{"id":389,"date":"2014-09-29T20:56:55","date_gmt":"2014-09-29T20:56:55","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&#038;p=389"},"modified":"2024-04-30T19:52:57","modified_gmt":"2024-04-30T19:52:57","slug":"psychosocial-development-in-late-adulthood","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-lifespandevelopment\/chapter\/psychosocial-development-in-late-adulthood\/","title":{"raw":"Psychosocial Development in Late Adulthood","rendered":"Psychosocial Development in Late Adulthood"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Describe theories related to late adulthood, including Erikson's psychosocial stage of integrity vs. despair<\/li>\r\n \t<li>Describe examples of productivity in late adulthood<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Erikson: Integrity vs. Despair<\/h2>\r\nAs a person grows older and enters into the retirement years, the pace of life and productivity tend to slow down, granting a person time for reflection upon their life. They may ask the existential question, \"It is okay to have been me?\" If someone sees themselves as having lived a successful life, they may see it as one filled with productivity, or according to Erik Erikson, integrity.\r\n\r\nHere integrity is said to consist of the ability to look back on one\u2019s life with a feeling of satisfaction, peace and gratitude for all that has been given and received. Erikson (1959\/1980) notes in this regard:\r\n<blockquote>\"The possessor of integrity is ready to defend the dignity of his own lifestyle against all physical and economic treats. For he knows that an individual life is the accidental coincidence of but one life cycle within but one segment of history; and that for him all human integrity stands and falls with the one style of integrity of which he partakes.\" (Erikson, 1959\/1980, p. 104)<\/blockquote>\r\nThus, persons derive a sense of meaning (i.e., integrity) through careful review of how their lives have been lived (Krause, 2012). Ideally, however, integrity does not stop here, but rather continues to evolve into the virtue of wisdom. According to Erikson, this is the goal during this stage of life.\r\n\r\nIf a person sees their life as unproductive, or feel that they did not accomplish their life goals, they may become dissatisfied with life and develop what Erikson calls\u00a0despair, often leading to depression and hopelessness.\u00a0This stage can occur out of the sequence when an individual feels they are near the end of their life (such as when receiving a terminal disease diagnosis).\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"220\"]<img src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/a\/a8\/Erik_Erikson.png\/220px-Erik_Erikson.png\" alt=\"Erik Erikson.\" width=\"220\" height=\"276\" \/> <strong>Figure 1<\/strong>. Erikson emphasized the importance of integrity, and feeling a sense of accomplishment as an older person looks back on their life.[\/caption]\r\n<h3>Erikson's Ninth Stage<\/h3>\r\nErikson collaborated with his wife, Joan, through much of his work on psychosocial development. In the Erikson's older years, they re-examined the eight stages and created additional thoughts about how development evolves during a person's 80s and 90s. After Erik Erikson passed away in 1994, Joan published a chapter on the ninth stage of development, in which she proposed (from her own experiences and Erik's notes) that older adults revisit the previous eight stages and deal with the previous conflicts in new ways, as they cope with the physical and social changes of growing old. In the first eight stages, all of the conflicts are presented in a syntonic-dystonic matter, meaning that the first term listed in the conflict is the positive, sought-after achievement and the second term is the less-desirable goal (ie. trust is more desirable than mistrust and integrity is more desirable than despair).[footnote]Perry, T. E., Ruggiano, N., Shtompel, N., &amp; Hassevoort, L. (2015). Applying Erikson's wisdom to self-management practices of older adults: findings from two field studies. Research on aging, 37(3), 253\u2013274. doi:10.1177\/0164027514527974[\/footnote] During the ninth stage, Erikson argues that the dystonic, or less desirable outcome, comes to take precedence again. For example, an older adult may become mistrustful (trust vs. mistrust), feel more guilt about not having the abilities to do what they once did (initiative vs. guilt), feel less competent compared with others (industry vs. inferiority) lose a sense of identity as they become dependent on others (identity vs. role confusion), become increasingly isolated (intimacy vs. isolation), feel that they have less to offer society (generativity vs. stagnation), or[footnote]Gusky, Judith (2012). Why aren\u2019t they screaming? A counselor\u2019s reflection on aging. Counseling Today. Retrieved from\u00a0https:\/\/ct.counseling.org\/2012\/04\/why-arent-they-screaming-a-counselors-reflection-on-aging\/ [\/footnote] The Erikson's found that those who successfully come to terms with these changes and adjustments in later life make headway towards gerotrancendence, a term coined by gerontologist Lars Tornstam to represent a greater awareness of one's own life and connection to the universe, increased ties to the past, and a positive, transcendent, perspective about life.