Managing the changes and stress of middle age

Probably the happiest period in life most frequently is in middle age, when the eager passions of youth are cooled, and the infirmities of age not yet begun; as we see that the shadows, which are at morning and evening so large, almost entirely disappear at midday. - Eleanor Roosevelt

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While development is often considered a process occurring primarily in childhood and adolescence, many physical, cognitive and socioemotional changes also occur throughout adulthood. The physical changes accompanying middle age represent manifestations of the aging process and vary greatly among individuals in rate and severity, depending upon such factors as genetic predisposition and lifestyle (Santrock, 2002). These physical changes include everything from the wrinkling of skin and graying of hair to more serious health concerns such as loss of hearing and visual acuity, coronary problems, loss of strength, decrease in bone density and muscle and joint health, and the onset of various chronic ailments.

The effect of aging on cognitive ability is a topic of much debate. Depending upon the study cited, the measure utilized, and the research approach taken, the peak ages for cognitive performance fall either in early or middle adulthood (Santrock, 2002). Furthermore, researchers categorize different types of cognitive abilities, arguing that crystallized intelligence (accumulated knowledge and skills) continues to increase significantly in middle adulthood, while fluid intelligence (abstract reasoning and novel problem solving) beings to decline at this stage (Horn & Donaldson, 1980). Similarly, while reaction time (theorized as related to the speed of information processing) has been shown to decline somewhat in middle adulthood, studies render conflicting results with regard to the functioning of memory (Santrock, 2002). Despite the controversy, experts tend to agree that maintaining a level of intellectual stimulation is an important aspect of mental well-being.

Perhaps the widest variation among middle aged individuals occurs in the socioemotional realm. Having experienced a significant portion of the life cycle, both experience and personality, the nature and the nurture, culminate in an overall perspective on life and one’s place in the grand scheme. The middle adult years seem, in a sense, the stage at which individuals begin to assess themselves and solidify their basic orientation toward life and others – one that boils down to a fundamentally positive or negative assessment. Erikson (1968) characterized this as either generativity or stagnation. As such, it appears that middle aged adults generally tend to experience a rather comprehensive sense of satisfaction (i.e., meaning) or dissatisfaction (i.e., crisis).

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Stress is a part of modern life for individuals at any stage. The fast-paced, demanding world of today, places a great deal of pressure on individuals to perform and “keep up”. The aforementioned changes that occur in middle age, as well as the various realities of daily life (i.e., grown children with problems, aging parents, impending retirement, etc.) can add to the stress level of middle-aged adults. Managing stress at any age should include an age-appropriate regimen of physical and mental activity, regular medical attention, recreation, supportive social activity, spiritual endeavors and proper diet.

Given some of the health issues that manifest in middle age, these aspects of healthy living become even more important. Furthermore, research has indicated that worry and preoccupation add to stress and decrease functional abilities (Valliant, 1977). Because middle adults can be particularly prone to general worry about the future, their health and the aging process (among other life circumstances) special care should be taken to manage stress appropriately so that it does not further contribute to health problems.

References

Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton.

Horn, J. L. & Donaldson, G. (1980). Cognitive development II: Adulthood development of human abilities. In O. G. Brimm and J. Kagan (Eds.). Constancy and change in human development. Cambridge, MA: Harvard University Press.

Santrock, J. W. (2002). Life-span development, 8e. Boston, MA: McGraw-Hill.

Valliant, G. E. (1977). Adaptation to life. Boston, MA: Little, Brown.

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