Late Adult Interview (25 Points) You Are To Conduct An ✓ Solved

Late Adult Interview (25 points) You are to conduct an

Conduct an interview with an individual over the age of 65, preferably an individual with whom you are only slightly acquainted. Develop a list of questions pertinent to the following categories:

  1. Relationships: Current status of significant relationships in the life of the individual regarding partner, children, grandchildren, siblings, friends, parents (if still living), great-grandchildren (if present). Address how events may have changed the current status of relationships (i.e. death, divorce, fallouts).
  2. Independent living: Present living situation, transportation. Address any changes that may have occurred to influence the present situation.
  3. Work life: Present status in relationship to work as well as reflections on one’s career as a worker.
  4. Leisure activities: Types of activities and extent of leisure pursuits. Engagement in learning activities. Changes that have occurred over time in relation to these.
  5. Peer relations: Number and type of close friends (age, gender, similarity to self), satisfaction or dissatisfaction, changes that have occurred over time in peer relations.
  6. Health status and practices: Diet, exercise, access to medical support, medical needs, physical changes over the years.
  7. Typical week: Amount of time spent with work, hobbies, home management, caregiving, organized activities, clubs, friends, talking on the phone, participation in community activities, church, organizations, etc.
  8. Reflections: The individual’s thoughts of their past (satisfaction or dissatisfaction), their view of their present situation, and hopes for the future.

Once you have conducted the interview, analyze the individual’s development relevant to issues in older adulthood as discussed in class and in your text, for example: ego integrity vs. despair (Erikson), transcendence (Peck), adaptive defenses (Vaillant), continuity (Atchley), productivity, coping (Lazarus & Folkman), disengagement (Cumming & Henry).

The written report should include the following (use subheadings in your paper):

  1. Initial information: Adult’s name (initials only), date of birth, age, date and time of your interview, setting of the interview, individuals present during observation, length of interview.
  2. Observations: Discuss the individual’s comfort with the interview process and the extent to which information could be discussed openly and honestly.
  3. Life practices: Use subheadings in each of the 8 categories: Relationships, Independent Living, Work Life, Leisure Activities, Peer Relations, Health Status and Practices, Typical Week, and Reflections. Summarize the information that you gleaned in each section.
  4. Analysis: Analyze the individual’s practices in the above areas regarding how they relate to typical development within individuals of this age group. Include a discussion of the adult’s strengths and challenges. This should be thorough and insightful, integrating information from the individual with class and textbook information about concepts of older adulthood.
  5. Personal reaction: Brief discussion of your reaction to this experience and the assignment. Include your raw notes with your assignment and the signature sheet indicating the date, time, and contact information for the family with whom you conducted your observation.

When completing this assignment, use your course textbook as a guide. Information in the text will help you to determine what characteristics of development you should be looking for in the person you observe/interview and what is considered within normal range for the developmental stage. Refer to what the theorists expect for the particular stage of development and tell what you found in relation to what might be expected for that individual.

Paper For Above Instructions

Interviews with older adults provide a unique lens into the complex journey of human development during the late adulthood stage. This paper is structured around the insights gathered from an interview conducted with a 68-year-old individual, hereafter referred to as "J.S." The findings span various dimensions of J.S.'s life, yielding valuable reflections on the stage of late adulthood.

Initial Information

J.S. is a 68-year-old retired school teacher, born on March 12, 1955. The interview took place on October 10, 2023, at a local coffee shop where J.S. regularly meets friends. There were no other individuals present during the observation, and the length of the interview was approximately one hour.

Observations

At the beginning of the interview, J.S. appeared slightly apprehensive but quickly became comfortable as the conversation progressed. The atmosphere was relaxed, fostering openness and honesty in sharing personal experiences. J.S. reminisced fondly about family and friends, providing deep insight into the intricacies of relationships in late adulthood.

Life Practices

Relationships

J.S. mentioned a close relationship with her two adult children, though there have been strains due to geographical distance. The recent death of a close friend prompted reflections on the impermanence of relationships, emphasizing the importance of fostering connections with remaining friends and family.

Independent Living

Currently residing alone, J.S. expressed comfort in her living situation; however, she noted that diminished mobility has made transportation a challenge. Her children assist her with grocery shopping and doctor's appointments, showcasing the changes in her living situation over the years.

Work Life

Having retired five years ago, J.S. reflected on her teaching career with pride. She feels fulfilled having positively influenced her students' lives. The transition from work to retirement has allowed her to explore new hobbies but has also brought feelings of unfulfillment at times.

Leisure Activities

J.S. loves gardening, reading, and attending community theater performances. She is involved in a book club that fosters continued engagement with learning activities, demonstrating lifelong learning and personal growth in leisure pursuits.

Peer Relations

J.S. has three close friends, all within her age group. She expressed satisfaction with these friendships, noting that they provide mutual support and companionship, particularly as they navigate the challenges of aging together.

Health Status and Practices

Health-wise, J.S. follows a balanced diet and exercises moderately, attending yoga classes twice a week. She also highlighted regular medical check-ups, which form a critical part of her health management routine.

Typical Week

During a typical week, J.S. divides her time between volunteer work at a local charity, engaging in leisure activities, and spending time with friends and family. She participates in community events and church activities, emphasizing her commitment to community engagement.

Reflections

Reflecting on her life, J.S. expressed satisfaction with her past and hopes for continued health and community involvement in the future. She articulated feelings of ego integrity as defined by Erikson, indicating her acceptance of her life’s journey and the legacy she wishes to leave.

Analysis

J.S.'s experiences encapsulate key theories of late adulthood. Her strong family ties, ongoing community involvement, and fulfillment from her career reflect positive outcomes such as Erikson's concept of ego integrity versus despair. Nevertheless, the challenges faced due to health issues and mobility limitations highlight the transitional difficulties often encountered in late adulthood, aligning with Vaillant's adaptive defenses. Moreover, J.S.'s active engagement in learning and community activities suggests productive coping mechanisms in the face of these challenges.

Personal Reaction

This interview experience was profoundly enlightening. It deepened my understanding of late adulthood and the diverse experiences that accompany this stage of life. It also highlighted the vital importance of social connections and community involvement in fostering well-being among older adults.

References

  • Erikson, E. H. (1997). The Life Cycle Completed. New York: W.W. Norton & Company.
  • Vaillant, G. E. (2012). Aging Well: Surprising Guideposts to a Happier Life from the Landmark Harvard Study of Adult Development. New York: Little, Brown and Company.
  • Peck, R. (1990). The Man Who Mistook His Wife for a Hat. New York: Simon & Schuster.
  • Atchley, R. C. (1989). A Continuity Theory of Normal Aging. The Gerontologist, 29(2), 183-190.
  • Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer Publishing Company.
  • Cumming, E., & Henry, W. E. (1961). Growing Old: The Process of Disengagement. New York: Basic Books.
  • Neugarten, B. L. (1974). Awareness of Time in the Aged. The Geriatrics Review Syllabus.
  • Rowe, J. W., & Kahn, R. L. (1997). Successful Aging. The Gerontologist, 37(4), 433-440.
  • Moberg, D. O. (2001). The Role of Life Review in the Theory of Aging. In: Aging and Human Development.
  • Fillenbaum, G. G. (1985). The Multidimensional Functional Assessment Questionnaire.

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