Promoting Advanced Ego Development Among Adults

An intervention study was conducted to investigate whether advanced ego development could be promoted if account was taken of the factors likely to be involved in the ego stage transition process in adulthood. A conceptual framework that identified such factors was described, in which it was hypothesised that stage transition occurs in response to life experiences that are structurally disequilibrating, personally salient, emotionally engaging, and interpersonal. The intervention was designed in accordance with these proposed types of life experiences, and was targeted toward adults at the modal stage of ego development. Using an experimental design, a significant increase in ego level was found in 2 equivalent intervention groups, with no increase found in a matched control group. The findings demonstrate the possibility of continued ego development in adulthood, including development to the advanced ego stages, and provide clarification regarding some of the processes involved in such development.     

Romantic relationships in early adulthood: Influences of family,personality, and relationship cognitions

Two hundred and sixty‐five participants and their romantic partners were involved in a prospective, longitudinal, and multimethod study during the transition from adolescence to adulthood. Guided by the development of the early adult romantic relationships (DEARR) model (Bryant & Conger, 2002), the research (a) investigated mid‐adolescent family experiences and individual differences in personality as predictors of qualities in the early adult romantic union and (b) evaluated the degree to which marital beliefs mediated these associations. Structural equation modeling partially supported the mediating effects of marital beliefs. The findings were generally consistent with the DEARR model, suggesting that it is informative to study early adult romantic relationship functioning within a developmental‐contextual framework, while simultaneously considering the unique effects of personality and relationship cognitions.     

Group dynamics in Canadian recreational team sports later in life

As interest and participation in physical activity later in life increases, evidence is needed to inform the promotion, design, and delivery of community-based sport for older people. One important consideration is the dynamics of the group, which may influence experiences of team sport among aging populations. A qualitative study was undertaken to explore group dynamics concepts and perceived outcomes experienced by older adults involved in Canadian community-based recreational teams. Seventeen mid-life and older adults (M_age = 64.06, SD = 6.40) who previously participated in youth team sport and were currently involved in adult recreational team sport participated in semi-structured phone interviews. Results were organized into categories outlined in the conceptual framework for the study of sport teams (Eys et al., 2020). Issues specific to team dynamics experienced in older adulthood are highlighted and relate to competitiveness, sport specific skills/knowledge, competitive level, motivational climate, interdependence, team stability, group norms, roles, cohesion, leadership, social support, conflict, enjoyment, personal development, and social connections. Findings underscore the relevance of team dynamics in older adulthood and importance of understanding individual and environmental attributes in relation to group processes, structures, emergent states, and outcomes specific to sport for older adults. Directions for future research and practical implications to encourage greater involvement and sustained participation in team sport throughout the lifespan are discussed.     

Spiritual Development Across the Adult Life Course: Findings from a Longitudinal Study

Longitudinal data spanning early (30s) and older (late 60s/mid-70s) adulthood were used to study spiritual development across the adult life course in a sample of men and women belonging to a younger (born 1928/29) and an older (born 1920/21) age cohort. All participants, irrespective of gender and cohort, increased significantly in spirituality between late middle (mid-50s/early 60s) and older adulthood. Members of the younger cohort increased in spirituality throughout the adult life cycle. In the second half of adulthood, women increased more rapidly in spirituality than men. Spiritual involvement in older age was predicted by religious involvement and personality characteristics in early adulthood and subsequent experiences of negative life events.     

Subliminal priming of autobiographical memories

The current research examined subliminal priming of autobiographical memories. In Experiment 1 the subliminal primes consisted of affect-associated words (positive vs negative) and were presented just before the participants retrieved specific experiences to cue-words. The subliminal primes produced an inhibitory effect on autobiographical memory retrieval, with significantly lower positive ratings given to the emotional content of experiences retrieved after positive primes than given to experiences retrieved after negative primes. The subliminal primes for the second experiment consisted of words that related to specific lifetime periods (early childhood vs late childhood/early adulthood). A negative priming effect resulted again, with earlier life experiences retrieved after the presentation of late childhood/early adulthood primes. We believe the negative priming effects obtained in both experiments are consistent with predictions based on the self-memory system model of autobiographical memory. The results of this research may also explain mood-incongruent recall.     

Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population.     

The Impact of Early Interpersonal Experience on Adult Romantic Relationship Functioning: Recent Findings from the Minnesota Longitudinal Study of Risk and Adaptation

Adopting an organizational view on social development, we have investigated how interpersonal experiences early in life prospectively predict how well individuals resolve relationship conflicts, recover from conflicts, and have stable, satisfying relationships with their romantic partners in early adulthood. We have also identified specific intervening interpersonal experiences during middle childhood and adolescence that mediate the connection between how individuals regulated their emotions with their parents very early in life and as young adults in their romantic relationships. We discuss the many advantages of adopting an organizational view on social development.     

Early exposure to violence,domestic violence,attachment representations,and marital adjustment

The present study investigates the effects of violent experiences in childhood on current domestic violence and marital adjustment, using adult attachment theory as a conceptual framework. A nonclinical sample of 644 Canadian adults in long‐term romantic relationships completed measures of adult romantic attachment, conflict tactics scales, and dyadic adjustment. Structural equation modeling revealed that early experiences of violence affect adults' intimate violence directly and indirectly through anxiety over abandonment and avoidance of intimacy. The actor–partner interdependence model illustrated the importance of early exposure to violence in predicting both partners' attachment representations, intimate violence, and couple adjustment. Findings are discussed with reference to the clinical issues surrounding minor violence against the intimate partner.     

Stage and Contextual Approaches to Development in Professional Supervision

This paper discusses supervision as a means of professional and personal development in adulthood and analyzes its relevant mechanisms and processes. By using several theoretical concepts of development the stage and contextual approaches to supervision are discussed. While the stage approach describes the movement of supervisee, supervisor, and supervision relationship along perceivable and predictable stages, the contextual approach understands the development of an adult as a progression towards increased differentiation and integration of some of its functions, to which experiences, the context of one's life, and one's own activity contribute a great deal.     

From Euler to Navier–Stokes: A Spatial Analysis of Conceptual Changes in Nineteenth-century Fluid Dynamics

This article provides a spatial analysis of the conceptual framework of fluid dynamics during the nineteenth century, focusing on the transition from the Euler equation to the Navier–Stokes equation. A dynamic version of Peter Gärdenfors's theory of conceptual spaces is applied which distinguishes changes of five types: addition and deletion of special laws; change of metric; change in importance; change in separability; addition and deletion of dimensions. The case instantiates all types but the deletion of dimensions. We also provide a new view upon limiting case reduction at the conceptual level that clarifies the relation between the predecessor and successor conceptual framework. The nineteenth-century development of fluid dynamics is argued to be an instance of normal science development.     

The intersections of social class and the transition to adulthood

This article provides an introduction to and overview of the literature on how the transition to adulthood is shaped by social class. It brings together two strands of literature. The first reviews why and how the third decade of life has been reshaped by later and longer education. The second considers how the social class position of young adults influences their experience in the early adulthood years and how those experiences in turn affect their prospects in later life.     

A Lifespan Biological Model of Menopause

This paper continues the author's theoretical reconsideration of the biology of menopause (Derry, 2002). The author's broader-biological theoretical model of menopause, the Lifespan Biological Model, asserts that menopause is best understood by considering the biology of healthy systems. The biological subfield of life history theory combined with the psychological subfield of lifespan development provides a useful starting point to understand the biology of menopause. When compared with other mammals, humans have unusual life stages, one of which is a post-reproductive stage of relatively healthy, competent adulthood. Implications of the model are discussed with regard to conceptualizing: menopause as normal versus pathological; the arc of development as childhood growth/adult stability/aging senescence versus lifespan developmental; and the relation of menopause to chronic disease, especially osteoporosis.     