\r\n<h2>Activity Theory<\/h2>\r\nDeveloped by Havighurst and Albrecht in 1953, activity theory addresses the issue of how persons can best adjust to the changing circumstances of old age\u2013e.g., retirement, illness, loss of friends and loved ones through death, etc. In addressing this issue they recommend that older adults involve themselves in voluntary and leisure organizations, child care and other forms of social interaction. <strong>Activity theory<\/strong> thus strongly\u00a0supports the avoidance of a sedentary lifestyle and considers it essential to health and happiness that the older person remains active physically and socially. In other words, the more active older adults are the more stable and positive their self-concept\u00a0will be, which\u00a0will then lead to greater life satisfaction and higher morale (Havighurst &amp; Albrecht, 1953).\u00a0Activity theory\u00a0suggests that many people are barred\u00a0from\u00a0meaningful experiences as they age, but older adults who continue to want to remain active can work toward replacing opportunities lost with new ones.[footnote]H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from <a href=\"https:\/\/ejop.psychopen.eu\/article\/view\/949\/html\" target=\"_blank\" rel=\"noopener\">https:\/\/ejop.psychopen.eu\/article\/view\/949\/html<\/a>.[\/footnote]\r\n<h2>Disengagement Theory<\/h2>\r\n<strong>Disengagement theory<\/strong>, developed by Cumming and Henry in the 1950s,\u00a0in contrast to activity theory,\u00a0emphasizes that older adults should not be discouraged from following their inclination towards solitude and greater inactivity. While not completely discounting the importance of exercise and social activity for the upkeep of physical health and personal well being, disengagement theory is opposed to artificially keeping the older person so busy with external activities that they have no time for contemplation and reflection (Cumming &amp; Henry, 1961). In other words, disengagement theory posits that older adults in all societies undergo a process of adjustment\u00a0which\u00a0involves leaving former public and professional roles and narrowing their social horizon to the smaller circle of family and friends. This process enables the older person to die more peacefully, without the stress and distractions that come with a more socially involved life. The theory suggests that during late adulthood, the individual and society mutually withdraw. Older people become more isolated from others and less concerned or involved with life in general. This once popular theory is now criticized as being ageist and used in order to justify treating older adults as second class citizens.[footnote]H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from <a href=\"https:\/\/ejop.psychopen.eu\/article\/view\/949\/html\" target=\"_blank\" rel=\"noopener\">https:\/\/ejop.psychopen.eu\/article\/view\/949\/html<\/a>.[\/footnote]\r\n<h2>Continuity Theory<\/h2>\r\n<strong>Continuity theory<\/strong>\u00a0suggests\u00a0as people age, they continue to view the self in much the same way as they did when they were younger.\u00a0An older person's\u00a0approach to problems, goals, and situations is much the same as it was\u00a0when they were younger.\u00a0They are the same individuals, but simply in older bodies.\u00a0Consequently, older adults continue to maintain their identity even as they give up previous roles.\u00a0For example, a retired Coast Guard commander attends reunions with shipmates, stays interested in new technology for home use, is meticulous in the jobs he does for friends or at church, and displays mementos\u00a0from his experiences\u00a0on the ship.\u00a0He is able to maintain a sense of self as a result. People\u00a0do not give up who\u00a0they\u00a0are as\u00a0they age.\u00a0Hopefully,\u00a0they\u00a0are able to share these aspects of\u00a0their identity with others throughout life.\u00a0Focusing on what a person can do and pursuing those interests and activities is one way to optimize and maintain self-identity.\r\n<h2>Generativity in Late Adulthood<\/h2>\r\nPeople in late adulthood continue to be productive in many ways.