The concept of intelligence being only measurable indirectly (Findsen & Formosa, 2011, p. 64) leads me to question its validity as an accurate indicator of a person’s intellectual abilities.  The validity is questioned academically, as researchers tend to favour the “use of cross-sectional research designs where results may be a reflection of cohort or generational differences rather than actual changes as in longitudinal approaches” (Findsen & Formosa, 2011, p.66).  If intelligence measurement is questionable, then why do we put so much attention toward evaluating a person’s intelligence quotient (IQ) as a means of measuring cognitive abilities?

The psychological concept that stood out the most for me was wisdom, and the ideology of late-life learning encompassing, “a reflective mode of thinking, contemplate the meaning of life, come to terms with their past, and hone their quest for self-fulfilment and spiritual advancement” (Findsen & Formosa, 2011, p. 74).  Surprisingly this concept is reflected in trauma and Posttraumatic Stress Disorder literature as a coping mechanism for dealing with traumatic events; making meaning from the event and putting perspective on life as it was before the trauma, and life as it is in the here and now, coping with trauma and trauma recovery.