Adult perceptions of adolescents are clouded by ideology and rhetoric. Adolescence tends to be regarded as a pathology in need of cure. A caring community cannot be created until adults recognize the place of adolescents--as ideas and as real people--in their own lives. (SK)

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)

This article proposes a conceptual model concerning mental retardation and family well-being during the transition from late adolescence into young adulthood. It suggests that success in residential, vocational, and social realms will influence family well-being directly, while individual characteristics, environment and culture, and family…

A social worker recounts the experiences of a long term support group of 12 (later 10) parents of children with neurological impairments. Originally begun as a time-limited parent group of children attending a therapeutic nursery program, the parent group has continued to meet into the children's adolescence. The group was initially led by two…

Maintains that caring adults can intervene in many ways to help learning-disabled adolescents acquire the planning, organizational, language, and socialization skills they need to make the transition into adulthood. (BB)

In nine articles, examines the phenomenon of leisure and leisure counseling from a psychological point of view. Discusses and reacts to the nature of leisure and its relationship to mental health and cognitive development, leisure counseling models, the role of leisure education in youth development, and future directions. (RC)

Suggests that learning is a process undergoing change from infancy to adulthood and that the more consciously aware the learner is of the process, the more the learner can be in control. Presents the Performance Pathfinder Plan as a model of appropriate adult learning. (Author/DC)

Summarizes conclusions from research on sex and age differences in moral reasoning. Finds men focused on rights and women on responsiblity, and older adults better able to articulate their moral positions though no longer engaged in moral growth. Suggests changes in the content and pedagogy of moral education. (DMM)

The long-held belief that a person became an adult at about 20 years of age and, henceforth, remained psychologically and physically on a plateau until old age, has recently been found unacceptable in the light of research contributed by developmental psychology. Adult development may be viewed as the function of the interaction of the…