Who invented the life-course theory?
Who invented the life course theory? Glen Elder, in particular, began to advance core principles of life course theory , which he describes as defining "a common field of inquiry by providing a framework that guides research on matters of problem identification and conceptual …
What is the life course?
with both a distinctive theory and methods. Glen. Elder, in particular, began to advance core princi-. ples of life course theory, which he describes as. defining “a common field of inquiry by ...
Can life course theory be applied to the phenomenon of becoming a mother?
In the criminology field, the life-course theory is used as a backbone (or a starting branch) for an assortment of other theories that are less broad and more specific. The history of the theory …
What is life theory?
Feb 08, 2017 · “Life Course Theory” is part one of a two-part series on life course theory. To read part two, click here. For centuries, the treatment-based approach to overcoming the …
What is life course theory?
What are the 5 principles of life course theory?
What are the three life course theories?
What is the life course theory of criminology?
What is an example of life course theory?
What is life-span theory?
What sociologist wrote about life course criminology?
What is life course theory?
course perspective, refers to a multidisciplinary. paradigm for the study of people’s lives, structural. contexts, and social change. This approach en-. compasses ideas and observations from an array of. disciplines, notably history, sociology, demogra-.
What are the principles of life course?
They include: (1) socio-historical. and geographical location; (2) timing of lives; (3) heterogeneity or variability; (4) “linked lives”. and social ties to others; (5) human agency and. personal control; and (6) how the past shapes the. future.
When was the research conducted on having children?
to have children). Research conducted in the 1970s
What is life course perspective?
The life course perspective is a broad approach that can be used in a variety of subject matters such as psychology, biology, history, and criminology. As a theory, the denotation establishes the connection between a pattern of life events and the actions that humans perform s.
When putting the theory into practice, key assumptions should be acknowledged?
When putting the theory into practice, key assumptions should be acknowledge. An assumption made continually by life- course theory supporters regards human behavior as being affected by nurture rather than nature.
What did the Polish peasants study?
Their sociological approach to studying the human way of life through a socio-economic standpoint was one of the first of its kind.
Who are John Laub and Robert Sampson?
John Laub and Robert Sampson are two modern criminologists that have work to further investigate and apply the life-course theory to a criminological stand-point. Contemporary criminological approaches to life-course theory place emphasis on the factors occurring in each phase of life (classified as childhood, adolescence, ...
When to use the term "theoretical integration"?
As a result of this conclusion, the term ‘theoretical integration’ is often used when discussing life-course theory.
Who said that criminology is not a constant?
With this project, Sampson and Laub ultimately ended up contradicting one of criminology’s most popular theorists, Travis Hirschi, by stating “criminality is not a constant, but affected by the larger social forces which change over a life-course” (Yeager).
Who wrote the sociological problem of generations?
The history of the theory partially stems from the 1920’s theorist, Karl Mannheim, who wrote the groundbreaking dissertation, The Sociological Problem of Generations.
Who developed the life course perspective?
This revaluation owes much of its success to a researcher named Glen H. Elder, whose paper, “Children of the Great Depression,” is considered to be the initial work of the modern version of the life course perspective.
When did the life course perspective start?
The historical beginnings of the life course perspective can be traced to the early 20th century, with its earliest forms emerging from a body of work known as the Chicago School. While the Chicago School is considered to have lasted through the 1930s, it was not until the 1960s that the life course perspective was utilized again, by UC Berkeley, in a longitudinal study, or the study of an individual throughout many years of their life.
What is the life course approach?
In order to take on the responsibility of determining and addressing the source of a health issue from such a broad, complex perspective, the life course approach utilizes faculties from a wide spectrum of academic fields, such as biology, demography, psychology, sociology, and political science. Through the cooperation of professionals from these fields, the life course perspective has been implemented in order to address the major health problems of the modern world with a fittingly modern approach.
What is the life course?
The life course refers to the stages of one’s life as a cohesive period of growth and development, not a cluster of disjointed experiences. From this perspective, the health of the individual can be seen as a product of their exposure to their physical, economic, and cultural environments, and the changes in those environments.
Is treatment based approach to overcoming the innumerable obstacles facing the health of people across the world?
For centuries, the treatment-based approach to overcoming the innumerable obstacles facing the health of people across the world has proven to be incapable of truly eliminating all health issues. By treating the medical problems that arise within a population, the immediate health of an individual or community can be maintained in many cases. However, these medical problems are merely symptoms of a more complex sickness — one rooted in social conditions and historical context.
Is the life course theory a paradigm shift?
The success of implementing the life course approach has been noteworthy, to say the least, and life course theory could very likely could result in a “paradigm shift” according to Pies, where the most important goal of public health will be “addressing the structural and institutional racism” that has produced the severe health disparities burdening our nation.
When was the life course concept first developed?
When the concept was first developed in the 1960s, the life course perspective hinged upon the rationalization of the human experience into structural, cultural and social contexts, pinpointing the societal cause for such cultural norms as marrying young or likelihood to commit a crime.
What is the life theory?
Life theory, though, relies on the intersection of these social factors of influence with the historical factor of moving through time, paired against personal development as an individual and the life-changing events that caused that growth.
What is life course perspective?
The life course perspective is a sociological way of defining the process of life through the context of a culturally defined sequence of age categories that people are normally expected to pass through as they progress from birth to death.
What is included in the cultural conceptions of the life course?
