In a three stage investigation the relationship between personality type and the use of learning as a coping device during the life transitions of adults was studied. Based on the assumption that a paper and pencil device could be constructed to achieve the same or nearly the same results that have been achieved through interviews with adult learners, the first two stages of this investigation involved the construction and validation of an instrument, the Adult Development Learning Inventory (ADLI), to measure the use of learning during life transitions of adults. The inventory has five subsections: a demographic profile, Life Events, Coping Strategies, Learning Activities, and Adulthood Tasks. Content validity of the ADLI was established through both the theory based in adult learning and developmental psychology and the panel of experts. Construct validation tools included principal component factor analysis and the Kruskal-Wallis ANOVA with age as the variable of discrimination. The instrument was capable of differentiating among age groups' perception of the tasks in the adult life cycle. For internal consistency, reliability estimates ranged from .83 to .94 for the subsections of the ADLI. Stage III of the investigation explored the relationship between the ADLI and personality as measured by the Myers-Briggs Type Indicator (MBTI) which was based on the typology suggested by Carl Jung. The findings suggested only limited relationships between personality and the extent of learning activities. Specifically adults with the dominant function of Intuition can be categorized as high activity learners. The results of limited relationships between learning and personality type can perhaps be attributed to the fact that overwhelmingly (98%) these adult samples were involved in some type of learning not in spite of their life circumstances but because of them.

This research uses a questionnaire and a bridge drawing directive to explore the lived experience of transitioning out of a high-demand religion. Subjects include disaffiliated Mormons, Jehovah’s Witnesses, and Fundamentalist Protestants who were recruited through a dedicated website via limited promotion in online communities for disaffiliates. Visual and textual responses are analyzed through qualitative coding, with additional analysis performed on the artwork using Hays and Lyons’ (1981) bridge drawing criteria. Results reveal the psychological, social, behavioral, identity, and existential effects of disaffiliation. Results also produce seven emergent themes: ambivalence; embracing uncertainty; social justice; simultaneous transitions; freedom and constraint; growth; and remaining ties. The paper then explores the subjects’ lived experiences, latent content in the artwork, and the role and value of artmaking in healing from these difficult transitions. Lastly, this paper discusses treatment considerations, limitations of the study, and suggestions for future research on religious struggles and disaffiliation.

As people have currently a longer life expectation than was previously experienced, it means that many could face a prolonged retirement period of 30 years or even longer. Life changes as an unavoidable element of life may create rather drastic challenges. The approach towards retirement may cause stress and uncertainty for some people, as well as the realisation that necessary changes need to occur. This study focuses on research regarding the life transition to retirement and the challenges each person faces during this phase of life. The purpose of this study was to investigate the experiences and perceptions that retired people had of their life in retirement, with the purpose of formulating guidelines for the development and implementation of a coaching model for retirement. For the purpose of this study, the following four tasks of practical theological interpretation, as explained by Osmer, were followed:  Descriptive-empirical task – “What is going on?”  Interpretative task – “Why is this happening?”  Normative task – “What ought to be happening?”  Pragmatic task – “How might we respond?” An empirical qualitative study was done with retired people by way of focus groups. What transpired was that the reality of a longer life expectancy, the continuation of an active lifestyle and the turbulent economic climate could all have an influence on the quality of retirement. The results from the empirical study suggested that it is essential to follow a holistic approach in the preparation, planning and adaptation process regarding retirement. From the interpretative task regarding life coaching, it transpired that coaching is one of the fastest growing disciplines with worldwide recognition. Life coaching is being used as a method to facilitate purpose-driven change on personal, spiritual and professional levels. From the interpretative task regarding retirement it was established that retirement is a concept that is undergoing vast changes, while various perceptions regarding retirement are being upheld. On account of the longer life expectancy that is currently observed, retirement is nowadays being perceived more as a transition from full-time employment to a lesser work-orientated existence. The normative task focused on the aspects of life coaching by showing examples of prominent leaders in the Bible and how their behaviour can possibly enrich and form the life of the life coach, and can be applied as an example to imitate. Although no logical concept for retirement is detailed in the Bible, the elderly are highly regarded and they can live with an unfailing, hopeful future expectation of eternal life and the second coming of Jesus Christ. The conclusion of the study is that, through good planning and preparation for the life phase of retirement, retirement coaching can be instrumental in a more positive attitude towards retirement and good emotional, intellectual, spiritual, physical, social and financial adjustment in retirement. With reference to the results of the descriptive-empirical task, the interpretative tasks and the normative task, practical-theoretical guidelines were formulated in the pragmatic task of a life coaching model with a view to retirement. / MA (Pastoral Studies), North-West University, Potchefstroom Campus, 2015

