Explains classic theories of adult development (stage/phase and life events and transitions) as well as newer theories (women's psychological development, Kegan's theory of consciousness). Presents implications for adult learning. (SK)

Presents contextual, interpretive, retrospective, and temporal dimensions of narrative as applied to adult development. Concludes that narrative is a basic way of meaning making, development is experienced through self-stories, and adult development proceeds in less than predictable ways. (SK)

Highlights a changing, rather than static view, of the story of "Snow White" by interpreting the story's symbol of the mirror in three roles: guide, trap, and tool of wholeness. Suggests that these interpretations illustrate that developmental processes that entrap individuals may constitute necessary developmental steps and that gains…

Reflective journal writing helps individuals garner information about themselves and construct larger meanings. Techniques include freewriting; list making; describing one-minute in-depth, writing dialogues; and envisioning the future. (SK)

The Adult Life Roles Instrument, completed by 449 adults, used an ordinal scale to assess six hierarchical life role phases: relationships with self, work, friends, community, partner, and family. Respondents perceived significant developmental diversity across different roles, with few gender variations, lending support to a multifaceted approach…

Data from the National Longitudinal Study were used to relate seven life experiences with four developmental outcomes (personal agency, political participation, concern for social inequality, and social action). Each of the life experiences was significantly related to one or more outcomes, supporting the connection of life experience, learning,…

Interviews with 36 part-time adult students showed them to be in 2 distinct groups: those for whom there was a clear link between educational participation and life transitional events and those for whom no linkage was apparent. The latter appear to participate for intrinsic interest with no immediate instrumental goal. (SK)

Reviews concepts of meaning making in classical and contemporary writing. Examines models of cognitive and ego development linked with meaning making and draws a model of the relationship of meaning making to adult learning and development. (SK)

When interviews with 74 people over 60 were analyzed using a grounded theory approach, developmental change was found to occur in five age-independent periods: (1) continuity with middle age; (2) early transition; (3) revised lifestyle; (4) later transition; and (5) final period. (SK)

Although it may be so subtle that it is not noticed or sudden and life altering, adult development occurs in a cycle of four inherent processes: transaction, transition, transformation, and transcendence. These processes exist in a cycle characterized by growth and development. The processes can be defined as follows: (1) transaction--personal,…

Uses the story of "Snow White" to examine issues regarding self and midlife development, especially for women. Considers issues of beauty, image, power, generativity, intimacy, identity, and integration. Suggests that this story illustrates a major midlife task, that of coming to terms with earlier images of oneself in order to develop a…

Analysis was made of over 50 biographies of men and women whose lives were disrupted by direct involvement in World War II. A major implication is that life events, even traumatic ones, are sources of growth and development. Adult educators should assist learners in finding meaning in life events. (JOW)

A basic goal for individuals as they struggle to face normative developmental tasks across their life span is to determine how to make meaning of their experiences, real and vicarious. The authors describe a workshop that gave counselors and human service practitioners meaning-making strategies that they could use in their personal and…

How adults change over time is best understood through consideration of three kinds of time: historical time period, chronological age, and culturally specific social timetable of life events. Time provides a context for understanding developmental processes. (SK)

Examines differences between 70 more- and less-generative adults through a new coding system for analyzing themes of agency and communion in significant life-story scenes. The study revealed that highly generative adults express greater levels of the communion themes of dialog and care/help and greater levels of agency/communion integration. (LSR)