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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 on theme: "Epidemiological and sociological models of life course research, and their relevance to development studies Peter Lloyd-Sherlock School of International."— Presentation transcript:

1 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

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

3 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

4 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

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

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

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

8 Criticisms of life stage model Too simplistic Socially constructed Normative

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

10 Life course concepts Trajectories and turning points

11 Life course concepts Trajectories and turning points Critical conjunctures

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

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

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

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

16 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

17 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

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

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

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

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