Penulis: Sukmo Bayu Suryo Buwono, S.Psi., M.A.

Penyunting: Muhammad Ikbal Wahyu Sukron, S.Psi., M.A.

Peran pemuda umum diasosiasikan sebagai katalis dan garda terdepan dari perubahan. Jikapun pada mulanya asosiasi ini sekadar dimaksudkan sebagai jargon pembakar semangat, pada kenyataannya, kajian psikologi perkembangan telah berhasil menemukan kebenaran di balik jargon ini. Berdasarkan temuan-temuan empiris di sepanjang dua dekade terakhir, keterlibatan pemuda sebagai agen perubahan salah satunya ditentukan oleh keberhasilan mereka dalam mengembangkan kepedulian generatif.

Mengapa pemuda disebut agen perubahan dan bagaimana kaitannya dengan kepedulian generatif?

Secara umum, mereka yang telah berusia 18-29 tahun dapat disebut sebagai pemuda. Dalam ilmu psikologi, rentang ini diistilahkan sebagai periode emerging adulthood (Arnett, 2011). Periode ini menandai masa transisi dari fase remaja, yang sarat akan krisis pencarian jati diri, menuju fase dewasa awal yang sarat akan krisis pencarian pasangan hidup (Erikson, 1963).

Di sepanjang emerging adulthood, gairah individu untuk terlibat dalam kegiatan kreatif, komunitas, aktivisme, dan politik dengan tujuan untuk meningkatkan kualitas hidup masyarakat tengah berada di level tertinggi. Maka tak jarang jika perubahan, terobosan, dan gagasan besar terlahir oleh mereka yang berada di periode ini. Tingginya keterlibatan di atas adalah imbas dari suatu tahap perkembangan psikososial yang lazim dikenal sebagai fenomena early generativity, yaitu menonjolnya kepedulian generatif di sepanjang rentang emerging adulthood (Alisat dkk., 2014; Jia dkk., 2015; Matsuba dkk., 2017; Pratt & Lawford, 2014). Kepedulian generatif adalah kepedulian akan keberlangsungan hidup generasi penerus (McAdams & de St. Aubin, 1992).

Kepedulian generatif dikatakan sebagai fenomena psikososial karena kemunculannya berfondasi pada dorongan batin (psiko) dan tuntutan sosial (sosial) yang hanya menonjol pada rentang perkembangan tertentu. Secara spesifik, menonjolnya kepedulian generatif di rentang emerging adulthood dilandasi oleh dorongan batin untuk bermanfaat bagi sesama dan meninggalkan warisan positif yang dapat dikenang, serta tuntutan budaya untuk memastikan keberlangsungan dan kesejahteraan hidup spesies (Pratt & Lawford, 2014). Fondasi psikososial tersebut menghasilkan motivational force yang kuat dalam mengorganisir struktur motif dan moralitas individu; ia turut membentuk kepribadian dan menentukan penilaian tentang baik/buruk, benar/salah, dan penting/tidak penting (Jia dkk., 2015; McAdams, 2019).

Individu dengan kepedulian generatif yang tinggi akan secara sadar memikirkan masa depan generasi penerus (McAdams & de St. Aubin, 1992) dan dapat menyusun rencana jangka panjang untuk mengaktualisasikannya (Jia dkk., 2015). Dengan tingginya kepedulian generatif, individu mampu mengedepankan kepentingan jangka panjang yang berorientasi pada kesejahteraan semua pihak, atau “the greater good” (McAdams, 2001). Perihal ini telah terkonfirmasi dalam studi eksperimen terkini yang penulis lakukan. Bahwasannya ketika emerging adults menyadari adanya ancaman terhadap masa depan generasi penerus, mereka dengan kepedulian generatif yang tinggi mampu mengedepankan “the greater good” di atas kepentingan pribadi dan pro-sosial kelompok (Buwono & Patria, 2023).

Berdasarkan paparan di atas, dapat diketahui bahwa kepedulian generatif memberikan kesiapan pada pemuda untuk dapat berperan sebagai agen perubahan. Sayangnya, meski emerging adulthood adalah periode sensitif bagi perkembangan kepedulian generatif, tidak setiap individu dapat mencapai level perkembangan optimal. Oleh karena itu, sejumlah indikator untuk mengenali perkembangan kepedulian generatif yang optimal perlu diketahui.

