https://glossary.centre-lives.ch/api.php?action=feedcontributions&feedformat=atom&user=Livesadmin 2026-04-19T18:48:44Z User contributions MediaWiki 1.43.5 https://glossary.centre-lives.ch/index.php?title=Vulnerability&diff=822 2025-12-10T08:51:34Z

<p>Livesadmin: </p> <hr /> <div>The concept of vulnerability has been first developed in the field of environmental sciences and received a growing attention these last years in social and psychological sciences (Misztal, 2012; Ranci, 2010; Schröder-Butterfill &amp; Marianti, 2006). Based on these previous definitions, we defined vulnerability as a process of [[Resources|resources]] or [[Reserves|reserves]] loss or insufficiency in one or more [[Life domains|life domains]] that exposes individuals to: (1) an inability to avoid individual, social or environmental [[Stress and stressors|stressors]], (2) an inability to cope effectively with these [[Stress and stressors|stressors]], and (3) an inability to recover from [[Stress and stressors|stressors]] or to take [[Cumulative (dis)advantages|advantage]] of opportunities by a given deadline (Spini, Bernardi, &amp; Oris, 2017; Spini &amp; Widmer, in preparation). <br /> <br /> We find two contrasted views of vulnerability in the literature (Brown, 2011). The first view characterizes specific social categories who are in need of care or of the support of the welfare state, and a second view considering vulnerability as an ontological feature of the human condition throughout the life course. The first approach refers to a classic and static view of vulnerability defined as a syndrome of low levels of [[Resources|resources]] (Ranci, 2010) or a lack of autonomy related to a need of others’ care (Misztal, 2012). This low level of [[Resources|resources]] implies a state of weakness, inability, dependency and the need to be helped in order to avoid harm and achieve adequate satisfaction of legitimate claims (Tavaglione et al., 2015). Social categories that are labeled vulnerable in this tradition include homeless people, sex workers, asylum seekers, refugees, children and the very old, the poor and those who are chronically ill. <br /> <br /> In contrast with this categorical approach of vulnerability, we defined vulnerability as a balance linking individuals’ [[Resources|resources]] or [[Reserves|reserves]] with the personal and contextual circumstances in which they find themselves at different points in their lives (notably in relation to [[Stress and stressors|stressors]]). In this second perspective, human beings have a latent vulnerability irrespective of their social category that may become manifest in special circumstances (non-normative events, stressful life transitions, [[Cumulative (dis)advantages|accumulation of disadvantages]], economic, social or political collective downturns). Professionals or institutions may in specific situations objectify vulnerability states with diagnostics and other evaluative tools (Spini, 2011). As shown by a variety of contributions of LIVES these latent and manifest vulnerability processes can be studied empirically within the life course framework bridging the vulnerability psycho-socio-economic and policy traditions in a life course perspective (Spini et al., 2013; Spini, Bernardi, &amp; Oris, 2017). <br /> <br /> This interdisciplinary approach has different advantages over previous approaches of vulnerability. First, it encourages researchers from different horizons to work together. A literature review by Hanappi, Bernardi, and Spini (2014) showed that sociological studies focused on issues such as the welfare state, poverty or family, whereas psychology was more interested in issues such of personality, coping, [[Stress and stressors|stress]], or depression. Gerontology, on its side, focused on the close concept of frailty. In this structure, vulnerability appeared to be independent of these focuses and a possible candidate for integration of various phenomena across disciplines. Indeed, a second advantage of relating the life course tradition and the vulnerability framework is that it brings together knowledge of processes that can be generalized across different disciplinary perspectives and topical fields like health, family, or work. <br /> <br /> The basic components of vulnerability processes are related to dynamics of [[Resources|resources]], [[Reserves|reserves]], and [[Stress and stressors|stressors]]. [[Resources|Resources]] relates in a larger sense to whatever increase the likelihood of individuals to meet the social expectations (including their own) and increase their meaning in life or well-being. In that regard, many individual and collective factors, from personality traits, cognitive performance, social or cultural capital, policies, to economic assets can be considered as [[Resources|resources]]. <br /> <br /> The concept of [[Resources|resources]] does not suggest any time related process as it rather promote a distinction between those who, at a certain point in time, have [[Resources|resources]] and those who do not. In that respect, the conceptual advances proposed by the reserve perspective are highly relevant for the study of vulnerability processes. [[Reserves|Reserves]] in different domains are [[Resources|resources]] which are not needed for immediate use but which, when accumulated to a sufficient extent, are available to recover from life shocks and adversity, social or economic [[Stress and stressors|stressors]], or non-normative transitory periods across the life course (Cullati et al., 2019). It is to some extent the opposite to vulnerability, defined in life course studies as a lack of [[Resources|resources]] making the occurrence of critical events more likely and the [[Recovery|recovery]] from such events more difficult (Spini et al., 2017). Concerning [[Stress and stressors|stressors]], they are a central dimension of life events and lifespan losses in a psychological perspective (Reese &amp; Smyer, 1983). However, [[Stress and stressors|stress]] is not only an individual subjective appraisal issue. Following, Pearlin and his associates (Pearlin, 1989; Pearlin &amp; Skaff, 1996), [[Stress and stressors|stress]] is unequally distributed across the social spectrum. People in disadvantaged positions have more risks to experience and suffer from [[Stress and stressors|stressors]], be they chronic or acute, precisely because they lack [[Resources|resources]] and [[Reserves|reserves]]. <br /> <br /> There is a sequential definition of vulnerability processes in three steps; before the critical [[Stress and stressors|stressors]], during the exposure to the [[Stress and stressors|stressors]] (notably acute ones) and after the [[Stress and stressors|stressors]] happened. It has, even if it is always difficult to disentangle the complexity of vulnerability processes, the advantage of distinguishing and combining different hypotheses; for example, the hypothesis of social causation and the hypothesis of differential vulnerability (Diderichsen, Hallqvist, &amp; Whitehead, 2019; Kessler, 1979). The hypothesis of social causation states that distal or proximal social statuses impact on subsequent states in other domains and life course [[Trajectories|trajectories]]. The differential vulnerability hypothesis states that different levels of personal or social [[Resources|resources]] (typically related to disadvantaged [[Social groups|social groups]]) may lead to a greater susceptibility to be harmed when confronted to [[Stress and stressors|stressors]] than less vulnerable individuals or groups. If social causation may be active since the start of life and in step 1 of our processual framework (and be measured by direct effects of social categories, or levels of personal or social [[Resources|resources]] and [[Reserves|reserves]], on risks of being exposed to [[Stress and stressors|stressors]]), vulnerability susceptibility may be more observable in relation to specific [[Stress and stressors|stressors]] at step two or three of this sequential model.<br /> <br /> Finally, most empirical studies related to this vulnerability sequence model have focused on the negative side of vulnerability. However, as stressed by George (2003), the inverse hypothesis, that experiencing [[Stress and stressors|stressors]] may be a source of learning and increased resilience should not be evacuated. In this regard, it is important to consider opportunities and protective factors in life [[Trajectories|trajectories]], and not only constraints and [[Stress and stressors|stressors]] (Ferraro &amp; Shippee, 2009). Vulnerability should not refer only to negative consequences of the [[Stress and stressors|stressors]] or a lack of [[Resources|resources]] and [[Reserves|reserves]]. It should lead us to study processes of reserve constitution or reconstitution, resilience or [[Recovery|recovery]]. As proposed by the relational perspective of Overton (2013), vulnerability should be put in relation to its antonyms and should not be simply opposed to them. A major difficulty is then to elect a single antonym. The concept of invulnerability is not applicable to mortal human beings. Thus, there are different candidates to be put in relation with vulnerability in the literature, from different fields, like resilience (mostly used in psychology in reference to extraordinary features of specific individuals or versus chronicity or vulnerability in PTSD and clinical literature), autonomy (opposed usually to dependence in social policy or gerontology), or robustness (versus frailty in gerontology). This relative fuzziness may be the subject of criticisms by some, whereas others, like Overton (2013) would probably defend the idea that concepts should create metatheoretical spaces where “foundations are groundings, not bedrocks of certainty, and analysis is about creating categories, not about cutting nature as its joints” (p.42). &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Dario Spini, Laura Bernardi<br /> <br /> ==References==<br /> <br /> Anderson, J., &amp; Honneth, A. (2005). Autonomy, Vulnerability, Recognition, and Justice. In ''J. Anderson &amp; J. Christman (Eds.),'' ''Autonomy and the Challenges to Liberalism: New Essays'' (pp. 127-149). Cambridge: Cambridge University Press.&lt;br&gt;<br /> Brown, K. (2011). ‘Vulnerability’: Handle with Care. ''Ethics and Social Welfare'', 5(3), 313-321. doi:10.1080/17496535.2011.597165&lt;br&gt;<br /> Cullati, S., Kliegel, M., &amp; Widmer, E. (2019). Development of reserves over the life course and onset of vulnerability in later life. ''Nature Human Behavior'', 2(8), 551-558. doi:doi: 10.1038/s41562-018-0395-3&lt;br&gt;<br /> Diderichsen, F., Hallqvist, J., &amp; Whitehead, M. (2019). Differential vulnerability and susceptibility: how to make use of recent development in our understanding of mediation and interaction to tackle health inequalities. ''International Journal of Epidemiology'', 48(1), 268-274. doi:10.1093/ije/dyy167&lt;br&gt;<br /> Fiske, S. T., Cuddy, A. J. C., Glick, P., &amp; Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. ''Journal of Personality and Social Psychology'', 82(6), 878-902. &lt;br&gt;<br /> George, L. K. (2003). What life course perspectives offer to the study of aging and health? In ''R. A. Settersten Jr (Ed.), Invitation to the life course. Toward new understanding of later life'' (pp. 161-188). Amityville: Baywood.&lt;br&gt;<br /> Hanappi, D., Bernardi, L., &amp; Spini, D. (2014). Vulnerability as a heuristic for interdisciplinary research: Assessing the thematic and methodological structure of empirical life-course studies. ''Longitudinal and Life Course Studies. An International Journal'', 6(1), 59-87. &lt;br&gt;<br /> Kessler, R. C. (1979). A strategy for studying differential vulnerability to the psychological consequences of stress. ''Journal of Health and Social Behavior'', 20(2), 100-108. &lt;br&gt;<br /> Kohli, M. (2007). The institutionalization of the life course: looking back and ahead. ''Research in Human Development'', 4(3-4), 253-271. &lt;br&gt;<br /> Misztal, B. A. (2012). The Challenges of Vulnerability. London: Palgrave McMillan.&lt;br&gt;<br /> Overton, W. F. (2013). Relationalism and relational developmental systems: a paradigm for developmental science in the post-cartesian era. In ''R. M. Lerner &amp; J. B. Benson (Eds.), Embodiement and epigenesis: Theoretical and Methodological issues in understanding the role of biology within the relational developmental system part A: Philosophical, theoretical, and biological dimensions'' (pp. 21-64). Elsevier Inc. Academic Press.&lt;br&gt;<br /> Pearlin, L. I. (1989). The sociological study of stress. ''Journal of Health and Social Behavior'', 30(3), 241-256. &lt;br&gt;<br /> Pearlin, L. I., &amp; Skaff, M. M. (1996). Stress and the life course. ''The Gerontologist'', 36(2), 239-247. &lt;br&gt;<br /> Ranci, C. (2010). Social vulnerability in Europe. In ''C. Ranci (Ed.), Social vulnerability in Europe. The new configuration of social risks'' (pp. 3-24). London: Palgrave McMillan.&lt;br&gt;<br /> Reese, H. W., &amp; Smyer, M. A. (1983). The dimensionalization of life events. In ''E. J. Callahan &amp; K. A. McCluskey (Eds.), Life-span developmental psychology. Nonnormative life events'' (pp. 1-33). New York: Academic Press.&lt;br&gt;<br /> Schröder-Butterfill, E., &amp; Marianti, R. (2006). A framework for understanding old-age vulnerabilities. ''Ageing &amp; Society'', 26, 9-35. &lt;br&gt;<br /> Spini, D. (2011). Vulnérabilités et trajectoires de vie. Vers une alliance entre parcours de vie et politiques sociales. In ''F.-X. Merrien &amp; J.-P. Tabin (Eds.), Regards croisés sur la pauvreté''. Lausanne: Editions EESP.&lt;br&gt;<br /> Spini, D., Hanappi, D., Bernardi, L., Oris, M., &amp; Bickel, J.-F. (2013). Vulnerability across the life course: A theoretical framework and research directions. ''LIVES Working Papers'', vol. 2013, no. 27, 1-3. http://dx.doi.org/10.12682/lives.2296-1658.2013.27&lt;br&gt;<br /> Spini, D., Bernardi, L., &amp; Oris, M. (2017). Toward a life course framework of vulnerability. ''Research in Human Development'', 14(1), 5-25. &lt;br&gt;<br /> Spini, D. &amp; Widmer, E. (in preparation). Inhabiting vulnerability across the life course. In ''D. Spini &amp; E. Widmer (Eds), Withstanding vulnerability: dynamics of resources, reserves and stressors across the life course''. London: Palgrave Macmillan. &lt;br&gt;<br /> Tavaglione, N., Martin, A. K., Mezger, N., Durieux-Paillard, S., François, A., Jackson, Y., &amp; Hurst, S. A. (2015). Fleshing Out Vulnerability. ''Bioethics'', 29(2), 98-107. doi:10.1111/bioe.12065&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Stress_and_stressors&diff=821 2025-12-10T08:51:20Z

<p>Livesadmin: </p> <hr /> <div>Overall, in psychology, stress refers to the physical or psychological reaction to a demand (or stressor) or the event that constitute this demand (Hazanov-Boskovitz, 2003). Stress and stressors are widely studied for their impact on individual health and well-being. Three main types of stressor are generally identified in literature (Spini et al., 2013): &lt;br&gt;<br /> * Life events: Life [[Transition-bifurcation|transition]] or life change constitute events that require adaptation from individual and can be source of stress<br /> * Chronic strains: More enduring or recurring problems experienced during daily life are possible source of stress<br /> * Daily hassles: Small and punctual problems of daily life can also be source of stress.<br /> &lt;br&gt;<br /> In the transactional perspective, stress is more particularly defined as a particular relation between the individual and its environment, where the individual see the situation as exceeding their own [[Resources|resources]] or [[Reserves|reserves]] and threatening their well-being (Lazarus &amp; Folkman, 1984). The appraisal of stress is critical in this approach: the relation between source of stress and stress is not simple and cannot be defined in an absolute way. However, this approach constitutes a crucial model to understand the differential impact of stress on individual, notably by emphasizing the [[Resources|resources]] that individual have and use to face/assess possible sources of stress, then cope with stress (Hobfoll, 2002; Lazarus &amp; Folkman, 1984).&lt;br&gt;<br /> &lt;br&gt;<br /> The sociological approach of stress emphasizes the impact of social structures on the stress process (Turner &amp; Schieman, 2008). In this perspective, the exposure to and meaning of stressors are seen as dependent on the social and institutional affiliations and status of individuals: the individual location in stratification systems, the institutional arrangement of status and roles and the configurations of relationships in which the individual are embedded are considered important factors of stress (Pearlin, 1989). This approach also emphasizes that one stressor occurs rarely by itself: stressors tend to proliferate and diffuse within and across [[Life domains|life domains]]. Moreover, the diffusion of stressors can also occur between individuals: stressors experienced by one individual becoming stressors for others, notably when they share the same role sets.&lt;br&gt;<br /> <br /> Stress constitues one major mechanism by which [[Vulnerability|vulnerability]] unfolds.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Marie Baeriswyl<br /> ==References==<br /> Hazanov-Boskovitz, O. (2003). Etude du coping des adolescents dans un contexte expérimental (Doctoral dissertation, University of Geneva). https://doi.org/10.13097/archive-ouverte/unige:170&lt;br&gt;<br /> Hobfoll, S. E. (2002). Social and psychological resources and adaptation. ''Review of General Psychology'', 6(4), 307–324. https://doi.org/10.1037/1089-2680.6.4.307&lt;br&gt;<br /> Lazarus, R. S., &amp; Folkman, S. (1984). ''Stress, appraisal, and coping''. Springer publishing company.&lt;br&gt;<br /> Pearlin, L. I. (1989). The sociological study of stress. ''Journal of Health and Social Behavior'', 30(3), 241–256. https://doi.org/10.2307/2136956&lt;br&gt;<br /> Spini, D., Hanappi, D., Bernardi, L., Oris, M., &amp; Bickel, J.-F. (2013). Vulnerability across the life course: A theoretical framework and research directions. ''LIVES Working Papers'', 27. http://dx.doi.org/10.12682/lives.2296-1658.2013.27&lt;br&gt;<br /> Turner, H. A., &amp; Schieman, S. (2008). Stress processes across the life course: Introduction and overview. ''Advances in Life Course Research'', 13, 1–15. https://doi.org/10.1016/S1040-2608(08)00001-4&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Transition-bifurcation&diff=820 2025-12-10T08:51:07Z

