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Week 4 Discussion

Discussions play an integral role in monitoring your course participation and supporting your learning throughout the term. You should check back to the weekly discussion forum multiple times throughout the week to engage with your professor and peers. While you may make your initial post within the late policy guidelines, response posts with peers are only counted during the week in which the discussion is assigned. For full credit, answer the prompt question(s) thoroughly using a minimum of 150 words. If your posts include research, be sure to appropriately cite any sources used with standard APA citations. 

Finding the Right Fit: Holland’s Personality Types and Career Choice

In Chapter 12, under the section Occupational Choice Revisited, you are introduced to Holland’s personality-type theory, which suggests that people choose careers that align with their personality traits and interests, aiming for the best fit between who they are and the work they do. He identified six personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional, which help explain why people are drawn to certain professions. Research has shown strong support for these personality types and their influence on career choices. 

Use the following questions to develop your initial post: 

· Which of Holland’s personality types do you feel best represents you? 

· Feel free to take Holland’s (RIASEC) Test to find out your personality type! 

· How well do you think your current job or career path aligns with this personality type? 

· Can you think of a time when your job or academic experiences didn’t match your personality 

· How did that affect your satisfaction or performance? 

·  What steps did you take, or could you take, to improve the situation or find a better fit? 

· How do you think career satisfaction influences overall lifestyle satisfaction?  

· How could career satisfaction influence your long-term personal growth and mental well-being? 

· In what ways can balancing career fulfillment and lifestyle needs contribute to both personal and professional development? 

Note: This discussion requires you to complete your initial post before you can see your classmates' posts. If you are having trouble getting started, please contact your instructor.

Week 5 Discussion

Discussions play an integral role in monitoring your course participation and supporting your learning throughout the term. You should check back to the weekly discussion forum multiple times throughout the week to engage with your professor and peers. While you may make your initial post within the late policy guidelines, response posts with peers are only counted during the week in which the discussion is assigned. For full credit, answer the prompt question(s) thoroughly using a minimum of 150 words. If your posts include research, be sure to appropriately cite any sources used with standard APA citations. 

Building Integrity in Life’s Final Stage

In Chapter 15.2, “Personality, Social Cognition, and Spirituality,” Erik Erikson’s final stage of development is discussed. In his theory of psychosocial development, the last stage - Integrity vs. Despair - usually happens in late adulthood (65+ years). During this stage, people reflect on their lives and either feel a sense of fulfillment and acceptance (integrity) or experience regret and dissatisfaction (despair). 

 Use the following questions to guide the development of your initial post. Be sure to frame your responses in terms of Erickson’s final stage of development.  

· Considering where you are in life right now, what habits or choices could you start making to build a stronger sense of integrity as you grow older?  

· Are there areas of your life you would like to change or improve? 

· How does thinking about your future self influence how you care for and maintain your well-being today? 

· How do you think subjective well-being impacts your ability to reflect on life with integrity? 

· How can facing difficulties and working through challenges help with personal growth and emotional well-being over time, ultimately leading to a greater sense of integrity? 

Note: This discussion requires you to complete your initial post before you can see your classmates' posts. If you are having trouble getting started, please contact your instructor.

152.docx

15.2Personality, Social Cognition, and Spirituality

Key Questions

· What is integrity in late life? How do people achieve it?

· How is well-being defined in adulthood? How do people view themselves differently as they age?

· What role does spirituality play in late life?

Fatima is a spry 88-year-old who spends more time thinking and reflection about the past than she used to. She also tends to be less critical of decisions she made years ago. Fatima remembers her dreams of the adult she wanted to become and concludes that she has come pretty close. Fatima wonders if this process of reflection is something that most older adults go through.