Bagaimana mengidentifikasi mereka dengan kepedulian generatif yang tinggi?

Berbicara mengenai generativitas takkan bisa lepas dari gagasan-gagasan yang dicetuskan oleh Erik Erikson (1963). Bagi Anda yang familiar dengan teori Erikson, ketika diminta menyebutkan indikator dari individu yang generatif, kemungkinan besar pasti akan mengatakan berketurunan dan mengasuh anak. Ini sepenuhnya tidak keliru. Justru, di kultur pronatalistik seperti di Indonesia, kedua indikator tersebut banyak benarnya.

Meski demikian, berketurunan dan mengasuh anak bukanlah satu-satunya ekspresi—lebih lagi ekspresi utama—dari kepedulian generatif. Keduanya bahkan hanya sekadar contoh perilaku dalam domain ekspresi biological dan parental. Sedangkan, kepedulian generatif memiliki empat domain ekspresi. Dua domain lain yang belum disebutkan adalah domain technical dan societal. Kedua domain ini justru adalah yang paling relevan dan mewakili ekspresi kepedulian generatif dalam periode emerging adulthood.

Upaya-upaya yang dilakukan individu untuk mewariskan keterampilan dan pengetahuan bagi generasi penerus dapat dikatakan sebagai ekspresi technical dari kepedulian generatif. Sementara keterlibatan dalam aktivitas sipil dan politik di ranah publik dengan tujuan untuk merawat masa depan dapat dikatakan sebagai ekspresi societal dari kepedulian generatif (Jia dkk., 2015; Kotre, 1984; Matsuba dkk., 2017). Dalam mengekspresikan kepedulian generatif, perilaku yang diproduksi dapat sangat beragam. Beberapa ciri khas untuk mengidentifikasinya adalah ia selalu mencerminkan upaya mencipta (secara literal via berketurunan; figuratif via berkarya), memelihara, atau memberi dengan orientasi untuk mengedepankan kesejahteraan generasi penerus (McAdams, 2001; McAdams & de St. Aubin, 1992).

Apa saja strategi untuk mengembangkan kepedulian generatif?

Terdapat sejumlah strategi untuk menstimulasi kepedulian generatif agar perkembangannya dapat optimal di periode emerging adulthood. Pertama, pola pengasuhan yang otoritatif dan mendukung kemandirian perlu diterapkan oleh orang tua (Frensch dkk., 2007; Lawford dkk., 2005). Kedua, keterlibatan individu dalam kegiatan kesukarelawanan dan komunitas pro-sosial perlu ditingkatkan sejak remaja (Frensch dkk., 2007; Lawford dkk., 2005; Soucie dkk., 2018). Ketiga, emerging adults perlu didorong agar mampu mengembangkan hubungan yang erat dengan teman sebaya (Mackinnon dkk., 2016).

Selain itu, penulis juga berpandangan bahwa kebijakan publik perlu diarahkan untuk membina generasi muda yang generatif. Salah satunya yakni dengan menyediakan dan menghidupkan berbagai organisasi dengan misi generatif yang dapat memberdayakan keterlibatan remaja dan emerging adults. Hal ini sangatlah penting untuk dilakukan. Pasalnya, generasi muda yang generatif merupakan kunci dari kesiapan mereka untuk menjalankan peran sebagai katalisator perubahan.

***

Referensi

Alisat, S., Norris, J. E., Pratt, M. W., Matsuba, M. K., & McAdams, D. P. (2014). Caring for the earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists. Identity, 14(3), 177-194. https://doi.org/10.1080/15283488.2014.921172

Arnett, J. J. (2011). Emerging adulthood(s): The cultural psychology of a new life stage. In L. A. Jensen (Ed.), Briding cultural and developmental approaches to psychology: New syntheses in theory, research, and policy (pp. 255-275). Oxford University Press. 