<p>Livesadmin: </p> <hr /> <div>In lifespan and [[Life course|life course]] research, a transition corresponds to the movement from one stable state to a new state. Caspi and Mofitt (1993) define a transition as going from a predictable (familiar) to an unpredictable (unfamiliar) context. This necessitates cognitive, social, behavioral, motivational, or emotional adaptions to the new context. However, [[Life course|life course]] transitions occur in specific social and historical contexts, which can shape the orientations of transitions as well as their timing.&lt;br&gt; <br /> &lt;br&gt; <br /> In lifespan psychology, a transition refers to internal or external changes unfolding over time that may or may not be linked to certain life events. For instance, the birth of a child is a life event that takes place at a specific point in time, but the psychological transition to parenthood might start even before pregnancy with the wish for a child and the preparation for it, as well as the psychological changes in, for instance, identity, motivation, social relations, the behavioral repertoire associated with parenthood before and after the birth of the child. However, transitions may also increase the stability of individual characteristics such as personality traits, as the unpredictability of an unfamiliar context or situation can lead persons to assimilate it into existing cognitive and action structures (Caspi, Roberts, &amp; Shiner, 2005). Thus, transitions are seen as both phases of psychological changes as well as the accentuation and stability of interindividual differences. &lt;br&gt; <br /> &lt;br&gt; <br /> In sociology and social demography, a transition is often associated with a change from one social status to another social status (Levy et al., 2005). This is the case of the transition to parenthood during which men and women acquire the social status of father or mother, with important repercussions at different levels (couple relationships, [[Social network|social network]], etc.). Such a transition could lead to a divergence in [[Trajectories|trajectories]] between different groups, according to their social status. For example, in the Swiss context, women move to part-time work, taking on caregiving and many domestic tasks, while men remain full-time (Le Goff and Levy, 2016). &lt;br&gt; <br /> &lt;br&gt; <br /> A transition can also be related to a change from a life period to another life period. In the context of Western societies, the passage to adulthood is a transition during which a young person, economically dependent on his or her family, gradually acquires his/her economic independence and forms a new family. Events of this transition include leaving the education system, accessing the first job, leaving the parental home, cohabitation with a partner, marriage, and the birth of the first child. This type of transition to adulthood took place starting from the middle of the 19th century in Western societies, on the one hand when the school became compulsory, and on the other hand when the bourgeois or romantic family became predominant (Modell et al., 1976). The modalities of the passage to adulthood and their timing depend in part on the ascriptive characteristics of young people and their families of origin, such as social class, migration status, gender (Galland and Cavalli, 1993; Spini et al, 2019; Rossignon, 2016). &lt;br&gt; <br /> &lt;br&gt; <br /> <br /> Acknowledging the existence of age-normative transitions (e.g., entering school in childhood; finishing education in late adolescence or “emerging adulthood,” Arnett, 2000; entering the labor market, marriage, and founding a family in young adulthood; retirement in late adulthood; cf., the concept of developmental tasks by Havighurst, 1972), lifespan psychology has, however, criticized the assumption of fixed developmental stages as ignoring important variations between socio-cultural groups, large interindividual differences within socio-cultural groups, and the lack of evidence for a unidirectional progression from one stage to another with relatively clear age demarcations. Particularly given historic changes in the normatively expected age for finishing one´s education, entering the labor market, or founding a family (cf., the concept of “emerging adulthood”; Arnett, 2000), and the consequences of the increase in longevity on the structuring of goals in middle adulthood and old age (cf., the concept of the “bucket list effect”, Freund, 2020), the age-normativity of transitions is seen as weakening both historically and across the lifespan (Kohli, 2000; but see Settersten &amp; Hagestadt, 1996a,b).&lt;br&gt; <br /> &lt;br&gt; <br /> <br /> Other transitions may correspond to unexpected changes. These include separation processes leading to divorce. A transition can sometimes correspond to a turning point or a bifurcation in the [[Life course|life course]] (Elder, 1985; Abbott, 2001). A bifurcation corresponds to a moment from which the [[Life course|life course]] [[Trajectories|trajectory]] of an individual diverges from its expected [[Trajectories|trajectory]] according to his/her social characteristics. This change in the orientation of the [[Life course|life course]] is often related to a contingency, for example, an accident, an unexpected event, or even a major societal crisis, such as an economic crisis.&lt;br&gt; <br /> &lt;br&gt; <br /> <br /> Authors: Jean-Marie Le Goff, Alexandra M. Freund<br /> <br /> ==References==<br /> <br /> Abbott A. (2001), Time Matters. On Theory and Method. University of Chicago Press, Chicago.&lt;br&gt; <br /> Arnett, J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480.<br /> Caspi, A., &amp; Moffitt, T. E. (1993). When do individual differences matter? A paradoxical theory of personality coherence. Psychological Inquiry, 4, 247-271. doi:10.1207/s15327965pli0404_1&lt;br&gt; <br /> Caspi, A., Roberts, B. W., &amp; Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453-484. doi: 10.1146/annurev.psych.55.090902.141913&lt;br&gt; <br /> Cavalli A. &amp; Galland O. (1993). L’allongement de la jeunesse. Arles: Actes Sud.&lt;br&gt; <br /> Elder, G.H. (1985), « Perspectives of the Life Course », in Eelder GH. (dir.) Life Course Dynamics, p. 23-49, Cornell University Press, Ithaca.<br /> Freund, A. M. (2020). The bucket list effect: Why leisure goals are often deferred until retirement. American Psychologist, 75(4), 499-510. https://doi.org/10.1037/amp0000617 &lt;br&gt; <br /> Havighurst, R. J. (1972). Developmental tasks and education (3rd ed.). New York: McKay.&lt;br&gt; <br /> Kohli, M. (2000). Altersgrenzen als gesellschaftliches Regulativ individueller Lebensgestaltung: ein Anachronismus? [Age boundaries as a regulation of individual life courses: An anachronism?]. Zeitschrift für Gerontologie und Geriatrie, 33, 15-23.&lt;br&gt; <br /> Le Goff, J.-M., and Levy R. (2016), Devenir parents, devenir inégaux. Transition à la parentalité et inégalités de genre. Zürich : Seismo.<br /> Levy, R. and the Pavie team (2005). Why Look at Life Courses in an Interdisciplinary Perspective. In Levy, R., Ghisletta, P., Le Goff, J.-M., Spini, D,. and Widmer, E,. (eds). Towards an Interdisciplinary Perspective on the Life Course.&lt;br&gt; <br /> Modell, J., Furstenberg F.F., &amp; Hershberg T. (1976). Social change and transitions to adulthood in historical perspective, Journal of Family History, 1 (1), 7-32.&lt;br&gt; <br /> Rossignon, F. (2016). Transition to adulthood for vulnerables populations in Switzerland: How past trajectories matter. PhD thesis. Lausanne: University of Lausanne and NCCR Lives. &lt;br&gt; <br /> Settersten, R. A., &amp; Hagestad, G. O. (1996a). What’s the latest? Cultural age deadlines for educational and work transitions. The Gerontologist, 36, 602-613.&lt;br&gt; <br /> Settersten, R. A., &amp; Hagestad, G. O. (1996b). What’s the latest? Cultural age deadlines for family transitions. The Gerontologist, 36, 178-188.<br /> Spini, D., Dasoki, N., Elcheroth, G., Gauthier, J.-A., Le Goff, J.-M. Morselli, D., Rossignon, F. and Tillmann, R. (2019) The LIVES-FORS cohort survey: A longitudinal diversified sample of young adults who have grown up in Switzerland, Longitudinal and Life Course Studies, 10(3): 399–410, DOI: 10.1332/175795919X15628474680745<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Trajectories&diff=819 2025-12-10T08:50:55Z

<p>Livesadmin: </p> <hr /> <div>Individual life trajectories encompass the chronological succession of states in various dimensions that are summarized in the [[life course|life course]] cube (Bernardi et al., 2019). A first dimension points to the considered systemic level (i.e. intra-individual, micro, [[Meso level|meso]] and macro). Another one distinguishes between various [[Life domains|life domains]] in which individuals are integrated (e.g. family or occupation). A third one apprehends the main chronological phases of life (e.g. education, production and retirement). Fruitful interdisciplinary collaboration has allowed tackling this multidimensionality with the development of a common terminology to describe life courses as composed of four elements, namely events, transitions, phases, and trajectories (Levy et al., 2005). An event, seen as something significant that takes place at a moment in time, may be either normative (e.g. marriage) and integrated in the socialization and developmental processes, or non-normative (e.g. death) and generally stressful. Given their valence (neutral, positive or negative) and impact (anticipated and expected or sudden and stressful), these events may disturb the equilibrium of existing social relations and or psychological functioning (Olson, 2000), thus triggering life transitions, defined as a significant change in the roles an individual holds (becoming an employee, a widow). A phase represents the period between two transitions, characterized by a stable configuration of social integration in terms of roles and statuses (e.g. being a retired widow or a part-time working cohabiting parent). Finally, the combination of the three elements presented above form Trajectories, considered as “long-term patterns of stability and change, often including multiple transitions”. (George, 1993, p. 358)&lt;br&gt;<br /> Furthermore, in order to complement such a sociological perspective, it is important to also consider different conceptual models to grasp the ongoing developmental and psychological processes and identify individual and psychological factors which play a crucial role in shaping [[life course|life course]] trajectories. Rather than focusing on trajectories that denote retrospect sequential phenomena embedded within contexts and structures, psychological research sometimes refers to pathways instead. Notably, pathways imply a certain directionality and individual agency and proactivity leading to objectively and subjectively defined outcomes (e.g. Evans &amp; Furlong, 1997). For example, a pathway to [[Career development|career]] sustainability could be defined as “a sequential pattern of a person’s occupational experiences characterized by continuity over time, crossing several social spaces, and involving individual agency in order to provide meaning to the individual” (Van der Heijden &amp; De Vos, 2015).&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Jacques-Antoine Gauthier, Jonas Masdonati, Koorosh Massoudi, Shagini Udayar, Ieva Urbanaviciute<br /> &lt;br&gt;&lt;br&gt;<br /> == References: ==<br /> Bernardi, L., Huinink, J., &amp; Settersten Jr, R. A. (2019). The life course cube : A tool for studying lives. ''Advances in Life Course Research'', 41, 100258.&lt;br&gt;<br /> De Coninck, F., &amp; Godard, F. (1990). L’approche biographique à l’épreuve de l’interprétation : Les formes temporelles de la causalité. ''Revue française de sociologie'', 23 53.&lt;br&gt;<br /> Evans, K., &amp; Furlong, A. (1997). ''Metaphors of youth transitions : Niches, pathways, trajectories or navigations.''&lt;br&gt;<br /> George, L. K. (1993). Sociological Perspectives on Life Transitions. ''Annual Review of Sociology,'' 19(1), 353 373. https://doi.org/10.1146/annurev.so.19.080193.002033&lt;br&gt;<br /> Levy, R., Ghisletta, P., Le Goff, J.-M., Spini, D., &amp; Widmer, E. D. (Éds.). (2005). ''Towards an interdisciplinary perspective on the life course.'' Elsevier JAI.&lt;br&gt;<br /> Olson, D. H. (2000). Circumplex model of marital and family systems. ''Journal of family therapy'', 22(2), 144 167.&lt;br&gt;<br /> Rosino, M. (2016). ABC-X Model of Family Stress and Coping. ''The Wiley Blackwell Encyclopedia of Family Studies.''&lt;br&gt;<br /> Van der Heijden, B. I., &amp; De Vos, A. (2015). Sustainable careers : Introductory chapter. In ''Handbook of research on sustainable careers.'' Edward Elgar Publishing.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Spillover-crossover_effects&diff=818 2025-12-10T08:50:35Z

<p>Livesadmin: </p> <hr /> <div>Spillover effects concern transmissions of [[Resources|resources]] or [[Vulnerability|vulnerabilities]] across [[Life domains|life domains]] at a within-person level, whereas crossover effects refer to transmissions between individuals (Bernardi et al., 2017). &lt;br&gt;<br /> &lt;br&gt;<br /> To fully understand the underlying mechanisms of spillover effects, it is important to identify the particular [[Life domains|life domains]] and roles that may interact, and specify the characteristics of such interactions, in terms of their ''valence, directionality, scope and temporality''. &lt;br&gt;<br /> &lt;br&gt;<br /> By considering their ''valence'', one can capture the hindering or symbiotic nature of the interactions between different [[Life domains|life domains]]. For example, work and [[Family ties|family]] have been often indicated as domains where negative spillover is likely to occur, based on the ideas that (a) work and family requirements are hardly compatible and (b) that individual resources are limited. As a result, demands in one life role may lead to the depletion of available resources (e.g. time, energy or material means), which in turn negatively affect functioning in another role. However, researchers have also pointed at possible positive spillover effects, which may occur when participation and experiences in multiple roles lead to the expansion and accumulation of [[Resources|resources]], thus facilitating multi-role management and optimal functioning in the respective domains. &lt;br&gt;<br /> &lt;br&gt;<br /> Concerning their ''directionality'', interactions may operate both in the form of a work-family conflict (i.e. overdemanding work hampering participation in family role) and a family-work conflict (i.e. pressures at home hindering work performances). Moreover, researchers also distinguish between horizontal and vertical spillover (Sirgy, Efraty, Siegel, &amp; Lee, 2001). Horizontal spillover refers to the pathways through which the [[Vulnerability|vulnerabilities]] or [[Resources|resources]] transit across neighboring domains. Vertical spillover, on the other hand, posits a hierarchy of different domains within individuals’ lives, where subordinate domains are nested within superordinate ones. &lt;br&gt;<br /> &lt;br&gt;<br /> When it comes to their ''scope'', the spillover effects between [[Life domains|life domains]] may occur through two pathways, namely top-down and bottom-up. The top-down perspective posits that experiences in a superordinate domain influence those in a subordinate one (i.e. overall subjective well-being affecting work-related well-being), based on the assumption that individual dispositions and tendencies may bring them to experience different life events in a same fashion (Udayar, Urbanaviciute, Massoudi &amp; Rossier, 2019). The bottom-up perspective posits the influence of specific life roles on general quality of life (i.e. a meaningful career contributing to the meaning in life), thus considering overall subjective well-being as a function of domain-specific well-being.&lt;br&gt;<br /> &lt;br&gt;<br /> Finally, the ''temporality'' dimension indicates that the time frame over which the spillover mechanism takes place may vary considerably. Short term spillover effects occur when the consequences of action in one domain rapidly affect another domain as in many examples given above. Long term spillover effects are trickier because the shadow of a critical event stretches over a long time, producing a path of accumulation of [[Vulnerability|vulnerabilities]] or [[Resources|resources]] whose consequences become visible only later on in life. For instance, a toddler experiencing material deprivation may develop mental and physical health issues later in life, which can in turn feedback on its [[Family ties|family]] and work life (Elder 1999). &lt;br&gt;<br /> &lt;br&gt;<br /> Crossover effects are most likely to occur among individuals who share resources due to economic or emotional interdependence, or a mix of the two. Similar to spillover effects, crossover effects can differ in terms of valence, directionality and scope as well as temporality.&lt;br&gt;<br /> &lt;br&gt;<br /> Crossover effects can be either negative or positive (valence). To exemplify the negative valence, labour market disadvantage of parents is often reflected in labour market disadvantage of their children (Almquist and Brännström 2018). Peer effects in the workplace, whereby a worker’s skills, productivity and wage can foster the development of skills, productivity and wage of co-workers, even if all the workers carry out completely independent tasks (Cornelissen, 2016), are an example of positive crossover effects. &lt;br&gt;<br /> &lt;br&gt;<br /> Crossover effects can operate unidirectionally from one person to another or bidirectionally in a crossover mechanism loop (directionality). Referring to the examples listed above, it may be unlikely that adult children’s labour market disadvantage hit back the career opportunities of parents. But regarding peer effects in the workplace, one can expect a loop: After one of the co-workers becomes more skilled and productive due to peer effects, this may benefit back again his or her colleagues. &lt;br&gt;<br /> &lt;br&gt;<br /> As already clear from the examples above, crossover effects can involve two or more interrelated individuals (scope). Intergenerational transmission of labour market disadvantage could in principle include only two persons if we consider single-parent families with just one child. Peer effects in the workplace typically have a large scale which includes many co-workers.&lt;br&gt;<br /> &lt;br&gt;<br /> Regarding temporality, short term crossover effects occur when the consequences of experiences of one person are immediately transmitted to another person. In the long term, the magnitude of the crossover effects may vary due to different mechanisms. Adopting coping strategies and adjustment of individuals experiencing crossovers, may lead to reduction of the magnitude of the effects over time. Alternatively, crossover effects can also strengthen over time due to accumulation of disadvantage. Intergenerational transmission of labour market disadvantage is an example of long-term crossover effects, where a path of accumulation of [[Vulnerability|vulnerabilities]] includes limited parental economic [[Resources|resources]], as well as undermined educational aspirations and achievement of children, that ultimately lead to children’s labour market disadvantage in adulthood (Almquist &amp; Brännström, 2018).&lt;br&gt;<br /> <br /> Spillover and crossover effects may occur simultaneously, triggered by the same events and transitions (Bakker &amp; Demerouti, 2013). For instance, a job loss experienced by an individual may affect his or her [[Family ties|family]] life (spillover effects), and due to emotional reactions and behaviours that place a burden on the other [[Family ties|family]] members, it can in turn cause their health outcomes to deteriorate (crossover effects) (Baranowska-Rataj &amp; Strandh, 2021). In this example, transmission of [[Vulnerability|vulnerabilities]] occurs both across [[Life domains|life domains]] (work, family, health) and across interrelated individuals.&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Koorosh Massoudi, Anna Baranowska-Rataj &amp; Laura Bernardi&lt;br&gt;<br /> &lt;br&gt;<br /> ==References==<br /> Almquist, Y.B., &amp; Brännström, L (2018) Childhood adversity and trajectories of disadvantage through adulthood: findings from the Stockholm birth cohort study. Social Indicators Research, 136(1), 225-245.&lt;br&gt;<br /> Bakker, A. B., &amp; Demerouti, E. (2013). The spillover-crossover model. In J. G. Grzywacz &amp; E. Demerouti (Eds.), New frontiers in work and family research (Current issues in work and organizational psychology). London: Psychology Press.&lt;br&gt;<br /> Baranowska-Rataj, A., &amp; Strandh, M. (2021). When things go wrong with you, it hurts me too: The effects of partner’s employment status on health in comparative perspective. Journal of European Social Policy, 31(2), 143-160.&lt;br&gt;<br /> Bernardi, L., Bollmann, G., Potârcâ, G., &amp; Rossier, J. (2017). Multidimensionality of Well-Being and Spillover Effects Across Life Domains: How Do Parenthood and Personality Affect Changes in Domain-Specific Satisfaction? Research in Human Development, 14, 26-51. DOI: 10.1080/15427609.2016.1268893 &lt;br&gt; <br /> Cornelissen, T. (2016). Do social interactions in the workplace lead to productivity spillover among co-workers?. IZA World of Labor. DOI: 10.15185/izawol.314&lt;br&gt;<br /> Elder, G. H. (1999). Children of the great depression: Social change in life experience. Boulder, Colo: Westview Press.&lt;br&gt;<br /> Haapakorva, P., Ristikari, T., &amp; Gissler, M. (2017). The impact of parental employment trajectories on the children’s early adulthood education and employment trajectories in the Finnish birth cohort 1987. Longitudinal and Life Course Studies, 8(4), 342-364.&lt;br&gt;<br /> Herbst, D., &amp; Mas, A. (2015). Peer effects on worker output in the laboratory generalize to the field. Science, 350(6260), 545-549.&lt;br&gt;<br /> Sirgy, M. J., Efraty, D., Siegel, P., &amp; Lee, D.-J. (2001). A new measure of quality of work life (QWL) based on need satisfaction and spillover theories. Social Indicators Research, 55, 241–302. DOI: 10.1023/A:1010986923468&lt;br&gt;<br /> Udayar, S., Urbanaviciute, I., Massoudi, K., &amp; Rossier, J. (2019). The role of personality profiles in the longitudinal relationship between work-related well-being and life satisfaction among working adults in Switzerland. European Journal of personality, 34 (1), 77-92. DOI: 10.1002/per.2225 &lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Social_network&diff=817 2025-12-10T08:49:45Z

<p>Livesadmin: </p> <hr /> <div>A social network is a set of actors and the ties between them (Wasserman &amp; Faust, 1994). The study of the patterns of these ties is called Social Network Analysis (SNA), a field of study that has grown in recent decades across a wide range of disciplines (McCarthy et al, 2019). Through this approach, a countless number of economic and social processes can be represented and analyzed. Networks between people, [[Social groups|groups]], institutions, communities or nations, interacting to exchange information, social support, transfer money or manage conflicts, to name just a few examples (Wellman &amp; Berkowitz, 2006). In the context of [[Life course|life courses]], the concept of social network has often been used through the notion of 'social convoy': this is the set of personal relationships that accompany individuals through life course segments, such as [[Family ties|family members]] or close friends (Antonucci et al., 2019; Bidart et al., 2020; Widmer, 2006). This puts the concept of social network to the forefront for one of the principles of the [[Life course|life course]], such as that of 'linked lives'. Currently, scholars are working to strengthen the links between social network analysis and [[Life course|life course]] research (Alwin et al., 2019; Vacchiano &amp; Spini, 2021) &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Mattia Vacchiano&lt;br&gt;<br /> &lt;br&gt;<br /> ==References==<br /> Alwin, D. F., Felmlee, D. H., &amp; Kreager, D. A. (2018). Together Through Time – Social Networks and the Life Course. In: Alwin D. Felmlee D., &amp; Kreager D. (Eds.), Social Networks and the Life Course. Frontiers in Sociology and Social Research, vol 2, Springer, Cham. https://doi.org/10.1007/978-3-319-71544-5_1&lt;br&gt;<br /> Antonucci, T. C., Ajrouch, K. J., Webster, N. J., &amp; Zahodne, L. B. (2019). Social relations across the life span: Scientific advances, emerging issues, and future challenges. Annual Review of Developmental Psychology, 1, 313–336.&lt;br&gt;<br /> Bidart, C., Degenne, A., &amp; Grossetti, M. (2020). Living in networks: The dynamics of social relations. Cambridge:Cambridge University Press.&lt;br&gt;<br /> McCarty, C., Lubbers, M. J., Vacca, R., &amp; Molina, J. L. (2019). Conducting personal network research: A practicalguide. New York: Guilford Publishers.&lt;br&gt;<br /> Vacchiano M and Spini D (2021) Networked lives. Journal for the Theory of Social Behavior 51: 87–103. https://doi.org/10.1111/jtsb.12265 &lt;br&gt;<br /> Wasserman, S., &amp; Faust, K. (1994). Social network analysis: Methods and applications. New York: Cambridge University Press.&lt;br&gt;<br /> Wellman, B., &amp; Berkowitz, S. D. (1988). Social structures: A network approach. Cambridge. Cambridge University press.&lt;br&gt;<br /> Widmer, E. D. (2006). Who are my family members? Bridging and binding social capital in family configurations. Journal of Social and Personal Relationships, 23(6), 979–998.&lt;br&gt;<br /> <br /> <br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Social_groups&diff=816 2025-12-10T08:49:32Z

