Tarefas de desenvolvimento e história de vida de idosos: análise da perspectiva de Havighurst

Abstract

ResumoPara analisar as tarefas de desenvolvimento propostas por Havighurst, 12 idosos foram submetidos ao método de História de Vida. Eles relataram suas histórias em entrevistas grupais e em textos digitalizados. Desconsiderou-se a primeira infância, pois as memórias autobiográfi cas dessa fase são limitadas. Uma análise de conteúdo temática das verbalizações e dos textos revelou que somente quatro das 40 tarefas das demais fases do curso de vida -meia infância, adolescência, adultez inicial, adultez intermediária e maturidade tardia -não foram mencionadas. As alterações recomendadas para algumas tarefas e a inclusão de uma nova demanda para a maturidade denotam o caráter contextual e histórico delas. Todavia, considera-se que as tarefas de desenvolvimento de Havighurst apresentam evidências de validade ecológica para o contexto brasileiro. Palavras-chave: Desenvolvimento humano, Havighurst, curso de vida, tarefas de desenvolvimento, idoso. AbstractIn order to analyze the developmental tasks proposed by Havighurst, 12 elderly people were submitted to the life history method. They told their stories in group interviews and reported them in written texts. Early childhood was disregarded because autobiographical memories of that phase are limited. A thematic content analysis of the verbalizations and texts revealed that only four out of the 40 tasks of the remaining life course phases -middle childhood, adolescence, early adulthood, middle age and later maturity -were not mentioned. The results suggest the need of altering fi ve of the six tasks originally proposed by the author. It is also necessary to include new demands for later maturity which denote the contextual and historical character of the process. Havighurst's developmental tasks showed ecological validity evidence for the Brazilian context, though.

Changes and events over life course: a comparative study between groups of older adults

“…These criteria may be understood based on the cut-off points used in psychology: the beginning of adult life - understood as being between 18 and 30 years old, a period to be one of transition between professional training and social status; intermediate, understood as being between 30 and 55 years old, a rapid period of life, in which the individuals think that they are preparing to live life; and after 55 years old, late maturity, the tasks in this phase of life being different from the others as they are defensive and preventive ( 5 , 8 ) .…”

“…In this perspective, the older adults were chosen so as to represent the population to be studied, due to their experiences and their life histories, and because they were in a process of change involving, for example, the adjustment to retirement in the maintenance of activities of daily living, such as social and civic activities ( 5 ) .…”

Envelhecimento, Covid-19 e Saúde Digital: Reflexões sobre o Cenário Brasileiro

“…A proposta de tarefas evolutivas descrita por Havighurst (1956), por exemplo, trouxe uma dinâmica distinta, definindo padrões específicos de atividades da infância à velhice. Nessa concepção, o idoso seria aquele que busca manter vínculos sociais significativos e se ajustar às transformações físicas e cognitivas (Freitas et al, 2013).…”

Ageing 2023: Proceedings of 6th Gerontological Interdisciplinary Conference

“…One of the blind spots is developmental tasks of old age, the level of accommodation to the challenges of that life stage. While the tasks of the previous life stages may be maintained to a certain degree, there are some specific tasks with each following stage (Freitas et al, 2013). Zadworna-Cieślak (2020) proposed a self-report measure to assess the level of one's attainment of developmental tasks, which may fill in the gap in the Czech psychological armamentarium.…”