase
considerably in the decades to come, changing the face of aging in Canada. A lot of research and
work is needed in many key areas (e.g., healthcare, pension reform, age-friendly environments,
housing) in order for us to meet the challenges of an aging society.
As you read this book, you will learn about the cohort of individuals called the “baby boomers.”
Individuals who are a part of the baby-boom generation first began turning 65 in 2011, with the
last wave of baby boomers turning 65 in 2030. This generation will change what we know about
aging. This should come as no surprise. These are the same individuals who shook things up
in the 1960s and 1970s by challenging the underlying values and attitudes of the social order.
They were the first generation to do this, and they had a tremendous impact on all aspects of
society including hair length, fashion, music, views of marriage, and patriotism. Baby boomers
are healthier, are more educated, and have more money than generations before. They have high
expectations for retirement and they are certainly not going to quietly age. Importantly, they
will challenge the negative stereotypes associated with getting older that are so pervasive today.
This is an exciting time to be learning about aging in Canada. For example, there are more
and more training programs offered at Canadian universities that prepare students to work with
older adults in a variety of disciplines. In fact, as you read through this book and explore the
website, you will be introduced to many individuals from different disciplines (e.g., psychology,
social work, nursing) whose specialty is working with older adults. They will share with you the
many reasons that they chose to work with older persons. Another exciting aspect of studying
adult development and aging in Canada is that there are many researchers in this country whose
programs of research are devoted to aging—you will read the results from much of their work
in this book. There also are national studies going on as we speak, with Canadian researchers
collecting data on older adults on a wide variety of variables (e.g., health, lifestyle, education,
retirement). The Canadian Longitudinal Study on Aging is the largest and most comprehensive
study on health and aging in Canada, following more than 50 000 individuals between the ages
of 45 and 85 (at the time of recruitment), for a period of 20 years. We will learn so much about
aging in Canada from the results of this study. Gerontology truly is evolving in this country.
So, why did we decide to write a textbook about adult development and aging? There are
many reasons. First of all, we wanted to create a textbook that is relevant for Canadian students
and one that is based primarily on Canadian content. More importantly, though, we wanted to
write a book that changes the way most people think about aging. If you buy into the stereotypes,
NEL xiii
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
aging is perceived as all doom and gloom with nothing to look forward to but decline. We are
here to tell you that aging is not all doom and gloom. As you will learn, there is tremendous
variability in the aging process and this process is influenced by a host of factors. Aging is a
very individual process, with some 75-year-olds who look and feel like 50-year-olds and vice
versa. We also want to get students interested in and excited about working and interacting with
older adults. At the very least we hope that after you have read this book, you will have a more
balanced understanding of what it is like to get older including many of the positive features
of aging. Welcome to Adult Development and Aging: The Canadian Experience—prepare to be
enlightened, inspired, and challenged!
To see how much you may already know about aging, go to www.timegoesby.net/
weblog/2004/09/dr_erdmans_amaz.html and take the quiz.
Features
Adult Development and Aging is designed to meet the needs of Canadian students enrolled in
psychology, healthcare, and social science courses with a focus on the older adult and boasts
a uniquely positive perspective on aging through relatable examples, up-to-date research, and
engaging pedagogy.
•• Case Study and Lived Experience boxes bring core concepts to life through down-to-
earth scenarios that explore the experience of aging, or of caring for someone who is aging.
•• Figures, Tables, and Photos enrich the student experience through contemporary
research and examples.
•• The Good Practice boxes at the end of each chapter awaken students to career options in
geriatric mental health by profiling diverse practitioners from across the country.
Adult Development and Aging comes with a full set of in-text features to help students retain
information and supplement their learning. The chapters are designed to have all the informa-
tion students will need at their disposal.
•• Learning Objectives at the start of major sections promote a focused reading experience
for maximum comprehension.
•• Reflective questions throughout each chapter provoke students to think critically and
consider content through a personal lens.