<p>Livesadmin: </p> <hr /> <div>A social group refers to a set of individuals who share, or perceive to share, some characteristic that leads to perceived unity and cohesion among those individuals and thus sets them collectively apart from other individuals. Social groups vary widely according to their duration, their size, and their goals. Two major approaches to social groups coexist.<br /> The first one is rooted in realistic conflict theory and holds that groups are defined by a degree of interdependence between group members (Sherif &amp; Sherif, 1956). In this view, a group is a functional unit, defined by common goals and an orientation towards task resolution, an established internal structure (e.g., roles, status, hierarchy within the group), and a set of norms and values that provide the basis for normative group regulation (e.g., sanctions for behaviours that are contrary to the group’s norms). Here, group members interact with each other because they have something in common and because they value similarity with other group members on relevant dimensions.<br /> The second approach to social groups emphasizes &quot;psychological group membership” and stands in contrast to the functional approach. This more psychological view of social groups has been developed in the wake of social identity theory (Tajfel &amp; Turner, 1979), and holds that simple awareness of a common category membership is a sufficient condition to elicit group behaviour. Psychological group membership entails a comparison from “outgroups” (groups an individual does not identify with) and thus puts greater emphasis on differentiation between groups than the functional approach.<br /> Whereas the functional approach answers the question “Who am I similar to?”, the social identification approach asks “Who am I” and “Which group is different from mine?”. The functional view thus puts greater emphasis on within-group structure and function, whereas the social identification approach stresses the importance of between-group differentiation.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Christian Staerklé<br /> <br /> ==References==<br /> &lt;/br&gt;<br /> Sherif, M., &amp; Sherif, C.W. (1956). ''An Outline of Social Psychology.'' University of Michigan: Harper.&lt;/br&gt;<br /> Tajfel, H., &amp; Turner, J.C. (1979). An integrative theory of intergroup conflict. In ''W.G. Austin &amp; S. Worchel (eds.), The social psychology of intergroup relations'' (pp. 33–47). Monterey, CA: Brooks/Cole.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Social_capital&diff=815 2025-12-10T08:49:19Z

<p>Livesadmin: </p> <hr /> <div>The notion of social capital expresses the idea that networks of relationships, in their multiple forms, have an intrinsic value that is beneficial for individual and collective action. Since the appearance of this concept in the academic field, studies on social capital have grown exponentially in different body of literature, thus constituting a vast and heterogeneous production. Although the positive effect of networks is a classic issue in social sciences—e.g., a subject already addressed by Tönnies' Gemeinschaft/Gesellschaft debate or in the Durkheimian concept of anomie—the conceptualization of social capital provided new vitality to the study of social relationships starting from the late 80's. In addition, the exponential growth of social capital analyses made this concept goes beyond the academic barriers, capturing the interest of the institutional discourse and the political agenda (Portes, 1998).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> ==Origin of the concept==<br /> Three authors are considered the main contributors to the initial disclosure of the concept of social capital: Robert Putnam, James Coleman and Pierre Bourdieu. For Putnam (2000) social capital is an expression of societal virtues. Communities with fruitful webs of connections, Putnam (2000) argues, generate a &quot;stock&quot; of social [[Resources|resources]] that facilitate the societal coordination, and that can also help individuals to achieve their purposes. Similarly, for Coleman (1988) the relationships within a community have a specific function: they facilitate agents’ actions to accomplish goals and needs. Compared to these perspectives, Bourdieu's vision on social capital put major emphasis on this notion as individual good. The reason is that in Bourdieu (1986) social capital is linked to the possession of an enduring network of relationship that provide potential [[Resources|resources]], such as information, influence, knowledge or social support. These [[Resources|resources]] represent thus a social capital that can be measured by looking the number of individual's connections, and also the volume of economic, cultural or symbolic capital possessed by each individual's ties (Bourdieu, 1986). Bourdieu's definition is what most is linked with [[Social network|Social network]] Analysis (SNA) perspective (Wasserman and Faust, 2001).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> ==Current issues==<br /> Many research areas on social capital have thus grown in the last three decades, such as labour market (Lin, 2001; Smith and Young, 2017; Vacchiano, 2021) and [[Family ties|family]] studies (Widmer, 2006), epidemiology (Valente, 2010), physical and mental health issues (Kawachi and Berkman, 2014; Ehsan et al., 2019). Theoretical and methodological advances have led to the conceptualization of different forms of bonding, bridging or linking social capital to understand the transmission of support (Rostila, 2011) or information (Granovetter, 1985) and how contacts link individuals to authorities (Szreter and Woolcock, 2004). SNA has contributed substantially to the conceptualization of these mechanisms (Burt, 2010), and it has now been considered a roadmap to strengthen links with the [[Life course|life course]] perspective (Alwin et al., 2018; Bidart et al., 2020; Vacchiano and Spini, 2021) and to extend inquiries on social capital to the digital world (Lu and Hampton, 2017). In addition, there is increasing emphasis among scholars on extending the analysis of what is called the 'dark side of social capital', and how networks can be a source of [[Vulnerability|vulnerability]] through conflicts and barriers to [[Resources|resources]] (Everett and Borgatti, 2014). Recent Lives work has proposed to conceptualize social capital as [[Reserves|reserves]] (Cullati et al., 2018).&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Mattia Vacchiano, Dario Spini, Olga Ganjour, Eric Widmer<br /> <br /> ==References==<br /> Alwin, Duane F., Diane H. Felmlee, and Derek A. Kreager. 2018. ''Social Networks and the Life Course. Integrating the Development of Human Lives and Social Relational Networks''. Basel: Springer International Publishing.&lt;br&gt;<br /> Bourdieu, P. (1986). The Forms of Capital. In ''Handbook of Theory and Research for the Sociology of Education'' , edited by J. G. Richardson (pp. 241-58). New York : Greenwood.&lt;br&gt;<br /> Bidart, C., Degenne, A., &amp; Grossetti, M. (2020). Living in networks: The dynamics of social relations. Cambridge:<br /> Cambridge University Press.&lt;br&gt;<br /> Burt, R. S. (2010). ''Neighbor Networks''. Oxford: Oxford University Press.&lt;br&gt;<br /> Burt, R. S. (1992). ''Structural Holes: The Social Structure of Competition''. Cambridge:Harvard Univesrity Press.&lt;br&gt;<br /> Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. ''American Journal of Sociology'', 94, S95-120.&lt;br&gt;<br /> Cullati, S., Kliegel, M., &amp; Widmer, E. D. (2018). Development of reserves over the life course and onset of vulnerability in later life. Nature Human Behaviour, 2, 551–558.&lt;br&gt; <br /> Ehsan, A., Klaas, H. S., Bastianen, A., &amp; Spini, D. (2019). Social capital and health: A systematic review of systematic reviews. ''SSM-population health'', 100425&lt;br&gt;<br /> Everett, M., &amp; Borgatti, S. (2014). Networks containing negative ties. ''Social Networks'', 38(1): 111–120. DOI: 10.1016/j.socnet.2014.03.005&lt;br&gt;<br /> Granovetter, M. (1985). Economic Action and Social Structure: The Problem of Embeddedness. ''American Journal of Sociology'', 91(3):481-510.&lt;br&gt;<br /> Lin, N. (2001). ''Social Capital: A Theory of Social Structure and Action''. Cambridge: Cambridge university press.&lt;br&gt;<br /> Lu,W., &amp; Hampton, K. N. (2017). Beyond the power of networks. ''New Media &amp; Society'', 19(6), 861–879. doi:10.1177/1461444815621514&lt;br&gt;<br /> Kawachi, I., &amp; Berkman, L. F. (2014). Social capital, social cohesion, and health. ''Social Epidemiology'', 2, 290–319.&lt;br&gt;<br /> Putnam, R. D. (2000). ''Bowling Alone. The Collapse and Revival of AmericanCommunity''. New York: Touchstone.&lt;br&gt;<br /> Rostila (2011). The facets of social capital. ''J. Theory Soc. Behav.'', 41 (3), 308- 326.&lt;br&gt;<br /> Smith, S. S., &amp; Young, K. A. (2017). Want, need, fit: The cultural logics of job-matching assistance. ''Work and Occupations'', 44(2), 171–209.&lt;br&gt;<br /> Spini, D., Bernardi, L. &amp; Oris, M. (2017). Vulnerability Across the LifeCourse. ''Research in Human Development'', 14:1, 1-4, DOI: 10.1080/15427609.2016.1268891&lt;br&gt;<br /> Szreter, S. and Woolcock, M. (2004). Health by Association? Social Capital, Social Theory, and the Political Economy of Public Health.''International Journal of Epidemiology'' 33(4), 650–667.&lt;br&gt;<br /> Vacchiano, M. (2021). Nine Mechanisms of Job-Searching and Job-Findings Through<br /> Contacts Among Young Adults, Sociological Research Online,<br /> https://doi.org/10.1177%2F13607804211009525.&lt;br&gt;<br /> Vacchiano, M. and Spini, D. (2021) Networked lives. Journal for the Theory of Social Behavior 51, <br /> 87–103. https://doi.org/10.1111/jtsb.12265 &lt;br&gt;<br /> Wasserman, S., and Katherine F. (1994). ''Social Network Analysis: Methods and Applications''. New York: Cambridge University Press.&lt;br&gt;<br /> Widmer, E. (2006). Who are my family members? Bridging and binding social capital in family configurations. ''J. Soc. Pers. Relatsh.'' 23, 979–998.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Resources_(personal,_social,_economic,_etc.)&diff=814 2025-12-10T08:49:01Z

<p>Livesadmin: </p> <hr /> <div>Overall, a resource is something – tangible or intangible - that an institution or an individual can use to improve her/his condition, to achieve an aim or to deal with difficulties (e.g. see “resource” in Larousse, n.d.; Oxford Avanced Learner’s Dictionary, n.d.). In psychology, resources can be generally defined as “those entities that either are centrally valued in their own right (e.g., self-esteem, close attachments, health, and inner peace) or act as a means to obtain centrally valued ends (e.g., money, social support, and credit)” (Hobfoll, 2002, p. 307). In sociology, resources are material or symbolic goods whose value is socially determinant and that can be use in social actions; in most societies, these goods are associated with wealth, status and power (Lin, 1995). In an interdisciplinary and [[Life course|life course]] perspective, the notion of resources is central to the study of vulnerability. Resources are conceptualized as means that decrease “ the risk of experiencing (1) negative consequences related to sources of [[Stress and stressors|stress]], (2) the inability to cope effectively with [[Stress and stressors|stressors]], and (3) the inability to recover from the stressor or to take advantage of opportunities before a given deadline” (Spini et al., 2017, p. 2). In others word, resources are conceptualized as means to overcome vulnerability across [[Life course|life course]]. <br /> &lt;br /&gt;<br /> &lt;br /&gt;<br /> In this context, the resources possibly available to individuals are multiple and refer to various [[Life domains|life domains]] (i.e., economic, relational, cognitive, or institutional). Among the various types of resources, we can distinguish personal resources from social resources. '''Personal resources''' belong to and are in possession of the individuals (for instance, health, education, income, etc.); in contrast, '''social resources''' refer to resources that are embedded in social ties, i.e. they belong and are in possession of other persons and the individual access to these resources only through his/her [[Social network|social network]] (Lin, 1995). Among personal resources, we can distinguish biological, psychological or economic resources. Biological resources refer to genes and physical health conditions. Psychological resources include personality traits, cognitive-affective self-regulation, and identity narratives (Heckhausen, 1999; Hooker &amp; McAdams, 2003). '''Economic resources''' refer to money and wealth. By extension, it can also include more social dimensions of economic life – or the determinant of the capacity to work and produce (e.g. education, skills, experience, or health), referring to “human capital” concept (Becker, 1964). Of course, these classifications are limited and partial and we could distinguish '''other types of resources'''. For instance, at individual level, we could distinguish “cultural” resources (knowledge, degrees, soft-skills, language, cultural goods, etc.), or “symbolic” resources (recognition, prestige) in reference with Bourdieu’s capital types (Bourdieu, 1986). Resources can also be situated at collective level through the institutions and their services (e.g. Welfare State policies) and the cultural context (shared norms and values) (Spini et al., 2017). Beyond the multiplicity of resources levels and types, the various resources intersect and interact with each other (Bourdieu, 1979; Hobfoll, 2002; Hooker &amp; McAdams, 2003), referring to multidimensional and multilevel dimensions of life-courses and vulnerability processes (Spini et al., 2017).<br /> &lt;br /&gt;<br /> &lt;br /&gt;<br /> Resources and their distribution in multiple combinations across [[Life domains|life domains]] are available differently depending individual, time and space. For instance, the social stratification approach stresses the importance of social origin and parental socioeconomic status on individual resources and the intergenerational transmission of inequalities (Ferraro, 2011). Individual resources are also influenced by the position in the stratification system in terms of gender, ethnicity or age (Dannefer et al., 2005; Mutchler &amp; Burr, 2011; Venn et al., 2011). The impact of structures on individual resources must also be conceptualized in term of history : the period in which the individual lives influences the resources available to them, involving cohort differences (Oris et al., 2017). In psychology, the long-term process of resources availability is stressed by various models that show a “critical period” in [[Life course|life course]] through the important effect of childhood and early in life on the later health of a person (for a resume, see, Spini et al., 2013). However, resources availability is also dependent on individual trajectories: even personal resources initially conceived as very stable, typically personality traits, can change across [[Life course|life course]] (Hooker &amp; McAdams, 2003) and hazards and life transitions can challenges resources individual has in its possession, referring to reciprocal process between resources and vulnerability (Turner &amp; Schieman, 2008). This process is part of the [[Cumulative (dis)advantages|cumulative dis/advantage]] hypothesis that postulate that individual with some initial resources tend to have fewer risks across life courses and have more change to cumulate other resources resulting in greater heterogeneity in older age (Dannefer, 2003). In contrast, authors examine the conditions under which individuals “compensate” a lack of certain resources by other resources and break negative circle (Schafer et al., 2009). All in all, these various hypothesis about the effects and the availability of resources stress that they are integral part of the [[Life course|life course]] and should be understood as both determinants and outcomes of individual trajectories. <br /> &lt;br /&gt;<br /> &lt;br /&gt;<br /> Author: Marie Baeriswyl<br /> <br /> '''References'''&lt;br /&gt;<br /> Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. University of Chicago Press.&lt;br /&gt;<br /> Bourdieu, P. (1979). La distinction: Critique social du jugement. Minuit.&lt;br /&gt;<br /> Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood. &lt;br /&gt;<br /> Dannefer, D. (2003). Cumulative advantage/disadvantage and the life course: Cross-fertilizing age and social science theory. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 58(6), 327–337. https://doi.org/10.1093/geronb/58.6.S327&lt;br /&gt;<br /> Dannefer, D., Uhlenberg, P., Foner, A., &amp; Abeles, R. P. (2005). On the shoulders of a giant: The legacy of Matilda White Riley for gerontology. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 60(6), 296–304. https://doi.org/DOI:10.1093/geronb/60.6.s296&lt;br /&gt;<br /> Ferraro, K. F. (2011). Health and aging: Early origins, persistent inequalities? In R. A. Settersten &amp; J. L. Angel (Eds.), Handbook of Sociology of Aging (pp. 465–475). Springer. https://doi.org/10.1007/978-1-4419-7374-0_29&lt;br /&gt;<br /> Heckhausen, J. (1999). Developmental regulation in adulthood: Age-normative and sociostructural constraints as adaptive challenges (pp. xi, 250). Cambridge University Press.&lt;br /&gt;<br /> Hobfoll, S. E. (2002). Social and Psychological Resources and Adaptation. Review of General Psychology, 6(4), 307–324. https://doi.org/10.1037/1089-2680.6.4.307&lt;br /&gt;<br /> Hooker, K., &amp; McAdams, D. P. (2003). Personality reconsidered: A new agenda for aging research. The ournals of Gerontology: Series B, 58(6), 296–304. https://doi.org/10.1093/geronb/58.6.P296&lt;br /&gt;<br /> Larousse. (n.d.). Ressource. Retrieved September 2, 2020, from https://www.larousse.fr/dictionnaires/francais/ressource/68738&lt;br /&gt;<br /> Lin, N. (1995). Les ressources sociales: Une théorie du capital social. Revue Française de Sociologie, 36(4), 685–704. https://doi.org/10.2307/3322451&lt;br /&gt;<br /> Mutchler, J. E., &amp; Burr, J. A. (2011). Race, ethnicity, and aging. In R. A. Settersten &amp; J. L. Angel (Eds.), Handbook of Sociology of Aging (pp. 83–101). Springer. https://doi.org/10.1007/978-1-4419-7374-0_6&lt;br /&gt;<br /> Oris, M., Gabriel, R., Ritschard, G., &amp; Kliegel, M. (2017). Long lives and old age poverty: Social stratification and life-course institutionalization in Switzerland. Research in Human Development, 14(1), 68–87. https://doi.org/10.1080/15427609.2016.1268890&lt;br /&gt;<br /> Oxford Avanced Learner’s Dictionary. (n.d.). Resource. In Oxford Avanced Learner’s Dictionary. Retrieved September 2, 2020, from https://www.oxfordlearnersdictionaries.com/definition/english/resource_1?q=resource&lt;br /&gt;<br /> Schafer, M. H., Shippee, T. P., &amp; Ferraro, K. F. (2009). When does disadvantage not accumulate? Toward a sociological conceptualization of resilience. Schweizerische Zeitschrift Fur Soziologie. Revue Suisse de Sociologie, 35(2), 231–251.&lt;br /&gt;<br /> Spini, D., Bernardi, L., &amp; Oris, M. (2017). Toward a life course framework for studying vulnerability. Research in Human Development, 14(1), 5–25. https://doi.org/10.1080/15427609.2016.1268892&lt;br /&gt;<br /> Spini, D., Hanappi, D., Bernardi, L., Oris, M., &amp; Bickel, J.-F. (2013). Vulnerability across the life course: A theoretical framework and research directions. LIVES Working Papers, 27. http://dx.doi.org/10.12682/lives.2296-1658.2013.27&lt;br /&gt;<br /> Turner, H. A., &amp; Schieman, S. (2008). Stress processes across the life course: Introduction and overview. Advances in Life Course Research, 13, 1–15. https://doi.org/10.1016/S1040-2608(08)00001-4&lt;br /&gt;<br /> Venn, S., Davidson, K., &amp; Arber, S. (2011). Gender and aging. In R. A. Settersten &amp; J. L. Angel (Eds.), Handbook of Sociology of Aging (pp. 71–81). Springer. https://doi.org/10.1007/978-1-4419-7374-0_5&lt;br /&gt;<br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Resources&diff=813 2025-12-10T08:48:45Z

