Life course theory has five basic principles:
Glen Elder, in particular, began to advance core principles of life course theory, which he describes as defining "a common field of inquiry by providing a framework that guides research on matters of problem identification and conceptual development" (1998, p. 4).
A fundamental assumption of life course theory is that lives are lived in a reasonably ordered manner in patterns shaped by age, social structures, and historical change (Elder & Johnson, 2003). Life course theory has five distinct principles: (a) time and place; (b) life-span development; (c) timing; (d) agency; and (e) linked lives.
In contrast, the life course perspective elaborates the importance of time, context, process, and meaning on human development and family life (Bengtson and Allen 1993).
This directed content analysis varied somewhat from Hsieh and Shannon’s (2005)version in that the life course framework is not a theoretical rendering of mothering, but rather is a general framework applicable to a variety of human experiences occurring over time.
Glen Elder theorized the life course as based on five key principles: life-span development, human agency, historical time and geographic place, timing of decisions, and linked lives.
Life course theory (LCT) looks at how chronological age, relationships, common life transitions, life events, social change, and human agency shape people's lives from birth to death. It locates individual and family development in cultural and historical contexts.
Examples include: an individual who gets married at the age of 20 is more likely to have a relatively early transition of having a baby, raising a baby and sending a child away when a child is fully grown up in comparison to his/her age group.
In general, the accepted notion is that the factors occurring at a younger stage in life are predominately influential on crime risk than later life experiences. As a result of this idea, the life-course theory works closely with developmental theories to reinforce explanations of crime occurrences.
Several fundamental principles characterize the life course approach. They include: (1) socio-historical and geographical location; (2) timing of lives; (3) heterogeneity or variability; (4) "linked lives" and social ties to others; (5) human agency and personal control; and (6) how the past shapes the future.
Life course theory argues that specific events in one's life motivate one to desist from crimes, and this eventually prompts an individual to lead a normal life. These events are called turning points.
Three important themes of the life course perspective—timing of lives, diversity in life course trajectories, and human agency—are particularly useful for engaging diverse individuals and social groups.
The life course perspective or life course theory (LCT) is a multidisciplinary approach to understanding the mental, physical and social health of individuals, which incorporates both life span and life stage concepts that determine the health trajectory.
Investing in the life course approach Long-term investment in a life course approach can limit ill health and the accumulation of risk throughout life. Therefore, it can provide high returns for health and contribute to social and economic development.
They include: (1) socio-historical and geographical location; (2) timing of lives; (3) heterogeneity or variability; (4) "linked lives" and social ties to others; (5) human agency and personal control; and (6) how the past shapes the future.
Life course theory, more commonly termed the life course perspective, refers to a multidisciplinary paradigm for the study of people's lives, structural contexts, and social change. This approach encompasses ideas and observations from an array of disciplines, notably history, sociology, demography, developmental psychology, biology, and economics. In particular, it directs attention to the powerful connection between individual lives and the historical and socioeconomic context in which these lives unfold. As a concept, a life course is defined as "a sequence of socially defined events and roles that the individual enacts over time" (Giele and Elder 1998, p. 22). These events and roles do not necessarily proceed in a given sequence, but rather constitute the sum total of the person's actual experience. Thus the concept of life course implies age-differentiated social phenomena distinct from uniform life-cycle stages and the life span. Life span refers to duration of life and characteristics that are closely related to age but that vary little across time and place.
The life course perspective has been applied to several areas of family inquiry in North America (particularly in the United States ), as well as inter-nationally. Although space limitations do not permit full coverage of this vast body of work, several studies are highlighted to illustrate recent applications of the approach. In the United States, researchers have adopted this framework to investigate: men's housework (Coltrane and Ishii-Kuntz 1992); the timing of marriage and military service (Call and Teachman 1996); work history and timing of marriage (Pittman and Blanchard 1996); families, delinquency and crime (Sampson and Laub 1993) as well as many other substantive areas (Price et al. 2000).
Moreover, the ability to adapt to life course change can vary with the resources or supports inherent in these elements in the form of economic or cultural capital (e.g., wealth, education ) or social capital (e.g., family social support).
How the past shapes the future. Finally, another hallmark of this perspective is that early life course decisions, opportunities, and conditions affect later outcomes. The past, therefore, has the potential to shape the present and the future, which can be envisioned as a ripple or domino effect.
Life span refers to duration of life and characteristics that are closely related to age but that vary little across time and place. In contrast, the life course perspective elaborates the importance of time, context, process, and meaning on human development and family life (Bengtson and Allen 1993).
During this decade, rapid social change and population aging drew attention to historical influences and to the complexity of processes underlying family change and continuity. Advances in statistical techniques also prompted the continued growth of life course studies, including the creation of new methodologies to analyze longitudinal data.
Life course theory has five distinct principles: (a) time and place; (b) life-span development; (c) timing; (d) agency; and (e) linked lives. We used these principles to examine and explain high-risk pregnancy, its premature conclusion, and subsequent mothering of medically fragile preterm infants.
Linked lives. The core life course principle is linked lives, the perspective that lives are lived interdependently and reflect sociohistorical influences (Marshall & Mueller, 2003).
Life course theory, a sociological framework, was used to analyze the phenomenon of becoming a mother, with longitudinal narrative data from 34 women who gave birth prematurely after a high-risk pregnancy, and whose infant became medically fragile. Women faced challenges of mistimed birth and mothering a technologically-dependent infant.
They include: (1) socio-historical. and geographical location; (2) timing of lives; (3) heterogeneity or variability; (4) “linked lives”. and social ties to others; (5) human agency and. personal control; and (6) how the past shapes the. future.
course perspective, refers to a multidisciplinary. paradigm for the study of people’s lives, structural. contexts, and social change. This approach en-. compasses ideas and observations from an array of. disciplines, notably history, sociology, demogra-.