6210 week 2 discussion response | SOCW 6210 – Human Behavior and the Social Environment II | Walden University

  

Discussion – Week 2 Discussion 1

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Discussion: Classification of Young and Middle Adulthood

When did you become an adult? Was it the day you turned 18, the day you graduated high school, or the day you moved out of your parents’ or caregivers’ home? The authors of your course text, Zastrow et al., use the term young adulthood for ages 18 to 30, and middle adulthood for ages 30 to 65. Are these young and middle adulthood classifications useful? How do they compare to your own unique experience at these life stages? Indeed, your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of Zastrow et al.—and from your colleagues.

For this Discussion, you analyze the author’s classifications of young and middle adulthood and consider how diversity might influence the common experience.

By Day 12/10/2021

Respond to two colleagues by comparing your experience with theirs. Then, address the dangers of generalizing young/middle adulthood experiences across all clients. 

My experience with theirs

Classification of Young and Middle Adulthood

Environmental influences, genetic variances, and some degree of stochasticity are thought to impact biological ageing significantly. The genetic makeup of a population does not vary considerably from year to year, so changes in the rate of ageing over a short period are unlikely, but environments and behaviors do (Zastrow et al., 2019). For example, I was already working in a complete house with my mother by 13, missing school two days a week to help my mother pay the bills. By the age of 21, I was on my own. My father and mother divorced, and my mother was left to raise us alone. This made me mature faster as my environment facilitated the activities I engaged in when I was young to ensure we survived. 

 It is possible that, despite the apparent variety in young adults, biological age has improved more for older adults. Biological age estimations may not differentiate individuals to the same degree as more youthful generations, assuming that negative impacts of the environment and genes accrue throughout a lifetime (Zastrow et al., 2019). For example, it may be more challenging to discern disparities in health early in life in a heterogeneous community; nevertheless, as age and damage rise over time, the physiological profiles of weak (accelerated ageing) and strong (decelerated ageing) individuals may diverge more. In my identity years, that is, teenage years, I did not find time to engage in some of the behaviors highlighted by Zastrow et al.’s classification of young and middle adulthood, like smoking; therefore, it depends on the activities one participates in that determine one own development.

Colleagues 1: Irene Lien 

RE: Discussion – Week 2

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Zastrow et. al. classify young adulthood to be from ages 18-30 (2019). During this period, individuals are seen to be in their physical prime, in excellent health, and have relatively positive health habits (Zastrow et. al., 2019). According to Zastrow et. al., young adults attain maximum muscular strength between ages 25-30 and decline thereafter (2019). Additionally, young adults have high levels of manual agility and have keep sight, hearing, and other senses (Zastrow et. al., 2019). I just turned 25, and personally, I feel as if I was physically stronger in my teen years because of the extracurricular activities, such as sports, that I maintained throughout high school. However, once I went to college and started working, I found less and less time to remain active, especially now working a more sedentary job. I do believe I have a high-performance speed with completing fast tasks and with manual agility, such as typing. 

In terms of health status, young adults are generally healthier than in their childhood due to easier access to health insurance, an increased interest in measures that promote health, and an increase in using complementary medicine approaches (Zastrow et. al., 2019). Personally, this can be true in some aspects. I don’t get acute illnesses as often, such as the cold or flu, but I have started developing other health concerns, such as anxiety, hypertension, and more muscle aches and pain. Young adults are prone to similar health concerns due to increases in stress levels, lack of sleep, smoking, and alcohol use (Zastrow et. al., 2019). 

Reference:

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

Colleagues 2: Brianna Swopes 

RE: Discussion 

Zastrow et al explains that young/middle adulthood as a struggle to define, but ultimately defines it as a period of time between the ages of fifteen and twenty-five where people “focus on establishing their identities and idealistically trying to make their dreams come true”. From my own experience this classification doesn’t completely align with my development during this time. I struggled with establishing my identity in my younger years because I often couldn’t be myself around my family and after my high school graduation my parents went through a rather terrible divorce, from that day on I focused on survival in terms of money, where to live during school breaks while I had lived on campus and focused on what I wanted to do with my life.

I worked through some rather tumultuous friendships and at one point had to pack all my belongings into my car and drive to another state so that I could have a roof over my head. After that year I moved back to where I felt I belonged and found a job, my focus becoming work and school and even now, about five years later, I’m in a similar predicament. I’m focused on surviving, being able to afford living on my own while juggling school and other responsibilities. In these years I did go out and have fun, but to find myself I had to do a lot of soul searching and self-reflection.

Zastrow et al’s description almost seems whimsical to me and my years weren’t much like that, though there were moments that were similar in terms of becoming myself. Once on my own I was able to become the person I wanted to be, though my dreams and any hope of achieving them have become more realistic in terms of what I can actually accomplish. What impact my experience the most was my parents divorce, it forced me to grow up fast, I didn’t have a home to fall back on so my survival was based on my individual decisions and consequences that could only affect me, which did add a lot of stress in this time of my life but I am ultimately thankful for now, since I have become a very independent person.Bottom of Form

Reference

Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.

https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=1e62a3ca-6320-4404-8ced-60224b163987%40redis

FOLLOW RUBRIC 

Initial Posting: Content

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.

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