Buwono, S. B. S., & Patria, B. (2023). Associating anthropogenic disaster with existential terror alters cooperation in social dilemmas. Paper presentation at the 15^th Biennial Conference of the Asian Association of Social Psychology, Hong Kong.

Erikson, E. H. (1963). Childhood and society (2nd ed.). WW Norton & Company.

Frensch, K. M., Pratt, M. W., & Norris, J. E. (2007). Foundations of generativity: Personal and family correlates of emerging adults’ generative life-story themes. Journal of research in personality, 41(1), 45-62. https://doi.org/10.1016/j.jrp.2006.01.005

Jia, F., Alisat, S., Soucie, K., & Pratt, M. (2015). Generative concern and environmentalism: A mixed methods longitudinal study of emerging and young adults. Emerging adulthood, 3(5), 306-319. https://doi.org/10.1177/2167696815578338 

Kotre, J. (1984). Outliving the self: Generativity and the interpretation of lives. Johns Hopkins University Press.

Lawford, H., Pratt, M. W., Hunsberger, B., & Mark Pancer, S. (2005). Adolescent generativity: A longitudinal study of two possible contexts for learning concern for future generations. Journal of research on adolescence, 15(3), 261-273. https://doi.org/10.1111/j.1532-7795.2005.00096.x

Mackinnon, S. P., De Pasquale, D., & Pratt, M. W. (2016). Predicting generative concern in young adulthood from narrative intimacy: A 5-year follow-up. Journal of adult development, 23(1), 27-35. https://doi.org/10.1007/s10804-015-9218-1

Matsuba, M. K., Alisat, S., & Pratt, M. W. (2017). Environmental activism in emerging adulthood. In L. M. Padilla-Walker & M. W. Pratt (Eds.), Flourishing in emerging adulthood: Positive development during the third decade of life (pp. 175-201). Oxford University Press.

McAdams, D. P. (2001). Generativity in midlife. In M. Lachman (Ed.), Handbook of midlife development (pp. 395-443). Wiley.

McAdams, D. P. (2019). The emergence of personality. In D. P. McAdams, R. L. Shiner, & J. L. Tackett (Eds.), Handbook of personality development (pp. 3-19). Guilford Press.

McAdams, D. P., & de St. Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62(6), 1003. https://doi.org/10.1037/0022-3514.62.6.1003

Pratt, M. W., & Lawford, H. L. (2014). Early generativity and types of civic engagement in adolescence and emerging adulthood. In L. M. Padilla-Walker & G. Carlo (Eds.), Prosocial development: A multidimensional approach (pp. 410-436). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0020

Soucie, K. M., Jia, F., Zhu, N., & Pratt, M. W. (2018). The codevelopment of community involvement and generative concern pathways in emerging and young adulthood. Developmental psychology, 54(10), 1971-1976. https://doi.org/10.1037/dev0000563

Collaborating with the Center for Indigenous and Cultural Psychology (CICP), the Center for Life-Span Development (CLSD) organized an international summer course program titled International Summer Course on Cultural Dynamics and Life-Span Development: Research Approaches and Practical Interventions. This summer course focuses on helping students gain an understanding of the role culture plays in life-span development as well as offering valuable insights into current research methodologies and approaches relevant to cultural and lifespan development. This event invites various speakers from Indonesia and all over the world with various backgrounds.

The last module, titled Thematic Explorations of Contextual Research and Intervention on Life-Span Development is unique compared to the other modules, the fact that it is divided into two sections; research, which explores the utilization of cultural and indigenous methodologies into life-span developmental research, and intervention, which talks about the significance of cultural considerations in interventions. Examples include; youth dynamics, addressing bullying, and the empowerment of older adults. The last module is constructed to fulfill Sustainable Development Goals (SDGs) such as Good Health and Well-Being (3), Quality Education (4) and Reduced Inequalities (10).

