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Adjustment to transitional life events and processes of advanced development have emerged as important areas of research. Relatively little attention has been given to the 65+ age group. The present study investigated processes of adjustment to transitional life events by individuals in this group. Sixty-three non-institutionalized males and females volunteered as subjects. Data were collected through face-to-face interviews using a structured questionnaire, a pretested list of transitional life events, an open- and close-ended transition questionnaire, a battery of neuropsychological measures, and several measures of psychological functioning. Results indicated the present sample to be somewhat atypical of the elderly in certain respects--highly educated, quite healthy, and economically secure. A 1 x 6 multivariate analysis of variance and posteriori Hotelling T² tests indicated that while the level of performance on neuropsychological measures of adaptive abilities significantly declined with increasing age, there was also much overlap in performance by the various age groups, particularly among the three oldest cohorts (75 to 85+). Significant intercorrelations were found to exist among measures sensitive to lateralized functions. No significant differences were noted in performance on lateralized measures. Analysis of open- and close-ended descriptions of the nature of transitional life events and adjustment indicated the factors involved to be very complex. Several patterns of adjustment emerged: an immediate tendency to be concerned with practical issues or arrangements, an effort to mitigate the degree of stressful upset through emotional distancing or minimization, consideration of events as distinct from each other to limit the extent of adjustment required, and utilization of immediate and extended social support systems to foster adaptation. Measures of psychosocial functions were not correlated with the number of transitional life events experienced or with the neuropsychological measures employed. However, multiple regression analyses indicated that neuropsychological functioning, level of education, and level of income predicted a significant portion of the variance in ratings of adjustment by three clinical psychologists. Results were discussed in terms of previous research and methodological suggestions for future investigation were presented.

The purpose of this research project was to explore a model of transformative learning for the promotion of successful aging in group counselling and psychotherapy. This project explored how a model of life review, including guided autobiography (Birren & Deutchman, 1991) and enactment(s) in group psychodrama (Westwood, 1997) contributes to transformative learning (Mezirow, 1991, 1998). Successful aging emphasizes the potential for psychological growth rather than decline across the life span. In a field study, I used an ethnographic approach with an emphasis on reflexivity (Atkinson & Hammersley, 1994; Fisher, 1995). For this model, seven co-researchers, graduate students and professionals in practise, engaged in life review enactments in the context of group psychodrama. Evidence for communicative and emancipatory action two major domains of transformative learning (Mezirow, 1991), emerged from the data analysis. Six major themes, including four process themes and two content themes emerged: 1) the reflexive reconstruction of the self; 2) co-construction of the meaning of experience; 3) moral betrayal and social injustice; 4) leadership and creating a democratic public space; 5) action planning: individual and social action; and, 6) dreams as a template for actions. These central themes are described. Case examples from the stories of the co-researchers are offered as clarification. Suggestions and implications for future research and practise are discussed.

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