INSTRUCTOR’S RESOURCE MANUAL Melanie M. Arpaio Sussex County Community College
TEST BANK Julie McIntyre Russell Sage College
THE JOURNEY OF ADULTHOOD EIGHTH EDITION Barbara R. Bjorklund Florida Atlantic University
Table of Contents Introduction to Adult Development
1
Physical Changes
22
Health and Health Disorders
51
Cognitive Abilities
68
Social Roles
86
Social Relationships
104
Work and Retirement
120
Personality
136
The Quest for Meaning
154
Stress, Coping, and Resilience
169
Death and Bereavement
185
The Successful Journey
199
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INTRODUCTION This manual is intended to serve as a resource for instructors who are using Bjorklund’s The Journey of Adulthood (8th ed.). This edition draws some material from an earlier edition, which was developed by Ralph Brockett and Susan Stockdale. I would like to thank those authors for setting the groundwork for the 6th edition Instructor’s Resource Manual, which was the first one I authored. The manual consists of two parts: the main Instructor’s Resource Manual, which will provide supplemental information you can use in your teaching practice; and a Test Item File (Test Bank), consisting of multiple choice, true/false, short answer, and essay questions for relevant assessment of student learning. Each chapter is organized as follows: ❖ Chapter Outline: an outline of each chapter, including major headings and subheadings; tertiary headings have been added to this edition to provide greater depth ❖ Bookshelf: a list of general resources, with an introductory comment, that will supplement or expand on ideas presented in the text; interestingly, some of these books are available in (or only in) electronic e-reader versions, adding emphasis to the author’s writings about how technology is affecting our adult lives ❖ Topics for Discussion or Review: topics that may need further elaboration, or may offer interesting issues or perspectives extending beyond what is presented in the text; this book has vastly changed and expanded from the last edition ❖ Selected References: a list of references cited in each chapter of this manual ❖ Selected Key Terms and Definitions: a concise list of key terms from each chapter, with definitions corresponding to their use in the textbook Throughout this Instructor’s Resource Manual, I have offered suggestions on how you might engage your students in deeper discussion on various topics. I do not intend to suggest to you how you should structure your presentation of any given topic; we all have different teaching styles, and our students learn in a variety of ways. The ideas I present are on a wide range of topics from each chapter; pick and choose those you believe will enhance your own teaching methodology.
USING THE TEXT This text can be used in either a semester-long or quarter-long course, and the length of the book (and number of distinct chapters) lends itself appropriately to either a semester or a quarter. Certain chapters work well when combined and covered during the same week. Chapters 2 and 3, for instance, cover Physical Changes and Health & Health Disorders; Chapters 5 and 6 cover Social Roles and Social Relationships; Chapters 8 and 9, covering Personality and The Quest for Meaning, also work well when presented in conjunction with one another. These are only suggestions. You may want to structure the assignments around how you prefer to cover the course material.
ABOUT THE CRITICAL THINKING QUESTIONS The textbook includes a set of critical thinking questions in sidebars throughout the margins of each chapter. The major purpose of these questions is to encourage students to think actively ..
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about what they have read; this is a process that educators know will increase learning. You might also use these questions in a number of different ways, including: • • • • •
You could recommend to your students that they do the mental exercises suggested. You could assign some of these questions as written exercises each week. You could use some of the questions as the basis for discussions in class, either in small or large groups. You could use these questions as a research tool, asking students to find popular publication articles of current relevance to add to in-class discussions. You could use these critical thinking questions in online discussions, if your class utilizes a web-based instructional tool.
In any case, the critical thinking questions are intended to help students pull together main ideas and to raise questions in their own minds about the concepts presented in the text. GENERAL BOOKSHELF Literature on adult development and aging has proliferated and become increasingly specialized. You will have little trouble finding both scholarly and popular treatments of most topics to supplement material covered in the text. Here are a few general books that I especially recommend: Binstock, R. H., George, L. K., Cutler, S. J., Hendricks, J., & Schulz, J. H. (Eds.) (2006). Handbook of aging and the social sciences (6th ed.). San Diego: Academic Press. Birren, J. E., & Schaie, K. W. (Eds.) (2005). Handbook of the psychology of aging (6th ed.). San Diego: Academic Press. Dulmus, C. N., & Rapp-Paglicci, L. A. (Eds.) (2005). Handbook of preventive interventions for adults. Hoboken, NJ: John Wiley & Sons, Inc. Hulbert, K. D., & Schuster, D. T. (Eds.) (1993). Women’s lives through time: Educated American women of the twentieth century. San Francisco: Jossey-Bass. This is an intriguing collection of papers about longitudinal studies of women. This volume includes a report on the Terman study of women, the Mills College study, and a whole range of other data sets. The book is organized by cohort studied, and includes a number of reasonably recent groups with whom your students might feel some kinship. Virtually all the samples described are college women, so these are not nationally representative groups. Hurd, H. (2010). Facing age: Women growing older in an anti-aging culture. Lanham, MD: Rowman & Littlefield. Mackenzie, E. R., & Rakel, B. (Eds.) (2006). Complementary and alternative medicine for older adults: Holistic approaches to healthy aging. New York: Springer.
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Masoro, E., & Austed, S. (Eds.) (2010). Handbook of the biology of aging (7th ed.). San Diego: Academic Press. Turner, B. F., & Troll, L. E. (Eds.) (1994). Women growing older. Thousand Oaks, CA: Sage. This book contains an excellent collection of chapters, focused on women, but touching on many universal issues. The text includes yet another paper by Helson on the Mills College study, and papers by Turner, Troll, Labouvie-Vief, and Huyck. Vaillant, G. E. (2003). Aging well: Surprising guideposts to a happier life from the landmark Harvard study of adult development. Boston: Little, Brown & Co. The theorist responsible for an aging theory related to adaptation, Vaillant details several longitudinal studies of adult development conducted at and through Harvard University. Based on three research projects that followed participants from their adolescence into old age, Vaillant concludes that healthy aging is primarily dependent upon choices such as moderate exercise, healthy diet, and a lifestyle that shuns alcohol, tobacco, and drug abuse. Weil, A. (2007). Healthy aging: A lifelong guide to your physical and spiritual well-being. New York, NY: Alfred A. Knopf. Scientifically grounded, this book offers a plethora of factual information about the aging process and the use of spirituality and complementary medicine to help readers accept the aging process as a natural part of life. Spiritualism becomes an integral part of life as we grow older and seek meaning; Weil’s book will offer supplementary information that can be easily integrated into your coursework.
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