The seventh session was held on Friday, 27 September 2024, titled Social relations in the Javanese context by Prof. Faturochman, one of the lecturers in the Faculty of Psychology of Gadjah Mada University. This is also the first session of the last module. The session starts with Prof. Faturochman explains how the Javanese are divided into three classes; Santri, Abangan, and Priyayi. He then began to explain social-psychological relations, such as interpersonal, within group relations, and intergroup relations as well as explaining the aspects of relations, with emphasis on examples from Indonesia, such as Rukun (Harmony). After that, Prof. Faturochman explains a research that he did in 2018, which researches the multi-identity and relations of a local parliament member. He then continues the session by explaining the data results of his research. Just like other sessions, the session concludes with a Q & A.

Due to technical issues, the second session was postponed to a later date. The module continues with the third session, which was held on Tuesday, 1 October 2024 titled An Indonesian Indigenous perspective of life-span development by Mr. Ryan Sugiarto, one of the lecturers at Sarjanawiyata Tamansiswa University. The session begins with Mr. Sugiarto talking about Macapat, an Indonesian perspective on life-span development, specifically in Java. He also explains about the other Javanese perspectives on life-span development, with him mentioning that there are some that have three stages, some even have twelve. The session ends with a Q & A. 

The fourth session was held on Wednesday, 2 October 2024 titled Digital society and life-span development by Dr. Jessica Navarro from Elon University, the United States. The session begins with Dr. Navarro going over the basic information regarding Urie Bronfenbrenner’s theory, such as his background, why he created the theory, the development of the theory, and the criticisms of the earlier iterations of the theory. Dr. Navarro then explains one flaw in the older versions of the theory; that it didn’t include how technology can impact child and adolescent development. This is where she introduces the Neo-Ecological theory, an improved version of Bronfenbrenner’s theory, with technology and social media being considered as vital influences in each of the levels. She ends the session with explaining how artificial intelligence (AI) can be implemented into the Neo-Ecological theory. 

The fifth session was held on Thursday, 3 October 2024 titled Collaborative life-span development intervention by Dr. Sutarimah Ampuni, the head of CLSD and Dr. Yuni Hastutiningsih, a representative from The National Population and Family Planning Board (BKKBN) Yogyakarta. The session begins with Dr. Ampuni going over the basics of psychological intervention, such as the definition, stages, procedure, etc. She also explains Bronfenbrenner’s ecological theory. The session is then handed over to Dr. Hatutiningsih. She explains the general information on BKKBN, the policies, the efforts to achieve “Indonesia Emas 2045”, the programs that are available for the different life-span age groups. The session goes back to Dr. Ampuni, with her explaining the programs created with the collaboration between CLSD and BKKBN.

The sixth session was held on Monday, 7 October 2024 titled Research with children and youth in the context of migration by Dr. Roy Huijsmans, from Erasmus University Rotterdam, the Netherlands. The session starts with Dr. Huijsmans reviewing the exact meaning of child and youth. He then asks the students to take their time to answer questions regarding child and youth, specifically in relation to their age with certain behaviors. After that, he began explaining about agency in childhood and youth. Prof. Huijsmans then starts to talk about a case study he did in Laos about young people and migration. He explains that the concept of migration belongs in the youth stage of a person’s life-span. He ends the session with explaining the interventions that focus on the migrant youth of minority age. 

The seventh session was held on Tuesday, 8 October 2024 titled Empowering Older Adults by Prof. Elisabeth Schröder-Butterfill, from the University of Southampton, the UK. The session starts with Prof. Schröder-Butterfill asking the audience what ideas the students associate with older people. She then starts to explain the disengagement theory, in which withdrawal from society done by older individuals is a normal part of aging. Due to the negative connotations of the theory, Prof. Schröder-Butterfill then explains the successful aging theory. After that, Prof. Schröder-Butterfill starts to explain a program she worked on; Care Networks, which is situated in Indonesia, specifically in the regions of West Sumatra, Jakarta Yogyakarta, East Java, and the island of Alor in East Nusa Tenggara. Prof. Schröder-Butterfill concludes the session that despite the efforts of implementing elderly care in Indonesia, it’s still a major obstacle in the Indonesian healthcare system.  