\u00a0These include work, education, volunteering, family life, and intimate relationships. Older adults also experience generativity (recall Erikson's previous stage of generativity vs. stagnation) through\u00a0voting, forming and helping social institutions like community centers, churches and\u00a0 schools.\u00a0Psychoanalyst\u00a0Erik Erikson\u00a0wrote \"I am what survives me.\"[footnote]Havey, Elizabeth A. (2015). \"What's Generativity and Why It's Good for You.\" Huffington Post. Retrieved from <a href=\"https:\/\/www.huffpost.com\/entry\/whats-generativity-and-why-its-good-for-you_b_7629174?guccounter=1&amp;guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&amp;guce_referrer_sig=AQAAAISJrz_B9ylovtOxRuUNpAiqtA6GZvMM8nUxuyG0eL1AwbMX0F2fEIL6QyV_FFiZfAf4oNBhRfajbOpAJu1L8tGsPe1My9RCv7X-hFjvhxNcr11Z5VRkfmmim1nxpi2cA-cF4SYXbn9OyhdIzXtdHB-UwJqn73I0rFzpLKpv35gT\" target=\"_blank\" rel=\"noopener\">https:\/\/www.huffpost.com\/entry\/whats-generativity-and-why-its-good-for-you_b_7629174?guccounter=1&amp;guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&amp;guce_referrer_sig=AQAAAISJrz_B9ylovtOxRuUNpAiqtA6GZvMM8nUxuyG0eL1AwbMX0F2fEIL6QyV_FFiZfAf4oNBhRfajbOpAJu1L8tGsPe1My9RCv7X-hFjvhxNcr11Z5VRkfmmim1nxpi2cA-cF4SYXbn9OyhdIzXtdHB-UwJqn73I0rFzpLKpv35gT<\/a>.[\/footnote]\r\n<h3>Productivity in Work<\/h3>\r\n[caption id=\"attachment_943\" align=\"alignleft\" width=\"565\"]<img class=\"wp-image-943\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2016\/03\/17022046\/elderly-463653_1280-1024x682.jpg\" alt=\"elderly man at work in a store.\" width=\"565\" height=\"376\" \/> <strong>Figure 2<\/strong>. Many choose to retire at age 65, but some enjoy a productive work life well beyond their 60s.[\/caption]\r\n\r\nSome continue to be productive in work. Mandatory retirement is now illegal in the United States. However, many do choose retirement by age 65 and most leave work by choice.\u00a0Those who do leave by choice adjust to retirement more easily.\u00a0Chances are, they have prepared for a smoother transition by gradually giving more attention to an avocation or interest as they approach retirement.\u00a0And they are more likely to be financially ready to retire.\u00a0Those who must leave abruptly for health reasons or because of layoffs or downsizing have a more difficult time adjusting to their new circumstances.\u00a0Men, especially, can find unexpected retirement difficult.\u00a0Women may feel less of an identify loss after retirement because much of their identity may have come from family roles as well.\u00a0But women tend to have poorer retirement funds accumulated from work and if they take their retirement funds in a lump sum (be that from their own or from a deceased husband\u2019s funds), are more at risk of outliving those funds.\u00a0Women need better financial retirement planning.\r\n\r\nSixteen percent of adults over 65 were in the labor force in 2008 (U. S. Census Bureau 2011).\u00a0 Globally, 6.2 percent are in the labor force and this number is expected to reach 10.1 million by 2016.\u00a0 Many adults 65 and older continue to work either full-time or part-time either for income or pleasure or both.\u00a0\u00a0In 2003, 39 percent of full-time workers over 55 were women over the age of 70; 53 percent were men over 70.\u00a0This\u00a0increase in numbers of older adults is likely to mean that more will continue to part of the workforce in years to come.\u00a0(He et al., article, U. S. Census, 2005).\r\n<h3>Volunteering: Face-to-face and Virtually<\/h3>\r\nAbout 40 percent of older adults are involved in some type of structured, face-to-face, volunteer work.\u00a0 But many older adults, about 60 percent, engage in\u00a0a sort of informal type of volunteerism\u00a0helping out neighbors or friends rather than working in an organization (Berger, 2005). They may help a friend by taking them somewhere or shopping for them, etc. Some do participate in organized volunteer programs but interestingly enough, those who do tend to work part-time as well. Those who retire and do not work are less likely to feel that they have a contribution to make. (It's as if when one gets used to staying at home, their confidence to go out into the world diminishes.) And those who have recently retired are more likely to volunteer than those over 75 years of age.\r\n\r\nNew opportunities exist for older adults to serve as\u00a0virtual volunteers\u00a0by dialoguing online with others from around their world and sharing their support, interests, and expertise.\u00a0According to an article from\u00a0AARP\u00a0(American Association of Retired Persons), virtual volunteerism has increased from 3,000 in 1998 to over 40,000 participants in 2005.\u00a0These volunteer opportunities range from helping teens with their writing to communicating with \u2018neighbors\u2019 in villages of developing countries.