Project (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2008. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 150-153, 51-54).

Project (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2008. / Abstract and vita. Includes final project proposal. Description based on Print version record. Includes bibliographical references (leaves 150-153, 51-54).

Emotional Intelligence (EI) has been relatively unstudied after young adulthood. Yet there are a variety of reasons to expect that EI may be different at mid life than in young adulthood. Normative life experiences may lead to increases in EI, and as the array of different environments and experiences increases with age, one might expect greater individual differences in EI. Similarly, if EI is located somewhere at the intersection of personality and intelligence, as some have speculated, it may follow a course of structural differentiation similar to cognitive abilities. EI may be more closely linked to social variables such as loneliness and friendships at mid life, and its relation to established personality and ability factors such as the Big Five (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) and fluid and crystallized abilities may also vary with age. These hypotheses were investigated in samples of 292 young adults and 246 mid life adults, using the Schutte Self Report Emotional Intelligence Inventory, the NEO-Five Factor Personality Inventory, markers of crystallized and fluid ability from Horn's Crystallized/Fluid Sampler, and a variety of other measures. Mid life adults scored higher on overall EI scores, but evidenced no greater range of individual differences than did young adults. A series of exploratory and confirmatory factor analyses revealed no greater differentiation in the mid life sample either among dimensions of EI or between EI and personality and intelligence variables. Finally, EI appeared equally predictive of social variables in each sample. Results are discussed from the perspective of lifespan and aging literature on emotion, personality, and social functioning. Qualifications for the inference of age-related change in cross sectional designs are considered, along with advantages and disadvantages of factor-analytic and covariance structure modeling methodology. Implications, particularly for psychotherapy with each age group, are discussed.

Strong opposing views exist with the popularly held notion that a midlife crisis is a normative phenomenon whilst a number of international researchers assert that the evidence shows the opposite to be true. It is nevertheless acknowledged that the psychology of midlife was one of the least researched areas internationally until the 1990s when certain aspects of midlife were investigated in the United States. Findings from these studies did not include the impact of a multiplicity of factors in combination at midlife. A new approach to the study of the life course using a combination model taking account of the influence of societal structures as well as the interplay between parts has been suggested. Such an approach to midlife transition and crisis research is not known to have taken place in South Africa or internationally. A conceptual model of midlife transition and crisis was constructed from known research and relevant literature and tested using a sample of 220 individuals aged between 30 and 65. The validity of the model was established and a methodologically sound measuring instrument was validated as a more accurate measurement of midlife crisis than a self-described experience. Two factors provisionally named stagnation and death and aging anxiety were found to exist. A true midlife crisis was experienced by a minority of individuals (IS percent) but an additional 31 percent had a troublesome but manageable experience. A neurotic disposition. the absence of good parental relationships, and the use of inappropriate coping skills such as wishful thinking were in combination related to high scores on the midlife crisis scales. A qualitative study revealed that over 90 percent of respondents were able to define a midlife crisis accurately although they tended to overstate the occurrence thereof. This replicates the research findings in the United States. Stagnation was experienced more acutely by individuals aged between 40 and 50 years whilst death and aging anxiety was the primary experience for those over 50 years. The validated conceptual model and measuring instruments can be used by therapists and coaches to facilitate the counselling or coaching process with clients experiencing midlife crisis. / Psychology / D. Comm. (Consulting Psychology)

Strong opposing views exist with the popularly held notion that a midlife crisis is a normative phenomenon whilst a number of international researchers assert that the evidence shows the opposite to be true. It is nevertheless acknowledged that the psychology of midlife was one of the least researched areas internationally until the 1990s when certain aspects of midlife were investigated in the United States. Findings from these studies did not include the impact of a multiplicity of factors in combination at midlife. A new approach to the study of the life course using a combination model taking account of the influence of societal structures as well as the interplay between parts has been suggested. Such an approach to midlife transition and crisis research is not known to have taken place in South Africa or internationally. A conceptual model of midlife transition and crisis was constructed from known research and relevant literature and tested using a sample of 220 individuals aged between 30 and 65. The validity of the model was established and a methodologically sound measuring instrument was validated as a more accurate measurement of midlife crisis than a self-described experience. Two factors provisionally named stagnation and death and aging anxiety were found to exist. A true midlife crisis was experienced by a minority of individuals (IS percent) but an additional 31 percent had a troublesome but manageable experience. A neurotic disposition. the absence of good parental relationships, and the use of inappropriate coping skills such as wishful thinking were in combination related to high scores on the midlife crisis scales. A qualitative study revealed that over 90 percent of respondents were able to define a midlife crisis accurately although they tended to overstate the occurrence thereof. This replicates the research findings in the United States. Stagnation was experienced more acutely by individuals aged between 40 and 50 years whilst death and aging anxiety was the primary experience for those over 50 years. The validated conceptual model and measuring instruments can be used by therapists and coaches to facilitate the counselling or coaching process with clients experiencing midlife crisis. / Psychology / D. Comm. (Consulting Psychology)