Think for a minute about the older adults you know. What are they like? How do they see themselves today? How do they visualize their lives a few years from now? Do they see themselves the same as or different from the way they were in the past? These questions have intrigued authors since the early days of psychology. In the late 19th century, William James (1890), one of the early pioneers in psychology, wrote that a person’s personality traits are set by young adulthood. Some researchers agree; as we saw in Chapter 13, some aspects of personality remain relatively stable throughout adulthood. But people also change in important ways, as Carl Jung (1960/1933) argued, by integrating such opposite tendencies as masculine and feminine traits. As we saw in Chapter 1, Erik Erikson (1982) was convinced that personality development takes a lifetime, unfolding over a series of eight stages from infancy through late life.

In this section, we explore how people such as Fatima assemble the final pieces in the personality puzzle, and we see how important aspects of personality continue to evolve in later life. We begin with Erikson’s issue of integrity, the process by which people try to make sense of their lives. Next, we see how well-being is achieved and how personal aspirations play out. Finally, we examine how spirituality is an important aspect of many older adults’ lives.

Integrity Versus Despair

As people enter late life, they begin the struggle of integrity versus despair , which involves the process by which people try to make sense of their lives. According to Erikson (1982), this struggle comes about as older adults such as Fatima try to understand their lives in terms of the future of their family and community. Thoughts of a person’s own death are balanced by the realization that they will live on through children, grandchildren, great-grandchildren, and the accomplishments the person had. This realization produces what Erikson calls a “life-affirming involvement” in the present.

The struggle of integrity versus despair requires people to engage in a life review , the process by which people reflect on the events and experiences of their lifetimes. To achieve integrity, people must come to terms with the choices and events that made their lives unique. There must also be an acceptance of the fact that one’s life is drawing to a close. Looking back on one’s life may resolve some of the second-guessing of decisions made earlier in adulthood (Erikson et al., 1986). People who were unsure whether they made the right choices concerning their children, for example, now feel satisfied that things worked out well. In contrast, others feel bitter about their choices, blame themselves or others for their misfortunes, see their lives as meaningless, and greatly fear death. These people end up in despair rather than living with integrity.

Research shows a connection between engaging in a life review and achieving integrity; life review forms the basis for effective mental health interventions (Sion et al., 2020; Villar & Serrat, 2017), especially for older individuals with depression (Tam et al., 2021). A therapeutic technique called structured life review (Haight & Haight, 2007) is effective in helping people deal with stressful life events.

Who reaches integrity? Erikson (1982) emphasizes that people who demonstrate integrity come from various backgrounds and cultures and arrive there having taken different paths. Such people have made many different choices and follow many different lifestyles; the point is that everyone has this opportunity to achieve integrity if they strive for it. Those who reach integrity become self-affirming and self-accepting; they judge their lives to have been worthwhile and good. They are glad to have lived the lives they did.

Well-Being and Emotion

How is your life going? Are you reasonably content, or do you think you could be doing better? Answers to these questions provide insight into your subjective well-being , an evaluation of one’s life that is associated with positive feelings. In life-span developmental psychology, subjective well-being is usually assessed by measures of life satisfaction, happiness, and self-esteem (Ong et al., 2021; Oswald & Wu, 2010).

Overall, well-being across adulthood looks like a U-shaped function, like that in Figure 15.3 (Cheng et al., 2017; Kageyama & Sato, 2021). Young-older adults are characterized by improved subjective well-being compared with adults in their 30s and 40s, although the extent of the difference depends on several factors, including the importance of dissatisfaction as a motivating force in one’ life.

Figure 15.3

The pattern of a typical person’s happiness through life.

A graph plots the average life satisfaction score versus different age groups which are as follows: 15 to 20, 21 to 30, 31 to 40, 41 to 50, 51 to 60, and 61 to 70. An upward-facing curve for the average life satisfaction score falls from 5.32 to 5.04 from the age group 15 to 20 to the age group 41 to 50, respectively. After which it shows a rapid increase and touches 5.58 in the age group 61 to 70. All values estimated.

From A. Oswald “Happiness, health, and economics,” Warwick University, imechanica.org/files/andrew_oswald_presentation_071129.pdf

These happiness-related factors and the overall shape of the function hold across cultures as well; a study of 145 countries (including 109 developing countries) confirmed that the shape of the curve is the same everywhere—well-being hits a low around age 50 and rises thereafter at least until age 70 (Blanchflower, 2021).