\u00a0Virtual volunteering is available to those who cannot engage in face-to-face interactions and opens up a new world of possibilities and ways to connect, maintain identity, and be productive (Uscher, 2006).\r\n<h3>Education<\/h3>\r\nTwenty percent of people over 65 have a bachelors or higher degree. And over 7 million people over 65 take adult education courses (U. S. Census Bureau, 2011).\u00a0 Lifelong learning through continuing education programs on college campuses or programs known as \u201cElderhostels\u201d which allow older adults to travel abroad, live on campus and study provide enriching experiences.\u00a0Academic courses as well as practical skills such as computer classes, foreign languages, budgeting, and holistic medicines are among the courses offered.\u00a0Older adults who have higher levels of education are more likely to take continuing education.\u00a0But offering more educational experiences to a diverse group of older adults, including those who are institutionalized in nursing homes, can enhance the quality of life.\r\n<h3>Religious Activities<\/h3>\r\nPeople tend to become more involved in prayer and religious activities as they age. This provides a social network as well as a belief system\u00a0which can combat the fear of death.\u00a0Religious activities provide a focus for volunteerism and other activities as well. For example, one older woman prides herself on knitting prayer shawls that are given to those who are\u00a0sick. Another serves on the altar guild and is responsible for keeping robes and linens clean and ready for communion.\r\n<h3>Political Activism<\/h3>\r\nPeople over 65 are very politically active.\u00a0They have high rates of voting and engage in letter writing to congress on issues that not only affect them, but on a wide range of domestic and foreign concerns.\u00a0In the past three presidential elections, over 70 percent of people 65 and older showed up at the polls to vote (U. S. Census Bureau).\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/47430092-d30b-4f0b-bdcb-bdcd36426a75\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n[glossary-page]\r\n[glossary-term]integrity:[\/glossary-term]\r\n[glossary-definition]Erikson refers to this as reflecting on one's life and is experiencing a sense of satisfaction and accomplishment[\/glossary-definition]\r\n\r\n[glossary-term]disengagement theory:[\/glossary-term]\r\n[glossary-definition]suggests that during late adulthood, the individual and society mutually withdraw[\/glossary-definition]\r\n\r\n[glossary-term]activity theory:[\/glossary-term]\r\n[glossary-definition]suggests that people are barred from meaningful experiences as they age and that physical and social activities are important[\/glossary-definition]\r\n\r\n[glossary-term]continuity theory:[\/glossary-term]\r\n[glossary-definition]suggests that as people age, they continue to view the self in much the same way as they did when they were younger[\/glossary-definition]\r\n[\/glossary-page]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Describe theories related to late adulthood, including Erikson&#8217;s psychosocial stage of integrity vs. despair<\/li>\n<li>Describe examples of productivity in late adulthood<\/li>\n<\/ul>\n<\/div>\n<h2>Erikson: Integrity vs. Despair<\/h2>\n<p>As a person grows older and enters into the retirement years, the pace of life and productivity tend to slow down, granting a person time for reflection upon their life. They may ask the existential question, &#8220;It is okay to have been me?&#8221; If someone sees themselves as having lived a successful life, they may see it as one filled with productivity, or according to Erik Erikson, integrity.<\/p>\n<p>Here integrity is said to consist of the ability to look back on one\u2019s life with a feeling of satisfaction, peace and gratitude for all that has been given and received. Erikson (1959\/1980) notes in this regard:<\/p>\n<blockquote><p>&#8220;The possessor of integrity is ready to defend the dignity of his own lifestyle against all physical and economic treats. For he knows that an individual life is the accidental coincidence of but one life cycle within but one segment of history; and that for him all human integrity stands and falls with the one style of integrity of which he partakes.&#8221; (Erikson, 1959\/1980, p. 104)<\/p><\/blockquote>\n<p>Thus, persons derive a sense of meaning (i.e., integrity) through careful review of how their lives have been lived (Krause, 2012). Ideally, however, integrity does not stop here, but rather continues to evolve into the virtue of wisdom. According to Erikson, this is the goal during this stage of life.<\/p>\n<p>If a person sees their life as unproductive, or feel that they did not accomplish their life goals, they may become dissatisfied with life and develop what Erikson calls\u00a0despair, often leading to depression and hopelessness.