Military Service and the Life-Course Perspective: A Turning Point for Military Personnel Research

The political and scientific climate is ready for a change in perspective in the field of military personnel psychology. Although more than 200,000 of America's most fit young men and women pass through the military establishment each year, we know very little about the effects of their early military experiences on their life choices or on their subsequent military or civilian careers. Recent interest in these issues shown by Congress, the press, and the Department of Defense (DoD) strongly suggests that psychologists need to address research questions that can evaluate the real lifetime costs and benefits of military service. Current military personnel research approaches are inadequate for this task. Life-course theory is presented as a viable and vigorous conceptual and analytic framework for accomplishing this mission.     

个体助人行为的形成与发展——基于扎根理论的探究

为了解个体助人行为的发生、发展和变化,本研究采用质性研究方法,围绕日常生活中助人行为深度访谈了10名始成年期的高助人者,运用扎根理论对访谈资料进行分析和理论建构。发现个体助人行为的发展可分成三个阶段：形成期、冲击期及稳固期,各发展阶段以对助人行为的认知和主要动机为核心,呈现出稳定-外控、不稳定-外控、稳定-内控的特点,据此提出助人行为的发展历程,并讨论了研究的理论价值、现实意义及局限。     

Age-Related Differences in the Transition from Adolescence to Adulthood and Links with Family Relationships

This study examined differences on major aspects of attaining adult status in the transition from adolescence into young adulthood. The attainment of developmental tasks and the quality of parent–child relationships were compared across adolescence and young adulthood. In addition, the extent to which relationships with parents are related to the attainment of young adulthood developmental tasks was also investigated. The study was conducted on 169 Israeli adolescents, early young adults, and late young adults. Results showed that developmental tasks are attained at different stages, and that the consolidation of adult status is achieved closer to the end of the third decade of life. Relationships with parents were found to be more positive following the transition from adolescence to early young adulthood. Adaptation of young adults was explained by the quality of relationships with parents and especially with fathers.     

Bedeutung von Stress bei chronischer Ersch?pfung

In this review article a novel approach to the explanation of chronic fatigue is presented. It has long been known that patients suffering from chronic fatigue syndrome (CFS) have reported increased occurrencesof traumatic experiences early in life compared to healthy individuals. Such experiences have been found to substantially impact on biological regulation processes later in life and thus alter sensitivity to stressful stimuli in adulthood. In CFS research has shown that patients display altered endocrine and immune stress regulation. A summary of current research in this area is given and the role of both childhood and adulthood stressors in biological regulation processes in CFS is discussed.     

Attribution Processes and Stages of Adult Life Development Among Adult University Students1

This study investigated the relationship between stages of adult life development and causal attributions for attending college among a sample of nontraditional students. It was hypothesized that the meaning of attending school is reflected in the kinds of attributions that are given for attending school. It was also hypothesized that internal attributions are more common at later stages of adult life development. The findings confirmed the existence of internal and external (career and situational) cognitive attributional dimensions, with the internal dimension being the strongest. Coherent stages of adult life development were identified, which corresponded to a transitional stage, an early adult stage, and a mid-adult stage. Students in the transitional stage were less likely to give external situational attributions, and students in the mid-life stage were more likely to give external situational attributions. There was also a tendency for internal attributions to increase during the mid-life phase, although the relationship was not highly significant. The findings are discussed in the context of attribution theory and adult life development theory as well as in terms of implications for educational policy.     

Adult maturational processes and the facilitating environment

The psychoanalytic theory of religion has been seriously limited in its development, largely owing to Freud's emphasis on religion's neurotic elements and an overemphasis on the infantile origins of religious development. This paper offers a conceptual framework and advances the thesis, based on contemporary psychoanalytic, developmental theory, that 1) Erikson's concept of epigenesis has applicability across the life span; 2) that beyond-the-self identity is constituent to human maturation and self-completion; 3) that successful adult maturation requires a mirroring-facilitating environment; and 4) that religious values, meanings, images, and communities play an essential role-as-elements of the facilitating environment of later life.