•• End-of-chapter study tools including a chapter summary and key terms encourage stu-
dents to reflect on what they’ve learned and retain key concepts.
xiv Preface NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
instructor
Resources
NETA PowerPoint
Microsoft® PowerPoint® lecture slides have been created for every chapter in Adult Development
and Aging, with many of the slides featuring key figures, tables, and photographs from the text.
The NETA principles of clear design and engaging content have been incorporated throughout
so that customizing the deck for their courses will be simple for instructors.
CourseMate
The CourseMate for Adult Development and Aging brings course concepts to life with interactive
learning and exam-preparation tools that integrate with the printed textbook. Students activate
their knowledge through quizzes, games, and flashcards, among many other tools.
CourseMate provides immediate feedback that enables students to connect results to the
work they have just produced, increasing their learning efficiency. It encourages contact between
students and faculty: Instructors can opt to monitor their students’ level of engagement with
CourseMate, correlating their efforts to their outcomes. Instructors can even use CourseMate’s
quizzes to practise “Just in Time” teaching by tracking students’ results in the Engagement
Tracker and customizing their lesson plans to address students’ learning needs.
As their class engages with CourseMate, instructors can watch student comprehension and
engagement soar. Ask your Nelson Learning Solutions consultant for a demo today.
NEL xv
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
About the
Authors
Lori Harper
Dr. Lori Harper is a clinical psychologist in geriatric psychiatry
at Villa Caritas Hospital in Edmonton, Alberta, a clinical lecturer
at the University of Alberta, and an instructor and field place-
ment coordinator at MacEwan University. She was the Director
Courtesy of Lori Harper
Bonnie Dobbs
Dr. Bonnie Dobbs is a full professor in the Department of Family
Larry Wong/Edmonton Journal
NEL xvii
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Acknowledgments
This has been an incredible undertaking and one that we are very proud of. However, this
book would not have been possible without the unfailing encouragement of the following indi-
viduals: Lori Harper would like to thank her husband Doug for all his love and support, and
her boys, Matthew and Liam, for fending for themselves while this book was being written.
She also would like to send a huge thank you to her boss, Gail Tricker, for supporting all her
endeavours and for giving her the flexibility to write this book. Finally, Lori would like to thank
Dr. Allen Dobbs for his mentorship, friendship, and support over many years. Bonnie Dobbs
would like to thank her husband Al who is a constant source of inspiration, for his encourage-
ment and unwavering support while writing this book.
We both would like to thank Mary Ellen Lepionka for sharing with us her valuable resources
on pedagogy and Dr. Russ Powell whose smiley faces behavioural program kept us on track. A
very special thank you to Tara Pidborochynski for her keen eye, superb attention to detail, and
overall enthusiasm while reviewing our chapters. And a big thank you to Kayla Lucas and Emily
Hussey for numerous proofreadings of the chapters and for always being available and eager to
help, especially when deadlines were looming. Thank you to Trish Chatterley for her uncanny
ability to find articles that no one else could find. Many thanks to our reviewers whose construc-
tive criticism and insightful comments made this a much better book. Finally, to our team at
Nelson (Lenore Taylor-Atkins, Lisa Peterson, Liisa Kelly, Christina Maria Jelinek, Jaime Smith,
and Hemalatha Loganathan), thank you. There is no way we could have done this without your
considerable patience and guidance. You truly made this an enjoyable experience.
— Dr. Lori Harper and Dr. Bonnie Dobbs
xviii NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER
01
ISSUES TO CONSIDER IN
THE STUDY OF ADULT
DEVELOPMENT
GROGL/Shutterstock.com
Chapter Outline
1.1 Food for Thought in the Study 1.4 Worldwide Population Aging 8
of Adult Development 2 Changes in the Population Pyramid
A Word on Terminology 2 in Canada and around the World 8
Historical Aspects of the Study of Adult The Baby Boomers 11
Development 2 Diversity in Older Adults 12
1.2 The Developmental Perspective 1.5 East versus West: Changing Views
of Aging 4 of Older Adults? 13
The Lifespan Developmental 1.6 Myths and Stereotypes of Aging 16
Perspective 4 Ageism 16
What Influences Lifespan Stereotypes of Aging 17
Development? 4
1.7 Interventions to Decrease Ageism 21
1.3 Age: There Is More to the Word
1.8 Good Practice 22
Than You May Think 6
Chronological, Biological, Psycholog- 1.9 Summary 24
ical, and Social Age 6
Primary, Secondary, and Tertiary Aging 7
Age 65 Years of Age and Older: One
Homogeneous Group? 7
NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
“Aging is not lost youth but a new stage of opportunity and strength.”
