Interviews with 18 adults who identified negative outcomes from life experience learning showed that, if experience challenges self-definition, growth-inhibiting responses develop. When the threat to self is reduced, growth may result from negative experiences. (SK)

Compares ontogenetic models, which stress development through a series of stages; sociogenic models, which stress the influence of social context on adult behavior; and liberative models. Liberative models do not treat adult development as entirely dependent on biological or social determinism, and do stress individuals' conscious efforts at…

The bibliography lists 875 citations from over 40 professional journals and reports on diverse aspects of higher education for adult students. A brief introduction discusses the developmental stages of adult learners and the challenges of researching this diverse population. (MSE)

Examined the relation of control beliefs to individual differences in 63 elderly adults in 1981 and 1986. Over the 5 years, generalized control and intellectual performance did not change, but intellectual control beliefs did. (RJC)

Models of counseling and training that are sensitive to adult developmental needs are necessary. Peer coaching is being implemented within a traditional counselor training program at California State University. This program integrates the concepts of mentoring and developmental career counseling to promote the career and educational development…

Examines two illness trajectories, Alzheimer's disease and stroke, to illustrate emerging changes in human development over each course of illness and the increasing importance of attachment behavior among ill elders and their family members. Argues that attachment links ailing older people to their environment, and that attachment is vital if…

For most reentry women students, development entails a shift from identifying themselves in terms of their psychological surroundings to authoring and authorizing their own identity. Reentry women need both self-direction and supports that promote development. (SK)

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

The effect on families and the changes that occur in relation to a child with intellectual disability are considered through the lifespan. As the rest of the family grows older, the child with a disability goes through school years and remains having special needs and specific vulnerability through adult life. (Author/JDD)

The effects of forgiveness on survivors' marital adjustment and the effects of childhood sexual abuse on forgiveness were examined. Self-report scales regarding abuse and forgiveness and demographic information were collected from clients (N=63). ANOVA produced significant main effects; forgiveness was negatively correlated with perceived…

Examines the changes in perspective involved when early childhood teachers are promoted to administrators, focusing on leadership roles. Discusses stages of growth for administrators and the implications of these stages for effective leadership. (KB)

Building on the literature of college teaching and adult development, a model describing evolution of faculty perspectives on teaching at various developmental stages is presented. The model comprises five interrelated positions: three stable periods (egocentrism, aliocentrism, systemocentrism), and two transitional periods. It integrates the…

This study evaluated the functioning and quality of life of seven adult males with autism, residents of a group home, twice a year over 2.5 years using the Adult and Adolescent Psycho-educational Profile (AAPEP). Results indicated significant behavioral progress across time for all seven men on all sections of the AAPEP, suggesting that quality of…

Adults requesting career guidance at a counseling center completed a problem-checklist and the Identity, Information, and Barriers scales of the My Vocational Situation inventory. Respondents indicated a need for information on careers; lack of clarity regarding interests, talents, and goals; and worries about self-confidence, independence, and…

When pioneering longitudinal studies of child development extended into adulthood, they generated issues that could not be addressed satisfactorily by available theories, including the recognition that individual lives are influenced by their ever-changing historical context and that human development concepts should apply to processes across the…