Given the findings about higher levels of well-being in older adults compared with middle-aged adults, researchers began wondering how well-being was related to emotions. People’s feelings are clearly important, as they get expressed in daily moods and underlie mental health problems such as depression. Older adults show a tendency to focus on more positive feelings and tend to downplay negative ones in general (Alexander et al., 2021; Cacioppo et al., 2011; Zhou et al., 2017). How emotions are regulated in later life may provide insights into people’s subjective well-being.

Emotion-focused research in neuroscience is providing answers to the question of why subjective well-being tends to increase with age (Cacioppo et al., 2011; Mather, 2016, 2020). A brain structure called the amygdala, an almond-shaped set of nuclei deep in the brain, helps regulate emotion. Evidence is growing that age-related changes in how the amygdala functions may play a key role in understanding emotional regulation in older adults. Here’s how. In young adults, arousal of the amygdala is associated with negative emotional arousal. When negative emotional arousal occurs, for example, memory for events associated with the emotion is stronger. But the situation is different for older adults—both amygdala activation and emotional arousal are lower. That may be one reason older adults experience less negative emotion, lower rates of depression, and better well-being (Mather, 2016, 2020).

But that’s not the whole story. In Chapter 13, we discovered that brain activity in the prefrontal cortex, which is associated with executive functioning, changes with age. Neuroimaging research shows that changes in cognitive processing in the prefrontal cortex also are associated with changes in emotional regulation in older adults. For example, research shows that the connections between certain parts of the prefrontal cortex (the medial prefrontal cortex) and the amygdala are more extensive and active while older adults are at rest than they are in younger adults, meaning that older adults may be engaging in more positive emotional processing. This is likely why older adults remember more positive emotional content (Mather, 2016, 2020; Sakaki et al., 2013).

Spirituality in Later Life

Humanity’s oldest surviving literary work, the Epic of Gilgamesh, tells of Gilgamesh’s search for the answer to one of life’s great issues: the search for eternal life as an answer to the question “What happens after we die?” This is one of the Big Questions we all face, especially as part of Erikson’s life review: What is the meaning of life? Why do bad things happen to good people? Is there anything more than this life? Why is there so much suffering? Why am I here?

Spirituality is a context in which many people find meaning and answers to these questions (Aldwin et al., 2014; Cavanaugh, 2017; Pargament, 2013; Wong et al., 2018). Spirituality “can inform all aspects of meaning, informing beliefs . . . and providing ultimate motivation and primary goals for living and guidelines for achieving those goals, along with a deep sense of purpose and mattering” (Park, 2013, p. 42).

Individuals’ sense of spirituality develops across adulthood. Thomas Merton (1949, 1955, 1962) and Richard Rohr (2011, 2013) both describe this process as the progression from the False Self to the True Self. Essentially the distinction is between the superficial, external self that we mean when we use the first person singular pronoun “I,” the self that Merton considers a prison from which we must escape, and the joy of dwelling in union with the essence of everything in the universe in the core of our soul, the self that Merton argues we must become.

Rohr writes that the False Self is rooted in a relative identity that each of us creates for ourselves, an identity that depends critically on external indicators of success (e.g., title, prestige, salary, status). The False Self is inherently fragile, tends to be dissatisfied because it depends on external definitions of achievement, and is felt as separate from others in the sense that we want to belong to the “in” group and define others selectively as members of the “out” group. Change is feared. Morality is defined in terms of adherence to rules. In short, the False Self is the result of building one’s ego structure based on incorporating external messages regarding “values” and “success.” There is a heavy emphasis on doing things “correctly” according to the rules of the group or society. In Rohr’s view, achieving the True Self involves (re)discovering the universality and wholeness, an “authentic inner knowing,” that has always been within, but has gone unrecognized or unacknowledged. The True Self does not see anything with absolute certainty. The True Self is the fulfillment of the search for answers to the core existential questions. It entails a letting go and an acceptance of what is.