The last session of this module was the postponed second session, held on Friday, 11 October 2024 titled Risk and resilience in developmental diversity: Learning from Deaf culture by Mr. Surya Sahetapy, from the Rochester Institute of Technology, the United States. This is also the final session for the international summer course. The session begins with Mr. Sahetapy explains the historical and social contexts of deaf culture, with one of the points being how it’s easier for hearing people to communicate with deaf people by ensuring that light is present and how rounded tables give deaf people an easier way to see everybody, thus ensuring better communication. Mr. Sahetapy then explains the risks faced by the deaf individuals, such as language deprivations, educational challenges, lower median earning, Mr. Sahetapy then ends the session with explaining how hearing people can become allies for deaf people.

After the session with Mr. Surya Sahetapy, a student-led conference was held on Monday, 14 October 2024. This conference has the students create a research proposal based off of the materials from the lectures as the course learning outcome.  With that, the International Summer Course on Cultural Dynamics and Life-Span Development: Research Approaches and Practical Interventions has ended, which ran from 17 September to 14 October 2024, with a total of 13 sessions, 14 speakers from 9 countries, and 47 participants from 5 countries. 

We want to give a huge thank you to our speakers for sharing their insights and knowledge on cultural dynamics and lifespan development. We would also like to thank our students for their active engagement, attendance, and thoughtful contributions during the sessions. We look forward to welcoming you at our future events! [MWK]

Collaborating with the Center for Indigenous and Cultural Psychology (CICP), the Center for Life-Span Development (CLSD) organized an international summer course program titled International Summer Course on Cultural Dynamics and Life-Span Development: Research Approaches and Practical Interventions. This summer course focuses on helping students gain an understanding of the role culture plays in life-span development as well as offering valuable insights into current research methodologies and approaches relevant to cultural and lifespan development. 

For this event, nine international speakers and five national speakers with various backgrounds and fields of expertise from various parts of the world, such as Denmark, Italy, Australia, Malaysia, and the United States are invited. This course is attended by 47 students, 43 from Indonesia and 4 from various countries such as Denmark, Germany, Nepal, and Australia. 

The second module, titled Methods for Contextual Life-Span Development: Research and Intervention dives into the methodologies used to research human development. Throughout the module, the students will explore various aspects of human development research, which includes the integration of cultural diversity and the usage of photovoice techniques. The second module is constructed to fulfill Sustainable Development Goals (SDGs) such as Quality Education (4).

The fifth session was held on Wednesday, 25 September 2024, titled Contextual action research in developmental psychology using Photovoice by Dr. Elga Andriana, one of the lecturers in the Faculty of Psychology of Gadjah Mada University. This is also the first session of the second module. The session starts with Dr. Andriana sending out a link for the students to upload a picture as well as writing a short description of the picture. Dr. Andriana then began explaining photovoice in general, which include defining what it is, the procedure of doing it, as well as the methods used to discuss the photos and the analysis process. After that, Dr. Andriana invites the students to give comments on a few photovoice findings from various projects revolving around photovoice. The session ends with a reflection and a Q & A session.

The sixth session was held on Thursday, 26 September 2024, titled Ethical practice in integrating life-span development research and intervention by Dr. Andrian Liem from Monash University Malaysia. The session starts with Dr. Liem emphasizing the importance of ethics in life-span development research and intervention. He then explains the four core ethical principles in psychology, such as having dignity, justice, fidelity, and beneficence, in which he also mentions various unethical psychological experiments throughout history as examples. The session continues with Dr. Liem explains the ethical guidelines, considerations, and decision-making  to life-span development research. The session also has a Q & A session in the end. The end of Dr. Liem’s session also marks the end of the second module of the International Summer Course. [MWK]

For a period of two months, the Center for Life-Span Development (CLSD) collaborated with the Center for Indigenous and Cultural Psychology (CICP) to organize a summer course event titled International Summer Course on Cultural Dynamics and Life-Span Development: Research Approaches and Practical Interventions. Collaborating with a panel of experts from Indonesia and around the world, this summer course focuses on helping students gain an understanding of the role culture plays in life-span development as well as offering valuable insights into current research methodologies and approaches relevant to cultural and lifespan development. 

