Much of the article is based on a series of interviews with paraprofessionals in Head Start programs, conducted in 1970 by the authors for the Bank Street College of Education Career Development Training Program. (MB)

The results showed as much variation within the groups of mature women and young women as between the two groups. Mature women found little in the academic or social life of the institution with which to identify; neither did the young women. (Author/CG)

The mission of lifelong learning encompasses a holistic, universal, educative framework embedded in acts of self-directed, self-initiated learning. Key to these lifelong learning actions are both facilitative environments and resources for individual learning activities, as well as the development of individual structures and processes to create,…

Explored the interactional effect between victims' (N=30) adult developmental stage and their coping and emotional reactions following a myocardial infarction (MI). The findings point to the usefulness of adult developmental psychology in understanding the divergent emotional and coping reactions of MI patients across the life-cycle. (Author/JAC)

Identifies alienation from work, aging of the workforce, and technical obsolescence as contributors to the erosion of organizational vitality. Lists four factors that interact to influence personal vitality development. Recommends staff development programs that address adult and career development theories, increase self-understanding, and…

Presents a conceptual framework for organizing existing ideas about adult change. Discusses common themes in adult development theory and suggests uses and limitations of adult developmental theory. (Author)

A stress model was developed to explore the impact of role loss upon the lives of the elderly. Cumulative data was used to test the model separately for men and women. Results indicated that role loss does have an indirect and direct effect on coping resources and life satisfaction. (Author)

Studied adults (ages 20-79) presented with two types of problem-solving tasks: a typical task used in problem-solving research, and a task composed of practical daily life problems. Results indicated that developmental function depends on the type of problem presented, while performance on abstract problems may decrease with age. (Author)

Explored the relationship between divergent thinking and self-esteem across the adult lifespan. Subjects from 18 to 84 years of age responded to a self-esteem inventory and an exercise in divergent thinking. Self-esteem predicted divergent thinking across age groups, whereas age differences accounted for little variance in divergent thinking.…

Responses of 241 convicts on 18 primary mental abilities were factored to explore the idea that there are organizations among visual and auditory functions that operate independently from the relation-perceiving and correlate-educing functions of fluid and crystallized intelligence. The suggested reliable common-factor functions are discussed.…

Examined the theoretically predicted adult career outcomes of individuals who engage in different developmental patterns of commitment to choice. Results indicated minimal support for the hypothesis that those who engage in increasing commitment and who do not revert to earlier behaviors would experience the most desirable outcomes in adulthood.…

Challenges the disengagement theory of adaptation in the aging process. Suggests that the withdrawal phenomenon exhibited by the elderly simply reflects reduced environmental opportunities for social interaction. Views interpersonal intimacy as the key to satisfactory adjustment. Presents a longitudinal developmental approach to the development of…

Explored the roles chronological age and gender play in subjective time experience (STE). Found STE to vary widely among individuals, some being "accurate,""retarded," or "advanced." Suggests males were more retarded in STE, and chronological age plays a key role in transitions in STE. (Author/RC)