Betty Friedan (1921–2006)
A Word on Terminology
According to the British Columbia Law Institute (BCLI), a positive, appropriate way to reference
aging in the English language is missing. There does not appear to be a word that recognizes
the wisdom, strength, and, often, the opportunities associated with getting older (Taylor, 2011).
According to Taylor, the term “elderly” brings to mind frailty and the term “senior” is too lim-
iting. “Older adult” or “older person” might be better terms as they are thought to be more neutral
and acknowledge that the experience of aging varies from person to person. The American Psy-
chological Association also endorses using the term older adult rather than elderly or senior in
their publications for similar reasons (see Puryear-Keita, 2014). Recently, SeniorMarketing.com
surveyed 1114 adults on their feelings about the language used to describe older adults. The par-
ticipants ranged from under the age of 39 to 80 years of age or older, with 35 percent aged 50 to
59 and 40 percent aged 60 to 69 years old. Just over 50 percent of those surveyed responded that
they are not comfortable with the term senior and preferred older adult. Interestingly, 71 percent
of respondents indicated that they were comfortable with the term “baby boomer” because this
name represents influence, individualism, idealism, success, and resilience (Seniormark, 2013).
You will learn about the boomer generation as you read this book. The cohort is truly changing
how we think and feel about aging! So, in keeping with current terminology, we will use the terms
older adult, older person, or boomer when referring to those over the age of 65.
2 Chapter 1 NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
adolescence. Interestingly, the American psychologist who wrote the first major work on aging
was a pioneer in the field of child and adolescent development. G. Stanley Hall, who was the first
president of the American Psychological Association, published Senescence: The Last Half of Life
in 1922 at the age of 78. However, it would be many years later before the interest in studying
adult development really took hold. In the United States, in 1946, the National Institutes of Health
established a large-scale research centre and the Gerontological Society of America (GSA) also was
founded that year with representation from disciplines such as medicine, biology, and nursing,
as well as psychology. Research journals and organizations that focused on aging soon followed.
In Canada, systematic research on aging began around the same time. In 1944, the Geron-
tology Research Unit at McGill University was founded. During the 1950s, the Canadian Welfare
Council formed the Committee on Aging, which began research in social gerontology. Beginning
in 1957, research on aging was being promoted by several provincial conferences that focused
exclusively on aging. In 1966, the first provincial office on aging was created in Ontario, and
the final report of the Senate’s Special Committee on Aging was published (Andrews, Camp-
bell, Denton, & McGilton, 2009). That same year, the first Canadian Conference on Aging was
held in Toronto. At that time, Canadian gerontologists were becoming increasingly involved in
international gerontology associations. This led to the establishment of the Canadian Association
on Gerontology (CAG) in 1971, which today has more than 2000 members. CAG continues to
be the major forum for aging research in Canada. This organization provides opportunities for
professionals interested in aging to share information through annual conferences and a news-
letter. In 1982, CAG began publishing the Canadian Journal on Aging, a refereed journal which
is published quarterly (Andrews et al., 2009).