<p>Livesadmin: </p> <hr /> <div>Over the life course, individuals have resources of different nature and in different amount (e.g. time, money, relations, human capital, personality traits) to engage in activities belonging to various domains of their life (family, employment, health, and leisure) and directed to life goals. Depending on the resources available, individuals reach different levels of economic, physical, psychological and social well-being (Diener &amp; Fujita, 1995; Rojas, 2006).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Individuals’ resources are often limited and if drained by one life domain, they may hinder activities and well-being in another life domain. In this framework, an active research field is how individuals decide to allocate and distribute resources across [[Life domains|life domains]]. Time is a typical example: increasing the time spent on work related activities, reduce the time available for leisure and family life with potential negative effects on life satisfaction and relation quality. However, resources may also be generated within one life domain and facilitate activities in other domains. For instance, following the household specialization theory of Becker (1991), the marriage brings a specialization and division of roles. The couple then will gain from this since one of the partners can free resources, time, from family life and invest them on labor market activities. When [[Life domains|life domains]] compete for resources this may lead to negative spillovers across [[Life domains|life domains]]; on the contrary, when resources are transferred across domains they may create positive spillovers effects (Bernardi, Bollmann, Potarca, &amp; Rossier, 2017; Freund, Knecht, &amp; Wiese, 2014; Hanappi, Ryser, Bernardi, &amp; Le Goff, 2017; Roeters, Mandemakers, &amp; Voorpostel, 2016).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Life hazards, events and transitions also increase or reduce available resources. For instance, changing job might increase the amount of economic resources available but at the same time reduce the time for leisure and family life activities. Experiencing multiple life events, either positive or negative, in a relatively short time span, may generate resources that complement each other. For instance, the resources gained or success in work and family relationships may positively impact each other (Huinink and Kohl, 2014).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Resources are not infinite and they cannot always be allocated as desired to reach a life goal. Some resources can be scarce (e.g. time, money). Activities pertaining to different domains may then compete for such resources, causing trade-offs (time for family or work or leisure, money for health or leisure). Such process potentially gives rise to different investment strategies in resources distribution across [[Life domains|life domains]] and over time. Other types of resources, such as personality traits or human capital, are not finite, and may be used to sustain different activities across domains without producing trade-offs but rather being subsidiary of other resources.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> [[Reserves|Reserves]] are a special kind of resources, which are accumulated throughout the years and are activated as resources when facing critical events or demanding transitions.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Laura Bernardi, Danilo Bolano<br /> <br /> <br /> ==References==<br /> Becker, G. S. (1991). ''A Treatise on the Family (Enlarged ed.)''. Cambridge, MA: Harvard University Press.&lt;br&gt;<br /> Bernardi, L., Bollmann, G., Potarca, G., &amp; Rossier, J. (2017). Multidimensionality of well-being and spillover effects across life domains: How do parenthood and personality affect changes in domain-specific satisfaction? ''Research in Human Development'', 14(1), 26-51.&lt;br&gt;<br /> Diener, E., &amp; Fujita, F. (1995). Resources, personal strivings, and subjective well-being: a nomothetic and idiographic approach. ''Journal of personality and social psychology'', 68(5), 926.&lt;br&gt;<br /> Freund, A. M., Knecht, M., &amp; Wiese, B. S. (2014). Multidomain engagement and self-reported psychosomatic symptoms in middle-aged women and men. ''Gerontology'', 60(3), 255–262. https://doi.org/10.1159/000358756&lt;br&gt;<br /> Hanappi, D., Ryser, V. A., Bernardi, L., &amp; Le Goff, J. M. (2017). Changes in Employment Uncertainty and the Fertility Intention–Realization Link: An Analysis Based on the Swiss Household Panel. ''European Journal of Population'', 33(3), 381–407. https://doi.org/10.1007/s10680-016-9408-y&lt;br&gt;<br /> Huinink, J., &amp; Kohli, M. (2014). A life-course approach to fertility. ''Demographic research'', 30, 1293-1326.&lt;br&gt;<br /> Roeters, A., Mandemakers, J. J., &amp; Voorpostel, M. (2016). Parenthood and Well-Being: The Moderating Role of Leisure and Paid Work. ''European Journal of Population'', 32(3), 381–401. https://doi.org/10.1007/s10680-016-9391-3&lt;br&gt;<br /> Rojas, M. (2006). Life satisfaction and satisfaction in domains of life: Is it a simple relationship?. ''Journal of happiness studies'', 7(4), 467-497.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Reserves&diff=812 2025-12-10T08:48:22Z

<p>Livesadmin: </p> <hr /> <div>Initially developed in neuroscience, the reserves concept was use to study the level of protection against cognitive damage (see “cognitive reserve”, e.g., Stern, 2009). In its extended understanding proposed by Cullati, Widmer and Kliegel (2018), the reserves concept can refer to all areas of life and must allow to better grasp [[Vulnerability|vulnerability]] processes across the [[Life course|life course]]. In this context, reserves are defined as « the means needed not for immediate use but rather accumulated in a sufficient manner. Such means help overcome shocks and adversity and delay or modify the processes of decline in well-being, health, wealth and social life during aging. » (Cullati et al., 2018, p. 551). In other words, reserves refer to the various means available to individuals to face distributive events or [[Transition-bifurcation|transitions]] during [[Life course|life course]]. With respect to « [[Resources|resources]] », the notion of reserves highlights the time-oriented dimension of the means available to individuals to avoid or deal with [[Vulnerability|vulnerability]] by stressing their dynamics of constitution through accumulation, their processes of activation across [[Life course|life course]], but also their risk of depletion when facing a critical life event, and possible need for reconstitution after depletion. The thresholds under which reserves cannot be transform into effective [[Resources|resources]] to face [[Vulnerability|vulnerability]] are another issue raised by the reserves concept that is important in understanding [[Vulnerability|vulnerability]] dynamics.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> ==Constitution : passive and active==<br /> The constitution of reserves may refer to passive or active process (Cullati et al., 2018). Passive process of reserves constitution refers initially, regarding its origin in neurosciences, to innate (i.e. genetically determined) and very early acquired (typically through family environment or with school education) inter-individual differences that impact [[Trajectories|trajectories]] of cognitive functioning. In a more social sciences perspective, passive process refers also to social inequalities or the impact of social background on further [[Life course|life course]] conditions. Conversely, Cullati and colleagues argue also for an active model of constitution, where initial reserves can be changed across individual [[Trajectories|trajectories]]. For instance, reserves for cognition may be enhance through stimulating activities (e.g. Ihle et al., 2018). The development of social ties (e.g. friendship, colleagues, partner) is another example of the opportunities to developpe important reserves across [[Life course|life course]]. In the end, taking into account these two principles of reserves constitution – passive and active - seems to be crucial to understand [[Vulnerability|vulnerability]] and reserves dynamics and to examine [[Cumulative (dis)advantages|cumulative processes of (dis)advantages]] and [[Trajectories|trajectories]] of resilience.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> ==Activation, depletion and reconstitution==<br /> While supporting the “active” perspective on reserves, various principles stress the time-dynamic dimension of this concept. The first is the plasticity principle that refers to the “use it or lose it” notion or the fact that activities contribute to the maintenance of the ability to function (Cullati et al., 2018, p. 553). In other word, this implies that reserves need to be activated through [[Life course|life course]] to be effective when needed; for instance, stimulating activities help preserve cognitive reserve or regular exchange contribute to maintain relational reserves. <br /> Another step of reserves dynamic refers to their depletion when facing a critical life event. Indeed, reserves can decrease after their use or become inadequate over [[Life course|life course]] exigences, involving the need for individual to reconstitute their reserves. &lt;br&gt;<br /> These various principles can vary in intensity among reserves types: for instance, friendship ties have been showed as asking more individual investment in their maintenance (notably through the reciprocity principle)in contrast with [[Family ties|family ties]] whose functioning would be more guided by solidarity norms and involves more automaticity (Allan, 2008). Beyond, historical changes have also an impact of the importance of individual investment in reserves dynamics. Indeed, in western societies after WWII, the standardized [[Life course|life course]] and its institutions (education, family, retirement), include a relative stable and coherent model of reserves that secure individual life course. With changes toward more destanstandardized society, constitution and activation of reserves, e.g. education or [[Family ties|family ties]], focus more on individual agency – in other word are less linear, secured and automatic. The more frequent and numerous life [[Transition-bifurcation|transitions]] and disruptive events that tend to happen during [[Life course|life course]] increase the use of reserves but also the risk of their depletion and the need of their reconstitution (Baeriswyl et al., submitted). Such issues may relate to successful achievement in [[Employability|employability]] and [[Career development|career development]].<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> <br /> ==Thresholds==<br /> [[Resources|Resources]] must be accumulated in a sufficient manner to constitute effective reserves. Under a certain threshold, reserves do not allow individual to face adverse life event or life [[Transition-bifurcation|transition]] and to continue functioning according to societal standards (Cullati et al., 2018). Understanding reserve thresholds is a crucial issue for social and health policy in order to establish appropriate measures for compensating the lack of individual reserves.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> <br /> ==Domains==<br /> The composition of reserves includes various [[Life domains|life domains]]: education, social and family relationships, psychological and mental health, income and wealth. Of course, reserves issues vary among domains (e.g. expected outcomes depending on life areas or inequalities and individual differences in constitution or activation). Moreover, the various types of reserves and their outcomes interact across [[Life course|life course]] in complex [[Causality|causality]] chain – where [[Resources|resources]] are both outcomes and means of reserves accumulation - that contribute thus to account for individual [[Vulnerability|vulnerability]] [[Trajectories|trajectories]] (Cullati et al., 2018; Spini et al., 2017).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Marie Baeriswyl<br /> <br /> ==References==<br /> Allan, G. (2008). Flexibility, friendship, and family. ''Personal Relationships'', 15(1), 1–16. https://doi.org/10.1111/j.1475-6811.2007.00181.x&lt;br&gt;<br /> Baeriswyl, M., Widmer, E. D., &amp; Oris, M. (submitted). A reserves perspective on education over recent historical time in Switzerland.&lt;br&gt;<br /> Cullati, S., Kliegel, M., &amp; Widmer, E. D. (2018). Development of reserves over the life course and onset of vulnerability in later life. ''Nature Human Behaviour'', 2, 551–558. https://doi.org/10.1038/s41562-018-0395-3&lt;br&gt;<br /> Ihle, A., Ghisletta, P., Ballhausen, N., Fagot, D., Vallet, F., Baeriswyl, M., Sauter, J., Oris, M., Maurer, J., &amp; Kliegel, M. (2018). The role of cognitive reserve accumulated in midlife for the relation between chronic diseases and cognitive decline in old age: A longitudinal follow-up across six years. ''Neuropsychologia'', 121, 37–46. https://doi.org/10.1016/j.neuropsychologia.2018.10.013&lt;br&gt;<br /> Spini, D., Bernardi, L., &amp; Oris, M. (2017). Toward a life course framework for studying vulnerability. ''Research in Human Development'', 14(1), 5–25. https://doi.org/10.1080/15427609.2016.1268892&lt;br&gt;<br /> Stern, Y. (2009). Cognitive reserve. ''Neuropsychologia'', 47(10), 2015–2028. https://doi.org/10.1016/j.neuropsychologia.2009.03.004&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Recovery&diff=811 2025-12-10T08:48:07Z

<p>Livesadmin: </p> <hr /> <div>Recovery from a mental or physical illness, or a traumatic life or collective experience can refer to a process or a state (the result of the recovery process). It can be conceptualised on several levels (individuals, groups, regions) and as an individual or group process. On an individual level, clinical practice and research distinguish objective and subjective recovery. Objective recovery refers to a medically defined process or state of symptom remission. Subjective or personal recovery is an individual perception meaning that the concerned person manages to lead a satisfying and purposeful life, develops self-esteem and a positive identity in the face of an illness (Anthony, 1993; Davidson &amp; Roe, 2007; Deegan, 1988; Onken, Craig, Ridgway, Ralph, &amp; Cook, 2007). While objective recovery is measured with the corresponding symptom scales, there are specific quantitative and qualitative instruments to assess subjective recovery. One frequently used instrument in the context of illness is the Recovery Assessment Scale (RAS; Corrigan, Salzer, Ralph, Sangster, &amp; Keck, 2004) including five dimensions: personal confidence and hope, willingness to ask for help, goal and success orientation, reliance on others and no domination by symptoms. A more process-oriented instrument assessing different stages of subjective recovery in the context of mental illness is the Stages Of Recovery Instrument (Andresen, Caputi, Oades, 2006). Recovery can be achieved through an individual or a group process. On a collective level, social identity or [[Social capital|social capital]] based programs aim at achieving recovery through processes fostering group [[Resources|resources]]. These can operate either at a small-group, community regional levels or on larger groups or categories such as equity deserving groups.&lt;br&gt;<br /> &lt;br&gt;<br /> Author: Klaas, Hannah S.&lt;br&gt;<br /> Co-author: Ehsan, Anna&lt;br&gt;<br /> <br /> &lt;br&gt;<br /> ==References==<br /> Andresen, R., Caputi, P., &amp; Oades, L. (2006). Stages of Recovery Instrument: Development of a Measure of Recovery from Serious Mental Illness. Australian &amp; New Zealand Journal of Psychiatry, 40(11-12), 972–980. https://doi.org/10.1080/j.1440-1614.2006.01921.x &lt;br&gt;<br /> Anthony, W. A. (1993). Recovery from mental illness: The guiding vision of the mental health service system in the 1990s. Psychosocial Rehabilitation Journal, 16(4), 11–23. https://doi.org/10.1037/h0095655&lt;br&gt;<br /> Corrigan, P. W., Salzer, M., Ralph, R. O., Sangster, Y., &amp; Keck, L. (2004). Examining the Factor Structure of the Recovery Assessment Scale. Schizophrenia Bulletin, 30(4), 1035–1041.&lt;br&gt;<br /> Deegan, P. E. (1988). Recovery: The lived experience of rehabilitation. Psychosocial Rehabilitation Journal, 11(4), 11–19.&lt;br&gt;<br /> Onken, S. J., Craig, C. M., Ridgway, P., Ralph, R. O., &amp; Cook, J. A. (2007). An analysis of the definitions and elements of recovery: a review of the literature. Psychiatric Rehabilitation Journal, 31(1), 9–22. &lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Mixed_methods&diff=810 2025-12-10T08:47:54Z

<p>Livesadmin: </p> <hr /> <div>Research in human sciences traditionally consists in two separate (if not opposed) research traditions and methods: qualitative versus quantitative research. The two methods rely on fundamentally different worldviews (they usually differ on their ontological, epistemological, axiological and methodological assumptions; see Johnson &amp; Onwuegbuzie, 2004; Rossman &amp; Wilson, 1985; Smith, 1983). Despite of – and even building upon – these differences, a third approach, consisting of merging the two approaches, has gained much popularity in the last 30 years, and henceforth stands out as a mean to bridge the gap between these two research traditions (Creswell &amp; Plano Clark, 2011; Tashakkori &amp; Teddlie, 2010). &lt;br /&gt;<br /> As suggested by its name, quantitative (QUAN) methods rely on numbers, quantitative data, or defined categories. QUAN research follows a top-down (deductive) approach where theory/hypothesis testing is the driving force of research, and shapes data collection. Studies are conducted to predict variables of interest in order to understand specific relationships and quantify their strength or reliability. Researchers’ subjectivity should not impact research results, and is considered as noise in the data that should imperatively be neutralized. As such QUAN approaches aim to reduce the quantity of information to produce precise, parsimonious and generalizable models.&lt;br /&gt;<br /> On the opposite, qualitative (QUAL) methods rely on non-numeric contents (texts, audio recordings, videos, pictures, etc.). QUAL research follows a bottom-up (inductive) approach where data guide the research process. Previous theories generally do not drive data collection and hypotheses generation, but instead serve as a reference point to which emerging results are compared. QUAL studies aim to conduct a detailed and in-depth analysis of the process of a given phenomenon and how individuals experience or attribute meaning to this phenomenon. QUAL approaches aim to shed light on the complexity of the phenomenon of interest in a given group of individuals, in a specific context. Contrary to QUAN approaches, researchers’ subjectivity plays an important and acknowledged role in QUAL research. As such, QUAL researchers consider that there is no single objective reality to study and unveil, but rather multiple co-constructed subjective realities that may coexist. &lt;br /&gt;<br /> &lt;br /&gt;<br /> Because it relies on empirical studies and theory-driven hypothesis testing, the QUAN approach is known to be systematic and more structured than QUAL research. However, QUAN research is sometimes too rigid, and can neglect relevant research topics or ideas that would not arise from theoretical predictions. On the opposite, given that researchers put the emphasis on reaching detailed description of the phenomenon of interest instead of testing theoretically-derived hypotheses, the QUAL approach is significantly more flexible. The latter is nevertheless criticized for its lack of systematicity and generalizability, and its sensitivity to researchers’ subjectivity. <br /> Despite their differences, both approaches nevertheless share some common characteristics and many distinguished scholars argued against a stubborn and systematic opposition between QUAL and QUAN research paradigms. As stated by the eminent statistician John Tukey, «Neither exploratory nor confirmatory is sufficient alone. To try replace either by the other is madness. We need them both.» (Tukey, 1980, p.23). Indeed, both QUAL and QUAN approaches rely on empirical observations, describe their data, derive explanatory arguments and try to identify mechanisms underlying their results (Sechrest &amp; Sidani, 1995). In addition, they both involve strategies to acknowledge and reduce biases in the research process. Building on these common grounds, mixed-methods aim at pragmatically intertwining the two approaches by combining their strengths and overcoming their respective shortcomings to reach a rigorous understanding and analysis of the phenomenon of interest (Jick, 1979). &lt;br /&gt;<br /> Creswell and Plano Clark (2011) specify six central characteristics of mixed methods: <br /> # Rigorously collecting and analyzing both QUAL and QUAN data;<br /> # Mixing, integrating or linking the two types of data, combining them simultaneously, sequentially or embedding one of them into the other;<br /> # Giving priority to one form of data over the other, depending on the research question; <br /> # Using these procedures in a single study or in sequential phases of a more complex study program; <br /> # Contextualizing the research within both philosophical and theoretical frameworks; <br /> # Combining these procedures into a specific research design guiding the development of the study.<br /> Accordingly, researchers often use mixed methods when one single type of data does not suffice to give a comprehensive answer to the research question. This is for instance the case when researchers (a) want to know if results obtained from two difference perspectives and methods converge (see for example Bowling &amp; Gabriel, 2004); (b) use QUAN methods as the first part of their study, then follow up with QUAL methods to explain or refine the QUAN results (e.g., Carpentieri et al., 2017); or (c) use QUAL methods as the first part of their study to explore a new topic of interest, then follow up with QUAN methods and hypotheses generated from the first QUAL results (e.g., De Vriendt et al., 2012, 2013; Jopp et al., 2015). More broadly, mixed-methods are particularly suitable for the following research objectives (see Greene et al., 1989):<br /> # Complementarity and completeness: Multiple sources and types of data may provide a better answer to the research question than QUAN or QUAL separately<br /> # Explanation: Explaining initial results <br /> # Generalizability: Generalizing exploratory results <br /> # Triangulation: Elucidating whether different methods yield similar results<br /> # Initiation: Highlighting unexpected or contradictory results between the two methods, and adopting new perspectives or theoretical frameworks to make sense of the results pattern<br /> # Expansion: Reaching a research goal through multiple research/study phases involving various methodologies<br /> # Focus on structure vs. processes: the QUAN approach investigates the structure of the phenomenon of interest, while the QUAL approach investigates its underlying processes.<br /> Within the NCCR LIVES, Barbeiro and Spini (2015) proposed a calendar interview device (CID) as a mixed-methods device to study life course and turning points in the context of migration. This methodological approach enables the authors to study agency within structures in the lives of migrants. The CID consisted in the joint collection of life calendars containing standardized data and audio-recorded narratives for qualitative analysis. Interviews provide an opportunity to gain an in-depth understanding of the processes at stake in migrants’ [[Trajectories|trajectories]] and how they make sense of this experience, while quantitative calendar data provide a detailed resource for specific case analysis. Hence, the combination of both QUAL and QUAN data in the context of life calendars allows for identifying both objective and subjective dimensions of turning points in participants’ lives (also see Legewie &amp; Tucci, 2020). And what is more, conjointly collecting both types of data improves the quality and accuracy of data as potential inconsistencies between data sources (e.g. dates provided in the calendar section sometimes did not match the duration of employment as explained during the interviews) were resolved by discussion between the interviewer and the interviewee. <br /> <br /> Authors: Emilie Joly-Burra, Oana Ciobanu, Paolo Ghisletta<br /> <br /> ==References==<br /> <br /> Barbeiro, A., &amp; Spini, D. (2015). Calendar interviewing: A mixed methods device for a life course approach to migration. https://doi.org/10.12682/LIVES.2296-1658.2015.39 &lt;br /&gt;<br /> Bowling, A., &amp; Gabriel, Z. (2004). An Integrational Model of Quality of Life in Older Age. Results from the ESRC/MRC HSRC Quality of Life Survey in Britain. ''Social Indicators Research'', 69(1), 1–36. https://doi.org/10.1023/B:SOCI.0000032656.01524.07 &lt;br /&gt;<br /> Carpentieri, J. D., Elliott, J., Brett, C. E., &amp; Deary, I. J. (2017). Adapting to Aging: Older People Talk About Their Use of Selection, Optimization, and Compensation to Maximize Well-being in the Context of Physical Decline. ''The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences'', 72(2), 351–361. https://doi.org/10.1093/geronb/gbw132 &lt;br /&gt;<br /> Creswell, J. W., &amp; Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research. SAGE.&lt;br /&gt;<br /> De Vriendt, P., Gorus, E., Cornelis, E., Bautmans, I., Petrovic, M., &amp; Mets, T. (2013). The advanced activities of daily living: A tool allowing the evaluation of subtle functional decline in mild cognitive impairment. ''The Journal of Nutrition, Health &amp; Aging'', 17(1), 64–71. https://doi.org/10.1007/s12603-012-0381-9 &lt;br /&gt;<br /> De Vriendt, P., Gorus, E., Cornelis, E., Velghe, A., Petrovic, M., &amp; Mets, T. (2012). The process of decline in advanced activities of daily living: A qualitative explorative study in mild cognitive impairment. ''International Psychogeriatrics'', 24(6), 974–986. https://doi.org/10.1017/S1041610211002766 &lt;br /&gt;<br /> Greene, J. C., Caracelli, V. J., &amp; Graham, W. F. (1989). Toward a Conceptual Framework for Mixed-Method Evaluation Designs. ''Educational Evaluation and Policy Analysis'', 11(3), 255–274. JSTOR. https://doi.org/10.2307/1163620 &lt;br /&gt;<br /> Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action. ''Administrative Science Quarterly'', 24(4), 602–611. JSTOR. https://doi.org/10.2307/2392366 &lt;br /&gt;<br /> Johnson, R. B., &amp; Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. ''Educational Researcher'', 33(7), 14–26. https://doi.org/10.3102/0013189X033007014 &lt;br /&gt;<br /> Jopp, D., Wozniak, D., Damarin, A. K., De Feo, M., Jung, S., &amp; Jeswani, S. (2015). How could lay perspectives on successful aging complement scientific theory? Findings from a u.s. And a German life-span sample. ''The Gerontologist'', 55(1), 91–106. https://doi.org/10.1093/geront/gnu059 &lt;br /&gt;<br /> Legewie, N., &amp; Tucci, I. (2020). Studying turning points in labour market trajectories – benefits of a panel-based mixed methods design. ''Longitudinal and Life Course Studies'', first online. https://doi.org/10.1332/175795920X15949756176915 &lt;br /&gt;<br /> Rossman, G. B., &amp; Wilson, B. L. (1985). Numbers and Words: Combining Quantitative and Qualitative Methods in a Single Large-Scale Evaluation Study. ''Evaluation Review'', 9(5), 627–643. https://doi.org/10.1177/0193841X8500900505 &lt;br /&gt;<br /> Sechrest, L., &amp; Sidani, S. (1995). Quantitative and qualitative methods: Is there an alternative? Evaluation and Program Planning, 18(1), 77–87. https://doi.org/10.1016/0149-7189(94)00051-X &lt;br /&gt;<br /> Smith, J. K. (1983). Quantitative Versus Qualitative Research: An Attempt to Clarify the Issue. ''Educational Researcher'', 12(3), 6–13. https://doi.org/10.3102/0013189X012003006 &lt;br /&gt;<br /> Tashakkori, A., &amp; Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social &amp; Behavioral Research. SAGE.&lt;br /&gt;<br /> Tukey, J. W. (1980). We Need Both Exploratory and Confirmatory. ''The American Statistician'', 34(1), 23‑25. https://doi.org/10.1080/00031305.1980.10482706&lt;br /&gt;<br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Missing_data&diff=809 2025-12-10T08:47:41Z