\u00a0This stage can occur out of the sequence when an individual feels they are near the end of their life (such as when receiving a terminal disease diagnosis).<\/p>\n<div style=\"width: 230px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/a\/a8\/Erik_Erikson.png\/220px-Erik_Erikson.png\" alt=\"Erik Erikson.\" width=\"220\" height=\"276\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Erikson emphasized the importance of integrity, and feeling a sense of accomplishment as an older person looks back on their life.<\/p>\n<\/div>\n<h3>Erikson&#8217;s Ninth Stage<\/h3>\n<p>Erikson collaborated with his wife, Joan, through much of his work on psychosocial development. In the Erikson&#8217;s older years, they re-examined the eight stages and created additional thoughts about how development evolves during a person&#8217;s 80s and 90s. After Erik Erikson passed away in 1994, Joan published a chapter on the ninth stage of development, in which she proposed (from her own experiences and Erik&#8217;s notes) that older adults revisit the previous eight stages and deal with the previous conflicts in new ways, as they cope with the physical and social changes of growing old. In the first eight stages, all of the conflicts are presented in a syntonic-dystonic matter, meaning that the first term listed in the conflict is the positive, sought-after achievement and the second term is the less-desirable goal (ie. trust is more desirable than mistrust and integrity is more desirable than despair).<a class=\"footnote\" title=\"Perry, T. E., Ruggiano, N., Shtompel, N., &amp; Hassevoort, L. (2015). Applying Erikson's wisdom to self-management practices of older adults: findings from two field studies. Research on aging, 37(3), 253\u2013274. doi:10.1177\/0164027514527974\" id=\"return-footnote-389-1\" href=\"#footnote-389-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> During the ninth stage, Erikson argues that the dystonic, or less desirable outcome, comes to take precedence again. For example, an older adult may become mistrustful (trust vs. mistrust), feel more guilt about not having the abilities to do what they once did (initiative vs. guilt), feel less competent compared with others (industry vs. inferiority) lose a sense of identity as they become dependent on others (identity vs. role confusion), become increasingly isolated (intimacy vs. isolation), feel that they have less to offer society (generativity vs. stagnation), or<a class=\"footnote\" title=\"Gusky, Judith (2012). Why aren\u2019t they screaming? A counselor\u2019s reflection on aging. Counseling Today. Retrieved from\u00a0https:\/\/ct.counseling.org\/2012\/04\/why-arent-they-screaming-a-counselors-reflection-on-aging\/\" id=\"return-footnote-389-2\" href=\"#footnote-389-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> The Erikson&#8217;s found that those who successfully come to terms with these changes and adjustments in later life make headway towards gerotrancendence, a term coined by gerontologist Lars Tornstam to represent a greater awareness of one&#8217;s own life and connection to the universe, increased ties to the past, and a positive, transcendent, perspective about life.<\/p>\n<h2>Activity Theory<\/h2>\n<p>Developed by Havighurst and Albrecht in 1953, activity theory addresses the issue of how persons can best adjust to the changing circumstances of old age\u2013e.g., retirement, illness, loss of friends and loved ones through death, etc. In addressing this issue they recommend that older adults involve themselves in voluntary and leisure organizations, child care and other forms of social interaction. <strong>Activity theory<\/strong> thus strongly\u00a0supports the avoidance of a sedentary lifestyle and considers it essential to health and happiness that the older person remains active physically and socially. In other words, the more active older adults are the more stable and positive their self-concept\u00a0will be, which\u00a0will then lead to greater life satisfaction and higher morale (Havighurst &amp; Albrecht, 1953).\u00a0Activity theory\u00a0suggests that many people are barred\u00a0from\u00a0meaningful experiences as they age, but older adults who continue to want to remain active can work toward replacing opportunities lost with new ones.<a class=\"footnote\" title=\"H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from https:\/\/ejop.psychopen.eu\/article\/view\/949\/html.