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Peter Lloyd-Sherlock School of International Development University of East Anglia

Epidemiological and sociological models of life course research, and their relevance to development studies. Peter Lloyd-Sherlock School of International Development University of East Anglia. Epidemiological application of life course.

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Peter Lloyd-Sherlock School of International Development University of East Anglia

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  1. Epidemiological and sociological models of life course research, and their relevance to development studies Peter Lloyd-Sherlock School of International Development University of East Anglia

  2. Epidemiological application of life course • Linking effects across different points of an individual life history

  3. Epidemiological application of life course • Linking effects across different points of an individual life history Early life malnutrition Health risks in motherhood Chronic illness in later life

  4. Epidemiological application of life course • Linking effects across different points of an individual life history Early life malnutrition Health risks in motherhood Chronic illness in later life Economic status in old age Economic opportunities in adulthood Early life education

  5. Sociological application of life course • Life course versus life stage • Infancy • Childhood • Adulthood • Old age

  6. Sociological application of life course • Life course versus life stage • Infancy 0-4 yrs • Childhood 5-18 yrs • Adulthood 19-59 yrs • Old age 60+ yrs

  7. Sociological application of life course • Life course versus life stage • Infancy 0-4 yrs very dependent • Childhood 5-18 yrs education • Adulthood 19-59 yrs work • Old age 60+ yrs rising dependency

  8. Criticisms of life stage model • Too simplistic • Socially constructed • Normative

  9. Criticisms of life stage model • Too simplistic • Socially constructed • Normative • But large policy influence

  10. Life course concepts • Trajectories and turning points

  11. Life course concepts • Trajectories and turning points • Critical conjunctures

  12. Life course concepts • Trajectories and turning points • Critical conjunctures • Timing: relating personal biography to historical and geographical context

  13. Life course concepts • Trajectories and turning points • Critical conjunctures • Timing: relating personal biography to historical and geographical context • Linked lives: inter-connected life courses

  14. How do life course frameworks improve our understanding of poverty? • Understand dynamics of poverty and vulnerability

  15. How do life course frameworks improve our understanding of poverty? • Understand dynamics of poverty and vulnerability • Challenge unhelpful policy assumptions

  16. How do life course frameworks improve our understanding of poverty? • Understand dynamics of poverty and vulnerability • Challenge unhelpful policy assumptions • Identify key points in life course for interventions

  17. How do life course frameworks improve our understanding of poverty? • Understand dynamics of poverty and vulnerability • Challenge unhelpful policy assumptions • Identify key points in life course for interventions • Understand lasting effects of shock and interventions

  18. Methodological challenges • Limited availability (and high cost) of quantitative longitudinal data

  19. Methodological challenges • Limited availability (and high cost) of quantitative longitudinal data • Inconsistent use of terminology

  20. Methodological challenges • Limited availability (and high cost) of quantitative longitudinal data • Inconsistent use of terminology • Reconciling the EPI and SOC approaches

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