When older adults face age-related life challenges, anticipating what to expect and how to access potential coping strategies can both prevent and provide the possibility of easier recovery from crises. Aging-Related Preparation (ARP) is defined as the continuum of thoughts and activities about how to age well, often beginning with the awareness of age-related changes, or the anticipation of retirement, and concluding with specifying end-of-life wishes. In the current paper, we introduce the concept of ARP and related formulations regarding plans for aging well, describe both predictors and outcomes of ARP for several the domains of ARP, and consider the elements of ARP within the context of existing social policy. We conclude that ARP is determined by a variety of influences both intrinsic to the older person (e.g., personality, cognitive ability, beliefs about planning, problem-solving skills), linked to social class and education, as well as dependent on family structures, access to and knowledge of options, services, and local community resources, and social policy. We further provide evidence that ARP has positive effects in the domain of pre-retirement planning (for retirement adjustment), of preparation for future care (for emotional well-being), and of ACP (for a good death). However, other domains of ARP, including planning for leisure, housing, and social planning are under-researched. Finally, we discuss policy implications of the existing research.
A review of the aging literature yields 105 operational definitions of “successful aging” in use. These theoretical discrepancies have caused some investigators to question the utility of the concept (Cosco et al., 2014). Investigators who remain committed to the concept acknowledge its conceptual messiness, but have found no consensus for resolution. We propose a revised concept of successful aging, combining a life-course perspective (Rowe & Kahn, 2015) with a neo-Aristotelian theoretical framework. Such a framework justifies certain changes to the definition of “successful aging;” it situates our concept of successful aging within a broader view of human development, is more inclusive, and suggests empirically adequate research questions. Specifically, conceptualizing “successful aging” along neo-Aristotelian lines means defining it as the maintenance of proper human functioning across the life-course and into late adulthood. For Aristotle, proper human functioning entails realizing one’s potential as a “rational social animal,” with rational implying goal-oriented thinking, means-ends reasoning, other forms of instrumental rationality (not excluding emotionality). Social suggests active engagement in a community, within the limits of an individuals’ comfort and ability. These two criteria determine “success” in older age. Recent research on successful aging reveals that absence of disease and disability does not appear to be a constituent of “successful aging.” Therefore, physical health is neither necessary nor sufficient for “success.” Our re-conceptualization of “successful aging” could be tested using confirmatory factor analysis, with social and reasoning/problem-solving factors loading onto a second order Successful Aging factor. This understanding allows for greater empowerment of older adults.
Moral development during emerging adulthood is a topic of recent but growing interest. Several different theories within the study of human development appear to converge on this point of inquiry, as the study of moral development during emerging adulthood recruits different areas of expertise, drawing from developmental psychology, positive psychology, human development, and moral philosophy. This paper explores different theoretical approaches to the study of moral development during emerging adulthood and demonstrates the need for interdisciplinary collaboration. The overall shape of the exploration is governed by broad philosophical considerations grounded in the ethics of Aristotle. First, Aristotle’s ethical ideas are adapted to a developmental paradigm, providing an overarching theory of moral development in adulthood. Second, the study of moral development during emerging adulthood is situated within the relational developmental systems metatheory of human development. These first two theories provide a framework for “moral” and “development” respectively. Third, moral identity is explored as a specific theory of moral development. Additional conceptual and theoretical issues are addressed as they arise. Finally, since Aristotle’s ethics proposes an indissoluble link between virtue and happiness, some contemporary conceptualizations of eudaimonic well-being are also discussed for their relevance to Aristotle’s conception of eudaimonia.
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