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Professional identity: Perspectives, roles, values, and attributes
Published in Anna-leila Williams, Integrating Health Humanities, Social Science, and Clinical Care, 2018
In the text, Identity Flexibility in Adulthood: Perspectives in Adult Development, Towson University psychology professor, Jan Sinnott, PhD (2017), presents a complex argument for knowing the evolving self at the intersection of cognition, emotion, social factors, and spiritual beliefs. Professor Sinnott refers to this intersection as the transforming self, and argues for a personal identity that is simultaneously unified and continually evolving. “This concept of identity involves no permanent fixed quality; yet it is felt to be stable in an ongoing way” (p. 21). Synthesizing ideas from a broad array of scientific fields, Professor Sinnott offers a comprehensive model for personal identity in adulthood that is constructed from multi-directional influences among a person’s cognition, sense of connection, perception of time and finitude, memory of younger self, and personal need to create meaning in the present that will endure into the future. There is strong alignment with Buddhist thought, especially around the ideas of impermanence and connection. While Professor Sinnott avows impermanence, she also accepts standard psychological theory that human behavior typically follows a predictable pattern predicated on past behavior.
The active ageing paradigm and physical activity of older people in Germany
Published in Karin Volkwein-Caplan, Jasmin Tahmaseb McConatha, Ageing, Physical Activity and Health, 2018
General population surveys unanimously indicate a correlation between social class, including social stratification, such as educational level, professional status, income/means, and participation in sports: The higher the social strata the higher the participation rate of people engaging in sport and physical activity (Rohrer & Haller, 2015). These findings are in accordance with participation profiles of elderly people, which signifies a strong correlation between social class and sport participation of the elderly (Becker et al., 2007; Hartmann-Tews, Tischer, & Combrink, 2012; Hinrichs et al., 2010). Most of the surveys produce cross-sectional data and inform about the amount of people who participate in physical activities at a defined point of time or period of time. Very few surveys pursue a longitudinal research design. SOEP is the only data set providing information about sport participation through long-term, non-retrospective methods since it is based on a sample of identical persons since 1984. In addition, the Interdisciplinary Longitudinal Study of Adult Development (ILSE) includes data about physical activities and sport participation of the elderly, based on a sample of two cohorts (years of birth 1930–1933 and 1950–1952) that were interviewed and tested physically in a 4-year interval (Eichberg & Rott, 2004).
Women at Midlife
Published in Kathleen A. Kendall-Tackett, Lesia M. Ruglass, Women’s Mental Health Across the Lifespan, 2017
Maria Espinola, helen DeVinney, Arlene (Lu) Steinberg
Levinson (1978), with ripples of Elliott Jaques (1965), in his study of men, considered midlife to be a period of confronting one’s own personal mortality and renouncing one’s denial of aging. Indeed, reflecting Becker’s (1973) emphasis on the denial of death as a significant human motivator, midlife was defined as the period when the fleeting nature of existence becomes a salient issue both in the intrapsychic and real worlds. Levinson sees adult development as a predictable reaction to physical decline. Yet, Neugarten (1979) and others, while acknowledging some diminishing capacities with age, also propose cognitive developments at these later stages (Hauser & Kates, 1982). Others add that momentous life events, historically associated with younger ages, occur now more at later stages, with individuals becoming not only grandparents but also parents at later years, further adding to the confusion.
COVID-19 lockdown: Impact on college students’ lives
Published in Journal of American College Health, 2023
Wendy C. Birmingham, Lori L. Wadsworth, Jane H. Lassetter, Tyler C. Graff, Evelyn Lauren, Man Hung
Attending college is uniquely designed for identity explorations that are an integral part of emerging adulthood.53 Students are exposed to introspection and personal growth regarding learning preferences, time management, and social inclinations.54 Additionally, college offers numerous possibilities for their future, including avenues for career and work, political ideologies, potential romantic partners, and mentorship from professors and professionals.55 College for emerging adults is more than simply vocational training; it is a key developmental contributor to the adults they will become. Major disruptions to this continuity and to students’ potential safety could have serious implications to emerging adult development. The COVID-19 outbreak, subsequent lock-down, relocation from campus, and movement to remote instruction, in the middle of a global health crisis could certainly be perceived as a major disruption, and, thus, not only impact students in the coming months but for years to come.
Family support and psychological distress among commuter college students
Published in Journal of American College Health, 2023
Jennifer Parker, Abigail Yacoub, Sahira Mughal, Fadi Mamari
Two different forms of perceived family support were examined: 1) relational-emotional and 2) instrumental. Relational-emotional support referred to interactions that validated students’ feelings. Instrumental support referred to more tangible help such as paying tuition or providing meals.38,39 The relevance of relational-emotional forms of support is widely supported in the broader higher education literature. Perceiving positive relationships with family members, including with parents, has long been shown to have a strong association with academic, as well as, emotional well-being, among college students.40–43 Support networks have been shown to be crucial to young adult development. They help buffer against stress40,44,45 while family members provide a source of emotional support that college students do not consistently get elsewhere.40,46
Health Bias in Clinical Work with Older Adult Clients: The Relation with Ageism and Aging Anxiety
Published in Clinical Gerontologist, 2022
Grace I. L. Caskie, Shannon L. Patterson, Abigail R. Voelkner
In particular, trainees’ aging anxiety and ageist attitudes and their influence on the health-based differences in clinical perceptions observed in this study might be altered if graduate-level mental health training included specific psychoeducational interventions and experiential exercises that address ageist attitudes and aging anxiety. Levy’s (2018) Positive Education about Aging and Contact Experiences (PEACE) model emphasized education about the aging process as well as positive contact with older adults as key elements to reducing ageist attitudes and aging anxiety. Training programs could integrate more content on adult development in coursework, set up clinical practica focused on older adult clients, and assess the geropsychological competencies laid out in the Pikes Peak model (Knight et al., 2009). Involving trainees in collaborative work with older adults, such as a service project, would meet many of the conditions for positive contact (Levy, 2018). Relatedly, in O’Hanlon and Brookover (2002), interviewing an older adult was perceived by students as the most influential in changing their attitudes about older adults. In addition, we note that meta-analyses have shown that empathy-building interventions conducted with medical students and doctors were more effective at improving attitudes toward older adult patients than knowledge-building interventions (Samra et al., 2013) and also that interventions focused on ageism changed attitudes, but not anxiety (Burnes et al., 2019).