Meeting the educational and personal development needs of adults in transition presents the greatest challenge to higher education. This article discusses a study to determine how adults in transition believe their educational programs to be helpful. (JOW)

Describes a study conducted during the summer of 1982 in order to examine the personal, social, and general intellectual growth perceived by older students participating in Elderhostel programs. Discusses 12 growth themes that emerged after a theme analysis was conducted on the data. Results of the study indicated support for liberal education for…

The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)

Uses a cohort case study of Americans born between 1900 and 1905 as an example of how history and social forces shape the experiences and educational needs of adults. Implies that knowledge of adult students' social, historical, economic, and cultural experiences can be used to improve their educational experiences. (Author/SK)

Reviews Peterson's 1979 study of the current and preferred ranking of 20 educational goals at 18 community colleges. In response to their low ranking, explains how community services are linked to three more highly rated goals: college community, personal development, and developmental/remedial education. (DML)

Surveyed trainers of school psychologists to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. (Author)

Suggests the development of a personal identity for the female client depends on characteristics of the counselor. Characteristics include: (1) the counselor's resolution of personal values concerning women; (2) resolution of these values evidenced in the counselor's own behavior; and (3) therapy orientation incorporating the first two elements.…

Results of a three-year study of development of talent are presented, with emphasis on the special qualities of Olympic swimmers, pianists, and research mathematicians who attained "world class" status in their fields prior to the age of 35. (Author)

Education is experiencing a loss of meaning and respect and a fading sense of connection. Education for the whole, individual person will result in the practical, creative, and moral growth necessary in today's society. (CJ)

Professionals (N=228) were interviewed about their case experiences with neglect and abuse of the elderly. It was suggested that environmental contexts and situational problems trigger such behavior, and that the behavior is primarily based on flawed development of the perpetrator and disordered family relationships. (Author)

Summarizes the assessment of four types of experiential education programs (volunteer service, career internships, outdoor adventure, community study/political action) on the psychological, social, and intellectual development of over 1,000 secondary students participating in 27 programs in independent, public, and parochial schools across the…

Case study demonstrates impact of counselor-tutor relationship with eighth-grade boy over an 18-month period. Beginning with initial meeting, describes several encounters in and out of school. Discusses boy's personal and academic problems and how relationship with counselor-tutor helped him cope with problems. (NRB)

Action research, enlisting teacher participation in study of aspects of school life, investigates teacher-centered program to help elementary school children with low self-concepts. Teachers play significant role in helping children perceive themselves more positively, and benefit personally from involvement in study. (NRB)