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Adult Development Theories Class 5 ADLT 671, Theory and Practice of Adult Learning
18

Class 5, adlt 671 developmental theorists

Nov 17, 2014

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Page 1: Class 5, adlt 671 developmental theorists

Adult Development

Theories

Class 5ADLT 671, Theory and Practice of

Adult Learning

Page 2: Class 5, adlt 671 developmental theorists

Personal Development Theorists

O Age / StageO Development proceeds according to a

series of stages adults pass through as they age

O Life EventsO Development coincides with major life

events such as marriage, death of spouse, etc

O Transitions O Development marked by periods of

transition from one stage to another

Page 3: Class 5, adlt 671 developmental theorists

Age – Stage Theorists

Levinson (1978, 1996)Gilligan (1982)

Havighurst (1981)Maslow (1968)Gould (1978)

Erikson (1959)

Page 4: Class 5, adlt 671 developmental theorists

Daniel Levinson O Life cycle composed of 4 developmental

periods

O Childhood – Adolescence (birth – age 20)O Early Adulthood (ages 17-45)O Middle Adulthood (ages 40 – 65)O Late Adulthood (ages 60 – onward)

O Each transition takes 3-6 years to complete

O Concept of individuation – changing relationship between self and the world

O Conceived of the midlife crisis

Page 5: Class 5, adlt 671 developmental theorists

Carol Gilligan

O Feminist perspective on age-stage theories

O Highly critical of Levinson’s concept of “the dream”

O Male identity build upon contrast and separateness to primary care-giver

O Female identity based on perceptions of sameness and attachment to primary caregiver

Page 6: Class 5, adlt 671 developmental theorists

Gilligan, con’t

O Women’s moral judgment proceeds through three levels

O Focus on self (Level 1)

O Caring for others equated with good (Level 2)

O Caring for others and responsibility for individual needs (Level 3)

O Two transitions

O Movement from selfishness to responsibility

O Movement from goodness to truth

Page 7: Class 5, adlt 671 developmental theorists

Havighurst Chickering and Havighurst

O Concept of the “teachable moment” when the learning opportunity coincides with the life task at hand

O Identified developmental tasks specific to white, middle-class North Americans

Page 8: Class 5, adlt 671 developmental theorists

Abraham MaslowO Highest level of development is

reaching self-actualizationOAccepting of themselves and others OProblem-centered not self-centeredOHave spontaneityOHave had mystical or spiritual

experiencesOResist conformity to cultureONeed for privacyODeep relationships with a few special

othersOExpress creativity

Page 9: Class 5, adlt 671 developmental theorists

Roger Gould

O Development is a process of confronting layer upon layer of childhood pain

O Development involves separation from childhood assumptions

Page 10: Class 5, adlt 671 developmental theorists

Erik EriksonO Development occurs as demands of

society provoke struggle or crisis within the person

O Eight psycho-social stages: five in childhood based on Freudian concepts

O Adult stagesO IntimacyO GenerativityO Integrity

Page 11: Class 5, adlt 671 developmental theorists

Life Events Theorists

Neugarten (1976)Baltes et al. (1980)

Riegel (1976)Merriam and Clark (1991)

Page 12: Class 5, adlt 671 developmental theorists

NeugartenO Adult development defined by time factors

O Social time

O Development situations are not experienced as crises if they occur “on time” as socially appropriate

O Crises come from “off time” life events when experience differs from expectations

O Historical time – creates age appropriate norms

O Chronological age – increases ability to interpret experience in more refined ways

Page 13: Class 5, adlt 671 developmental theorists

Baltes et al. O Normative age-graded developmental

influences

O Physical maturity, commencement of education, death of parents

O Normative, historically-determined events

O Economic depressions, wars, etc

O Non-normative influences of great impact

O Experiences unique to the individual such as contracting rare disease, winning the lottery, etc

Page 14: Class 5, adlt 671 developmental theorists

RiegelO Individual is a changing person in a changing

world

O Human development moves along 4 dimensions

O Inner-biological (maturation, health)

O Individual-psychological (self-concept, self-esteem)

O Cultural-social (rules, regulations, social rituals)

O Outer physical (natural world events)

O When any 2 dimensions are in conflict, developmental change may occur

Page 15: Class 5, adlt 671 developmental theorists

Merriam and Clark

O To be able to love and to work are the two goals of successful adult development

O Found 3 patterns unrelated to age or gender

O Divergent (when one is good, other is not)

O Steady/Fluctuating (one steady, other fluctuates)

O Parallel (love and work happiness coincide)

Page 16: Class 5, adlt 671 developmental theorists

Transitions Theorists

Bridges (1980)Sugarman (1986)

Page 17: Class 5, adlt 671 developmental theorists

William BridgesO Life marked by a series of

transitions

O Each individual has a characteristic way of dealing with transitions which will be repeated throughout life

O Three recurring events

O Endings firstO Neutral zoneO New beginning

Page 18: Class 5, adlt 671 developmental theorists

SugarmanO Change experience follows a characteristic

pattern

O Immobilization – sense of being overwhelmed

O Reaction – sharp mood swings from elation to despair

O Denial - minimizing the impact

O Letting go of the past

O Testing – exploring new options

O Searching for meaning – a conscious effort to learn from the experience

O Integration – feeling at home with the change