Included in the cultural conceptions of the life course is some idea of how long people are expected to live and ideas about what constitutes “premature” or “untimely” death as well as the notion of living a full life — when and who to marry, and even how susceptible the culture is to infectious diseases. The events of one's life, ...
What does it mean to observe events of one's life?
The events of one's life, when observed from the life course perspective, add to a sum total of the actual existence a person has experienced, as it is influenced by the person's cultural and historical place in the world.
What is life course theory?
Life course theory, a sociological framework, was used to analyze the phenomenon of becoming a mother, with longitudinal narrative data from 34 women who gave birth prematurely after a high-risk pregnancy, and whose infant became medically fragile. Women faced challenges of mistimed birth and mothering a technologically-dependent infant.
What are the five principles of life course theory?
Life course theory has five distinct principles: (a) time and place; (b) life-span development; (c) timing; (d) agency; and (e) linked lives. We used these principles to examine and explain high-risk pregnancy, its premature conclusion, and subsequent mothering of medically fragile preterm infants.
What is the context of becoming a mother?
Using a life course perspective in this study, we focused on becoming a mother as an aspect of adult development within a sociohistorical context characterized by highly medicalized obstetric and neonatal care in the U.S. in the latter decades of the 20thcentury and early 21stcentury. Although commonly used in nursing literature, contexthas often been defined narrowly as the setting for practice (e.g. Swanson’s 1990phenomenology of providing care in the NICU) or the patient’s immediate social situation (e.g. Hagren, Pettersen, Severinsson, Lutzen & Clyne’s 2005description of the lives of patients receiving hemodialysis). We examined ambiguous and liminal aspects of becoming a mother to a medically fragile preterm infant, identifying significant turning points at which women moved from a liminal state to explicit identification as mother of this infant.
What is linked life?
Linked lives refers to an integration of social relationships extending beyond formal family ties, such as friends, neighbors, and work colleagues who provide a “distinct orienting context” (Marshall & Mueller, p.11). Social linkages shape how individuals interpret life events. People vary widely in the manner and degree in which they integrate social norms, relationships, and institutions. Integration may be discontinuous or disrupted under certain circumstances (Giele & Elder, 1998). The lives of mother and infant are uniquely linked, shaping and being shaped by each other in the continuing process of human development. However, becoming a mother of a medically fragile preterm infant is complicated by the unexpected and unknown. The discontinuous or disrupted nature of this mistimed biological event may affect the manner in which initial linkages are formed.
What is the second principle of life span development?
The second principle, life span development, is characterized by the view that humans develop in biologically, socially, and psychologically meaningful ways beyond childhood (Elder et al., 2003). New situations encountered in adulthood are shaped by earlier experiences and their attached meanings (Marshall & Mueller, 2003), suggesting that how women become a mother to a sick infant will be shaped by their previous relationships and mothering.
How are human lives shaped?
Human lives are shaped by questions of when and where in a sociohistorical sense, making the principle of time and place foundational to life course research. Culture defines a specific place in time (Gieryn, 2000). Use of obstetric technology expanded in the late 20thand early 21stcenturies, marking the beginning of a cultural shift in which prenatal testing, ultrasonography (US), and electronic fetal monitoring (EFM) have become the norm Similarly, neonatal technology has created a culture that includes a language of laboratory values, ventilator settings, and feeding volumes that replace conversations typical of parents, relatives, and friends after the birth of a fullterm infant. The technical and medicalized culture of both obstetric and neonatal care may influence women’s experiences of high-risk pregnancy and subsequent mothering.
Is life course theory applicable to mothering?
This directed content analysis varied somewhat from Hsieh and Shannon’s (2005)version in that the life course framework is not a theoretical rendering of mothering, but rather is a general framework applicable to a variety of human experiences occurring over time. Application of life course theory to the phenomenon of becoming a mother, about which a significant literature exists, allowed for an expansion of the understanding of mothering a medically fragile preterm infant. An important caveat in applying an existing framework to data for analysis is that the meaning of the text may be obscured by an overly strict interpretation based on the constructs of the framework (Flick, 2002). An important safeguard to prevent this is careful paraphrasing to explain the text, not to replace it.
Historical Development
- Many researchers identify the life course perspective as a "new" paradigm in the behavioral sciences because it was not formally advanced until the 1990s. During this decade, rapid social change and population aging drew attention to historical influences and to the complexity of processes underlying family change and continuity. Advances in statis...
Key Principles and Concepts
- Several fundamental principles characterize the life course approach. They include: (1) socio-historical and geographical location; (2) timing of lives; (3) heterogeneity or variability; (4) "linked lives" and social ties to others; (5) human agency and personal control; and (6) how the past shapes the future. Each of these tenets will be described and key concepts will be highlighted. T…
Selected Research Applications
- The life course perspective has been applied to several areas of family inquiry in North America (particularly in the United States), as well as inter-nationally. Although space limitations do not permit full coverage of this vast body of work, several studies are highlighted to illustrate recent applications of the approach. In the United States, researchers have adopted this framework to i…
Bibliography
- bengtson, v. l., and allen, k. r. (1993). "the life course perspective applied to families over time." in sourcebook of family theories and methods: a contextual approach, ed. p. boss, w. doherty, r. larossa, w. schumm, and s. steinmetz. new york: plenum. brücher, e., and mayer, k. u. (1998). "collecting life history data: experiences from the german life history study." in methods of life co…