Your Active Participation In Discussion Boards Is Critical

Your Active Participation In Discussion Boards Is Critical To The Deve

Your active participation in discussion boards is critical to the development of your understanding of the main concepts studied in this unit. Further, posting detailed responses allows your professor to guide your thinking and your classmates to respond to your ideas. Please participate as early in the week as possible, and be sure to share your thoughts and ideas as often as you can throughout the unit. Respond to the discussion topics below. Your original response should be at least 350 words and should reflect the fact that you have completed the assigned readings for the week.

Remember, this is your chance to illustrate not only your understanding, but also your mastery of the materials for the unit. Use your words wisely so the posting has substance and includes examples and explanations. Limit the use of direct quotes, and do your best to critically evaluate and synthesize the literature in your own words wherever possible. Make sure to include in-text citations and a reference list as appropriate.

Discussion Topic

Adults in the last stage of their lives often prefer to spend time doing favorite activities and socializing with those who are close to them. By this stage, most adults are retired and living a life that can become complicated by new choices such as type of living arrangements or loss of freedoms (e.g., driving). Use the information from your reading to respond to the following questions:

• Using one of the theories in your reading, why do you think an older adult might choose to live in the same house that she has occupied for most of her adult life, rather than moving into a smaller apartment? Explain.
• Why do you think that some adults become bitter as they face death while others remain positive and active?
• Propose a plan for addressing some aspect of bereavement for a group therapy session (e.g., stage of grief).

In academic, research, and clinical settings, colleagues often openly review each other’s work. Your professors co-create documents frequently; it is common practice. So, please use part of this discussion to your advantage. Your professor will monitor the discussion and offer suggestions.

Paper For Above instruction

As individuals age, their preferences and choices regarding living arrangements are influenced by a multitude of psychological, social, and emotional factors. The selection to remain in a long-held residence, such as a family home, can often be explained through the lens of Erik Erikson’s psychosocial theory of development, particularly the stage of integrity versus despair. This stage, typically associated with late adulthood, emphasizes the importance of life reflection, acceptance, and feelings of fulfillment (Erikson, 1950). For many older adults, the familiarity, memories, and sense of identity linked to their longtime home provide a foundation for psychological comfort, fostering a sense of integrity. Moving to a smaller or new environment might threaten this sense of continuity, precipitating feelings of loss or disorientation (Wiles et al., 2012). Therefore, the choice to stay can be rooted in a desire for self-continuity and a resilient sense of identity, aligning with Erikson’s framework that highlights the need for a positive reflection on one's life accomplishments and stability in later years.

Contrastingly, facing terminal illness or mortality can evoke diverse emotional responses rooted in individual resilience, life experiences, and social support systems. Theories such as the Terror Management Theory (Greenberg, Pyszczynski, & Solomon, 1986) suggest that awareness of mortality can lead to existential anxiety. Some adults respond to this anxiety with bitterness and despair, perhaps due to unresolved conflicts, perceived lack of social support, or unfulfilled goals. Others maintain positivity and activeness by employing adaptive coping mechanisms, such as spiritual beliefs, life review, or engagement in meaningful activities (Carstensen, 1992). For example, older adults who engage regularly in reflective practices and maintain strong social relationships may be more likely to develop a sense of acceptance, thus buffering against despair (Kastenbaum & Achenbaum, 2008). Conversely, those feeling isolated or unresolved might succumb to bitterness, which can further diminish their quality of life.

Addressing bereavement in a group therapy setting requires a structured and empathetic approach focused on the phases of grief, such as denial, anger, bargaining, depression, and acceptance, as proposed by Kubler-Ross (1969). A practical plan involves creating a safe space where participants can share their experiences, learn coping strategies, and normalize their feelings. Facilitators can incorporate psychoeducational elements about grief, encouraging the expression of emotions through art, storytelling, or supervised group discussions. Moreover, integrating interventions that foster resilience—such as mindfulness practices, developing social support networks, and meaning-centered therapies—can enhance participants’ ability to process grief effectively (Neimeyer, 2012). Regularly revisiting stages of grief, providing psychoeducation, and fostering community among participants help demystify the experience of bereavement, ultimately promoting healthier adjustment and acceptance.

References

• Carstensen, L. L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology and Aging, 7(3), 331–338.
• Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
• Greenberg, J., Pyszczynski, T., & Solomon, S. (1986). The causes and consequences of a need for self-esteem: A terror management theory. In R. F. Baumeister (Ed.), Public self and private self (pp. 189–212). Springer.
• Kastenbaum, R., & Achenbaum, W. A. (2008). The psychology of aging. Springer Publishing Company.
• Kubler-Ross, E. (1969). On death and dying. Macmillan.
• Neimeyer, R. A. (2012). Techniques of grief therapy: Creative practices for counseling the bereaved. Routledge.
• Wiles, J. L., Leibing, A., Guberman, N., Reeve, J., & Allen, R. E. (2012). The meaning of "aging in place" to older people. The Gerontologist, 52(3), 357–366.