Relationships During Adulthood

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Pair bonding is globally acknowledged as the life-long, monogamous relationship that many individuals strive to achieve. With roots in attachment theory, pair bonding in adulthood has been viewed as following a developmental pattern similar to that which individuals experience with primary caregivers. Fraley and Shaver (2000) noted that “adults typically feel safer and more secure when their partner is nearby, accessible, and responsive” (p. 132). A pair bond can provide a sense of security—an emotional “shelter” and safe place in which one can be vulnerable. Pair bonding is biologically driven. Its manifestations vary widely depending on individual life experiences, expectations, and constructs about self and others.

With this in mind, think about whether you believe adult pair bonding is the same as marriage. If pair bonding is a biological, innate part of being human, why might so many marriages and relationships fail?

For this Discussion, review the Learning Resources and consider influences on and motivations for pair bonding.

Post by Day 4 a description of two influences on or motivations for pair bonding. Then, explain two benefits and two challenges in maintaining stable, long-term relationships in adulthood. Be sure to include how environmental and/or socio-cultural influences impact pair bonding. Finally, explain how relationship challenges may motivate individuals to seek assistance from a counselor. Justify your response with theories from the Learning Resources and current literature.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (review pp. 438-476)

o Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development” (pp. 478-525)

· Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.
Retrieved from the Walden Library databases.

· Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

· Halrynjo, S. (2009). Men’s work-life conflict: Career, care and self-realization: Patterns of privileges and dilemmas. Gender, Work & Organization, 16(1), 98–125.
Retrieved from the Walden Library databases.

· Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.
Retrieved from the Walden Library databases.

· Newton, N., & Stewart, A. J. (2010). The middle ages: Changes in women’s personalities and social roles. Psychology of Women Quarterly, 34(1),75–84.
Retrieved from the Walden Library databases.

· Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Relationships During Adulthood

Relationships During Adulthood