The Canadian Geriatrics Society (CGS), initially called the Canadian Society of Geriatric
Medicine, was established in 1981. The objective of the CGS is to promote excellence in the
medical care of older Canadians. CGS also holds an annual conference and publishes a quarterly
refereed journal titled Geriatrics Today: Journal of the Canadian Geriatrics Society. In 1988, the
Canadian Gerontological Nursing Association was founded. The mandate of this organization is
to provide education and support to the nurses who participate with older adults in care of their
health and to address the health of older Canadians (Sheets & Gallagher, 2013). More recently,
the Canadian Coalition for Seniors’ Mental Health was founded. This organization’s mission
is to ensure that the mental health of older adults is recognized as a key Canadian health and
wellness issue.
From the late 1970s until the mid-1980s, extensive support was provided for research and
research training on population aging by the Strategic Grants Program of the Social Sciences
and Humanities Research Council of Canada (SSHRC). This included support for new research
centres including the Gerontology Research Centre at Simon Fraser University, the Centre on
Aging at the University of Manitoba, the Institute for Life Course and Aging at the University of
Toronto, as well as centres in Guelph, Moncton, Victoria, and St. Johns (Andrews et al., 2009).
In fact, there are approximately 44 gerontology research and education centres across Canada
(Sheets & Gallagher, 2013). Aging is now a topic of interest!
Perhaps the most significant change to the study of aging in the past decade has come
through the establishment of the Canadian Institutes of Health Research (CIHR). Because of
active involvement and feedback from the Canadian gerontological community, the Institute of
Aging (IA) became one of the 13 grant-awarding agencies that comprise the CIHR (Andrews
et al., 2009). The IA has prioritized research on aging in five areas: biological mechanisms of
aging, maintenance of functional autonomy, healthy and successful aging, cognitive impairment
4 Chapter 1 NEL
Copyright 2018 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content
may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Table 1.1
Key Principles to the Study of Development
History and Context All individuals develop within a certain set of circumstances that are influenced
by the time in which we live as well as the culture in which we live.
Plasticity It is possible to improve functioning at any age. Many skills can be taught or
will improve with practice throughout one’s life, although there are some
limits to the degree of improvement.
Multi-directionality Development can involve both increases and decreases and this varies not
only within persons but from person to person as well. As people gain in one
area like expertise, for example, they may lose in other areas such as cognitive
processing speed.
Source: Adapted from Baltes, P.B. (1987). Theoretical propositions of lifespan developmental psychology: On the
dynamics between growth and decline. Developmental Psychology, 23(5), 611–626.
age to retire. However, as you will soon learn, this is changing. Other great examples of nor-
mative age-graded influences are puberty and menopause. Normative age-graded influences
are a way to structure your life in terms of knowing where you are on your biological or social
clock. The significance of normative age-grade changes are influenced by the larger society
or culture you live in.
Normative history-graded influences are influences that are experienced by most people
in a specific area or culture at the same time. These tend to be large in scale like the current war
in Syria, the Paris attacks that occurred in 2015, or the suicide bombings in Belgium in 2016.
These events have changed the way most people think about travel abroad in terms of safety
and security. Similarly, the attack on the twin towers of the World Trade Center on September 11,
2001, made the world seem unsafe to many. Other examples of history-graded events that
have had a tremendous impact on many societies worldwide are the arrival of the Internet and
personal technologies like cellphones, as well as social media such as Facebook and Twitter.
These technologies have had a huge effect on how we communicate information. Knowing the
influences of normative age-graded and normative history-graded events may appear to make
the development course for a particular individual somewhat predictable. However, there is a
wild card that needs to be considered and this is non-normative influences.
Non-normative influences are random, unexpected events that are unique to an individual.
Winning the lottery would be an example of a non-normative event. However, these events are
not always positive. Getting in a serious car accident and developing a serious illness are examples
of negative non-normative events.
Reflective
Question
"Niin, tässä minä olen", jatkoi Jaakko astuen esille, "ja minä
todistan, Marables, ett'ette tahtoneet minua kuolemaan, vaan
päinvastoin koetitte pelastaa minua, ja taistelitte tuota murhaajaa
vastaan, kunnes hän löi teidät maahan. Fleming se oli, joka minut
jokeen heitti, ett’en kertoisi kulta- ja hopeakaluista sekä muista
tavaroista, joita tahdoitte sulloa säkkeihin ja upottaa jokeen, koska
kaksi teidän väestänne ei voinut pitää suutansa lukossa."
