This is a discussion assignment, please follow the instruction carefully. I  need 300 words. 

Week 5 – Discussion assignment 130

Vocational Development and Work/Life Balance

Chapters 13 and 14 in the course textbook examine the impact of social roles and professional life on adult development. In our complex world that requires us to manage multiple roles, learning how to effectively balance social roles has become increasingly challenging.

For your initial post:

· Identify and summarize what you see as two or three critically important theoretical insights drawn from the textbook readings that explain and inform work/life balance in adult emotional and social development.

· Describe and explain one best practice in your life with respect to work/life balance.

· Explain how the best practice you have identified is grounded in, or conceptually related to, one or more of the insights you identified from the readings. 

In your responses to no fewer than two of your classmates, compare and contrast your respective choices of theoretical insights and life practices and offer constructive criticism of their theoretical discussions. Additionally, identify any insights you have gained as a result of reading the responses of others.

Resources to complete the assignment:

Introduction: Social Roles, Relationships, and Work 

This week will focus on concepts of social roles and relationships, education, and issues relating to work and retirement throughout life, with a particular emphasis on adulthood and late adulthood. Subject matter includes, but is not limited to, play and peer groups; family, marriage, and parenting; motivation and the meaning of work; and retirement and empty nest transitions.

Learning Outcomes

Upon successful completion of this week, students will be able to:

1. Apply Erikson’s and Maslow’s theories of adult development to a reflection on social roles and meanings relating to work and profession. (Aligns with CLOs 1, 2, 3, 5)

2.

Apply the theoretical perspectives related to work, education, and social relationships to the concept of work/life balance. (Aligns with CLOs 1, 2, 3, 4)

Required Text

Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.

· Chapter 13: Social Roles and Relationships

· Chapter 14: Education, Work and Retirement

Recommended References

Gersick, C. J. G., & Kram, K. E. (2002). High-achieving women at midlife: An exploratory study. Journal of Management Inquiry, 11(2), 104-127.

Holland, J. L. (1958). A personality inventory employing occupational titles. Journal of Applied Psychology, 42, 336-342.

Infed. (n.d). Lifespan development and lifelong learning. Retrieved from

http://www.infed.org/biblio/lifecourse_development.htm (Links to an external site.)

National Institute of Health (NIS). (n.d.). NIH senior health. Retrieved from

https://www.nia.nih.gov/health/topics (Links to an external site.)

 (Links to an external site.)

Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal of Organizational Behavior (1986-1998), 10(2), 117.

Shenk, J. W. (2009, June). What makes us happy? The Atlantic. Retrieved from

http://www.theatlantic.com/magazine/archive/2009/06/what-makes-us-happy/7439/ (Links to an external site.)

University of the Rockies. (2006).

Cognitive buffers against stress (Links to an external site.)

[Video file]. Intelecom Online Resources Network.

University of the Rockies. (2006).

Developmental tasks of the elder years (Links to an external site.)

[Video file]. Intelecom Online Resources Network.

University of the Rockies. (2006).

Myths and realities of the aging adult (Links to an external site.)

[Video file]. Intelecom Online Resources Network.

University of the Rockies. (2006).

Social support and emotional correlates with health (Links to an external site.)

[Video file]. Intelecom Online Resources Network.