The psychologist Erik Erikson describes his epigenetic theory of the stages of human development; Joan Erikson discusses the function of art as a healing medium. (SK)

Assessed relationships among general anxiety, age, and measures of conscious and unconscious death anxiety in three groups of adult subjects varying in age and extent of contact with elderly persons. Data suggested that these relationships are complex, but that some degree of overlap exists among these factors. (Author)

Research conducted on the same women at age 30 and at age 70 indicated relative stability in all cognitive, most personality, and several personality-social variables measured over the 40-year interval. (Author/DB)

Discusses some issues influencing the development of adult education theory, including the consideration of the adult within the social-historical context, the implications for education of "technocratic liberalism," and the opportunity for adult educators to influence social change. (SK)

Practitioners would benefit from three areas of proficiency--a perspective on the field, an understanding of adult development and learning, and certain personal qualities, such as commitment to lifelong learning and interpersonal effectiveness. (Editor)

Sets forth some essential facts about the aging process and discusses issues of concern to those who teach art workshops to older adults. (FL)

Describes Guided Autobiography, process developed to assist family life educators in helping families adapt to new demands and changing circumstances by serving as facilitators of the life review process. Explains how Guided Autobiography incorporates use of sensitizing questions, pretested themes, and group process to encourage life review in…

Compared young (aged 18-25) and other adults on characteristics of suicide, examining unbearable psychological pain, interpersonal relations, rejection-aggression, inability to adjust, indirect expressions, identification-egression, ego, and cognitive constriction. Found that young adults' suicides did differ psychologically in a number of…

The Adult Life Roles Instrument, completed by 449 adults, used an ordinal scale to assess six hierarchical life role phases: relationships with self, work, friends, community, partner, and family. Respondents perceived significant developmental diversity across different roles, with few gender variations, lending support to a multifaceted approach…

The professional development of trainers requires an understanding of the developmental stages of adults. As with other adults, trainers may progress through stages of development. Staff developers must align the type of support given with the current stage of the trainer's development and move the learner to the next stage. (JD)

Although midlife transition is an emotional crisis for an individual, it means expensive turnover for the organization. There are three approaches an organization can take in dealing with midlife transitions: education, counseling, and restructuring jobs and tasks. Education is necessary before counseling and restructuring can begin. (JOW)

It is proposed that the natural order of human education involves a progression from the socialization of children to the enlightenment of adulthood. A contradictory thesis is advocated and practiced by scholars who have institutionalized unconventional educational movements. (JOW)

Data from the National Longitudinal Study were used to relate seven life experiences with four developmental outcomes (personal agency, political participation, concern for social inequality, and social action). Each of the life experiences was significantly related to one or more outcomes, supporting the connection of life experience, learning,…

When assessment of prior learning is used to teach self-reflection, it encourages developmental growth. Techniques that support development include goals statements, autobiographies, and experiential learning essays. (SK)

Learning-centered teaching links learning and development by creating a climate of exchange; using assessment to increase awareness of learning needs; promoting learning to learn; holding learners accountable; using multiple strategies for different learning styles; and involving learners in realistic and challenging goals. (SK)