\" id=\"return-footnote-389-3\" href=\"#footnote-389-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<h2>Disengagement Theory<\/h2>\n<p><strong>Disengagement theory<\/strong>, developed by Cumming and Henry in the 1950s,\u00a0in contrast to activity theory,\u00a0emphasizes that older adults should not be discouraged from following their inclination towards solitude and greater inactivity. While not completely discounting the importance of exercise and social activity for the upkeep of physical health and personal well being, disengagement theory is opposed to artificially keeping the older person so busy with external activities that they have no time for contemplation and reflection (Cumming &amp; Henry, 1961). In other words, disengagement theory posits that older adults in all societies undergo a process of adjustment\u00a0which\u00a0involves leaving former public and professional roles and narrowing their social horizon to the smaller circle of family and friends. This process enables the older person to die more peacefully, without the stress and distractions that come with a more socially involved life. The theory suggests that during late adulthood, the individual and society mutually withdraw. Older people become more isolated from others and less concerned or involved with life in general. This once popular theory is now criticized as being ageist and used in order to justify treating older adults as second class citizens.<a class=\"footnote\" title=\"H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from https:\/\/ejop.psychopen.eu\/article\/view\/949\/html.\" id=\"return-footnote-389-4\" href=\"#footnote-389-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/p>\n<h2>Continuity Theory<\/h2>\n<p><strong>Continuity theory<\/strong>\u00a0suggests\u00a0as people age, they continue to view the self in much the same way as they did when they were younger.\u00a0An older person&#8217;s\u00a0approach to problems, goals, and situations is much the same as it was\u00a0when they were younger.\u00a0They are the same individuals, but simply in older bodies.\u00a0Consequently, older adults continue to maintain their identity even as they give up previous roles.\u00a0For example, a retired Coast Guard commander attends reunions with shipmates, stays interested in new technology for home use, is meticulous in the jobs he does for friends or at church, and displays mementos\u00a0from his experiences\u00a0on the ship.\u00a0He is able to maintain a sense of self as a result. People\u00a0do not give up who\u00a0they\u00a0are as\u00a0they age.\u00a0Hopefully,\u00a0they\u00a0are able to share these aspects of\u00a0their identity with others throughout life.\u00a0Focusing on what a person can do and pursuing those interests and activities is one way to optimize and maintain self-identity.<\/p>\n<h2>Generativity in Late Adulthood<\/h2>\n<p>People in late adulthood continue to be productive in many ways.\u00a0These include work, education, volunteering, family life, and intimate relationships. Older adults also experience generativity (recall Erikson&#8217;s previous stage of generativity vs. stagnation) through\u00a0voting, forming and helping social institutions like community centers, churches and\u00a0 schools.\u00a0Psychoanalyst\u00a0Erik Erikson\u00a0wrote &#8220;I am what survives me.&#8221;<a class=\"footnote\" title=\"Havey, Elizabeth A. (2015). &quot;What's Generativity and Why It's Good for You.&quot; Huffington Post. Retrieved from https:\/\/www.huffpost.com\/entry\/whats-generativity-and-why-its-good-for-you_b_7629174?guccounter=1&amp;guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&amp;guce_referrer_sig=AQAAAISJrz_B9ylovtOxRuUNpAiqtA6GZvMM8nUxuyG0eL1AwbMX0F2fEIL6QyV_FFiZfAf4oNBhRfajbOpAJu1L8tGsPe1My9RCv7X-hFjvhxNcr11Z5VRkfmmim1nxpi2cA-cF4SYXbn9OyhdIzXtdHB-UwJqn73I0rFzpLKpv35gT.\" id=\"return-footnote-389-5\" href=\"#footnote-389-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/p>\n<h3>Productivity in Work<\/h3>\n<div id=\"attachment_943\" style=\"width: 575px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-943\" class=\"wp-image-943\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2016\/03\/17022046\/elderly-463653_1280-1024x682.jpg\" alt=\"elderly man at work in a store.\" width=\"565\" height=\"376\" \/><\/p>\n<p id=\"caption-attachment-943\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. Many choose to retire at age 65, but some enjoy a productive work life well beyond their 60s.<\/p>\n<\/div>\n<p>Some continue to be productive in work. Mandatory retirement is now illegal in the United States. However, many do choose retirement by age 65 and most leave work by choice.\u00a0Those who do leave by choice adjust to retirement more easily.\u00a0Chances are, they have prepared for a smoother transition by gradually giving more attention to an avocation or interest as they approach retirement.\u00a0And they are more likely to be financially ready to retire.\u00a0Those who must leave abruptly for health reasons or because of layoffs or downsizing have a more difficult time adjusting to their new circumstances.