Kuudes luku.
Seitsemäs luku.
Jaakko työskenteli jo yhdeksättä kuukautta herra Drummondin
konttorissa, sillä vaikka uusi kirjanpitäjä jo olikin saapunut, oli
kuitenkin niin paljo tekemistä, että Jaakon apu yhä vielä oli
välttämätön. Uusi kirjanpitäjä Watkins oli nuori, noin
kahdenkymmenen ikäinen leveänaamainen ja paksuhuulinen mies.
Hänen työntekonsa oli huononlainen ja ahkeruutensa vielä
huonompi, mutta hän osasi mielistelemisellä päästä ylikirjanpitäjä
Hodgsonin suosioon, ja kun hänellä oli paljo valtaa asiakonttorissa ja
hän mielellään näki ympärillään alammaisia ja imartelevia ihmisiä, oli
hän sangen leväperäinen uuden kirjanpitäjän suhteen, jopa piti häntä
etevämpänä Jaakkoakin, jota hän ei hänen suoran ja vilpittömän
luonteensa tähden voinut ensinkään kärsiä.
"Kun olette hyvä ja tahdotte viedä sanan, niin olkaa hyvä, sanokaa
herralle miehellenne, että koetan kaikin tavoin voida antaa hänelle
anteeksi."
Jaakko ei voinut puhua, sillä siksi oli hän liian liikutettu; hän voi
töintuskin pidättää kyyneleitänsä; niinpä käsitettiin hänen vait'olonsa
uppiniskaisuudeksi.
"Ei, Saara", vastasi Jaakko, joka jo oli ovella, "rahoja en ota. Niiltä,
jotka ovat minulle hyvät ja menettelevät kanssani oikeuden mukaan,
otan kyllä vastaan ja olisin heille siitä kahta kiitollisempi, mutta noita
rahoja en ota ja pyydän sinua jättämään ne isällesi takaisin."
"Ei pidä edeltäpäin päättää, Jaakko, sillä ei voi tietää, mihin tilaan
vielä voi joutua", vastasi kapteeni. "Minua pahoittaisi, jos tunteesi
herra Drummondia kohtaan olisivat vihamielisiä tai kostonhimoisia.
Eikö joka ihminen voi erehtyä, niinkuin herra Drummond on
erehtynyt sinusta? Mitenkä sinä voit noin nuorena kantaa vihaa niitä
kohtaan, jotka ovat osoittaneet sinulle niin paljon hyvyyttä ja sääliä,
sinun ollessasi turvattomana lapsena? Muista, Jaakko, että väärät
ilmiannot ovat heitä eksyttäneet! Ja semmoista pitää sinun antaa
heille anteeksi."
Kahdeksas luku.
"En vaan voi unhottaa loukkausta, jota olen saanut kärsiä", vastasi
Jaakko. "Olen valmis antamaan muille rikoksensa anteeksi, mutta en
anna kenellekään syytä semmoiseen väärinkäsitykseen minusta,
kuin Drummondin perhe sai. Kerran tehty ei parane."
Yhdeksäs luku.
Niin souti hän myöhään eräänä kirkkaana iltana pitkin jokea, kuin
kova melu herätti hänet ajatuksistaan. Kolme miestä istui
venheessä; he tulivat varmaan joltakin huviretkeltä, sillä lauluista
päättäen olivat he päihtyneet.
Samalla nosti hän aironsa, heitti sen ilmaan ja aikoi kädellä ottaa
sitä vastaan. Temppu ei kuitenkaan onnistunut; hän ei saanutkaan
siitä kiinni, vaan se putosi niin voimakkaasti alas, että rikkoi kaksi
lautaa pienestä venheestä ja sai suuren reiän pohjaan.
Silmänräpäyksessä täyttyi venhe vedellä.