<p>Livesadmin: </p> <hr /> <div>Missing data (MD) are data that were planned to be collected but could not be obtained in the end. Their causes are multiple, they concern all research fields, and their presence in a database can be considered as the rule, not the exception. The first consequence of MD is a reduced sample size, implying a loss in statistical power. Moreover, since MD rarely occur in a completely random fashion, they generally also imply biased coefficient estimates and reduced variance, what in turn leads to an under estimation of confidence intervals and a too high probability of rejecting the null hypothesis of statistical tests (Molenberghs et al., 2014).&lt;br&gt;<br /> &lt;br&gt;<br /> In a survey, missing data can be partial (only one part of the answers of an individual are missing) or complete (all information is missing for this individual). In [[Longitudinal Data|longitudinal]] designs especially, when a respondent drops out of the study after a given wave, then this individual will have only complete MD in all subsequent waves. This is a very important problem for the analysis of [[Vulnerability|vulnerability]], since research shows that vulnerable people tend to drop out more frequently of a longitudinal survey than other people do, leading to an under-representativeness of such people and to an underestimation of their proportion in the general population (Rothenbühler &amp; Voorpostel, 2016). &lt;br&gt;<br /> &lt;br&gt;<br /> In many situations, MD are apparent (we see in the database that the answer to a question is missing), but sometimes we cannot know whether an answer is missing or not. A good example is provided by retrospective data collected through a life history calendar. In such a survey design, every effort is done to enhance the recall memory of participants, but we can never be certain that all relevant information was collected (Morselli et al., 2016). Therefore, MD can be very complicated to identify, hence to treat. Finally, MD are sometimes planned in advance. For example, to reduce the burden on participants in a longitudinal design, only subsets of participants are surveyed in each wave, with the remainder considered missing. In this case, the MD process can be, under certain conditions, considered random and explicitly taken into account during the statistical analysis phase (Brandmaier et al., 2020; Rhemtulla &amp; Little, 2012).&lt;br&gt;<br /> &lt;br&gt;<br /> With the exception of cases where they have been planned in advance, every effort must be made to avoid the appearance of missing data, and if missing data do appear, then they must be treated using the correct method. Avoiding missing data includes working on the quality and accuracy of the data collection tool, repeatedly contacting non-respondents, using incentives , and mixing data collection modes, i.e., allowing survey participants to choose to respond by, for example, mail, telephone, portable devices, or the Internet (Stähli et al., 2016).<br /> A well-thought-out research design and data collection tools can drastically reduce the number of MD. However, it is difficult to completely avoid MD when collecting survey data, so they have to be treated a posteriori. Two approaches are currently considered as state of the art: Likelihood-based methods and multiple imputation. Notice that, unfortunately, it is still common practice to not treat MD at all and to just perform statistical computations on either the available data, or only on observations with complete data. However, this approach should be completely avoided, since it generally produces inaccurate and non-representative results (Berchtold, 2019).&lt;br&gt;<br /> &lt;br&gt;<br /> Likelihood-based methods (Little &amp; Rubin, 2019) allow for unbiased estimates of parameters of interest, but they rely on strong hypotheses regarding data distribution that cannot be met by all data types and all statistical models. Such methods are standard tools in, e.g., structural equation modelling, but they are barely applicable in sequence analysis, where the variables of interest are often measured on a nominal scale. Moreover, these methods rely on the appropriateness of the underlying model of analysis, which is difficult assumption to be tested. Multiple imputation (Rubin, 1987) consists in replacing each MD by k different possible replacement values, hence creating k complete datasets, called replications. Statistical models are computed independently on each replication, and results are then aggregated, with appropriate formulae, into a final unique solution. When both likelihood-based methods and multiple imputation are possible, the former is generally preferred, given its easier implementation. However, multiple imputation is applicable to a wider range of situations since it is based on weaker assumptions (van Buuren, 2018). Moreover, multiple imputation may produce smaller estimation variance, given the analyses are carried out on complete data sets.&lt;br&gt;<br /> &lt;br&gt;<br /> In sum, missing data are a ubiquitous reality of empirical research, can lead to serious estimation bias if untreated, can be, at least, partially avoided with careful data collection methodologies, and can easily be handled by appropriate analyses so as to provide unbiased parameter estimates.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: André Berchtold <br /> <br /> ==References==<br /> Berchtold, A. (2019). Treatment and reporting of item-level missing data in social science research. ''International Journal of Social Research Methodology'', 22(5), 431–439. https://doi.org/10.1080/13645579.2018.1563978&lt;br&gt;<br /> Brandmaier, A. M., Ghisletta, P., &amp; Oertzen, T. von. (2020). Optimal planned missing data design for linear latent growth curve models. ''Behavior Research Methods'', 52(4), 1445–1458. https://doi.org/10.3758/s13428-019-01325-y&lt;br&gt;<br /> Little, R. J. A., &amp; Rubin, D. B. (2019). ''Statistical Analysis with Missing Data (3rd ed.)''. Wiley.&lt;br&gt;<br /> Molenberghs, G., Fitzmaurice, G., Kenward, M. G., Tsiatis, A., &amp; Verbeke, G. (Eds.). (2014). ''Handbook of Missing Data Methodology (1 edition)''. Chapman and Hall/CRC.&lt;br&gt;<br /> Morselli, D., Berchtold, A., Suris, J.-C., &amp; Berchtold, A. (2016). On-line life history calendar and sensitive topics: A pilot study. ''Computers in Human Behavior'', 58, 141–149. https://doi.org/10.1016/j.chb.2015.12.068&lt;br&gt;<br /> Rhemtulla, M., &amp; Little, T. D. (2012). Planned Missing Data Designs for Research in Cognitive Development. ''Journal of Cognition and Development'', 13(4), 425–438. https://doi.org/10.1080/15248372.2012.717340&lt;br&gt;<br /> Rothenbühler, M., &amp; Voorpostel, M. (2016). Attrition in the Swiss Household Panel: Are Vulnerable Groups more Affected than Others? In ''M. Oris, C. Roberts, D. Joye, &amp; M. Ernst Stähli (Eds.), Surveying Human Vulnerabilities across the Life Course'' (pp. 223–244). Springer International Publishing. https://doi.org/10.1007/978-3-319-24157-9_10&lt;br&gt;<br /> Rubin, D. B. (1987). ''Multiple Imputation for Nonresponse in Surveys''. Wiley.&lt;br&gt;<br /> Stähli, M. E., Joye, D., &amp; Roberts, C. (2016). Mixing modes of data collection in Swiss social surveys: Methodological Report of the LIVES-FORS Mixed Mode Experiment. ''LIVES Working Paper'', 48, 1-42. https://doi.org/10.12682/LIVES.2296-1658.2016.48&lt;br&gt;<br /> van Buuren, S. (2018). ''Flexible Imputation of Missing Data (2nd New edition)''. CRC Press.&lt;br&gt;<br /> &lt;br&gt;<br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Meso_level&diff=808 2025-12-10T08:47:11Z

<p>Livesadmin: </p> <hr /> <div>The macro-micro divide has been on the foreground of the social science debate since its inception. While the macro-level identifies societal structures characterizing institutional and normative settings, the micro-level captures behavioral, cognitive, and emotional processes at the individual level. In this sense, the macro-level is synonymous of «global», «system» or «structure», opposed to the microscopic insight on the «actors», their «behaviors» or «agency» (Alexander, 1987). Emerging from this debate, more recently social scientists have proposed to differentiate between three interdependent micro-, meso- and macro-levels to improve understanding of an increasingly complex social world (Levy, 2012). In this framework, the term “meso” has been used to define intermediate units of analysis among economists, anthropologists, sociologists, criminologists or social psychologists. Although many epistemic differences emerge from this literature, network analysts seem to provide a consistent attempt to operationalize this notion for an interdisciplinary audience (Lazega &amp; Snijders, 2015).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> ==Definition and use across disciplines==<br /> Literally, meso means “in between”. The focus on intermediate levels of analysis responds to the common urgency among researchers to get a parsimonious abstraction of the functioning of social life. Among sociologists, Turner (2012) describes the notion of meso level as a place for interactions between collective agents, such as groups and organizations. In social psychology, Bronfenbrenner (1979, p. 25) considers meso-systems as: « (…) interrelations among two or more settings in which the developing person actively participates », what brings Jaspal et al. (2015, p. 265) to locate the meso level: « (…) on the various social group memberships of the individual ». Examples of economists' use of meso-unit of analysis can be found into studies on the flow of knowledge among firms (Giuliani &amp; Bell, 2005), the evolution of economic systems (Dopfer, Foster &amp; Poots, 2004) and poverty indicators at community level (Kristjanson et al., 2005). Among anthropologists, de Munck (1994) use the notion of meso-level to look at specific behavioral models. In addition, other scholars address this notion by spatially locating the meso-level into neighborhoods, schools or classrooms as intermediate dimensions between individuals and larger social contexts (McCarthy, 2011; Reid, Sutton &amp; Hunter, 2010). <br /> &lt;br&gt;<br /> &lt;br&gt;<br /> <br /> ==Network perspectives==<br /> What ‘in between’ means reflects differences across disciplines and approaches. Nevertheless, what social scientists who use this notion have most in common is their research of the processes where the interaction between micro and macro can be observed (Vacchiano &amp; Spini, 2021). In this respect, Lazega and Snijders (2015) claim that network analysis has provided the most consistent attempt to address this issue. The reason is that by conceptualizing the emergence of interactions as different types of networks, scholars can streamline the opportunities and constraints arising from social relationships as a juncture within the micro-macro gap. The reason is that one of the main assumptions of network theory is that social relationships can be studied as social contexts: ego, personal networks can be seen as aggregate units of analysis located at a level of social reality higher than individuals (Van Duijn, Van Busschbach and Snijders, 2009). Although individuals are constantly interwoven with other people during the flux of social life, networks are different from face-to face encounters, because they are constituted by a (more and less) stable set of participants. This means that networks follow a hierarchical structure, and thus, individuals are nested within enduring forms of relational opportunities and constraints at the meso-level (Emirbayer, 1997; Bourdieu, 1986) that potentially shape individual [[Vulnerability|vulnerability]] .<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Mattia Vacchiano, Dario Spini<br /> <br /> ==References==<br /> Alexander, J. (1987). ''The Micro-Macro Link''. Berkeley. California: University of California Press.&lt;br&gt;<br /> Bourdieu, P. (1986). The Forms of Capital. In''J. G. Richardson (eds), Handbook of Theory and Research for the Sociology of Education'', New York: Greenwood.&lt;br&gt;<br /> Bronfenbrenner, U. (1986). Recent advances in research on the ecology of human development. In ''Development as action in context'' (pp. 287-309). Springer, Berlin, Heidelberg.&lt;br&gt;<br /> De Munck, V. (1994). A Micro-, Meso-, and Macro-level Descriptive Analysis of Disputes within a Social Network. A Study of Household Relations in a Sri Lankan Community. ''Anthropos'', 89, 85-94.&lt;br&gt;<br /> Dopfer, K., Foster, J. &amp; Poots, J. (2004) Micro–Meso–Macro. ''Journal of Evolutionary Economics'', 14, 263–279.&lt;br&gt;<br /> Emirbayer, M. (1997). Manifesto for a relational sociology. ''American Journal of Sociology'', 103(2), 281–317.&lt;br&gt;<br /> Giuliani, E. &amp; Bell, M. (2005). The micro-determinants of meso-level learning and innovation: evidence from a Chilean wine cluster. ''Research Policy'', 34, 47-68&lt;br&gt;<br /> Jaspal, R., Carriere, K.R. &amp; Moghaddam, F. M. (2015). Bridging Micro, Meso, and Macro Processes in Social Psychology. In ''J Valsiner et al. (eds.), Psychology as the Science of Human Being''. Switzerland: Springer International Publishing.&lt;br&gt;<br /> Kristjanson P., Radeny, M,, Baltenweck, I., Ogutu, J. &amp; Notenbaert, A. (2005). Livelihood mapping and poverty correlates at a meso-level in Kenya. ''Food Policy'', 30, 568– 583.&lt;br&gt;<br /> Lazega, E. &amp;. Snijders, T. (2015). ''Multilevel Network Analysis for the Social Sciences: Theory, Methods and Applications''. Oxford: Springer.<br /> Levy, R. (2002). Meso-social Structures and Stratification Analysis - a Missing Link?. ''Swiss Journal of Sociology'', 28(2), 193-216.&lt;br&gt;<br /> McCarthy, T. (eds) (2011). ''Ethnography and language policy''. London: Routledge.&lt;br&gt;<br /> Reid, L., Sutton, P., &amp; Hunter, C. (2009). Theorizing the meso level: the household as a crucible of pro-environmental behaviour. ''Progress in Human Geography'', 34(3), 309–327. &lt;br&gt;<br /> Vacchiano, M. &amp; Spini, D. (2021). Networked Lives. ''Journal for the Theory of Social Behavior, 1–17''. https://doi.org/10.1111/jtsb.12265&lt;br&gt;<br /> Van Duijn, M., Van Busschbach, J. &amp; Snijders, T. (1999). Multilevel Analysis of Personal Networks as Dependent Variables. ''Social Networks'', 21(2), 187-210.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Longitudinal_Data&diff=807 2025-12-10T08:46:54Z

