1Life Course Studies Handbook
1005.8 Summary
2Life Course Studies Handbook
1015.9 References
3By
102Chapter 6
4Neeraj Venkataraman
103Life Course and Social Policy
5Preface
1046.1 Introduction
6Chapter 1
1056.2 Trends and challenges
7The Emergence and Development of Life Course Theory
1066.2.1 Trends
81.1 Introduction: 1.2 Introduction to Life Course Studies
107•Human capital more important
91.3 Life Course Theory
108•Longer life and rapid innovation call for life-long learning
101.3.1 Historical Development: 1.3.2 Key Principles and Concepts
109•An adaptable labor force enhances the legitimacy of competition
111.4 Age, Timing, And The Life Course
110•Non-cognitive skills are becoming more important and are shaped early in life: •Aging makes human capital more valuable
121.5 Theoretical Frameworks and Perspectives
1116.2.2 Challenges
131.6 Paradigmatic Principles In Life Course Theory
112•Maintaining the intergenerational contract
141.7 Methodological Approaches
113•Stopping the vicious circle of early retirement and rapid depreciation of human capital
151.8 Summary
114•Maintaining investments in younger generations
161.9 References
115•Empowering workers to become less dependent on corporations: •Protecting social cohesion
17Chapter 2
1166.3 A life course perspective
18Work and Life Course
117•Reconcile career and family in a longer life
192.1 Introduction: 2.2 Employment as an Organizing Force in Life Course
118•From dividing tasks in the breadwinner model to combining work and family: •Spring and fall complement summer and winter
202.3 Dynamics of the Labor Force
1196.4 Market and institution failures: the need for institutional innovation
212.4 Employment and Life Chances: 2.5 Productive Age: Expanding Our Definitions of Work
1206.5 Policy recommendations
222.6 The Occupational Life Cycle
1216.5.1 A longer working life
232.6.1 The Occupational Life Cycle Model
122•Raising retirement age in line with increased longevity
242.6.2 Contemporary Changes: 2.6.3 The Future for Older Workers
123•Decompressing the working life
252.7 Older Workers and the Dynamics of the Labor Force
1246.5.2 More flexibility of working time over the life course
262.7.1 Skills and Employability of Older Workers: 2.7.2 Special Programs for Older Workers
125•More flexibility of working time over the life course protects the labor supply: •Workplace cultures aimed at employability and flexibility
272.8 Age Discrimination in Employment: Problems and Policies
1266.6 Aging Policy: Key components of aging policy may include:
282.9 The Stability and Instability of Work-life Courses
1276.7 Family Policy
292.10 Women’s Work and the Gendered Life Course: 2.11 Gendered Work Life Courses and the Family: Continuity, Divergence, or Convergence?
1286.8 Education Policy
302.12 Summary
1296.9 Health Policy
312.13 References
1306.10 Implications for Social Policy
32Chapter 3
131Chapter 7
33Life Course Transitions
132The Emerging Theoretical Framework of Life Course Health Development
343.1 Introduction
1337.1 Introduction
353.2 Childhood
1347.2 Emergence of the Life Course Health Development Framework
363.3 Middle Adulthood
1357.3 Principles of the Life Course Health Development Framework
373.3.1 Adrenarche
1367.3.1 Principle 1: Health Development
383.3.2 The Transition to Middle Childhood as a Developmental SwitchPoint: 3.3.3 Health Development For Childhood
137What We Mean by “Health Development”
393.4 Social Problems In Childhood
138Theories and Frameworks Relevant to Health Development: Implications of the Health Development Principle
403.5 Adolescence and Young Adulthood
1397.3.2 Principle 2: Unfolding
413.5.1 Health and Emotional Well-Being
140What We Mean by “Unfolding”
42Health in Adolescence and Young Adulthood:: Emotional Well-Being in Adolescence and Young Adulthood:
141Theories and Frameworks Relevant to Unfolding
433.5.2 Relationships with Others