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)

Even though Sweden is considered a high trust society, research on this topic is primarily based on a few standardized survey questions. It is also known that there is a robust pattern of less trustful young people compared to older ones. Still, a satisfactory explanation of this fact is lacking. Thus, the first aim of this dissertation is to map trust among young adults and middle-aged individuals. The second aim is to examine by which factors and in what way different dimensions of trust are determined, focusing on individuals’ life course and consequently experiences. Analytical principles from the life course tradition are used as a theoretical framework. Data is derived from a Swedish cross-sectional nationally representative postal survey on trust, and qualitative interviews using a mixed-methods approach. A multi-dimensional concept of trust is suggested. Participants report relatively high levels of trust in known and unknown people, confidence in institutions, normative notions of trust, security, and trustful behaviour. Trust also seems to be structured according to a closeness principle. Young adults display lower trust levels in general. However, in some respects the pattern is reversed, particularly regarding domains they are expected to be more familiar with. Contrary to the well-established idea of generalised trust derived from predispositions and primary socialization, and particularised trust originating from experiences in adulthood, the results of this study suggest that unique combinations of factors, both individual characteristics and experiences, might explain each of the different dimensions. Often there is a sphere-specific relationship between experiences and later trust, i.e. experiences from one sphere of life seem to exclusively affect trust within the same sphere. It is suggested that as people grow older they accumulate what is called experience capital, which might benefit trust and contribute to an explanation of the age differences.

Afrikaans text / Hierdie studie het ten doel gehad om die Opvoedkundig-Sielkundige Relasieteorie te gebruik in die identifisering van 'n middeljarekrisis by middeljariges. Met die oog hierop is daar hoofsaaklik op die volgende gekonsentreer: Die middeljare as fenomeen, met spesifieke verwysing na die belewing van krisis­ elemente tydens hierdie lewensfase, wat op 'n middeljarekrisis sou kon dui Die gebruik van die Opvoedkundig-Sielkundige Relasieteorie as gefundeerde teoretiese vertrekpunt in die identifisering van 'n middeljarekrisis Die daarstel van •n diagnostiese vraelys binne die raamwerk van die Opvoedkundig- Sielkundige Relasieteorie wat in die empiriese studie gebruik is om 'n middeljarekrisis te identifiseer Daar is bevind dat, aJhoewel nie aile middeljariges 'n krisistydperk ervaar nie, daar tien verskillende krisis-elemente is wat op 'n middeljarekrisis sou kon dui. 'n Diagnostiese vraelys is in terme van die Opvoedkundig-Sielkundige Relasieteorie veroperasionaliseer, en gebruik in die identifisering van 'n middeljarekrisis. / The aim of this study was to use the Edu-Psychological Relation Theory in the identification of a midlife crisis in middle aged persons. The researcher concentrated on the following main aspects: The middle years as phenomenon, with specific reference to the experience of crisis - elements during this life phase, which could lead to a crisis The use of the Edu-Psychological Relation Theory as well-grounded theoretical point of departure in the identification of a midlife crisis The compilation of a diagnostic questionnaireusing the Edu-Psychological Relation Theory as framework, which was used in the empirical study to identify a midlife crisis It was found that, although not all middle aged persons experience a crisis during this time, there are ten different crisis elements which could indicate a midlife crisis. A diagnostic questionnaire was operationalised in terms of the Edu-Psychological Relation Theory, and used in the identification of a midlife crisis. / Psychology of Education / M. Ed. (Voorligting)