The spirituality of Buddhist monks can serve as an important coping strategy.

A Buddhist monk is sitting cross-legged on a rock and meditating.

Makhh/ Shutterstock.com

As you probably surmised, the developmental transition from False Self to True Self is a reflection of underlying cognitive (described in Chapters 10, 13, and 14) and personality development (described in this chapter and in Chapters 10 and 13). Other theorists (Fowler, 1981, 2000; McLaren, 2021) describe stages of faith development that closely mirror those in overall cognitive development. Cavanaugh (2017) argues that it is these underlying processes that permit the shifts in perspective reflected in the transition from False Self to True Self or through stages of faith development.

This change in perspective is also a key factor in how many older adults cope with life stresses. According to research, older adults in many countries and from many different backgrounds use their religious faith and spirituality as the basis for coping, often more than they use family or friends (Ai et al., 2010, 2013, 2017; Ardelt et al., 2013; Wink et al., 2021). For some older adults, especially African Americans, a strong attachment to God is what they believe helps them deal with the challenges of life (Cosby, 2020; Pickard et al., 2018).

Think About It

How might the transition from the False Self to the True Self reflect postformal cognitive development?

There is considerable evidence linking spirituality, religious-based coping, and health (Ai et al., 2010, 2017; Krause, 2012; Park, 2007; Wink et al., 2021). In general, older adults who are more involved with and committed to their faith have better physical and mental health than older adults who are not religious. For example, older Mexican Americans who pray to the saints and the Virgin Mary or attend religious services on a regular basis tend to have greater optimism and better health and a significant reduction in mortality from any cause (Hill et al., 2020; Krause & Bastida, 2011). Spirituality also helps improve psychological well-being (Ai et al., 2017; Hayward et al., 2016; Wink et al., 2021) and helps patients following cardiac surgery (Ai et al., 2010; Appel et al., 2020; Wink et al., 2021).

Researchers have increasingly focused on spiritual support — which includes seeking pastoral care, participating in organized and nonorganized religious activities, and expressing faith in a God who cares for people—as a key factor in understanding how older adults cope. Even when under high levels of stress, such as during critical illness or other major life trauma, people who rely on spiritual support report greater personal well-being (Ai et al., 2010, 2017; Hayward et al., 2016; Wink et al., 2021) and to cope better with chronic health conditions (Lucette et al., 2016; Nienke, 2021).

Neuroscience research has shown a connection between certain spiritual mindfulness practices and brain activity (Dobkin & Hassed, 2016; Tang et al., 2020; Tang & Posner, 2012). For example, there is evidence that people who have practiced meditation show positive structural changes in areas of the brain related to attention and memory (Esch, 2014; Santaella, 2021). Thus, neurological evidence indicates that there may be changes in brain activity and in brain structure associated with spiritual practices that help people cope. An example of the changes that occur in brain activity between a normal resting state and a meditative state is in Figure 15.4. Notice the significant increase in activity during meditation.

Figure 15.4

SPECT scans of a subject at rest and during peak meditation showing increased cerebral blood flow (arrows) during meditation.

SPECT scans of a subject at rest and during peak meditation. The scanned image at baseline shows less cerebral blood flow that is highlighted as attention areas and the scanned image at meditation shows increased cerebral blood flow, highlighted as attention areas.

This kind of positive structural change has led some researchers (Luders & Cherbuin, 2016; Manglani et al., 2020; Newberg et al., 2014) to argue that meditation might offer promise as a way to help slow down, and perhaps even prevent, the brain changes that underlie brain diseases such as dementia. While it is still too early to tell for certain, the possibility that a practice done for centuries among all of the major world religions in one form or another, mindful meditation or contemplation, could prevent or reverse negative changes in the brain will undoubtedly be the focus of a great deal of research.

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OccupationalChoiceRevisited.docx
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