Discusses how flatter organizations provide fewer opportunities for career progression, requiring new ways to reward performance and individual responsibility for career development. Notes that essential career competencies are optimizing career prospects, using career planning skills, engaging in personal development, and balancing work and…

Explores the foundation of therapeutic theory from the perspective of social constructionism. Proposes a theoretical description of the interaction between an individual and the social context in the formation of therapeutic theory. Then explores this description in relation to the early life and subsequent therapeutic theory of Carl Rogers. (RJM)

A holistic approach to individual development within the context of a learning organization produces well-informed, knowledgeable, critically-thinking adults whose decisions contribute to organizational prosperity. From a systems perspective, valuing development only if it contributes to productivity is counterintuitive. (SK)

Focuses on how to become the kind of leader you would want to work for. Concentrates on knowing yourself, including better understanding human behavior; knowing your people, including training opportunities and staff rewards; knowing your skills, including time management; knowing how to communicate; and knowing how to move forward, including…

Reviews research on development of children's beliefs about intelligence; proposes that this development represents simultaneous processes of concept acquisition and theory building. Discusses research foci on children's definitions of intelligence, beliefs about the component structure of intelligence, criteria children use to evaluate ability,…

Outlines an investigation into the types of learning experienced by adolescents involved in recreational youth theater. Proposes that youth theater has the capacity to provide essential rites of passage for young people. Concludes that drama has the potential to be a creator of consciousness during adolescence. (PM)

Explores how individuals' conceptions of their family vary across stages of family development. Compares several hypotheses of how key interpersonal relationships shape individuals' intrapsychic experience of their family. Finds scant support for socialization theory but considerable support for social transaction theory. (SR)

The dichotomy between vocationalism and nonvocationalism is false because nonvocationalism is a misnomer. Liberal education for self-improvement, largely oriented toward women, is only nonvocational in that it rarely leads to paid work. In another sense, it is vocational in that it is concerned with preparation for the "job" of wife and mother.…

Explores how outdoor experiential education can facilitate personal growth and transformation by balancing adventure-based activities with inner-directed processes. Discusses transpersonal psychology and research on consciousness and brain functions relevant to the process of transformation. Describes a specific technique to access deeper levels…

Research reports are reviewed which illustrate the close ties between creativity and entrepreneurship. Comparisons of the characteristics and behavior typical of creative individuals and entrepreneurial individuals indicate the existence of striking similarities. (JDD)

The University of Ulster developed a one-year course for women leading to a certificate in Information Technology Studies. Course content focused on personal development, study skills, assertiveness, communication skills, career and life planning, management skills, and social and economic effects of new technology. Support services included child…

Presents reactions to Hershenson, Power, and Seligman's rejoinder in July 1989 issue of Journal of Mental Health Counseling (JMHC). Argues against relying upon either medical model or eclectic approach as a foundation for mental health counseling. Suggests Ivey's views (JMHC, January 1989) concerning developmental issues and author's views…

Children who left a gap between the sky and the horizon in their drawings and paintings were significantly younger than those who left no gap. Omission of the gap was associated with the use of devices to represent three-dimensional space in two dimensions. (RH)

In four tasks, 42 children between three and five years of age were asked to identify materials and familiar objects, and to predict which items would adhere to a magnet. No age differences were found in the ability to identify objects, but significant differences occurred in identification of materials and prediction of magnetic attraction. (RH)

An understanding of adult learning principles will enable staff developers to select the most appropriate learning environment for participants. The purpose and sample activities of formal, informal, or non-formal learning environments are presented. (JD)