Adolescence, Adulthood and Old Age ● Specification Period – the individual
makes a commitment to a particular
FOUR PRIMARY FEATURES OF vocation. S/he trains for a vocation or
ADOLESCENT EGO-CENTRISM enters a vocation.
● Imaginary Audience – belief that others
are acutely aware of and attentive to one’s EMERGENCE OF EMERGING ADULTHOOD
appearance and behavior
● Traditionally adolescence is followed by
● Personal Fable – belief in one’s personal young adulthood
uniqueness, often including a sense of
invulnerability to the consequences of ● The transition to young adulthood was
taking risks assumed to be marked by entry to adult
roles
● Hypocrisy – adolescents are even more
likely than adults to condemn in others the ● Traditional stage models no longer fit the
same actions and traits that they find pattern of development that most people
acceptable in themselves. experience especially in developed
countries.
● Pseudostupidity – this often involves
over reliance on the power of logic. ● Shifts in ecocultural setting, especially
opportunities and values have shifted the
way people develop and the length of time
GINZBERG’S VOCATIONAL DEVELOPMENT that it takes many to feel they have
THEORY reached full adulthood
● Fantasy Period ( ages 4-12) – these are
simply wishes that are usually based on a FIVE FEATURES OF EMERGING ADULTHOOD
limited relationship with the working world.
1. Age of Identity Explorations
● Tentative Period (ages 12-18) – the 2. Age of instability
individual begins to take into account his 3. Self-focused age
own interests and capabilities when 4. Age of feeling in- between
considering a vocation. 5. Age of possibilities
● Interest stage (11-12) – the child
identifies activities that are liked or ROGER GOULD’S TRANSFORMATIONS IN
disliked. ADULT DEVELOPMENT
● Capacity stage (12-14) – this coincides
with the onset of the formal operations
stage. The adolescent begins to assess
and to understand the prerequisite
aptitudes, training and education
necessary for a given profession.
● Values stage (15-16) – the adolescent
involves personal values, orientations,
and goals in his/her vocational choice. CHANGING FAMILY SITUATIONS
MIDDLE-AGED ADULTS FACE
● Transition stage (17-18) – the individual
consolidates aptitude, interests, and ● The empty nest syndrome. The
values in making a realistic vocational permanent departure of children is often
decision. delayed as children return home for a
number of years after having faced the
● Realistic Period (ages 18 to early harsh realities of economic life.
twenties) – has two sub stages
● Adults in the middle years often face
1. Exploration stage – the individual tests responsibilities for both their children and
his/her tentative vocational choice against the their aging parents.
demands of a vocation and personal values,
aptitudes and interests. ● Many middle-aged adults become
grandparents for the first time
2. Crystallization stage – the individual
develops a clear picture of a vocational goal,
including specific occupations
KINDS OF RELATIONSHIPS THAT ARE
IMPORTANT IN LATE ADULTHOOD
● Friendships are important in later life
because they offer personal control,
companionship, and social support.
● Family relationships, especially with
siblings and children, provide a great deal
of emotional support for people in later life
LIVING CIRCUMSTANCES OF OLDER
PEOPLE AND THE DIFFICULTIES THEY FACE
● Living arrangement options include
staying at home,living with family
members, participating in adult day care,
residing in continuing-care communities
and living in skilled-nursing facilities.
● Elderly people may become financially
vulnerable because they must cope with
rising health care and other costs on a
fixed income
BENEFITS OF ADOLESCENT FRIENDSHIPS
● Close friendships provide opportunities
to explore the self and develop a deep
understanding of another. Because of
the intimacy developed between
adolescents, they become sensitive to
each other’s strengths and
weaknesses, needs and wants. They
get to know themselves and their friends.
This process supports the
development of self-concept and
identity.
● Close friendships help young people
deal with the stresses of adolescence.
Because of the intimate nature of
friendships during adolescence their
sensitivity to and concern for others
increases the development of empathy
and prosocial behaviour. Teenagers who
have supportive friends feel less lonely
and self-esteem and a sense of well-being
increases.
● Close friendships can improve
adolescents' attitudes toward school.
Adolescents in satisfying friendships tend
to do well in school. Friends who value
achievement are most likely to perform
better in school. When teenagers enjoy
friendships at school they are most likely
to view all aspects of school more
positively.
