Life course - Revision history

Livesadmin at 08:46, 10 December 2025

2025-12-10T08:46:18Z

← Older revision		Revision as of 08:46, 10 December 2025
Line 34:		Line 34:
	\| class = col-lg-3 mt-0		\| class = col-lg-3 mt-0
	\| exclude = Main Page ; Sitemap ; Worksheet		\| exclude = Main Page ; Sitemap ; Worksheet
			\| options= {{NetworkOptions}}
	}}		}}

Livesadmin at 14:36, 20 April 2021

2021-04-20T14:36:53Z

← Older revision		Revision as of 14:36, 20 April 2021
Line 2:		Line 2:
	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).		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).
	== History and theoretical advances ==		== History and theoretical advances ==
	The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>		The idea of the life course has different origins (see Marshall & 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, & 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 & Schaie, 1973; Baltes, Lindenberger & 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).<br>

	The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<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, & 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 & Elder, 1998; Piccarreta & Studer, 2018)<br>

	The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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.<br>		The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & 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.<br>
	Authors: Laura Bernardi, Dario Spini<br>		Authors: Laura Bernardi, Dario Spini<br>

Livesadmin at 14:13, 20 April 2021

2021-04-20T14:13:17Z

← Older revision		Revision as of 14:13, 20 April 2021
Line 2:		Line 2:
	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).		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).
	== History and theoretical advances ==		== History and theoretical advances ==
	The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 and goals, and limit the impact of losses), and on the multidirectionality of trajectories (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>		The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>

	The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>		The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>

Livesadmin at 14:03, 20 April 2021

2021-04-20T14:03:43Z

← Older revision		Revision as of 14:03, 20 April 2021
Line 6:		Line 6:
	The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>		The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>

	The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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 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.<br>		The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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.<br>
	Authors: Laura Bernardi, Dario Spini<br>		Authors: Laura Bernardi, Dario Spini<br>

Livesadmin at 15:10, 19 April 2021

2021-04-19T15:10:43Z

← Older revision		Revision as of 15:10, 19 April 2021
Line 4:		Line 4:
	The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 and goals, and limit the impact of losses), and on the multidirectionality of trajectories (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>		The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 and goals, and limit the impact of losses), and on the multidirectionality of trajectories (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>

	The life course is composed of multiple and interdependent trajectories or careers in different life domains or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>		The life course is composed of multiple and interdependent trajectories or careers in different [[Life domains\|life domains]] or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>

	The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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 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.<br>		The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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 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.<br>

Livesadmin: /* Semantic network visualisation */

2021-03-09T14:38:10Z

Semantic network visualisation

← Older revision		Revision as of 14:38, 9 March 2021
Line 30:		Line 30:
	==Semantic network visualisation==		==Semantic network visualisation==
	Click to activate zoom- and drag-fonctionnality		Click to activate zoom- and drag-fonctionnality
			''(scroll to zoom, drag nodes to move, click and hold nodes to open next level)''
	{{#network:		{{#network:
	\| class = col-lg-3 mt-0		\| class = col-lg-3 mt-0
	\| exclude = Main Page ; Sitemap ; Worksheet		\| exclude = Main Page ; Sitemap ; Worksheet
	}}		}}

Livesadmin: /* semantic network visualisation */

2021-03-09T14:31:03Z

semantic network visualisation

← Older revision		Revision as of 14:31, 9 March 2021
Line 28:		Line 28:
	Spini, D., Jopp, D., Pin Le Corre, S., & Stringhini, S.. (2016). The multiplicity of aging: Lessons for theory and conceptual development from longitudinal studies. Dans V. L. Bengtson & (Eds.), Handbook of Theories of Aging, 3rd. ed., p. 669-690. New York: Springer.<br>		Spini, D., Jopp, D., Pin Le Corre, S., & Stringhini, S.. (2016). The multiplicity of aging: Lessons for theory and conceptual development from longitudinal studies. Dans V. L. Bengtson & (Eds.), Handbook of Theories of Aging, 3rd. ed., p. 669-690. New York: Springer.<br>

	==~~semantic~~ network visualisation==		==Semantic network visualisation==
	Click to activate zoom- and drag-fonctionnality		Click to activate zoom- and drag-fonctionnality
	{{#network:		{{#network:

Livesadmin at 14:20, 9 March 2021

2021-03-09T14:20:02Z

@@ Line 1: / Line 1: @@
 == Definition ==
 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).
@@ Line 31: / Line 27: @@
 Spini, D., Bernardi, L., & 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<br>
 Spini, D., Jopp, D., Pin Le Corre, S., & Stringhini, S.. (2016). The multiplicity of aging: Lessons for theory and conceptual development from longitudinal studies. Dans V. L. Bengtson & (Eds.), Handbook of Theories of Aging, 3rd. ed., p. 669-690. New York: Springer.<br>

Livesadmin at 13:22, 4 March 2021

2021-03-04T13:22:37Z

← Older revision		Revision as of 13:22, 4 March 2021
Line 1:		Line 1:
			{{#network:
			\| class = col-lg-3 mt-0
			\| exclude = Main Page ; Sitemap ; Worksheet
			}}
	== Definition ==		== Definition ==
	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).		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).

Livesadmin at 12:47, 8 February 2021

2021-02-08T12:47:54Z

← Older revision		Revision as of 12:47, 8 February 2021
Line 1:		Line 1:
			== Definition ==
	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).		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).
	History and theoretical advances		== History and theoretical advances ==
	The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 and goals, and limit the impact of losses), and on the multidirectionality of trajectories (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).		The idea of the life course has different origins (see Marshall & 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, & 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 trajectory), historical time and geographic place (social change and location influence the life 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 are linked to others’ linked individuals’ trajectories). A similar interest in human development took place in psychology based on the Seattle Longitudinal Study and theoretically as the lifespan psychology (Baltes & Schaie, 1973; Baltes, Lindenberger & 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 and goals, and limit the impact of losses), and on the multidirectionality of trajectories (due to the various biological and cultural influences, different dimensions of cognitive development have different trajectories throughout the life span).<br>
	The life course is composed of multiple and interdependent trajectories or careers in different life domains or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)
			The life course is composed of multiple and interdependent trajectories or careers in different life domains or spheres (work, family, health, etc.) (Sapin, Spini, & 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 (Giele & Elder, 1998; Piccarreta & Studer, 2018)<br>

	The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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 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.<br>		The LIVES research program has adopted a multiple and interdisciplinary perspective of development (Spini, Jopp, Pin, & Stringhini, 2016) and selected three main principles of the life course paradigm (see Settersten, 2003, Spini, Bernardi, & Oris 2017) to describe the complexity of life trajectories. Life 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 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.<br>
	Authors: Laura Bernardi, Dario Spini<br>		Authors: Laura Bernardi, Dario Spini<br>