Class 5, adlt 671 developmental theorists
Upcoming SlideShare
Loading in...5
×
 

Class 5, adlt 671 developmental theorists

on

  • 473 views

 

Statistics

Views

Total Views
473
Views on SlideShare
473
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Class 5, adlt 671 developmental theorists Class 5, adlt 671 developmental theorists Presentation Transcript

    • Adult Development Theories Class 5 ADLT 671, Theory and Practice of Adult Learning
    • Personal Development Theorists O Age / Stage O Development proceeds according to a series of stages adults pass through as they age O Life Events O 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
    • Age – Stage Theorists Levinson (1978, 1996) Gilligan (1982) Havighurst (1981) Maslow (1968) Gould (1978) Erikson (1959)
    • 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
    • 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
    • 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
    • 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
    • Abraham Maslow O Highest level of development is reaching self-actualization O Accepting of themselves and others O Problem-centered not self-centered O Have spontaneity O Have had mystical or spiritual experiences O Resist conformity to culture O Need for privacy O Deep relationships with a few special others O Express creativity
    • Roger Gould O Development is a process of confronting layer upon layer of childhood pain O Development involves separation from childhood assumptions
    • Erik Erikson O 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 stages O Intimacy O Generativity O Integrity
    • Life Events Theorists Neugarten (1976) Baltes et al. (1980) Riegel (1976) Merriam and Clark (1991)
    • Neugarten O 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
    • 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
    • Riegel O 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
    • 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)
    • Transitions Theorists Bridges (1980) Sugarman (1986)
    • William Bridges O 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 first O Neutral zone O New beginning
    • Sugarman O 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