Adult development
From WikEd
Descriptions, definitions, synonyms, organizer terms, types of
Adult Development is the time after adolescence. During adult development individuals move from being egocentric [1]towards emerginging adulthood [2]. Adult development investigates how individuals progress phychosocially and physically. Once an adolescent transitions into emerging adulthood there are three distinct stages that will occur: Early Adulthood, Middle Adulthood, Late Adulthood.
Early Adulthood takes place between the ages of 20-30. It during this time period that individuals are; physically the healthiest, cognitively grow and make life decisions, and socioemotionally take on new roles.
Middle Adulthood takes place between the ages of 30-60. It is during this time period that individuals can struggle with generativity versus stagnation [3].
Late Adulthood takes place typically around age 60. It is during this time period that individuals move into what Erick Erickson calls Integrity vs. Despair [4].
Application in and effects on classrooms and similar settings
Within education adult development is directly linked to teaching and learning. Teachers work to develop students. Teachers and andministrators work to develop each other and students. As teachers work through their own development process so do students. A healthy educational system helps develop its adult learners and students [5].
Point one Adult to Child learning
Learning style can be different between generations. Educators need to remain aware of thier audiance. Every student that enters the classroom does not learn the same. Children found in today's classrooms are much different than those found in a classrooms 10 years ago. [6] Each school is a system and within that system is a learning community. Throughout the day students will interact with a variety of individuals. Some will be teachers, administrators and other staff. Depending on the development stage of the adult, the child will experience a different learning technique or style with each encounter.
Point two Adult to Adult learning
[Adult to Adult learning] Adult development is particularly important to adult learning and continuing education. In order to build effective learning communities staff development is key. By establishing the development level of an audience administrators can increase instructional processes. In addition, administrators should spend more time evaluating the needs of their adult learners [7].
"We are witnessing radical transformation in society due to change. Such change is evidenced by shifts in technology, the workplace, and a renewed definition of family, and hence, family roles and responsibilities (Merriam and Caffarella, 1999, P. 1-23 and Hart, 1992, P. 1-28). Further, there exists increased uncertainty about the work of political institutions as well as ambiguity regarding economic and financial stability. As a result of these changes and societal shifts an increasing number of adults are experiencing critical change and conflict in their struggle to make meaning out of their circumstance (Merriam and Brockett, 1997, P.140). Much of what we believe about adults as learners and leaders, with regard to how adults develop has largely been influenced by the literature on adult development. Inclusive discussion and thinking warrants the recognition of difference (race, class, and gender), which means placing the experience of adults at the center of thought so that we may better understand how diverse adults as learners and leaders develop and change (Rogers, 2000)."[8]
Evidence of effectiveness
The Adult Development model as proposed by Erick Erickson is the most widely accepted model. [9]
Erickson described eight stages of development through which a person progresses over the course of life. According to Erickson, each stage presents the person with a unique developmental task. How the individual handles that task has a direct impact on their overall personal development. Adulthood is divided into three stages:
* Young Adulthood - Intimacy versus Isolation
Once a person becomes confident with their identity, they are ready to commit to long-term relationships. Marriage and close friendships become paramount. The person is willing to make great sacrifices and will compromise ideals for the sake of intimacy. Those unable or afraid to engage in these relationships tend to move in the direction of isolation.
* Middle Age Adulthood - Generativity versus Stagnation
Generativity refers to a focus on developing future generations. During the middle years, adults feel a need to invest their lives in others, making a contribution to the future. By the time an adult reaches this stage of life, their children will usually be entering their teens which provides added motivation for adults to work toward the betterment of society through clubs and organizations, especially those that impact their children. These adults become very concerned that their lives have meaning and purpose, so achievements become important. Middle-aged adults that remain self-centered move away from a concern for the future and live only for themselves. Ultimately this leads to dissatisfaction with life and a feeling of stagnation.
* Retirement Years - Integrity versus Despair
These are the years of retrospection when one evaluates their life, analyzing past actions, decisions, accomplishments, successes and failures. These can be very content, happy years when one feels they have lived with purpose and integrity, or they can be years of regret and despair if life seems to be filled with more disappointments than achievements.
Critics and their rationale
Critics of Ericksons model rationalize that it is a male dominant model. [10] "Erickson based his stages primarily on work with men; for many women, a focus on intimacy occurs simultaneously with, and in some case may even precede, a focus on identity" in the adolescent years. (Josselson, 1988).