<p>Livesadmin: </p> <hr /> <div>==Conceptual definition==<br /> In [[Life course|life course]] research, longitudinal data store ''information'' on the ''same individual over a period of time, that can span over several months, several years or several decades''. Since it is the case, longitudinal data makes it possible to study how individuals change or stay the same over time. Longitudinal data can be contrasted with cross-sectional data. In the latter, data are collected at one point in time and focus on the current situation of the respondent. If such cross-sectional studies are repeated over time, they allow describing societal or aggregated changes. However, as they do not keep track of respondents’ responses across waves, it is not possible to describe individual changes of behavior and attitudes over time. Moreover, longitudinal data are necessary to explore various dimensions of [[Causality|causality]] in more depth, since cross-sectional data only reveals associations. In [[Life course|life course]] research, longitudinal data tracks individuals over time in order to collect their life history. Elder (1992) defines a life history as &quot;a lifetime chronology of events and activities that typically and variably combines data records on education, work-life, family, and residence&quot;. To this already complex definition that insists on the timing of life-course events occurring in different [[Life domains|life domains]] experimented by an individual, one could add measurements on many other domains such as the evolution of health or the evolution of cognitive capacities. The literature in life-course research describes two main types of longitudinal data that are collected with the aim to analyze [[Life course|life courses]]: prospective or retrospective longitudinal data (Scott and Alwin, 1998). In some cases, longitudinal data collections start with an event shared by all units documented, either an exhaustive population or a representative sample. Such data collection efforts are called cohorts. For example, the Swiss Transplant Cohort Study collects since 2008 longitudinal data on all solid organ transplant recipients in Switzerland. Of particular interest to [[Life course|life course]] studies are birth cohorts, like the cohort ELFE in France which started with a sample of babies born in that country in 2011. Longitudinal data collection can also be launched by a cross-sectional form of data gathering, whose individuals are then followed over time, for example the Swiss Household Panel or the Swiss National Cohort linking administrative records to individuals monitored in the 1990 and 2000 censuses. In low- and middle-income countries demographic surveillance systems also undertake longitudinal data collections. In this case, geographical areas are followed; after an initial census, survey rounds at least once a year collects all vital events (arrival, birth, deaths, departures) in the surveillance areas.&lt;br&gt;<br /> In '''prospective or panel studies''', a sample is followed and observed over time or at different points in time. The information is stored as the sample evolves. For instance, panel data stores the values of the same set of variables for the same sample at different point in time, resulting in several observations per individual units. Similarly, administrative data might record the situation of an individual at different points in time, for instance based on yearly data extraction.&lt;br&gt;<br /> With panel data, individuals are followed over a more or less long period of time, with interviews occurring at regular or irregular intervals. Panel surveys aim to record the successive situations experienced by individuals during their [[Life course|life course]], which may also include repeated measurements of biological or psychological markers (cognitive measures, well-being, etc.) (Hauser, 2009). Three main types of prospective data can be distinguished. The first type of panel consists of following a cohort of individuals over time, for instance a birth cohort. An example is the ''National Child Development Study'', in which individuals born between March 3 and 9, 1958 in Great Britain are followed (CLS, 2020). The population taken into account can also be a cohort of individuals who experienced the same event, which is the case with the Wisconsin longitudinal study in which individuals who graduated from a high school in the state of Wisconsin in 1957 (when they were about 18 or 19 years old) are followed (Hauser, 2009). Such prospective surveys are particularly interesting for analyzing divergences in [[Trajectories|trajectories]] over time as well as cumulative advantages and disadvantages (Pudrowska &amp; Anikupta, 2014). In this type of survey, data are sometimes collected at irregular intervals. When individuals are followed over a long duration, the questionnaires and the measures carried out can be adapted according to the phase of the [[Life course|life course]] in which people are (adulthood, old age, etc.). &lt;br&gt; <br /> The second type of prospective data corresponds to surveys in which representative samples of individuals or households from the general population are interviewed regularly, for example once a year, over a long time. A typical example is the ''Swiss household panel'' that was created in 1999 (Tillmann et al., 2016). In these surveys, the questionnaire is in principle repeated in each wave, as are the marker measures, to observe changes over time. Because of its regularity, one of the advantages of this type of longitudinal survey is that it allows looking at people's expectations, intentions, or plans for their future life, as expressed in a given survey wave, for example plans to have children, and to see how these plans are being carried out or evolve (Hanappi et al., 2016).&lt;br&gt;<br /> The third type of panel aims to analyze the impact of a [[Stress and stressors|stressful]] event on [[Life course|life courses]]. One of the first panels carried out by Lazarsfeld (1942, Ruspini, 2002) aimed to analyze the impact of an advertising message on the knowledge of a product by a sample of radio program listeners. The stressful event can be an external event such as an historical event (a war, an economic crisis…,), or a life-course event, such as the birth of the first child. These panels are often composed of a few waves (usually 2 or 3), with at least one of these waves ideally occurring before or during the stressful event and at least one wave after the stressful event. Because of the unpredictability nature of an external event such as an economic crisis, previous waves are taken from a preexisting survey to which new waves are added during and after the stressful event. A recent example is the Swiss household panel in which an additional wave took place in the spring 2020 at the end of the first lockdown due to the pandemic of Covid19, allowing analyzing the impact of the pandemic on [[Life course|life courses]] in the short and long term (Reffle et al., 2020). Such a design thus makes it possible to analyze the changing situation of individuals, and the resources or reserves they have in order to cope with the stressful event, as well as the effect of the stressful event on their well-being. For example, the ''Becoming parents'' survey conducted by researchers from the Universities of Geneva and Lausanne on a sample of couples was composed of three waves, the first when the woman was pregnant of her first child, the second when this child was a few months old and the third when the child was over a year old (Le Goff and Levy, 2011 and 2016). In this type of panel, questions and markers are the same in each wave of the study, the impact of the [[Stress and stressors|stressor]] being assessed by observing the changes in responses given by respondents before and after the stressful event. Specific questions related to the stressful event and how it was experienced can be added to these common questions.&lt;br&gt;<br /> '''2. Retrospective data corresponds''' to data that is collected at one point in time on a sample of individuals in order to reconstitute their past [[Life course|life course]]. Such data can also be collected from traces recorded in archives or registers. Blossfeld and Rohwer (2001) speak of an event-oriented design in the case of such data, since events belonging to different [[Life domains|life domains]] and their time of occurrence are collected, before reconstituting events sequences and then individual [[Trajectories|trajectories]]. However, a retrospective survey requires a process of remembering the events that respondents have experienced, which may depend on the situation in which they find themselves at the moment of the survey (Barbeiro &amp; Spini, 2017; Belli, 1998; Gomensoro &amp; Paredes, 2017). Furthermore, Scott and Alwyn (1998) indicate that the term retrospection also encompasses the fact that there may be an assessment by respondents of the events they experienced, depending also on the situation they are in at the time of the survey (Dasoki, 2017). &lt;br&gt;<br /> Retrospective data are collected by reconstituting the past [[Life course|life course]] of a sample of respondent. This might be achieved by asking the respondents to recall their past. In this case, several tools were developed by life-course researchers to minimize memory errors or bias. Detailed or subjective retrospective questions are generally avoided as there are more prone to recall bias.The NCCR LIVES actively participated in the development of life history calendars (Morselli et al., 2016). &lt;br&gt;<br /> <br /> ==Conclusion==<br /> Some surveys combine retrospective and prospective design in order to obtain longer sequences of longitudinal data. This is the case for example of the LIVES-FORS-Cohort survey, which aims to analyze different aspects of [[Vulnerability|vulnerability]] during the [[Transition-bifurcation|transition]] to adulthood among a sample of young people born between 1987 and 1997, the sample over-representing the children of migrants (Spini et al., 2019). These young people were followed annually between 2013 and 2019. The questionnaire for the first wave of this survey was essentially a retrospective survey, in the form of a life calendar designed to record the previous [[Life course|life courses]] of these young people since birth. Then, the questionnaires of the following prospective waves were largely based on those of the Swiss household panel.&lt;br&gt;<br /> The LIVES NCCR heavily rely on longitudinal data, which require specific methods, to study [[Vulnerability|vulnerability]] over the [[Life course|life course]]. For instance, it allows understanding how people recover (or not) from a disruptive event overt time. The LIVES NCCR is active in the development of such methods and collected several qualitative and quantitative longitudinal datasets. A full list of these datasets is available here: https://www.centre-lives.ch/fr/lives-data-collections &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Jean-Marie Le-Goff, Clémentine Rossier, Matthias Studer<br /> <br /> ==References==<br /> <br /> Barbeiro, A. and Spini, D. (2017). Calendar interviewing: a mixed methods device for a biographical approach to migration. ''Qualitative psychology''. 14(1): 81-107.&lt;br&gt;<br /> Belli R. (1998). The structure of autobiographical memory and the event history calendar: Potential improvements in the quality of retrospective reports in surveys. ''Memory'', 6: 383-406.&lt;br&gt;<br /> Bernardi, L. and Sánchez-Mira, N. (2021) Introduction to the special issue: Prospective qualitative research: new directions, opportunities and challenges, Longitudinal and Life Course Studies, vol 12, no 1, 3–5.&lt;br&gt;<br /> Blossfeld, H. P. and Rohwer, G. (2001). ''Techniques of Event history modeling. New approaches to causal analysis''. Mahwah-New Jersey, Lawrence Erlbaum Associates.&lt;br&gt;<br /> CLS (2020). ''National Child Development Study''. https://cls.ucl.ac.uk/cls-studies/1958-national-child-development-study/ (access 27.01.2021).&lt;br&gt;<br /> Elder, G. H. Jr. (1992). Life course. In Borgatta, E. F. and Borgatta, M.L. (Eds.), ''Encyclopedia of sociology'' (Vol. 3, pp. 1120–1130). New York: Macmillan.&lt;br&gt;<br /> Gomensoro, A. &amp; Burgos-Parades, R. (2016). Combining In-Depth Biographical Interviews with the LIVES History Calendar in Studying the Life Course of Children of Immigrants. In Bolzman, C., Bernardi, L. and Le Goff, J.-M. (dir). ''Situating children of Migrants across Borders and Origins. A Methodological Overview'' (pp 151-71). Cham-Heidelberg: Springer. Coll Life Course Research and Social Policies.&lt;br&gt;<br /> Hanappi, D., Ryser, V.-A., Bernardi, L. and Le Goff, J.- M. (2017). Changes in employment uncertainty and the fertility intention-realization link: An analysis based on the Swiss household panel. ''European Journal of Population'', 33(3), 381-407. doi:10.1007/s10680-016-9408-y. &lt;br&gt;<br /> Hauser, R.M. (2009). The Wisconsin Longitudinal Study: Designing a study of the Life course. In Elder G.H. and Giele J. Z. (eds). ''The Craft of Life Course research'' (pp 29-50). New-York, London: The Guilford Press.&lt;br&gt;<br /> Le Goff, J.-M., and Levy, R. (2011). ''Devenir parent. Rapport de recherche''. Lives working paper, 2011-8.&lt;br&gt;<br /> Le Goff, J.-M., and . Levy, R.(Eds) (2016), ''Devenir parents, devenir inégaux. Transition à la parentalité et inégalités de genre''. Zürich : Seismo.&lt;br&gt;<br /> Morselli D., Dasoki N., Gabriel R., Gauthier JA., Henke J., Le Goff JM. (2016) Using Life History Calendars to Survey Vulnerability. In: Oris M., Roberts C., Joye D., Ernst Stähli M. (eds) Surveying Human Vulnerabilities across the Life Course. Life Course Research and Social Policies, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-24157-9_8 &lt;br&gt;<br /> Park, A. &amp; Rainsberry, M. (2020). Introduction to longitudinal Studies, Closer learning hub https://learning.closer.ac.uk/learning-modules/introduction/ &lt;br&gt;<br /> Pudrowska, T. &amp; Anikupta, B. (2014). Early Life Socioeconomic Status and Mortality in Later Life: An Integration of Four Life-Course Mechanisms., ''Journal of Gerontology. Series B: Psychological Sciences and Social Sciences'' 69(3): 451-460. &lt;br&gt;<br /> Ruspini, E. (2002). ''Introduction to longitudinal Research''. London. Routledge.&lt;br&gt;<br /> Scott, J. and Alwin, D. (1998). « Retrospective versus Prospective Measurement of Life Histories in Longitudinal Research ». In Giele, J. Z. and Elder, G. H. (eds). ''Methods of Life Course Research. Qualitative and Quantitative Approaches''. Thousand Oaks-London-New Dehli. Sage Publications: 98-127.&lt;br&gt;<br /> Spini, D., Dasoki, N., Elcheroth, G., Gauthier, J.-A., Le Goff, J.-M. Morselli, D., Rossignon, F. and Tillmann, R. (2019) The LIVES-FORS cohort survey: A longitudinal diversified sample of young adults who have grown up in Switzerland, ''Longitudinal and Life Course Studies'', 10(3): 399–410, DOI: 10.1332/175795919X15628474680745.&lt;br&gt;<br /> Refle, J.-E., Voorpostel, M., Lebert, F., Kuhn, U., Klaas, H.S., Ryser, V.-A., Dasoki, N., Monsch, G.-A., Antal, E., &amp; Tillmann, R. (2020), First results of the Swiss Household Panel – Covid-19 Study in ''FORS Working Paper Series, paper 2020-1''. Lausanne: FORS. DOI: 10.24440/FWP-2020-00001&lt;br&gt;<br /> Tillman, R. (2016). The Swiss Household Panel Study: Observing social change since 1999. ''Longitudinal and Life Course Studies''. 2016, 7(1): pp 64–78.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Life_course&diff=806 2025-12-10T08:46:18Z

<p>Livesadmin: </p> <hr /> <div>== Definition ==<br /> The life-course perspective has developed across various disciplines in the social sciences including sociology (life course), developmental psychology (adaptation, life span), demography (generation, cohort), economics (life cycle), social policy, social history and humanities (period, life history and stories) and biology (genetics and evolutionary perspectives).The life course is both a concept and an interdisciplinary and globalist perspective that is interested in “understanding people in whole (over time) and as wholes (studying larger profiles of traits and characteristics rather than single variables).” (Settersten, 2003, p.196). <br /> == History and theoretical advances ==<br /> The idea of the life course has different origins (see Marshall &amp; Mueller, 2003). Some make the life course story begin in the 1960s with the development of prospective longitudinal studies and Leonard Cain’s essay titled “Life course and social structure” (Cain, 1964), which was the first time that the concept of the life course was under the spotlight referring primarily to “those successive statuses individuals are called upon to occupy in various cultures and walks of life as a result of aging …”. In the same years, several seminal articles which pointed to the intersection between historical time and individual time to understand social change were published, like Ryder’s article on cohort as a concept in the study of social change (1965) or Riley, Johnson and Foner’s work on age differentiation (1972). However, most scholars refer to the work of Glen Elder on the Children of the great depression (Elder, 1974) as the real influence on launching an interdisciplinary paradigm or perspective interested in how individuals’ lives unfold are experienced within their historical context. Five central principles were derived by Elder’s work (Elder, Johnson, &amp; Crosnoe, 2003): life-span development (the life course perspective is interested in individuals’ development from its biological start to death), human agency (individuals’ action has an impact on their life [[Trajectories|trajectory]]), historical time and geographic place (social change and location influence the life [[Trajectories|trajectories]]), timing (the same event will not have the same impact on individuals at different life stage or from different cohorts), and linked lives (individual [[Trajectories|trajectories]] are linked to others’ linked individuals’ [[Trajectories|trajectories]]). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes &amp; Schaie, 1973; Baltes, Lindenberger &amp; Staudinger, 1998) with an emphasis on the cultural (notably effects of cohorts on cognitive development) and biological influences on the life course, on the adaptability of individuals to maximize gains, maintain [[Resources|resources]] and goals, and limit the impact of losses), and on the multidirectionality of [[Trajectories|trajectories]] (due to the various biological and cultural influences, different dimensions of cognitive development have different [[Trajectories|trajectories]] throughout the life span).&lt;br&gt;<br /> <br /> The life course is composed of multiple and interdependent [[Trajectories|trajectories]] or careers in different [[Life domains|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, &amp; Widmer, 2007; Settersten, 1999). Central concept in this life course perspective have been developed: stage or phase, transitions, turning points and critical or stressful events (Levy and the PaVie team, 2005; Settersten, 1999). The life course perspective has also grown with the development of longitudinal or panel studies and developed methods to analyze life [[Trajectories|trajectories]] (Giele &amp; Elder, 1998; Piccarreta &amp; Studer, 2018)&lt;br&gt;<br /> <br /> The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, &amp; Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, &amp; Oris 2017) to describe the complexity of life [[Trajectories|trajectories]]. Life [[Trajectories|trajectories]] are (1) multidimensional (related to the different life spheres or domains); (2) multilevel (they can be influenced by and studied at the micro-, [[Meso level|meso]] and macro-level); and (3) multidirectional (they are diverse and show different trends of growth, decline and stability). Bernardi, Huinink and Settersten (2019) proposed to advance theoretical development offering a conceptualization of the life course as a complex behavioral process resting on a dynamic theory of agency. Their “life course cube” synthesizes the life course, providing a systematic yet parsimonious way to qualify the complex structure in which life courses, understood as behavioral processes, take place and integrates the biological and psychological programming of human development into the multidimensional, multilevel, and multidirectional frame. The cube constitutes a heuristic tool to bypass discipline boundaries and advances theoretical development in life course research.&lt;br&gt;<br /> Authors: Laura Bernardi, Dario Spini&lt;br&gt;<br /> <br /> == References ==<br /> Baltes, P. B. &amp; Schaie, K. W (1973). Life-span developmental psychology: Personality and Socialization. New York: Academic Press. &lt;br&gt;<br /> Baltes, P. B., Lindenberger, U., &amp; Staudinger, U. M. (1998). Life-span theory in developmental psychology. In W. Damon &amp; R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (p. 1029–1143). John Wiley &amp; Sons Inc.&lt;br&gt;<br /> Bernardi, L., Huinink, J., Settersten, R. A, Jr. (2019). The life course cube. Advances in Life Course Research, 41, https://doi.org/10.1016/j.alcr.2018.11.004. &lt;br&gt;<br /> Cain, Leonard, D., Jr. (1964). Life course and social structure. In R. E. L. Faris. Handbook of Modern Sociology, pp. 272-309. Chicago: Rand McNally.&lt;br&gt; <br /> Elder, G. H, Jr. (1974). Children of the great depression: Social change in life experience. Chicago: University of Chicago Press. &lt;br&gt;<br /> Elder G. H., Jr., Johnson, M. K., Crosnoe, R. (2003). The emergence and development of life course theory. In: J. T. Mortimer, M. J. Shanahan (eds), Handbook of the life course, pp. 3–22. New York: Kluwer Academic / Plenum.&lt;br&gt;<br /> Giele J. Z., Elder G. H. Jr. (Eds) (1998). Methods of life course research: Qualitative and quantitative approaches. Sage; Thousand Oaks, CA.&lt;br&gt;<br /> Levy and the Pavie Team (2005). Why look at life courses in an interdisciplinary perspective? In R. Levy, P. Ghisletta, J.-M. Le Goff, D. Spini, E. Widmer (Eds), Towards an interdisciplinary perspective on the life course. Advances in life course research, vol 10, 3-32. &lt;br&gt;<br /> Marshall, V. W., &amp; Mueller, M. M. (2003). Theoretical roots of the Life-Course Perspective. In W. R. Heinz, &amp; V. W: Marshall (Eds), Social dynamics of the life course, pp. 3-32. New York: Aldine de Gruyter. &lt;br&gt;<br /> Piccarreta, R., &amp; Studer, M.. (2018). Holistic analysis of the life course: Methodological challenges and new perspectives. Advances in Life Course Research. doi:10.1016/j.alcr.2018.10.004&lt;br&gt;<br /> Riley M. W., Johnson M. E., Foner A. (1972). Aging and society: A sociology of age stratification. Vol. 3. New York: Russell Sage.&lt;br&gt;<br /> Ryder N. B. (1965). The cohort as a concept in the study of social change. American Sociological Review, 30, 843–61. doi:10.2307/2090964.&lt;br&gt;<br /> Sapin, M., Spini, D., &amp; Widmer, E. (2007). Les parcours de vie: de l’adolescence à la mort. Lausanne : Presses Polytechniques et Universitaires Romandes.&lt;br&gt; <br /> Settersten, R. A., Jr. (1999). Lives in time and place. The problems and promises of developmental science. New York: Baywood Publishing Company&lt;br&gt;<br /> Settersten, R. A., Jr., &amp; Hendricks, J. (2003). Invitation to the life course: Toward new understandings of later life. New York: Routledge. &lt;br&gt;<br /> Spini, D., Bernardi, L., &amp; Oris, M. (2017). Toward a life course framework for studying vulnerability. Research in Human Development, 14(1), 5-25. doi:http://dx.doi.org/10.1080/15427609.2016.1268892&lt;br&gt;<br /> Spini, D., Jopp, D., Pin Le Corre, S., &amp; Stringhini, S.. (2016). The multiplicity of aging: Lessons for theory and conceptual development from longitudinal studies. Dans V. L. Bengtson &amp; (Eds.), Handbook of Theories of Aging, 3rd. ed., p. 669-690. New York: Springer.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Gender_regimes&diff=805 2025-12-10T08:46:00Z