We invited nine international speakers and five national speakers with various backgrounds and fields of expertise from various parts of the world, such as Denmark, Italy, Australia, Malaysia, and the United States. This course is attended by 47 students, 43 from Indonesia and 4 from various countries such as Denmark, Germany, Nepal, and Australia. 

The course is divided into 3 modules. The first module, titled Understanding Culture and Life-Span Development: Concept and Current Perspectives focuses on the paradigm of culture and how its context is correlated with today’s global conditions. It also focuses on the influence of the global north-global south paradigm, digital interactions as well as the climate crises on life-span development. The first module is constructed to fulfill Sustainable Development Goals (SDGs) such as Good Health and Well-Being (3), Quality Education (4) and Reduced Inequalities (10).

The first session of the first module was held with both an online and offline session on Tuesday, 17 September 2024. The event was carried by the Master of Ceremony of the session, Christine Rachel Margaretha and opened by Rahmat Hidayat, S.Psi., M.Sc., Ph.D., who is the dean of the Faculty of Psychology. The session begins with an introductory video on the profiles of CLSD and CICP, followed by the main event, a lecture carried out by Prof. Jaan Valsiner from Aalborg University, Denmark and Prof. Giuseppina Marsico from the University of Salerno, Italy on the topic of Redefining Culture in current context. Prof. Valsiner starts with debunking the 4 gaps of existing thinking in psychological science. After explaining the gaps, he then explains the new aspects of a “new general psychology”. He then emphasizes that researchers often use a two-dimensional method to explore the human mind, in which he uses a new method, shaped after a kleinian geometry to illustrate it. The rest of the material is then explained by Prof. Marsico, in which she explains the cultural psychology of the bordering process. The session ended with a Q & A session. 

The second session was conducted with both an online and offline session the next day, with the speakers still the same but with a different topic; (Global North–Global South) culture interactions and how it shapes life-span development. Prof. Valsiner starts this session by arguing that psychology in general needs more data. He then began explaining the important features of the methodology cycle. Examples include basic assumptions, or meta-codes, which are used to build theories, such as the assimilation theory and the proculturation theory. He also tells the students that research needs more “doubt”, which is done to reduce enforced fixed opinions. Prof. Marsico continues the lecture by explaining the Global North-Global South culture interactions and why it is important. The session ends with Prof. Valsiner & Prof. Marsico explaining their project proposal called “The Global South Network of Cultural Psychology”.

The third session was conducted on Thursday, 19 September 2024 with the topic Polyculturalism in understanding lifespan development in current society by Prof. Emiko Kashima from La Trobe University, Australia. The session started with Prof. Kashima explains Lay cultural theory and diversity ideologies, such as polyculturalism. After that, she starts to dissect the exact meaning of culture, specifically focusing on how cultural influences are “selected” through different cultural traditions. Prof. Kashima also elaborates on the topic of multiculturalism, specifically its benefits, differences, limitations, etc. The session continues with Prof. Kashima explaining cultural identity. The session ends with Prof. Kashima showing the correlation between polyculturalism and cultural identity. 

The final session of this module was held on Friday, 20 September 2024 with the topic A critique of life course intervention by Prof. Peter van Eeuwijk from the University of Basel, Switzerland. He starts the session by critiquing the definitions of lifespan and intervention. He also critiques the World Health Organization’s conventional life course model. Prof. Eeuwijk also mentions his experience using longitudinal and transversal research methodologies. During the session, Prof. Eeuwijk asks the students what is the most important factor on life quality. He ends the session by explaining about vulnerability, resiliency, and agency by using case studies. The end of Prof. Eeuwijk’s session also marks the end of the first module of the International Summer Course. [MWK]

In 2024, the Center for Life-Span Development (CLSD) collaborated with the Center for Indigenous and Cultural Psychology (CICP) of the Faculty of Psychology, Universitas Gadjah Mada, to organize a summer course event titled “International Summer Course on Cultural Dynamics and Life-Span Development: Research Approaches and Practical Interventions”.

This marks the second time CLSD has organized a summer course, with the first being held in 2021. 