As people have currently a longer life expectation than was previously experienced, it means that many could face a prolonged retirement period of 30 years or even longer. Life changes as an unavoidable element of life may create rather drastic challenges. The approach towards retirement may cause stress and uncertainty for some people, as well as the realisation that necessary changes need to occur. This study focuses on research regarding the life transition to retirement and the challenges each person faces during this phase of life. The purpose of this study was to investigate the experiences and perceptions that retired people had of their life in retirement, with the purpose of formulating guidelines for the development and implementation of a coaching model for retirement. For the purpose of this study, the following four tasks of practical theological interpretation, as explained by Osmer, were followed:  Descriptive-empirical task – “What is going on?”  Interpretative task – “Why is this happening?”  Normative task – “What ought to be happening?”  Pragmatic task – “How might we respond?” An empirical qualitative study was done with retired people by way of focus groups. What transpired was that the reality of a longer life expectancy, the continuation of an active lifestyle and the turbulent economic climate could all have an influence on the quality of retirement. The results from the empirical study suggested that it is essential to follow a holistic approach in the preparation, planning and adaptation process regarding retirement. From the interpretative task regarding life coaching, it transpired that coaching is one of the fastest growing disciplines with worldwide recognition. Life coaching is being used as a method to facilitate purpose-driven change on personal, spiritual and professional levels. From the interpretative task regarding retirement it was established that retirement is a concept that is undergoing vast changes, while various perceptions regarding retirement are being upheld. On account of the longer life expectancy that is currently observed, retirement is nowadays being perceived more as a transition from full-time employment to a lesser work-orientated existence. The normative task focused on the aspects of life coaching by showing examples of prominent leaders in the Bible and how their behaviour can possibly enrich and form the life of the life coach, and can be applied as an example to imitate. Although no logical concept for retirement is detailed in the Bible, the elderly are highly regarded and they can live with an unfailing, hopeful future expectation of eternal life and the second coming of Jesus Christ. The conclusion of the study is that, through good planning and preparation for the life phase of retirement, retirement coaching can be instrumental in a more positive attitude towards retirement and good emotional, intellectual, spiritual, physical, social and financial adjustment in retirement. With reference to the results of the descriptive-empirical task, the interpretative tasks and the normative task, practical-theoretical guidelines were formulated in the pragmatic task of a life coaching model with a view to retirement. / MA (Pastoral Studies), North-West University, Potchefstroom Campus, 2015

Thesis advisor: Dorothy A. Jones / As the United States population ages, knowing and understanding the older adult couple’s experience living with chronic illness at home is significant to inform new strategies of care, and planning of resources for the improvement in the health and well-being for a potentially vulnerable population. The purpose of this qualitative study was to better understand the older adult couple’s experience while living with chronic illness at home by answering the following research questions: What is the life pattern manifested by an older adult couple living with chronic illness at home? Are there common themes across the life patterns of older adult couples living with chronic illness living at home? The theoretical framework guiding this study was Margaret Newman’s Health as Expanding Consciousness using a hermeneutic-dialectic phenomenology method. The study’s sample consisted of 14 married older adults (> 65 years of age) couples living together at home. The research method explored the experiences of the older adult couple through dialogue within the context of their social environment in all its complexity. This approach gave voice to the older adult couples’ experiences and their meaning from their perspective, which facilitated insights about each older adult couple as well as common themes across the older adult couples. Three themes emerged from the study, (1) an unfolding pattern of living meaningfully as an older adult couple with chronic illness while moving through life transitions, (2) couple interconnectedness strengthens the bonding within the older adult couple and promotes self-growth, and (3) a resonating process within the older adult couple promotes movement toward expanding consciousness. Conceptual models are proposed. The findings suggest older adult couples living with chronic illness at home strive to live meaningfully while experiencing multiple life transitions embedded in a resonating process that facilitates change. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

As Tsìnlhqút’ín one’s connectedness comes through the ancient stories, influencing one’s interactions with others in the community, respect for ancestors, and sustainable interaction with environment. The most powerful of these stories is the “the Bear Who Married a Woman” and the concept of nímính is central to its theme. Told by one Tsìnlhqút’ín elder, the story is full of the richness of ancient words, terms from the bear’s language, and vivid illustrations of ancient ways. This period, set out originally by mammals and fish to ensure that people continue to prosper and maintain respect for all life forms, is preserved in the term súwh-t@’éghèdúdính. This documentation sets out to partially shed light on the Tsìnlhqút’ín concept of an energy called nímính which manifests within individuals at the onset of a life transition (namely at birth, puberty, and death) lingering for varying durations from one week to an entire lifetime, and influencing subsistence items, places, and vegetation. Maintaining balance amidst a web of other lifeforms is an ancient lifeway which now seems a complex undertaking.