<p>Livesadmin: </p> <hr /> <div>According to the seminal work of Raewyn Connell (1987), a ‘gender regime’ refers to several distinct but interrelated dimensions of gender relations in a given sociohistorical context. It provides the normative context for particular events, aspirations, relationships and practices to unfold. According to Connell (2006), a ‘gender regime’ is composed of:<br /> <br /> 1) '''The sexual division of labour''': the way in which production and consumption are arranged along gender lines, including the gendering of occupations and the spatial and symbolic division between paid work, caring and domestic labour, and the distribution of economic rewards and resources. <br /> <br /> 2) '''The distribution of power''': the way in which control, authority and force are exercised along gender lines, including organizational hierarchies, access to political power, and collective and individual forms of violence. <br /> <br /> 3) '''Interpersonal interactions and emotions''': the way in which attachment and antagonism between people and groups are organized along gender lines, including feelings of solidarity, prejudice and disdain, sexual attraction and repulsion. <br /> <br /> 4) '''Cultural and symbolic representations''': the way in which gender identities are defined in culture, the language and symbols of gender difference, and the prevailing beliefs and attitudes about gender. <br /> Such gender regimes play out simultaneously at the macro, [[Meso level|meso]] and micro-levels of society; each level relating to specific social processes: the historical construction of women's and men's relationship to the labour market and to the family in various societal contexts (the macro-level ‘gender order’ or ‘gender contract’, see Crompton &amp; Le Feuvre 1996; Le Feuvre, 2010); the institutionalisation of the different dimensions of the ‘gender regime’ in specific organisational / occupational settings (the [[Meso level|meso-level]] ‘gender arrangement’ or ‘gender script’, see Boni-Le Goff &amp; Le Feuvre, 2017; Boni-Le Goff et al., 2019) and the daily management of normative environments by individuals (the micro-level ‘gender practices’ or the corporeal manifestation of ‘gender identities’, see Zinn &amp; Le Feuvre, 2013). <br /> <br /> However, Connell and those who have been inspired by her work are sensitive to the potential tensions, or even contradictions, that can exist between the historically constructed societal pattern of gender relations (e.g. the ‘male breadwinner / female carer’ model of the sexual division of labour that has been enshrined in many social protection policies) at the [[Meso level|meso-level]], and the more localised configurations, that may conform to or depart from the wider gender order. Using the notion of ‘gender regime’ implies paying as much analytical attention to inconsistencies and to the forces for social change as to structural constraints and the mechanisms of social reproduction (see Walby, 2020). <br /> <br /> Because of its acknowledgment of the [[Meso level|meso-level]], the concept of gender regimes may help [[Life course|life course]] researchers to better understand [[Stress and stressors|stress and stressors]] generated in individuals by current gendered arrangements.&lt;br&gt;<br /> &lt;br&gt;<br /> Author: Nicky Le Feuvre<br /> <br /> ==Selected references==<br /> Boni-Le Goff, I. &amp; Le Feuvre, N. (2017). ''Professions from a Gendered Perspective''. Oxford Research Encyclopedia of Business and Management, Oxford: Oxford University Press doi:10.1093/acrefore/9780190224851.013.8 &lt;br&gt;<br /> Boni-Le Goff, I., Le Feuvre, N., Lépinard, E., Mallard, G. (2019). Do Gender Regimes Matter? Converging and Diverging Career Prospects among Young French and Swiss Lawyers. ''M. Choroszewicz &amp; T. L. Adams (eds.)'', ''Gender, Age and Inequality in the Professions'', London: Routledge, Coll. Gender and Organization: 114-134. https://doi.org/10.4324/9781351052467 &lt;br&gt;<br /> Connell, R. W. (1987). ''Gender and Power: Society, the Person &amp; Sexual Politics''. Chichester: Wiley. &lt;br&gt;<br /> Connell, R. W. (2006). Glass ceilings or gendered institutions? Mapping the gender regimes of public sector worksites. ''Public Administration Review'', 66(6), 837-849. &lt;br&gt;<br /> Crompton, R. &amp; Le Feuvre, N. (1996). Paid Employment and the Changing System of Gender Relations: A Cross-National Comparison. ''Sociology'', 30(3): 427-445. &lt;br&gt;<br /> Le Feuvre, N. (2010). Feminising professions in Britain and France: How countries differ. ''Jacqueline Scott, Rosemary Crompton &amp; Clare Lyonette (eds.),'' ''Gender Inequalities in the 21st Century: New Barriers and Continuing Constraints'', London: Edward Elgar, 126-149. &lt;br&gt;<br /> Walby, S. (2020). Varieties of Gender Regimes, Social Politics: International Studies in Gender. ''State &amp; Society'', 27(3): 414-431, doi:10.1093/sp/jxaa018 &lt;br&gt;<br /> Zinn, I. &amp; Le Feuvre, N. (2013). Ambivalent Gender Accountability: Male Florists in the Swiss Context. ''Recherches sociologiques et anthropologiques'', Special issue “Transgressing Gender at Work: Men in ‘Feminine’ Jobs”, 44(2): 21-45 doi.10.4000/rsa.1027 &lt;br&gt;<br /> City University of London. (2020). ''Varieties of Gender Regimes''[Webinar Workshop]. https://www.youtube.com/watch?v=Qxhi9_CMg6M&amp;feature=youtu.be&amp;ab_channel=City%2CUniversityofLondon&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Family_ties&diff=804 2025-12-10T08:45:35Z

<p>Livesadmin: </p> <hr /> <div>Family ties in a [[Life course|life course]] perspective are defined as resources and strains (Widmer, 2016). Indeed, the linked life principle emphasizes the impact that significant alters have on each other's life chances by providing instrumental or emotional support. Family ties are at the core of convoys that accompany individuals throughout their life. Such convoys may be of critical importance for other [[Life domains|life domains]], in relation with the multi-dimensionality of the [[Life course|life course]] stressed by the LIVES framework on [[Vulnerability|vulnerability]]. A variety of LIVES research revealed spill-over effects between family and working [[Trajectories|trajectories]] showing the importance of family ties for achieving sustainable life [[Trajectories|trajectories]]. Similarly, research on old age show a strong association between family networks, health and well-being. Other work (Cullati et al., 2018) stresses the fact that family ties may constitute in some circumstances [[Reserves|reserves]] that may help to overcome stressful events. The functional importance of family ties, both negative and positive, will have to be addressed in a variety of national contexts, both Western and non-Western, characterized by distinct [[Gender regimes|gender regimes]].<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Eric Widmer<br /> <br /> ==References==<br /> Cullati, S., Kliegel, M., &amp; Widmer, E. D. (2018). Development of reserves over the life course and onset of vulnerability in later life. ''Nature Human Behaviour'', 2(8), 551-558.&lt;br&gt;<br /> Widmer, E. D. (2016). ''Family configurations: A structural approach to family diversity.'' Routledge.<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Employability&diff=803 2025-12-10T08:45:25Z

<p>Livesadmin: </p> <hr /> <div>Employability refers to the ability to enter, stay and progress in the labour market and secure paid employment that is adequate to one’s competences, qualifications, expectations, preferences and social context. While individual skills and adaptability enhance employability, employability needs to be assessed relative to the prevailing market conditions, notably whether there are adequate jobs with decent working conditions. An individual’s employability depends on the employability of other individuals as well as on the institutions and opportunities in a given labour market. The [[Cumulative (dis)advantages|cumulation]] of experiences and competencies is a significant factor of employability&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Michele Pellizzari, Daniel Oesch, Rafael Lalive<br /> ==References==<br /> Gazier, B. (2001) Employability: the complexity of a policy notion. In ''P. Weinert, M. Baukens, P. Bollerot et al. (eds) Employability: From Theory to Practice'' (pp. 3 – 23). New Brunswick, NJ: Transaction Books.&lt;br&gt;<br /> International Labour Office. (2010). A skilled workforce for strong, sustainable and balanced growth: a G20 training strategy..&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Cumulative_(dis)advantages&diff=802 2025-12-10T08:45:10Z

<p>Livesadmin: </p> <hr /> <div>The hypothesis of accumulation of dis/advantages considers the long term process of individual heterogeneity and social inequalities and postulates that differentiation processes operating through macro-level, organizational-level and micro-level lead to an accentuation of diversity and inequalities in older age (Dannefer, 1987, 2003; see also Diprete &amp; Eirich, 2006; Ferraro et al., 2009). &lt;br&gt;<br /> <br /> The hypothesis of accumulation of dis/advantages is built on the “Matthew effect” described by Merton (1968): the author described processes of inequalities in Sciences and scientific work in the light of the gospel according to St-Matthew “for unto every one that hath shall be given, and he shall have abundance : but from him that hath not shall be taken away even that wish he hath ». In other words, Merton explained : « the Matthew effect consists in the accruing of greater increments of recognition for particular scientific contributions to scientists who have not yet made their mark » (p.3). This cumulation of disadvantages relates with the unequal cumulation of [[Resources|resources]] or [[Reserves|reserves]] such as [[Social capital|social capital]]. Dannefer specified Merton’s Matthew effect to aging process and the intracohort differentiation. The authors stressed the socially structured mechanisms participating to aged heterogeneity, in other words the persistent pattern of inequality and their amplification through social process of cumulation, contributing to qualify a vision purely psychological or social-psychological of aging (Dannefer, 1987). The Mathilda effect refers to the cumulation of dis/advantages between women and men throughout the [[Life course|life course]], in relation with [[Gender regimes|gender regimes]]. <br /> The model of cumulative dis/advantages is complementary to social stratification one, stressing how small differences early in life can result to larger ones in later life. However, while the impact of social stratification on [[Life course|life course]] has been clearly demonstrated, the processes of cumulative dis/advantages are still few documented (Cullati et al., 2014; Pallas &amp; Jennings, 2009). In contrast with cumulative processes, authors stress also the interest to study “When Does Disadvantage Not Accumulate? » or the issue of resilience through [[Life course|life course]] and the place of agency within structure (Schafer et al., 2009). <br /> &lt;br&gt;&lt;br&gt;<br /> Author: Marie Baeriswyl<br /> ==References==<br /> Cullati, S., Rousseaux, E., Gabadinho, A., Courvoisier, D., &amp; Burton-Jeangros, C. (2014). Factors of change and cumulative factors in self-rated health trajectories: A systematic review. ''Advances in Life Course Research'', 19, 14–27. https://doi.org/10.1016/j.alcr.2013.11.002&lt;br&gt;<br /> Dannefer, D. (1987). Aging as intracohort differentiation: Accentuation, the Matthew effect, and the life course. ''Sociological Forum'', 2(2), 211–236. https://doi.org/10.1007/BF01124164&lt;br&gt;<br /> Dannefer, D. (2003). Cumulative advantage/disadvantage and the life course: Cross-fertilizing age and social science theory. ''The Journals of Gerontology Series B: Psychological Sciences and Social Sciences'', 58(6), 327–337. https://doi.org/10.1093/geronb/58.6.S327&lt;br&gt;<br /> Diprete, T. A., &amp; Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. https://doi.org/10.1146/ANNUREV.SOC.32.061604.123127&lt;br&gt;<br /> Ferraro, K. F., Shippee, T. P., &amp; Schafer, M. H. (2009). Cumulative inequality theory for research on aging and the life course. In ''Handbook of theories of aging, 2nd ed'' (pp. 413–433). Springer Publishing Company.&lt;br&gt;<br /> Merton, R. K. (1968). The Matthew Effect in Science: The reward and communication systems of science are considered. ''Science'', 159(3810), 56–63. https://doi.org/10.1126/science.159.3810.56&lt;br&gt;<br /> Pallas, A. M., &amp; Jennings, J. L. (2009). Cumulative knowledge about cumulative advantage. ''Swiss Journal of Sociology'', 35(2), 211–229.&lt;br&gt;<br /> Schafer, M. H., Shippee, T. P., &amp; Ferraro, K. F. (2009). When does disadvantage not accumulate? Toward a sociological conceptualization of resilience. ''Schweizerische Zeitschrift Fur Soziologie''. ''Revue Suisse de Sociologie'', 35(2), 231–251.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Life_domains&diff=801 2025-12-10T08:44:37Z

<p>Livesadmin: </p> <hr /> <div>Life domains are main fields of experience in which individual life course unfold. Family, education, work, health and leisure are often cited as a critical life domains.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> In the life course literature, spillover effects occur when life domains influence each other. Decisions, events, and [[Transition-bifurcation|transitions]] in the work domain for instance may affect family configuration or health. We refer to crossover effects when the effects of life events and [[Transition-bifurcation|transitions]] go beyond, or cross, the life [[Trajectories|trajectory]] of the individual concerned and diffuse to related individuals such as members of his or her [[Social network|social network]]. For instance, temporary or permanent health problems of one member of the family may require various adaptation in the work and leisure activities of other family members. <br /> &lt;br&gt;<br /> &lt;br&gt;<br /> The study of the determinants and consequences of life course [[Transition-bifurcation|transitions]] is challenging due to the several [[Interdependencies across life course dimensions|interdependencies across life domains]] and across related individuals. The Life Course Cube (Bernardi, Huinink and Settersten 2019) proposes a graphic representation of the complexity of the relationships that characterize the life of an individual. The axes of the cube represent three key dimensions: time, domains, and levels. The interconnection between those axes represent the individual behavior over time while interacting across levels (“micro”, “[[Meso level|meso]]” and “macro”) and across life domains.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> The interdependence across life domains means that decisions and events happened in one domain may have a strong influence into other life domains, creating spillover effects. For instance, the combined effect of family and working life on wellbeing (Comolli, Bernardi, and Voorpostel, 2020); the simultaneity of working and family life decisions across generations (Bolano and Bernardi, 2020); the link between working uncertainty and family formation decisions (Bolano and Vignoli, 2020); geographical mobility and professional and family careers (Semeraro, 2018); the difficulties of multiple goal pursuit (Freund, 2007). Spillover effects can also been seen as the [[Resources|resources]] generated or drained by one life domain that facilitate or hinder actions and well-being in another life domain (Bernardi, Bollmann, Potarca, and Rossier, 2017; Freund, Knecht, and Wiese, 2014). Negative spillovers may spread the consequences of hazards across life spheres (Pin and Spini, 2016; Widmer, Girardin, and Ludwig, 2017), whereas positive spillovers may trigger resilience or produce synergies (Ihle et al., 2016; Shane and Heckhausen, 2016). In the upcoming LIVES book, an entire section is dedicated to the [[Interdependencies across life course dimensions|interdependences across life domains]]. <br /> &lt;br&gt;<br /> &lt;br&gt;<br /> The life course of an individual is characterized by interactions between levels (i.e., macro-meso-micro interaction) as well as within levels (e.g., across individuals). The interdependence across individuals indicates that changes in one person’s life patterns may lead to changes in other people’s lives as well, bringing to a dependence in the attitudes and behaviours of members of the same group or network (household, working place). These types of interactions are crossover effects. For example, studies have shown that fertility behaviour might spread across friends and generations (Bernardi, 2016). Studies have shown the mutual influences of couple’s member on fertility decisions (e.g., Hanappi et al. 2017; Testa and Bolano 2019), health (Lam and Bolano, 2018), migration and adaptaion (Ravasi, Salamin, and Davoine, 2015).<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> [[Resources|Resources]] and [[Reserves|reserves]] are associated with [[Vulnerability|vulnerability]] in specific life domains.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Laura Bernardi, Danilo Bolano<br /> <br /> <br /> ==References==<br /> Bernardi, L., Bollmann, G., Potarca, G., &amp; Rossier, J. (2017). Multidimensionality of well-being and spillover effects across life domains: How do parenthood and personality affect changes in domain-specific satisfaction? ''Research in Human Development'', 14(1), 26-51.&lt;br&gt;<br /> Bolano, D., and Bernardi, L. (2020). Transition to Grandparenthood and Early Retirement: Interdependencies of Life Domains across Generations. Unpublished&lt;br&gt;<br /> Bolano, D., and Vignoli, D., (2020). First Union Formation in Australia: Actual Constraints or Perceived Uncertainty? ''DISIA Working Paper'', 2020/07.&lt;br&gt;<br /> Bernardi, L. (2016). The intergenerational transmission of fertility. In ''Emerging trends in the social and behavioral sciences'' (pp. 01-16). Hoboken US: John Wiley &amp; Sons 10.1002/9781118900772.etrds0413&lt;br&gt;<br /> Bernardi, L., Huinink, J., and Settersten Jr, R. A. (2019). The life course cube: A tool for studying lives. ''Advances in Life Course Research'', 41. &lt;br&gt;<br /> Comolli, C.L, Bernardi, L. and Voorpostel, M. (2020). Joint family and work trajectories and multidimensional wellbeing. Under review.&lt;br&gt;<br /> Freund, A. M., Knecht, M., &amp; Wiese, B. S. (2014). Multidomain engagement and self-reported psychosomatic symptoms in middle-aged women and men. ''Gerontology'', 60(3), 255–262. https://doi.org/10.1159/000358756&lt;br&gt;<br /> Freund, A. M. (2007). Differentiating and integrating levels of goal representation: A life-span perspective. In ''B. R. Little, K. Salmela-Aro, &amp; S. D. Phillips (Eds.), Personal project pursuit: Goals, action, and human flourishing'' (pp. 247–270). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.&lt;br&gt;<br /> Hanappi, D., Ryser, V-A., Bernardi L., and Le Goff, J-M. (2017). Changes in Employment Uncertainty and the Fertility Intention–Realization Link: An Analysis Based on the Swiss Household Panel. ''European Journal of Population'', 33(3):381-407 DOI: 10.1007/s10680-016-9408-y&lt;br&gt;<br /> Ihle, A., Grotz, C., Adam, S., Oris, M., Fagot, D., Gabriel, R., &amp; Kliegel, M. (2016). The association of timing of retirement with cognitive performance in old age: The role of leisure activities after retirement. ''International Psychogeriatrics'', 28(10), 1659–1669. https://doi.org/10.1017/S1041610216000958&lt;br&gt;<br /> Lam, J., and Bolano, D. (2018). Social and productive activities and health among partnered older adults: A couple-level analysis. ''Social Science &amp; Medicine'', 229, 126-133. https://doi.org/10.1016/j.socscimed.2018.04.016&lt;br&gt;<br /> Pin, S., &amp; Spini, D. (2016). Impact of falling on social participation and social support trajectories in a middle-aged and elderly European sample. ''SSM - Population Health'', 2, 382–389. https://doi.org/10.1016/j.ssmph.2016.05.004&lt;br&gt;<br /> Ravasi, C., Salamin, X., and Davoine, E. (2015). Cross-cultural adjustment of skilled migrants in a multicultural and multilingual environment: An explorative study of foreign employees and their spouses in the Swiss context. ''The International Journal of Human Resource Management'', 26(10), 1335-1359&lt;br&gt;<br /> Semeraro, R. (2018). Migratory Life-Courses and Social Networks. Peruvian Men and Women in Switzerland. PhD thesis, University of Lausanne. &lt;br&gt;<br /> Shane, J., &amp; Heckhausen, J. (2016). Optimized Engagement Across Life Domains in Adult Development: Balancing Diversity and Interdomain Consequences. ''Research in Human Development'', 13(4), 280–296. https://doi.org/10.1080/15427609.2016.1234308&lt;br&gt;<br /> Testa, M.R., and Bolano, D. (2019). Intentions and Childbearing in a cross-domain life course approach: the case of Australia. ''VID Working Papers'', 01/2019&lt;br&gt;<br /> Widmer, E. D., Girardin, M., &amp; Ludwig, C. (2017). Conflict Structures in Family Networks of Older Adults and Their Relationship With Health-Related Quality of Life. ''Journal of Family Issues'', 39(6), 1573-1597. https://doi.org/10.1177/0192513X17714507&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Interdependencies_across_life_course_dimensions&diff=800 2025-12-10T08:44:09Z

