Final Exam

Final Exam

Question 1

As we progress through life, we go through different stages of development. Each stage brings with it new challenges and opportunities. Early adulthood is typically characterized by the transition from adolescence to adulthood (Levinson, 1986). This is a time of great change, as young adults are confronted with new responsibilities and challenges. They must learn to navigate the world independently and establish their own identities.

On the other hand, late adulthood is a time of maturity and reflection(Levinson, 1986). Older adults have had more time to experience life and learn from their mistakes. They often have a better understanding of who they are and what they want out of life. In conclusion, while both early adulthood and late adulthood are important stages of development, they differ in many ways.

Each stage has its own unique challenges and benefits that should be appreciated. One of the key differences between early adulthood and late adulthood is the assumed level of responsibility. Young adults begin to take on additional responsibilities as they enter adulthood, such as working and paying expenses. They must learn to be independent and manage their own lives. Late adulthood is a time when adults have more experience and knowledge (Levinson, 1986). They are often in a position of authority, and they can use their experience to make a positive impact on the world. Another key difference between these two stages is the focus on the future. In early adulthood, young adults are typically focused on the future as they try to establish themselves in the world. Late adulthood is a time when adults can look back on their lives and reflect on what they have accomplished (Levinson, 1986). They can also look forward to the future and plan for whatever may come. In conclusion, while early adulthood and late adulthood are both important stages of development, they differ in many ways. Each stage has its own unique challenges and benefits that should be appreciated.

Question 2

Adults who are trapped between caring for their elderly parents and raising their children are referred to as the sandwich generation. As they try to fulfill the needs of both groups, they frequently feel overwhelmed and frustrated. Sandwich generation members endure a number of difficulties. First, they must cope with the emotional stress of caring for elderly parents who may be ill or frail (Riley & Bowen, 2005). They also must find time to care for young children, who need constant attention. And finally, they must manage their finances and home life while juggling these other responsibilities. Given what we have learned about various theorists this semester, I would advise members of the sandwich generation to seek support from others to cope with the stressors they are facing.

Erikson's theory of psychosocial development suggests that adults need to feel a sense of accomplishment to be psychologically healthy (Riley & Bowen, 2005). Members of the sandwich generation may find it difficult to meet the demands of their parents and children, which can lead to a sense of failure. Jung's personality theory suggests that we all have a shadow side, which is the part of ourselves that we do not like or want to acknowledge. The sandwich generation may feel guilty or ashamed about their feelings of resentment towards their parents or children. To overcome these challenges, I would advise members of the sandwich generation to seek out support from friends, family, and professionals (Riley & Bowen, 2005). They can talk about their feelings and concerns and learn how to cope with their stressors. By seeking support, members of the sandwich generation can better manage their challenges and improve their emotional well-being.

Question 3

As people enter late adulthood, they experience a number of physical, psychosocial, and cognitive changes. While some of these changes can be viewed as "pros" in that they offer new opportunities and experiences, others may be seen as "cons" because they present challenges and difficulties. Physical changes that occur in late adulthood can be viewed as pros because they offer new opportunities for activity and adventure. For example, adults in late adulthood may experience an increase in strength and energy, which allows them to participate in more physical activities (Schmid & Fegert, 2013). They may also have a better sense of balance and coordination, making activities such as skiing or dancing more enjoyable. Additionally, adults in late adulthood may have a better sense of smell and taste, making foods taste more flavorful. Psychosocial changes that occur in late adulthood can also be viewed as pros because they offer new opportunities for growth and development. For example, adults in late adulthood may become more emotionally stable and thus better able to deal with stress (Schmid & Fegert, 2013). They may also have increased wisdom and life experience, allowing them to provide valuable insights and perspectives. Additionally, adults in late adulthood may become more social and enjoy greater intimacy with others. Cognitive changes that occur in late adulthood can also be viewed as pros because they offer new opportunities for learning and growth (Schmid & Fegert, 2013). For example, adults in late adulthood may have a better ability to focus and concentrate, allowing them to learn new skills more easily. They may also have increased memory capacity, which can allow them to remember information more accuratelyIt should be emphasized, however, that some cognitive talents, such as response time, may deteriorate as people age (Schmid & Fegert, 2013). Thus, while there are many pros to entering late adulthood, there are also some cons. It is important to be aware of both the pros and cons when entering into this stage of life.