As Tsìnlhqút’ín one’s connectedness comes through the ancient stories, influencing one’s interactions with others in the community, respect for ancestors, and sustainable interaction with environment. The most powerful of these stories is the “the Bear Who Married a Woman” and the concept of nímính is central to its theme. Told by one Tsìnlhqút’ín elder, the story is full of the richness of ancient words, terms from the bear’s language, and vivid illustrations of ancient ways. This period, set out originally by mammals and fish to ensure that people continue to prosper and maintain respect for all life forms, is preserved in the term súwh-t@’éghèdúdính. This documentation sets out to partially shed light on the Tsìnlhqút’ín concept of an energy called nímính which manifests within individuals at the onset of a life transition (namely at birth, puberty, and death) lingering for varying durations from one week to an entire lifetime, and influencing subsistence items, places, and vegetation. Maintaining balance amidst a web of other lifeforms is an ancient lifeway which now seems a complex undertaking.

Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996). The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored. Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions. The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was "time" to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world. Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation class specifically designed to attract and meet the needs of adult re-entry students at the community college level; the establishment of a comprehensive, developmentally-based childcare service located on the college campus; and initial and follow-up contacts by a counselor designated as an adult, re-entry student contact and resource person in the student services division.

The aim of this study is to get a better understanding of the transition out of an aberrantclosed group. This thematic literature study is based on 16 articles of people leaving criminalgangs, closed religious groups, and white supremacy groups. The different articles focus onprocesses that lead people to leaving their groups or the different changes and experiencespeople went through as they left. Three themes highlight the common experiences oftransitioning out of these groups are: disillusion, the experience of loss, and the struggle withcreating a new identity. Some people experienced disillusionment with their groups whilethey were still inside the group while others' experience of disillusionment with their formergroup came after they had left it. People who left their groups often began to shift their pointof reference, whereby they started to compare themself with norms and values that existed intheir new setting, although this could take time. Their previous group's narratives sometimesweighed heavily on their minds. Some people felt as if they had gone astray after they hadleft their former groups. The disillusionment and the different losses people went throughlead some of the people into what can be described as an identity crisis. A place where somefelt not only alienated from their former group or the society that they entered but sometimesalso felt alienated from themself, a mental state of disorientation. Some people struggled withwhat can be referred to as a hangover identity. Although they tried to get rid of their previousideas and thought patterns they were still haunted by them. For some people their newidentities both helped them distance themselves from thoughts and feelings connected to theirformer identity but also helped them see themself as something else then a former member oftheir group. Others struggled to access desired roles and identity. They instead experiencedthe pains of goal failure where they were held back because of societal views of their formerroles.

Over the course of the last few decades, work-life has changed and now includes a higher degree of instability and insecurity. This thesis takes this change as its starting point, aiming to understand the ways in which individuals manage involuntary work-life transitions at the workplace, in terms of learning. The study has a longitudinal focus, based on interviews of twelve people who used to work at the same plant. Seven of the interviewees were laid off during the financial crisis of 2008, five of them were not laid off, but continued their employment throughout the crisis. Theoretically, the approach is a combination of a pragmatic learning perspective, through which learning is seen as a kind of problem-solving activity, and a narrative perspective that provides tools with which to view stories as carriers of meaning. The results show that insecurity is accepted by many as a non-negotiable part of work-life. Work-life is in many aspects affected by market globalisation the discourse of employability, where the individual bears the responsibility for their personal work-life. By preparing as best they can to be financially, socially and employability-wise well equipped, the interviewees do what they can to minimize the negative effects of the bad times that are bound to come at some point. Across time, many of the interviewees are moving between different approaches to dealing with the insecurity of work-life. In the process of making meaningful strategic choices, they are involved in learning. Experience and future plans play a role in which choices are made, and thereby also form the route that is constructed by each individual as they navigate between different points in their work-life. The final discussion aims at pointing out the effects an insecure work-life impose on people. People tell stories of acceptance towards the instability of work-life, not because they find work-life satisfying or well-functioning, but because they need to. In order to match the qualifications of an employable individual, they cannot oppose it. In doing so they would automatically define themselves as not so flexible, not so employable. This is a result of learning in work-life transitions.