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)

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)

Orientador: Guita Grin Debert / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-14T22:00:41Z (GMT). No. of bitstreams: 1 Castro_TalitaPereirade_M.pdf: 1083978 bytes, checksum: 9d065af7a81d43be75f866829a7f9d00 (MD5) Previous issue date: 2009 / Resumo: Tendo em vista processos contemporâneos de negação da velhice, multiplicação das marcas identitárias e exaltação da juventude como valor, proponho uma análise da forma como a crise da meia-idade aparece em publicações de auto-ajuda nacionais. Dada a centralidade das imagens do lobo e da loba para caracterização de mais esse período da vida adulta, no Brasil, nestas concentro meus esforços analíticos. O esforço é pela apreensão das alterações que as inflexões de gênero trazem para a configuração da meia-idade nessa mídia. De um lado, a construção da imagem de um homem frágil e infantilizado e, de outro, a de uma mulher poderosa, que continua a seduzir, a despeito das transformações físicas que marcam o período. A partir do referencial teórico da sociologia das emoções e do cuidado, e das discussões sobre gerações, proponho uma reflexão sobre as expectativas sócio-emocionais para essa fase da vida. / Abstract: Considering the contemporary processes of denying aging, the variety of identity branding and the elevation of youth as value, I propose an analysis as per how the midlife crises is portrayed in brazilian self-help books. Taking into account the concentration on the images of the male and female wolves in order to characterize this period of adult life in Brazil, this is where I focus the analysis. The effort is to capture the changes that the gender deviations bring to define the midlife in this kind of media. Men are seen as fragile and childish. On the other corner, women are seen as powerful and seductive, despite the physical transformations in this period of life. From the theoretical framework of sociology of emotions and care, and the generation discussions, I propose a debate on the socio-emotional expectations for this stage of life. / Mestrado / Teoria Antropológica / Mestre em Antropologia

Many mid-life daughters are primary caregivers to their elderly mothers. However, in most research studies daughters have been grouped with other caregivers; thus, the daughters' experiences have not been specifically identified. Without this information nurses will be unable to adequately assist mid-life caregiving daughters to attain their optimal levels of health. The phenomenological research method was the methodology used to elicit the experiences of the mid-life daughters. The phenomenological method was congruent with the feminist perspective -- the conceptual framework -- which guided the study. The feminist perspective elucidated the importance of eliciting not only the visible caregiving experiences of the mid-life daughters, but also their internal experiences -- their feelings -- and the meanings they gave to their experiences. The researcher recruited subjects for the study through a daughters-of-aging-parents program which was held at the Women's Resource Centre in Vancouver, British Columbia. In order to collect the data, the researcher interviewed the subjects. Congruent with the phenomenological method, data collection and data analysis ran concurrently throughout the study. The conclusions that the researcher drew from the findings of this study include the following: at the start of a caregiving daughter-mother relationship, a daughter is very responsive to the needs of her mother; when a daughter realizes that she is self-sacrificing herself in order to care for her mother, she becomes less responsive to her mother's needs and focuses, instead, on caring for herself; a daughter who is able to identify her own needs and then act on them Is able to care for her mother and herself in a manner that meets both their needs; a daughter experiences a number of emotions while providing care for her mother; a daughter uses the logical process of working towards healthy differentiation in order to counterbalance her emotional reactivity, and a daughter who successfully counterbalances her emotions with logic discovers her basic self and becomes an entity distinct from, yet interdependent with, her mother. / Applied Science, Faculty of / Nursing, School of / Graduate

This study explores the role of spirituality in the transition through midlife. Using narrative research methodology, in-depth tape-recorded interviews were conducted with ten self-selected adults between the ages of 47 and 63 who felt spirituality had played an important role in their transition through mid-life. Of the seven women and three men who participated, nine were Caucasian and one was Asian. Four participants were not adherents of a recognized religious faith, while the other six reported an affiliation with Eastern, middle-Eastern, or Western faiths. Of this well-educated, middle to upper income sample, four participants were married with children, three were single, and three were divorced. Tape-recorded interview transcriptions were used to develop first person narrative accounts of the role spirituality in the transition through midlife. These accounts were validated by the participants. Further analysis of the validated narratives yielded ten common elements. The first four elements indicated a significant role for spirituality in the developmental process of midlife, by helping the participants to cope with losses and challenges, revise values and identity, and find spiritual meaning. The next six elements, which suggest an expanded definition of spirituality, described the ongoing importance of spirituality in the lives of the participants. The common elements and findings are discussed in light of current theory and research on midlife, as well as psychological perspectives on spirituality.

This study explores the role of spirituality in the transition through midlife. Using narrative research methodology, in-depth tape-recorded interviews were conducted with ten self-selected adults between the ages of 47 and 63 who felt spirituality had played an important role in their transition through mid-life. Of the seven women and three men who participated, nine were Caucasian and one was Asian. Four participants were not adherents of a recognized religious faith, while the other six reported an affiliation with Eastern, middle-Eastern, or Western faiths. Of this well-educated, middle to upper income sample, four participants were married with children, three were single, and three were divorced. Tape-recorded interview transcriptions were used to develop first person narrative accounts of the role spirituality in the transition through midlife. These accounts were validated by the participants. Further analysis of the validated narratives yielded ten common elements. The first four elements indicated a significant role for spirituality in the developmental process of midlife, by helping the participants to cope with losses and challenges, revise values and identity, and find spiritual meaning. The next six elements, which suggest an expanded definition of spirituality, described the ongoing importance of spirituality in the lives of the participants. The common elements and findings are discussed in light of current theory and research on midlife, as well as psychological perspectives on spirituality. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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)

This thesis provides the first rigorous history of the concept of midlife crisis. It highlights the close connections between understandings of the life course and social change. It reverses accounts of popularization by showing how an idea moved from the public sphere into academia. Above all, it uncovers the feminist origins of the concept and places this in a historically little-studied tradition of writing about middle age that rejected the gendered "double standard of aging." Constructions of middle age and life-planning were not always oppressive, but often used for feminist purposes. The idea of midlife crisis became popular in the United States with journalist Gail Sheehy's Passages (1976), a critique of Erik Erikson's male-centered model of ego development and psychoanalytic constructions of gender and identity more generally. Drawing on mid-century notions of middle life as the time of a woman's entry into the public sphere, Sheehy's midlife crisis defined the onset of middle age, for men and women, as the end of traditional gender roles. As dual-earner families replaced the male breadwinner model, Passages circulated widely, read by women and men of different generations, including social scientists. Three psychoanalytic experts-Daniel Levinson, George Vaillant, and Roger Gould-rebutted Sheehy by putting forward a male-only concept of midlife as the end of a man's family obligations; they banned women from reimagining their lives. Though this became the dominant meaning of midlife crisis, it was not universally accepted. Feminist scholars, most famously the psychologist and ethicist Carol Gilligan, drew on women's experiences to challenge the midlife crisis, turning it into a sign of emotional instability, immaturity, and egotism. Resonating with widespread understandings of mental health and social responsibility, and confirmed by large-scale surveys in the late 1990s, this relegated the midlife crisis to a chauvinist cliché. It has remained a contested concept for negotiating the balances between work and life, production and reproduction into the present day.