<p>Livesadmin: </p> <hr /> <div>'''(linking [[Resources|resources]] across levels, contexts, over time)'''<br /> &lt;br&gt;<br /> The notions of interdependencies and time are central in most social sciences theories from their very beginning (Abbott, 1997). From the 1930 onwards, Norbert Elias systematized this perspective by developing the notions of configurations and processes to evidence that all human activities where both relational and potentially changing over (historical) time in a systemic way (Elias, 1997). In the mid-seventies, comparing empirical [[Longitudinal Data|longitudinal data]] on two birth cohorts of individuals born ten years before or at the beginning of the 1929 Great depression, Glen Elder (1999) was able to further disentangle the age-cohort-period nexus (e.g. Ryder, 1965) and proposed the generalized five principles of the [[Life course|life course]], namely lifelong development, agency, time and place, timing and linked lives (Glen H Elder et al., 2003). The notion of lifelong development is akin to that of process (or [[Trajectories|trajectory]]) and suppose that individual lives do not follow a deterministic logic and are always subject to reorientation. Such change may be the consequence of the individuals’ agency, i.e. the choices they make when considering competing options. It may also respond to the specific conditions of living in a certain time and place (e.g., legal and social norms, economic growth) which favor or hamper specific type of integration. Sometimes the same event may have contrasted output depending on the timing of its occurrence (as for instance an early pregnancy or lost of one’s parent). Finally, the most enduring factor influencing the unfolding of life [[Trajectories|trajectories]] is the fact that lives are linked to one another (as it is the case of a woman reducing her commitment into pay work when becoming a mother). This complex set of structuring factors has been recently further integrated into the notion of [[Life course|life course]] cube (Bernardi et al., 2019), which dimensions are 1. [[Life domains|life domains]] (e.g., family, occupation, place of residence, health status), 2. Systemic levels, a) micro, e.g. couple and friends relationships, b) [[Meso level|meso]], e.g. intergenerational and / or workplace relationships), c) macro, e.g. welfare state. 3. Time, that may be age, historical change, and/or the succession of life events and [[Transition-bifurcation|transitions]] (finishing school, entering the labor market, starting union, parenthood, unemployment, retirement, …). Each point of the cube is defined by the specific characteristic of its three dimensions and can be adequately conceptualized. The [[Life course|life course]] of an individual is then defined as the result of the interaction among these dimensions.&lt;br&gt;<br /> &lt;br&gt;<br /> Levy, Gauthier and Widmer (2013) show how the interdependence of individual occupational [[Trajectories|trajectories]] contribute to their gendering. Those of women are pluralized due to their higher social sensitivity to contextual influences such as childbirth, level of education and birth cohort and characterized by withdrawals from the labor market of variable intensity and duration. In contrast, occupational [[Trajectories|trajectories]] of most men are stable and full time. This reveals how individual lives are differently linked to one another according to parental status, historical time, labor market conditions and welfare state regulations.&lt;br&gt;<br /> Interdependences might exist at the same time between related individuals (family members for instance) over time and across [[Life domains|life domains]] (work and family life). For instance, retirement related decisions of older adults and the fertility decisions of their adult children might be interrelated (Bolano and Bernardi 2021). Parents’ early retirement decisions might be driven by the need to care for a grandchild; conversely, children’s [[Transition-bifurcation|transition]] to parenthood may be triggered by the availability of flexible, reliable and affordable childcare by retired parents.<br /> Systemic levels interact in shaping the [[Life course|life course]] of individual. Sieber et al. (2020) found that according to the welfare regimes (macro), the association between individuals (micro) socioeconomic [[Trajectories|trajectories]] and health later on in life changes. For instance, education is a well know protective factor against health decline among older adults. A higher level of education is usually associated with better health later on in life. Sieber and colleagues found that this association does not hold in Scandinavian welfare regimes suggesting that a more generous and redistributive welfare regime like the Scandinavian one is able to overcome educational inequality in health.&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Jacques-Antoine Gauthier, Danilo Bolano&lt;br&gt;<br /> &lt;br&gt;<br /> == References: ==<br /> Abbott, A. (1997). Of time and space: The contemporary relevance of the Chicago School. Social Forces, 1149 1182.&lt;br&gt;<br /> Bernardi, L., Huinink, J., &amp; Settersten Jr, R. A. (2019). The life course cube: A tool for studying lives. ''Advances in Life Course Research'', 41, 100258.&lt;br&gt;<br /> Bolano, D. &amp; Bernardi L. (2021). Transition to Grandparenthood and Early Retirement: Interdependences of Life Domains Across Generations. PAA Annual Meeting 2021&lt;br&gt;<br /> Elder, G.H. (1999). Children of the Great Depression. Westview Press.&lt;br&gt;<br /> Elder, Glen H, Johnson, M. K., &amp; Crosnoe, R. (2003). The emergence and development of life course theory. In J. T. Mortimer &amp; M. J. Shanahan (Eds.), ''Handbook of the life course'' (p. 3 19). Kluwer.&lt;br&gt;<br /> Elias, N. (1997). The civilizing process: The history of manners and State formation and civilization. Blackwell.&lt;br&gt;<br /> Levy, R., Gauthier, J.-A., &amp; Widmer, E. D. (2013). Trajectories between the family and paid work. In R. Levy &amp; E. D. Widmer (Eds.), ''Gendered life courses between standardization and individualization. A European approach applied to Switzerland'' (p. 71 92). LIT.&lt;br&gt;<br /> Sieber, S., Cheval, B., Orsholits, D., van der Linden, B. W., Guessous, I., Gabriel, R., ... &amp; Cullati, S. (2020). Do welfare regimes moderate [[Cumulative (dis)advantages|cumulative dis/advantages]] over the life course? Cross-national evidence from longitudinal SHARE data. ''The Journals of Gerontology: Series B'', 75(6), 1312-1325.&lt;br&gt;<br /> Ryder, N. (1965). The cohort as a concept in the study of social change. American Sociological Review, 30(6), 843 861.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

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Livesadmin https://glossary.centre-lives.ch/index.php?title=Career_development&diff=789 2025-10-14T10:18:22Z

<p>Livesadmin: </p> <hr /> <div>Career development is a life-long and life-span process representing a dynamic interaction between a changing (developing) individual in a changing context (Vondracek et al., 2019), which implies taking up various learning and work tasks, balancing work-life-leisure interplay, and managing transitions. It can be described as a sequence of occupations and career-related experiences over time (further training, re-orientation, re-training, unemployment, etc.), crossing several social spaces, and contributing to providing meaning to the individual (Chen, 1998; De Vos et al., 2020). As a result, the sustainability of career development is built on individual agency ([[Resources|resources]]) and shaped by structural boundaries imposed by institutions, the labor market, policies, and public views (Callanan et al., 2017; De Vos et al., 2020). A career can be considered sustainable when the framework conditions allow appropriate transitions and promote productivity, well-being at work, and satisfaction with life.&lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Koorosh Massoudi, Jacques-Antoine Gauthier, Ieva Urbanaviciute<br /> ==References==<br /> Callanan, G. A., Perri, D. F., &amp; Tomkowicz, S. M. (2017). Career management in uncertain times: Challenges and opportunities. ''The Career Development Quarterly'', 65(4), 353-365.&lt;br&gt;<br /> Chen, C. P. (1998). Understanding career development: A convergence of perspectives. ''Journal of Vocational Education and Training'', 50(3), 437-461.&lt;br&gt;<br /> De Vos, A., Van der Heijden, B. I., &amp; Akkermans, J. (2020). Sustainable careers: Towards a conceptual model. ''Journal of Vocational Behavior'', 117, advance online publication.&lt;br&gt;<br /> Vondracek, F. W., Lerner, R. M., &amp; Schulenberg, J. E. (2019). ''Career development: A life-span developmental approach''. Routledge.&lt;br&gt;<br /> <br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Causality&diff=788 2025-10-14T10:17:47Z

<p>Livesadmin: </p> <hr /> <div>Causality (here used synonymously with causation, cause and effect) has been a major scope of science for millennia, and any discussion of causality cannot be summarized by a couple of pages in a general glossary. The purpose here is to discuss how this concept may be understood and estimated differently in some disciplines studying “[[Vulnerability|vulnerability]]” within LIVES.&lt;br&gt;&lt;br&gt;<br /> Broad philosophical discussions of causality include revealing underlying mechanisms behind observed or implied associations (e.g., between stimuli and responses, about genetics and epigenetics in human characteristics) and opposing free will and consciousness (e.g., nature vs. nurture in psychology, agency vs. structure in sociology). In modern science, one of the simplest definitions of causality is the relation of determination between a cause (entity A) and a consequence (entity B), such that “if A then B” and “if not A then not B.” Counterfactual arguments (“if A had not occurred, then B would not have occurred”) complemented the previous regularity definition (Lewis, 1973), but have never come to totally replace it. It is commonly agreed that the association be time-ordered, such that A occurs before B in time.&lt;br&gt;&lt;br&gt;<br /> Statistics has primarily focused on measuring and quantitatively estimating the effects of causes on their consequences, by following Hume’s analysis of causation and Popper’s principles of verification and falsifiability (Holland, 1986). This focus has percolated somewhat differently in different disciplines, ranging from simple linear regression models to nonlinear dynamic systems of multivariate equations. From a methodological perspective, most agree with the assertion that carefully planned double blind, randomized control trials (RCT) are the simplest and safest setting for estimating causality relations. Of course, in many research settings RCTs are simply not possible, thus forcing scholars to creatively and intelligently propose alternative settings that at best approximate the at-times unachievable and impossible standard of excellence represented by experimental settings (which, strictly speaking, are also imperfect, in that it is impossible to measure the same unit of observation under both the presence (e.g., treatment) and the absence (e.g., control) of the cause at the exact same time; this problem can however be dealt with by assuming untestable assumptions, such as time invariance of exposure effects. Here, again, counterfactual arguments become highly relevant).&lt;br&gt;&lt;br&gt;<br /> In economics, the work by Granger (1969) has set a useful framework for estimating causal inference (Heckman, 2008; Hoover, 2006). Put in very simple terms, the Granger causality test allows assessing whether one variable assessed earlier can forecast another assessed later, where both variables are measured by time series. Given the historical importance of time series data in economic research, this definition has served well to establishing causality relations. Nowadays, discussions about the possibility of estimating causality in economics do not revolve around time series analyses, but are centered on ingenious methods that are applicable to observational studies, and that ought to be used, whenever possible, in conjunction with RCTs. These include, but are not limited to, linear and discontinuity regression designs, differences-in-differences methods, use of instrumental variables, and propensity scores and other matching techniques, whose use has thrived in recent years (Angrist &amp; Pischke, 2009; 2010). However, the debate around the utility of such methods in discussing causality is not resolved and remains well alive today (e.g., Banerjee, Duflo, &amp; Kremer, 2016; Deaton &amp; Cartwright, 2018).&lt;br&gt;&lt;br&gt;<br /> In psychology, the golden standards allowing estimating causality effects are forms of RCT, operationalized as carefully planned experiments, where the effects of a manipulated independent variable on a dependent variable are assessed, under strict methodological control. This setting requires that the researcher consider several psychometric issues, such as internal and external validity, construct validity, and generalizability. Again, the ideal RCT setting is a notoriously difficult methodological design to implement in many research settings (for practical or ethical reasons), so that psychologists also must very often rely on observational (a.k.a. as non-experimental) studies. Then, cautious methodological considerations allow approximating so-called quasi- or pseudo-experiments, thereby strengthening validity properties (Campbell, Stanley, &amp; Gage, 1963). Despite, few psychologists would draw unambiguous conclusions about causality in such designs. It could be argued that to foster theoretical advancements, psychology would benefit from applying alternative methods, inspired by economics, to reinforce conclusions about causal mechanics, although such approaches often imply relying on untestable assumptions,&lt;br&gt;&lt;br&gt;<br /> In social sciences, the concept of causality is also closely linked to moderated, mediated, and spill-over effects. These proximal concepts allow for somewhat indirect estimations or what may be mechanisms of utmost importance in understanding causality in the social world by means of innovative research designs and statistical strategies (Hong, 2015). Another line of research present in sociology, narrative formalism or narrative positivism, stresses the description of whole [[Trajectories|trajectories]] as an alternative way to deal with causality (Abbott, 1992). &lt;br&gt;<br /> &lt;br&gt;<br /> Authors: Paulo Ghisletta<br /> &lt;br&gt;<br /> ==References==<br /> Abbott, A. (1992). From causes to events: Notes on narrative positivism. ''Sociological methods &amp; research'', 20(4), 428-455.<br /> Angrist, J. D., &amp; Pischke, J.-S. (2009). ''Mostly Harmless Econometrics''. Princeton University Press.&lt;br&gt;<br /> Angrist, J., &amp; Pischke, J.-S. (2010). The Credibility Revolution in Empirical Economics: How Better Research Design is Taking the Con out of Econometrics (Working Paper No. 15794; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w15794&lt;br&gt;<br /> Banerjee, A. V., Duflo, E., &amp; Kremer, M. (2016). The influence of randomized controlled trials on development economics research and on development policy. ''The State of Economics, The State of the World''.&lt;br&gt;<br /> Campbell, D. T., Stanley, J. C., &amp; Gage, N. L. (1963). ''Experimental and quasi-experimental designs for research'' (pp. ix, 84). Houghton, Mifflin and Company.&lt;br&gt;<br /> Deaton, A., &amp; Cartwright, N. (2018). Understanding and misunderstanding randomized controlled trials. ''Social Science &amp; Medicine'', 210, 2–21. https://doi.org/10.1016/j.socscimed.2017.12.005&lt;br&gt;<br /> Granger, C. W. J. (1969). Investigating Causal Relations by Econometric Models and Cross-spectral Methods. ''Econometrica'', 37(3), 424–438. JSTOR. https://doi.org/10.2307/1912791&lt;br&gt;<br /> Heckman, J. J. (2008). Econometric Causality. ''International Statistical Review'', 76(1), 1–27. https://doi.org/10.1111/j.1751-5823.2007.00024.x&lt;br&gt;<br /> Holland, P. W. (1986). Statistics and Causal Inference. ''Journal of the American Statistical Association'', 81(396), 945–960. https://doi.org/10.1080/01621459.1986.10478354&lt;br&gt;<br /> Hoover, K. D. (2006). Causality in Economics and Econometrics (SSRN Scholarly Paper ID 930739). Social Science Research Network. https://doi.org/10.2139/ssrn.930739&lt;br&gt;<br /> Hong, G. (2015). ''Causality in a social world: Moderation, mediation and spill-over''. John Wiley &amp; Sons.&lt;br&gt;<br /> Lewis, D. K. (1973). Causation. ''Journal of Philosophy'', 70(17), 556–567. https://doi.org/10.2307/2025310<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Capabilities&diff=787 2025-10-14T10:17:30Z

<p>Livesadmin: </p> <hr /> <div>Capability is a concept designed by Nobel Prize winner Amartya Sen. It is defined as the “real freedom to lead the kind of life people have reason to value” (Sen, 1999). It relies on two pillars (Bonvin and Farvaque, 2006, 2008). On the one hand, people should be entitled to real freedom and not only to formal freedom, which entails taking into account the distribution of [[Resources|resources]] and rights, as well as the individual capacities to use them and the appropriateness of the environment. In this first respect, the empowerment of people relies on the availability of a whole configuration of [[Resources|resources]] and rights, and of individual and social ‘conversion factors’. Being empowered is not only a matter of owning material [[Resources|resources]] or of having individual skills or competencies, it is also a matter of living in an adequate socioeconomic environment that allows leading a life one has reason to value. On the other hand, freedom to choose is considered intrinsically valuable so that people should be allowed to live a life they have reason to value, and not be dictated by others how they should behave or live. This approach implies that their aspirations and wishes are to be taken seriously. However, this does not mean that people should be allowed to pursue whatever life they want, but one that they have reason to value. The emphasis on ‘reasonability’ is crucial: not all individual aspirations can be considered as ‘automatically’ reasonable; some are too high (the so-called expensive tastes), others are too low (the so-called adaptive preferences whereby people living in poor conditions adjust their expectations to what seems realistic to them). In the capability perspective, individual preferences are to be submitted to a public debate and only if they survive this test, they are considered as reasonable and entitled to public support. This also entails that public action should aim at developing people’s capacity to aspire or to imagine different futures rather than simply providing them with the means to adapt to their present circumstances.<br /> &lt;br&gt;<br /> &lt;br&gt;<br /> Author: Jean-Michel Bonvin<br /> <br /> ==References==<br /> Bonvin, J. M. (2006). Promoting capability for work: the role of local actors. In ''Transforming unjust structures the capability approach'' (pp. 121-142). Springer, Dordrecht. &lt;br&gt;<br /> Bonvin, J.-M., Farvaque, N. &amp; Sen, A. (2008). Amartya Sen, ''Une politique de la liberté''. Paris, Michalon. &lt;br&gt;<br /> Sen, A. (1999). ''Development as Freedom''. New York: Knopf.&lt;br&gt;<br /> <br /> ==Semantic network visualisation==<br /> Click to activate zoom- and drag-fonctionnality<br /> ''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''<br /> {{#network:<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=786 2025-10-14T10:15:46Z

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Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=785 2025-10-14T10:14:59Z

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Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=784 2025-10-14T10:13:41Z

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Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=783 2025-10-14T10:12:49Z

<p>Livesadmin: </p> <hr /> <div>{{#network:<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=782 2025-10-14T10:11:17Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options= {{NetworkOptions}}<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=781 2025-10-14T10:10:39Z

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Livesadmin https://glossary.centre-lives.ch/index.php?title=Template:NetworkOptions&diff=780 2025-10-14T10:09:53Z

<p>Livesadmin: Created page with &quot;{{ &quot;autoResize&quot;: true, &quot;nodes&quot;: { &quot;color&quot;: &quot;lightblue&quot;, &quot;shape&quot;: &quot;box&quot;, &quot;borderWidth&quot;: 3, &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 } } }}&quot;</p> <hr /> <div>{{<br /> &quot;autoResize&quot;: true,<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }}</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=779 2025-10-14T09:53:20Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options=<br /> {<br /> &quot;autoResize&quot;: true,<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=778 2025-10-14T09:51:50Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options=<br /> {<br /> &quot;autoResize&quot;: true,<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=777 2025-10-14T09:51:06Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> <br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options=<br /> {<br /> &quot;autoResize&quot;: true,<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=776 2025-10-14T09:50:21Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> | options=<br /> {<br /> &quot;autoResize&quot;: true,<br /> &quot;nodes&quot;: {<br /> &quot;color&quot;: &quot;lightblue&quot;,<br /> &quot;shape&quot;: &quot;box&quot;,<br /> &quot;borderWidth&quot;: 3,<br /> &quot;font&quot;: { &quot;color&quot;: &quot;red&quot;, &quot;size&quot;: 17 }<br /> }<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=775 2025-10-14T09:36:47Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> <br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=774 2025-10-14T09:36:15Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> width: 100%;<br /> height: 800px;<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network<br /> <br /> .network-visualization {<br /> width: 100%;<br /> height: 600px;<br /> }</div>

Livesadmin https://glossary.centre-lives.ch/index.php?title=LIVES_Glossary_visualisation&diff=773 2025-10-14T09:35:55Z

<p>Livesadmin: </p> <hr /> <div>==The whole picture==<br /> Click to activate zoom- and drag-fonctionnality<br /> {{#network: Capabilities | Causality | Career development | Cumulative (dis)advantages | Employability | Family ties | Gender regimes | Life course | Life domains | Interdependencies across life course dimensions | Meso level | Missing data | Mixed methods | Reserves | Resources | Social capital | Social groups | Trajectories | Stress and stressors | Vulnerability<br /> | class = col-lg-3 mt-0<br /> | exclude = Main Page ; Sitemap ; Worksheet<br /> width: 100%;<br /> height: 800px;<br /> }}<br /> <br /> Credits: https://github.com/ProfessionalWiki/Network</div>

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