\u00a0Men, especially, can find unexpected retirement difficult.\u00a0Women may feel less of an identify loss after retirement because much of their identity may have come from family roles as well.\u00a0But women tend to have poorer retirement funds accumulated from work and if they take their retirement funds in a lump sum (be that from their own or from a deceased husband\u2019s funds), are more at risk of outliving those funds.\u00a0Women need better financial retirement planning.<\/p>\n<p>Sixteen percent of adults over 65 were in the labor force in 2008 (U. S. Census Bureau 2011).\u00a0 Globally, 6.2 percent are in the labor force and this number is expected to reach 10.1 million by 2016.\u00a0 Many adults 65 and older continue to work either full-time or part-time either for income or pleasure or both.\u00a0\u00a0In 2003, 39 percent of full-time workers over 55 were women over the age of 70; 53 percent were men over 70.\u00a0This\u00a0increase in numbers of older adults is likely to mean that more will continue to part of the workforce in years to come.\u00a0(He et al., article, U. S. Census, 2005).<\/p>\n<h3>Volunteering: Face-to-face and Virtually<\/h3>\n<p>About 40 percent of older adults are involved in some type of structured, face-to-face, volunteer work.\u00a0 But many older adults, about 60 percent, engage in\u00a0a sort of informal type of volunteerism\u00a0helping out neighbors or friends rather than working in an organization (Berger, 2005). They may help a friend by taking them somewhere or shopping for them, etc. Some do participate in organized volunteer programs but interestingly enough, those who do tend to work part-time as well. Those who retire and do not work are less likely to feel that they have a contribution to make. (It&#8217;s as if when one gets used to staying at home, their confidence to go out into the world diminishes.) And those who have recently retired are more likely to volunteer than those over 75 years of age.<\/p>\n<p>New opportunities exist for older adults to serve as\u00a0virtual volunteers\u00a0by dialoguing online with others from around their world and sharing their support, interests, and expertise.\u00a0According to an article from\u00a0AARP\u00a0(American Association of Retired Persons), virtual volunteerism has increased from 3,000 in 1998 to over 40,000 participants in 2005.\u00a0These volunteer opportunities range from helping teens with their writing to communicating with \u2018neighbors\u2019 in villages of developing countries.\u00a0Virtual volunteering is available to those who cannot engage in face-to-face interactions and opens up a new world of possibilities and ways to connect, maintain identity, and be productive (Uscher, 2006).<\/p>\n<h3>Education<\/h3>\n<p>Twenty percent of people over 65 have a bachelors or higher degree. And over 7 million people over 65 take adult education courses (U. S. Census Bureau, 2011).\u00a0 Lifelong learning through continuing education programs on college campuses or programs known as \u201cElderhostels\u201d which allow older adults to travel abroad, live on campus and study provide enriching experiences.\u00a0Academic courses as well as practical skills such as computer classes, foreign languages, budgeting, and holistic medicines are among the courses offered.\u00a0Older adults who have higher levels of education are more likely to take continuing education.\u00a0But offering more educational experiences to a diverse group of older adults, including those who are institutionalized in nursing homes, can enhance the quality of life.<\/p>\n<h3>Religious Activities<\/h3>\n<p>People tend to become more involved in prayer and religious activities as they age. This provides a social network as well as a belief system\u00a0which can combat the fear of death.\u00a0Religious activities provide a focus for volunteerism and other activities as well. For example, one older woman prides herself on knitting prayer shawls that are given to those who are\u00a0sick. Another serves on the altar guild and is responsible for keeping robes and linens clean and ready for communion.<\/p>\n<h3>Political Activism<\/h3>\n<p>People over 65 are very politically active.\u00a0They have high rates of voting and engage in letter writing to congress on issues that not only affect them, but on a wide range of domestic and foreign concerns.\u00a0In the past three presidential elections, over 70 percent of people 65 and older showed up at the polls to vote (U. S. Census Bureau).