Epidemiological and sociological models of life course research, and their relevance to development studies Peter Lloyd-Sherlock School of International.

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Presentation transcript:

Epidemiological and sociological models of life course research, and their relevance to development studies Peter Lloyd-Sherlock School of International Development University of East Anglia

Epidemiological application of life course Linking effects across different points of an individual life history

Epidemiological application of life course Linking effects across different points of an individual life history Early life malnutrition Health risks in motherhood Chronic illness in later life

Epidemiological application of life course Linking effects across different points of an individual life history Early life malnutrition Health risks in motherhood Chronic illness in later life Early life education Economic opportunities in adulthood Economic status in old age

Sociological application of life course Life course versus life stage Infancy Childhood Adulthood Old age

Sociological application of life course Life course versus life stage Infancy0-4 yrs Childhood5-18 yrs Adulthood19-59 yrs Old age60+ yrs

Sociological application of life course Life course versus life stage Infancy0-4 yrsvery dependent Childhood5-18 yrseducation Adulthood19-59 yrswork Old age60+ yrsrising dependency

Criticisms of life stage model Too simplistic Socially constructed Normative

Criticisms of life stage model Too simplistic Socially constructed Normative But large policy influence

Life course concepts Trajectories and turning points

Life course concepts Trajectories and turning points Critical conjunctures

Life course concepts Trajectories and turning points Critical conjunctures Timing: relating personal biography to historical and geographical context

Life course concepts Trajectories and turning points Critical conjunctures Timing: relating personal biography to historical and geographical context Linked lives: inter-connected life courses

How do life course frameworks improve our understanding of poverty? Understand dynamics of poverty and vulnerability

How do life course frameworks improve our understanding of poverty? Understand dynamics of poverty and vulnerability Challenge unhelpful policy assumptions

How do life course frameworks improve our understanding of poverty? Understand dynamics of poverty and vulnerability Challenge unhelpful policy assumptions Identify key points in life course for interventions

How do life course frameworks improve our understanding of poverty? Understand dynamics of poverty and vulnerability Challenge unhelpful policy assumptions Identify key points in life course for interventions Understand lasting effects of shock and interventions

Methodological challenges Limited availability (and high cost) of quantitative longitudinal data

Methodological challenges Limited availability (and high cost) of quantitative longitudinal data Inconsistent use of terminology

Methodological challenges Limited availability (and high cost) of quantitative longitudinal data Inconsistent use of terminology Reconciling the EPI and SOC approaches