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)

A multigenerational examination of learning needs is discussed in terms of proposed legislation which encourages the expansion of lifetime learning options for all citizens. (Author)

Identifies and discusses general issues pertaining to research on social and personality aspects of adult cognitive development. Organizes comments around the concepts of selection and generalization. Suggests that concern with nature and effects of selection can help researchers in aging more efficiently and effectively design studies, analyze…

Examined effect of widowhood on ego identity and psychological functioning among 83 widows. Found group scored significantly higher than national norms on structured measure of self-esteem. Twenty-five percent of respondents reported positive changes after widowhood, 39% reported mixed effects, and 30% reported only negative changes. Data fit…

Investigated the extent to which leisure is more than a time-filler for adults aged 40 and older. Analyzes how leisure is a social space of relative freedom for expression, development, and community through the adult life course in relation to styles of later life coping. (Author/ABB)

The authors report on a study designed to identify developmental tasks experienced by Mexican-American females from 18 to 34 years of age. They state that (1) a stable relationship, (2) education, (3) independence, (4) children, (5) friendships, and (6) community were consistently important. (CH)