1. Slide 1 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. LIFE-SPAN DEVELOPMENT 16 A Topical Approach to John W. Santrock Schools, Achievement, and Work

2. Slide 2 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Educating Children with Disabilities Approximately 10 percent of children in the U.S. receive special education or related services Schools

3. Slide 3 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Learning Disabilities Learning disability includes: –A minimum IQ level –A significant difficulty in a school-related area –No other conditions, such as severe emotional disorders second-language background sensory disabilities specific neurological deficits Schools

4. Slide 4 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Widespread Learning Disabilities Dyslexia—severe impairment in ability to read and spell Attention deficit hyperactivity disorder (ADHD)—children consistently show one or more of : 1) inattention 2) hyperactivity 3) impulsivity Schools

5. Slide 5 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Special Educational Law Public Law 94-142, the Education for All Handicapped Children Act –Individualized education plan (IEP)—a legal, written program describing a disabled child’s academic plan –Least restrictive environment (LRE)— child with disability educated in setting similar to where other children educated –inclusion—educating child with special education needs in regular classroom Schools

6. Slide 6 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Socioeconomic Status in Schools Compensatory Education –Project Head Start—designed to provide children from low-income families opportunity to acquire skills and experiences important for school success School inequalities –School in low SES areas poorly equipped, have inexperienced teachers Schools

7. Slide 7 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Extrinsic and Intrinsic Motivation Extrinsic Incentives such as rewards and punishments Rewards can undermine motivation except when it conveys info about performance Achievement Intrinsic Factors such as self- determination, curiosity, challenge, and effort Increased by opportunity for choices

8. Slide 8 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Mastery Motivation Mastery orientation—task-oriented; concerned with learning strategies Helpless orientation—one seems trapped by difficulty and attributes one’s difficulty to a lack of ability Performance orientation— achievement outcomes; winning matters Achievement

9. Slide 9 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Attribution Theory Attributions - perceived causes of outcomes –Internal - person’s personality, motives Effort, intelligence –External - situational factors Luck Achievement

10. Slide 10 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Self-Efficacy Belief that one can master a situation and produce favorable outcomes Achievement

11. Slide 11 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Goal-Setting, Planning, and Self-Monitoring Students high in self-efficacy –Set goals that are specific and challenging –Show high levels of persistence –Create a plan to reach goals and monitor progress Achievement

12. Slide 12 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Cross- Cultural Comparisons of Educational Achievement American children perform poorly on international math and science tests –Compare different samples of students –Different attitudes about achievement –Different teaching styles Achievement

13. Slide 13 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Development of Career Aspirations Young children High school College Idealistic fantasies about what they want to be when they grow up Career decision making more serious as they explore different career possibilities Choosing major or specialization designed to lead to work in a field Early adulthood Start full-time occupation Work

14. Slide 14 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Holland’s Model of Personality Types and Career Choices Work

15. Slide 15 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Personality Types and Career Choices: Examples Realistic: farming, construction Investigative: science, computers Artistic: graphic design Social: teacher, therapist Enterprising: politics, sales Conventional: accountant

16. Slide 16 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Values and Careers When people know what they value most—what is important to them in life—they can refine career choice more effectively Work

17. Slide 17 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Monitoring the Occupational Outlook Service-producing industries will account for most new jobs Jobs that require college degrees fastest-growing and highest-paying Labor force participation rates of women projected to increase Work

18. Slide 18 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Age and Job Satisfaction Work

19. Slide 19 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Work in Adolescence Three-fourths of U.S. high school seniors have had work experience –Most work 16-20 hours per week –Most work in service jobs Restaurants, retail, clerical Students who work fewer hours generally have the most positive outcomes, i.e. < 16-20 hours/week Work

20. Slide 20 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Advantages and Disadvantages of Part-Time Work for Adolescents Pros –Understand how business world works –Learn how to get and keep a job –Manage money –Budget time –Pride in accomplishments –Evaluate goals Cons –Give up sports –Forego social affairs with peers –Less sleep –Balance demands of work, school, family, and peers –Lower grades if work >20 hours/week Work

21. Slide 21 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Changing Gender Roles in Work Men increasing responsibility for maintaining home Women increasing responsibility for breadwinning Men showing greater interest in family and parenting Work

22. Slide 22 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Changing Percentages of Traditional & Dual-Career Couples Work

23. Slide 23 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Careers and Work in Middle Adulthood Midlife time of evaluation, assessment, and reflection Recognizing limitations in career progress Deciding whether to change jobs or careers Rebalance family and work Planning for retirement Work

24. Slide 24 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Work in Late Adulthood Percentage of older adults who work part-time steadily increased since 1960s –Good health –Strong psychological commitment to work –Distaste for retirement –Cognitive ability Work

25. Slide 25 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Retirement Option to retire late-twentieth-century phenomenon in U.S. Today’s workers will spend 10 to 15 percent of their lives in retirement 80 percent of baby boomers said they expect to work during retirement Work

26. Slide 26 © 2005 The McGraw-Hill Companies, Inc. All rights reserved. Adjustment to Retirement Adjust best when: Healthy and active Adequate income Better educated Extended social network Satisfied with life before retirement Retirement was a choice Work