Question 4

The Kubler-Ross stages of grief are five mental and emotional states that people may go through after experiencing a life-changing event (Kübler-Ross, & Kessler, 2009). Denial, rage, bargaining, sadness, and acceptance are some of them. It's vital to remember that these stages are not sequential; they can happen in any order or simultaneously. Furthermore, while there is no time limit on the duration of each stage (and it can take months or years before someone progresses), some people may experience more than one stage at a time (Kübler-Ross, & Kessler, 2009). For instance, an individual might move from denial to anger to bargaining all within the same day. Indeed, for many people, these stages represent what happens when we process our emotions following significant loss rather than how we feel about the loss itself.

The Kubler-Ross stages of grief model have been extensively studied and applied in both clinical and non-clinical settings (Kübler-Ross, & Kessler, 2009). It is considered one of the most comprehensive models of grief available and has been used to help people understand their own emotions and the emotions of others. The model is also helpful because it allows for a degree of flexibility; while there are specific stages, they are not rigid or inflexible(Kübler-Ross, 1973). This means that people can still experience different emotions when grieving and that their journey through grief is unique to them.

Despite its strengths, Kubler-Ross's stages of grief model have some weaknesses. Firstly, it is based on a Western perspective of death and dying, which may not be applicable in non-Western cultures. Secondly, the model assumes that people will go through all five stages and that these stages are universally experienced (Kübler-Ross, 1973). This is not always the case, as some people may experience only a few stages or skip certain stages altogether. Finally, the model does not consider different coping mechanisms that people may use to process grief (Kübler-Ross, 1973). For instance, some people may rely on religion or spirituality, while others may use writing or art to express their emotions. Overall, Kubler-Ross' stages of grief model is a widely accepted and well-studied model of grief (Kübler-Ross, 1973). It is helpful in both individual understanding emotions and the emotions of others. It is important to highlight, however, that the model is not ideal and should be used in conjunction with other models r frameworks (Kübler-Ross, 1973).

Question 5

It is often said that the young are the hope of the future (Newman & Newman, 2017). This may be true, but it is also true that the elderly are the keepers of history. As we age, we accumulate wisdom and experience that can help us make better decisions for ourselves and those around us (Newman & Newman, 2017). I am in the middle of my journey through life. I have accomplished many things already, but there is still much left to do. I have achieved a sense of self-identity and independence in terms of developmental tasks. I know who I am, and I can make decisions for myself. I am also beginning to establish my own personal values and beliefs. My relationships with others are becoming more intimate, and I am starting to think about my role in the world. There are still challenges ahead, of course. I need to continue developing my sense of self-identity and become even more independent. I need to explore my beliefs and values more deeply and figure out what I stand for. And I need to strengthen my relationships with others, both platonic and romantic. I look forward to aging because I know that it will bring new opportunities and challenges. As I get older, I will continue to grow and learn. I will become more experienced and wise, and I will be able to contribute more to the world (Newman & Newman, 2017). I am excited to see what the future holds, and I look forward to experiencing all that life has to offer.

References

Kübler-Ross, E. (1973). On death and dying. Routledge.

Kübler-Ross, E., & Kessler, D. (2009). The five stages of grief. In Library of Congress Catalogin in Publication Data (Ed.), On grief and grieving (pp. 7-30).

Levinson, D. J. (1986). A conception of adult development. American psychologist, 41(1), 3.

Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning.

Riley, L. D., & Bowen, C. P. (2005). The sandwich generation: Challenges and coping strategies of multigenerational families. The Family Journal, 13(1), 52-58.

Schmid, M., Petermann, F., & Fegert, J. M. (2013). Developmental trauma disorder: pros and cons of including formal criteria in the psychiatric diagnostic systems. BMC psychiatry, 13(1), 1-12.