This summer course serves as a channel to discuss the contemporary issues regarding cultural dynamics and life-span development in which the students will look at the current research and interventions through panel presentations conducted by experts. This course aims to deepen students’ understanding of the role culture plays in life-span development as well as offering valuable insights into current research methodologies and approaches relevant to cultural and lifespan development, which is connected to fulfilling the Sustainable Development Goals (SDGs) such as Quality Education (4) and Reduced Inequalities (10). This course utilizes several different learning methods for the students, such as online lectures, independent study, and modular discussions. All of the courses are conducted in English and closed captioning is provided.

For this course, we invited nine international speakers and five national speakers with various backgrounds and fields of expertise from various parts of the world, such as Denmark, Italy, Australia, Malaysia, and the United States. This course is attended by 47 students, 43 from Indonesia and 4 from various countries such as Denmark, Germany, Nepal, and Australia. 

This course consisted of three different modules, each highlighting different aspects of cultural dynamics and life-span development delivered by the speakers. Module 1, titled Understanding Culture and Life-Span Development: Concept and Current Perspectives focuses on the paradigm of culture and how it is contextualized with today’s global conditions.

Date	Time (GMT +7)	Agenda	Speakers
Tuesday, 17 September 2024	16:00-18:00	Redefining Culture in current context	Prof. Jaan Valsiner and Prof. Giuseppina Marsico
Wednesday, 18 September 2024	16:00-18:00	(Global North–Global South) culture interactions and how it shapes life-span development	Prof. Jaan Valsiner and Prof. Giuseppina Marsico
Thursday, 19 September 2024	16:00-18:00	Polyculturalism in understanding lifespan development in current society	Prof. Emiko Kashima
Friday, 20 September 2024	16:00-18:00	A critique of life course intervention	Prof. Peter van Eeuwijk

Module 2, titled Methods for Contextual Life-Span Development: Research and Intervention dives into the methodologies for researching human development, which covers the integration of cultural diversity, optimally utilizing action research and photovoice techniques, and the ethical principles inherent in this field.

Date	Time (GMT +7)	Agenda	Speakers
Wednesday, 25 September 2024	16:00-18:00	Contextual action research in developmental psychology using Photovoice	Dr. Elga Andriana
Thursday, 26 September 2024	16:00-18:00	Ethical practice in integrating life-span development research and intervention	Dr. Andrian Liem

The last module, titled Thematic Explorations of Contextual Research and Intervention on Life-Span Development has two distinct sessions; research and intervention. The research session will dive into the utilization of cultural and indigenous methodologies within life-span developmental research. While the intervention session delves into the significance of cultural considerations in interventions, such as youth dynamics, addressing bullying, and the empowerment of older adults.

Date	Time (GMT +7)	Agenda	Speakers
Friday, 27 September 2024	16:00-18:00	Social relations in the Javanese context	Prof. Faturochman
Tuesday, 1 October 2024	16:00-18:00	An Indonesian Indigenous perspective of life-span development	Ryan Sugiarto
Wednesday, 2 October 2024	19:00-21:00	Digital society and life-span development	Dr. Jessica Navarro
Thursday, 3 October 2024	16:00-18:00	Collaborative life-span development intervention	Dr. Sutarimah Ampuni and Dr. Yuni Hastutiningsih
Monday, 7 October 2024	16:00-18:00	Research with children and youth in the context of migration	Dr. Roy Huijsmans
Tuesday, 8 October 2024	16:00-18:00	Empowering Older Adults	Prof. Elisabeth Schröder-Butterfill
Friday, 11 October 2024	16:00-18:00	Risk and resilience in developmental diversity: Learning from Deaf culture	Surya Sahetapy

After attending all the sessions, there is a student-led conference held on Monday, 14 October 2024. This conference has the students create a research proposal based off of the materials from the lectures as the course learning outcome. With that, the International Summer Course, which ran from 17 September to 14 October 2024, with a total of 13 sessions, 14 speakers from 9 countries, and 47 participants from 5 countries, has come to an end.

A huge thank you to our speakers for sharing their knowledge and valuable insights on cultural dynamics and lifespan development. We are also deeply grateful to all participants for their active engagement, attendance, and thoughtful contributions during the sessions. We look forward to welcoming you at our future events! [MWK]