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)

Involvement in student affairs professional development was investigated using McClusky's (1963) Power Load Margin (PLM) theory from the adult education field. The PLM theory is a framework for identifying sources of stress (load) and power in one's life; the amount of power available to handle stress is called margin in life (MIL). This study…

Developmental predictors of students' ability to learn counseling skills would help counselor educators select candidates and assist admitted students in their learning. The present research examined the relationship between adult development, as measured by the Learning Environment Preferences test (W. S. Moore, 1989) and the Defining Issues…

This article describes the design, development, and successful implementation of a hybrid distance education course on adulthood and aging. The focus is on the pedagogical and technological transitions made in converting a traditional course into an interactive television course (iTV). The course was taught a total of three times, first as a…

Recurrent themes in the stories that young adults tell about their best friends and lovers and possible connections between levels of ego development and the ways that young adults talk about their closest relationships were explored using data from the Young Adult Development Project at the Massachusetts Mental Health Center. Luborsky's Core…

Uses a time sequential design to investigate the impact of age and time of measurement on personal time perspective in adulthood. (Author/SDH)

This document consists of part three of a book of readings that examine issues affecting men in the late 20th century. It was written for counselors at all educational levels, social workers, community therapists, private practitioners, clinicians, teachers, hospital workers, and Employee Assistance Program workers. Three chapters are included in…

Psychologists have often observed an underlying pattern or theme in the accounts that individuals give of their lives. To test a humanistic-existential approach to human development, 48 women were interviewed with the Loss and Transcendence (L/T) Life History Form. The L/T Life Theme is expressed in two ways: the expanded version includes the…

This study was conducted to investigate the sources of meaningful events across the lifespan. Both a quantitative approach and a qualitative approach were used to examine whether or not different measures reflected different domains of meaning and purpose. Subjects were 215 men and women, were classified in five developmental groupings: young…

A study of Charlotte Zolotow's life and the themes of her children's books provides an illustration of the usefulness and problems in the application of theories of adult development, especially as they apply to women. This report of the study contains (1) discussions of Erik Erikson's and Daniel Levinson's theories of adult development; (2) a…

THE RELATIONSHIP OF EGO-STAGE DEVELOPMENT (BASED UPON THE THEORIES OF ERIK ERICKSON) TO THE EXPERIENCES ADULTS IDENTIFIED AS LEADING TO RE-CREATION WAS EXPLORED, USING DATA OBTAINED FROM 73 WOMEN SELECTED AT RANDOM FOR A POPULATION OF 582 AMERICAN AND CANADIAN WOMEN GRADUATE STUDENTS AT THE UNIVERSITY OF WISCONSIN IN FALL, 1964. INFORMATION…

This paper discusses the experience of living and what that means to the development of leadership. The author feels that although childhood is a critical time for the development of leadership qualities, the developmental process is lifelong and does not end with adolescence. Therefore, to raise the leadership potential in society we must work…

The purpose of this study is twofold: (1) to develop a model, generally applicable to all professions, that identifies the commonly experienced developmental changes that occur in the behavior and attitudes of the male professional worker in a number of dimensions of his work-life; and (2) to modify the model so that it is specifically applicable…

Adult students at NYU, age 28-57, were asked why they re-entered school to earn a B.A., and how they experience school now, after several years of employment. They said they enjoyed the learning experience a lot more, and felt less anxiety than during adolescence. (Author)