142Implications of the Unfolding Principle
443.5.3 Educational Achievement and Career
1437.3.3 Principle 3: Complexity
45Educational Achievement:
144What We Mean by “Complexity”
46Career Development:
145Theories and Frameworks Relevant to Complexity
47The intersection of Education and Career:
146Implications of the Complexity Principle
483.6 Later Adulthood
1477.3.4 Principle 4: Timing
493.6.1 Mortality
148What We Mean by “Timing”
503.6.2 Institutionalization: 3.6.3 Intergenerational Relationships
149Theories and Frameworks Relevant to Timing
513.7 Transition Points and Turning Points
150Implications of the Timing Principle
52Transition Points:: Turning Points:
1517.3.5 Principle 5: Plasticity
533.8 Connections between Childhood and Adulthood
152What We Mean by “Plasticity”
543.8.1 Forces Of Continuity And Change
153Theories and Frameworks Relevant to Plasticity
553.8.1.1 Internal Dispositions
154Implications of the Plasticity Principle
563.8.1.2 The Stability of Environments
1557.3.6 Principle 6: Thriving
573.8.1.3 The Cumulative Nature of Development: 3.8.1.4 Transitions, Turning Points, and Human Agency
156What We Mean by “Thriving”
583.8.2 Three Models Of Continuity And Change
157Theories and Frameworks Relevant to Thriving
593.8.3 Childhood Antecedents Of Adult Disease
158Implications of the Thriving Principle
603.8.4 The Effects Of Childhood Adversity On Adult Life
1597.3.7 Principle 7: Harmony
613.8.4.1 Parental divorce: 3.8.4.2 Other Parental Loss
160What We Mean by “Harmony”
623.9 Summary
161Theories and Frameworks Relevant to Harmony
633.10 References
162Implication of the Harmony Principle
64Chapter 4
1637.4 Summary
65Gender and the Life Course
1647.5 References
664.1 Introduction
165Chapter 8
674.2 Life Course Approach
166Life Course Perspectives in Different Contexts
684.3 Life Course and Life Cycle
1678.1 Cross-Cultural Perspectives
694.4 Gender And The Life Course
1688.2 Gender Perspectives
704.5 Different Life Courses And Their Implications
1698.3 Ethnic and Racial Perspectives
714.5.1 Girl Child
1708.4 Global Perspectives
724.5.2 Menarche: Beginning of the Reproductive Life Course
1718.5 Summary
734.5.3 Married Status
1728.6 References
744.5.4 Motherhood
173Chapter 9
754.5.5 Widowed Women
174Applications of Life Course Research
764.6 Empowerment and Life Course: 4.7 Changing Scenario Affecting Life Courses
1759.1 Interventions and Programs
774.8 Summary
1769.2 Public Health Initiatives
784.9 References
1779.3 Policy Recommendations
79Chapter 5
1789.4 Impact on Practice
80Social Determinants of Life Course Trajectories
1799.5 Summary
815.1 Introduction
1809.6 References
825.2 Socioeconomic Status
181Chapter 10
83Definition and Components of Socioeconomic Status:
182Future Directions in Life Course Studies
84Determinants of Socioeconomic Status:
18310.1 Emerging Trends
85Impacts of Socioeconomic Status:
18410.2 Methodological Innovations
86Implications for Policy and Practice:
18510.3 Interdisciplinary Collaborations
875.3 Family Dynamics
18610.4 Ethical Considerations
88Components of Family Dynamics:
18710.5 Summary
89Influences on Family Dynamics:: Impacts of Family Dynamics:
18810.6 References
905.4 Education
189Chapter 11
91Key Components of Education:
190A Life Course Approach: Research Orientations and Future Challenges
92Importance of Education:: Challenges and Opportunities in Education:
19111.1 Introduction
935.5 Health and Healthcare
19211.2 Life Course Epidemiology
945.6 Socioeconomic Status and Health over the Life Course
19311.2.1 The critical period model
955.7 Neighborhood and Community Context
19411.2.2 The pathway model: 11.2.3 The accumulation model
96Importance of Neighborhood and Community Context:
19511.3 Future Challenges
97Impact of Neighborhood and Community Context:
19611.4 Summary
98Strategies for Promoting Healthy Neighborhoods and Communities:
19711.5 References
99Conclusion:
198Index