Not only do women move through adult development differently than men, women often move through adulthood differently than other women. Women from different life styles and backgrounds transition in varying ways. Cultural expectations as well play a role in how women navigate menopause. Japanese women have fewer physiological symptoms, rural Mayan women view menopause as a relief from childbearing and look forward to it, and Swedish women gain a higher sense of identity and self-esteem. As women's roles in our culture change, so does the way they navigate adulthood development. While the term "empty nest" has often been used to describe the postparental stage of a woman's adult life, many women today find themselves caring for parents or grandchildren instead. Today's culture finds women today who are grandmothers in graduate school, new mothers at the age of 40, women with histories of multiple careers and/or marriage partners. Many women see this time of life as an opportunity for change, growth and empowerment. This is a far cry from Erickson's model of retrospection. (Lippert, 1997)
Alternative explanations due to Diversity considerations
Teaching in today's classroom educators must consider the needs of children from all over the world. In addition, staff members in the school setting may also be from different coutries from all over the world. When administrators and staff come together for a learning experience each person will have different experiences. An administrations awareness of how adult development is different amoung staff members would promote positive eudcational processes.
Why do some teachers demonstrate great cultural sensitivity in their work with children while others seem mired in stereotypes, perpetuating a view of diversity as exotic or denying that race is an issue in their classrooms? Why is it so difficult to change these dispositions of teachers? And what can we do in teacher education to further the cultural responsiveness we claim we want teachers to develop? Dispositions of teachers strongly affect the impact they have on student learning and development. Recent research has lead to dispositions playing a prominent role in the accreditation of teacher education programs, including the requirement to effectively measure dispositions of teacher candidates. The National Board for Professional Teaching Standards (2001) also requires teachers to demonstrate dispositions and the standards are rife with the language of dispositions: value, belief, commitment, passion.
Signed �?life experiences�?, testimonies and stories
As a current educator and future administrator I believe that adult development makes an a large impact on every school organization. At any time in the continum of education several generations of individuals may be teaching and working within the same system. For everyone involved providing a stable growing environment may be a challenge. By understanding the people in the system, and where they are in the process of their adult development, and what background each individuals has, administrators can tap into those experiences for the benefit of the entire system.
Currently, I work in a school system that has teachers as young as 22 and as old at 69. The span is large but many of the younger teachers recognize the benefits of working with those who have the experience. As an administrator the challenge would be to create an environment that would both respect and stretch each group. I believe that in order to promote positive adult developement in the system, the administrator must identify each individuals strengths and use those strengths to develop a climate which promotes learning for everyone. [12]
I think it is time for Erik Erickson to revise his Adult Life Stages Development to consider that people are marrying later, having children later, working longer, and staying healthy and active longer. I was so convinced of this that I checked a website and realized that he based his study primarily by studying a Sioux Indian tribe. I think that the culture variable has a huge effect on one's life stages, or outlooks at those stages. Erikson died in 1994 and created these stages in the 1950's. I think there needs to be adjustment made for the Baby Boomer Phenomonen. washttp://www.learningplaceonline.com/stages/organize/Erikson.htm
As an adult in the middle adulthood, I can attest to some of the characteristics of what researchers have said. I do my best to disprove what the psychoanalysts have hypothenized and theorized. To my dismay, their characteristics to a major degree are accurate for me......C. Graham
As a curriculum developer for the Marine Corps it is astonishing how many people do not realize that adults learn different than children or adolescents. We are currently in the process of completely rewriting one of our curriculums for enlisted Marines. The old curriculum was focused on the old way of teaching; ROTE memorization. We were and are teaching skills that need to be taught and tested outside the classroom on a multiple-choice test. A lot of people think that just because they sat in a classroom and were lectured to that everyone else should be taught the same way. Now that we know adults learn different we have convince the people in charge. The focus should be on the students, not the teachers. - David Troyer
References and other links of interest
http://moodle.ed.uiuc.edu/mod/forum/discuss.php?d=5099
http://www.nwrel.org/scpd/sirs/6/cu12.html
http://www.mc.maricopa.edu/dept/d46/psy/dev/Fall98/Ear_Ad/ErlyAd.html
http://www.mc.maricopa.edu/dept/d46/psy/dev/early_adult/
http://apadiv20.phhp.ufl.edu/apadiv20_0705.html
http://libr.org/wss/WSSLinks/index.html
http://www.apa.org/journals/releases/psp8451041.pdf#search='Early%20Adulthood'
http://www.collegevalues.org/pdfs/Lopez%20-%204-05.pdf#search='emerging%20adulthood'
http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring00/lateadult/index.htm
http://www.fsu.edu/~adult-ed/jenny/learning.html
http://moodle.ed.uiuc.edu/mod/forum/discuss.php?d=5099
Lippert, Laurel (1997).Women at Midlife: Implications for Theories of Women's Adult Development . Journal of Counseling and Development. Vol. 76 Issue 1, 16-22.
Ormrod, Jeanne E.;Educational Psychology, Developing Learners. Columbus: Pearson/Prentice Hall, 2006. pg. 69