<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_47430092-d30b-4f0b-bdcb-bdcd36426a75\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/47430092-d30b-4f0b-bdcb-bdcd36426a75?iframe_resize_id=assessment_practice_id_47430092-d30b-4f0b-bdcb-bdcd36426a75\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div class=\"titlepage\">\n<dl>\n<dt>integrity:<\/dt>\n<dd>Erikson refers to this as reflecting on one&#8217;s life and is experiencing a sense of satisfaction and accomplishment<\/dd>\n<dt>disengagement theory:<\/dt>\n<dd>suggests that during late adulthood, the individual and society mutually withdraw<\/dd>\n<dt>activity theory:<\/dt>\n<dd>suggests that people are barred from meaningful experiences as they age and that physical and social activities are important<\/dd>\n<dt>continuity theory:<\/dt>\n<dd>suggests that as people age, they continue to view the self in much the same way as they did when they were younger<\/dd>\n<\/dl>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-389\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Sonja Ann Miller for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Erikson Stages. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Erikson%27s_stages_of_psychosocial_development#Wisdom:_ego_integrity_vs._despair_(late_adulthood,_60_years_and_above)\">https:\/\/en.wikipedia.org\/wiki\/Erikson%27s_stages_of_psychosocial_development#Wisdom:_ego_integrity_vs._despair_(late_adulthood,_60_years_and_above)<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Details on aging theories. <strong>Authored by<\/strong>: Hu00e5kan Nilsson, Pia H. Bu00fclowac, Ali Kazemib. <strong>Provided by<\/strong>: Europes Journal of Psychology. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/ejop.psychopen.eu\/article\/view\/949\/html\">https:\/\/ejop.psychopen.eu\/article\/view\/949\/html<\/a>. <strong>Project<\/strong>: Mindful Sustainable Aging: Advancing a Comprehensive Approach to the Challenges and Opportunities of Old Age. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-389-1\">Perry, T. E., Ruggiano, N., Shtompel, N., &amp; Hassevoort, L. (2015). Applying Erikson's wisdom to self-management practices of older adults: findings from two field studies. Research on aging, 37(3), 253\u2013274. doi:10.1177\/0164027514527974 <a href=\"#return-footnote-389-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-389-2\">Gusky, Judith (2012). Why aren\u2019t they screaming? A counselor\u2019s reflection on aging. Counseling Today. Retrieved from\u00a0https:\/\/ct.counseling.org\/2012\/04\/why-arent-they-screaming-a-counselors-reflection-on-aging\/  <a href=\"#return-footnote-389-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-389-3\">H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from <a href=\"https:\/\/ejop.psychopen.eu\/article\/view\/949\/html\" target=\"_blank\" rel=\"noopener\">https:\/\/ejop.psychopen.eu\/article\/view\/949\/html<\/a>. <a href=\"#return-footnote-389-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-389-4\">H\u00e5kan Nilsson, Pia H. B\u00fclowac, Ali Kazemib (2015). Europe's Journal of Psychology, 2015, Vol. 11(3), doi:10.5964\/ejop.v11i3.949. Retrieved from <a href=\"https:\/\/ejop.psychopen.eu\/article\/view\/949\/html\" target=\"_blank\" rel=\"noopener\">https:\/\/ejop.psychopen.eu\/article\/view\/949\/html<\/a>. <a href=\"#return-footnote-389-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-389-5\">Havey, Elizabeth A. (2015). \"What's Generativity and Why It's Good for You.\" Huffington Post. Retrieved from <a href=\"https:\/\/www.huffpost.com\/entry\/whats-generativity-and-why-its-good-for-you_b_7629174?guccounter=1&amp;guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&amp;guce_referrer_sig=AQAAAISJrz_B9ylovtOxRuUNpAiqtA6GZvMM8nUxuyG0eL1AwbMX0F2fEIL6QyV_FFiZfAf4oNBhRfajbOpAJu1L8tGsPe1My9RCv7X-hFjvhxNcr11Z5VRkfmmim1nxpi2cA-cF4SYXbn9OyhdIzXtdHB-UwJqn73I0rFzpLKpv35gT\" target=\"_blank\" rel=\"noopener\">https:\/\/www.huffpost.com\/entry\/whats-generativity-and-why-its-good-for-you_b_7629174?guccounter=1&amp;guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&amp;guce_referrer_sig=AQAAAISJrz_B9ylovtOxRuUNpAiqtA6GZvMM8nUxuyG0eL1AwbMX0F2fEIL6QyV_FFiZfAf4oNBhRfajbOpAJu1L8tGsPe1My9RCv7X-hFjvhxNcr11Z5VRkfmmim1nxpi2cA-cF4SYXbn9OyhdIzXtdHB-UwJqn73I0rFzpLKpv35gT<\/a>. <a href=\"#return-footnote-389-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":74,"menu_order":12,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Psyc 200 Lifespan Psychology\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"http:\/\/opencourselibrary.org\/econ-201\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"Sonja Ann Miller for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Erikson Stages\",\"author\":\"\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Erikson%27s_stages_of_psychosocial_development#Wisdom:_ego_integrity_vs._despair_(late_adulthood,_60_years_and_above)\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Details on aging theories\",\"author\":\"Hu00e5kan Nilsson, Pia H. 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