Made available in DSpace on 2016-04-28T20:39:09Z (GMT). No. of bitstreams: 1 Luciana Leite Ximenez Campanile.pdf: 862797 bytes, checksum: 22a000ba500299269dfe860d4bf043f1 (MD5) Previous issue date: 2015-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The psychological aspects of the young adult, the possible difficulties faced at that period of development and the resources used to cope with such difficulties are issues that have attracted the interest of scholars from various fields of study. Adopting the theoretical framework of Analytical Psychology, this research aimed at understanding in particular the acquisition of autonomy in young adults, taking into account the psychological universe of individuals who are at that development point, as well as aspects relating to their adaptation to the external world. A qualitative research was conducted, based on semi-structured interviews with ten participants, aged between 22 and 28 years. The findings suggest that this moment of the journey is full of fear, tension and doubts about themselves. The lack of rites of passage contributes to make these symptoms more severe, since there is no milestone to mark the parting from the adolescent universe and the entry into the adult world. Main challenges faced by these young people are related to the search for balance between the demands from the internal world and those from the outside world, between innovation and responsibility, between exploration and discipline. Achieving financial and emotional independence from parents, as well as being able to give up certain things in favor of autonomy, is probably among the greatest difficulties encountered by respondents. To overcome the obstacles involved in achieving those goals, they have used resources such as: courage, determination, pride, self-criticism and intuition. Some of the them described severe complications during that period, such as anorexia and depression, which have also served as a support for the development of greater autonomy. Main achievements include the ability to make choices, the experience of feeling free and an independent life. Nonetheless, individualism and the lack of investment on the collective aspects of life are aspects that stand out in the experience of those young adults. At the conclusion of this work, we explore the need for greater attention to the relations that contemporary young adults establish with their unconscious as well as with the world and the people around them / Os aspectos psicológicos do adulto jovem, as possíveis dificuldades encontradas nesse período do desenvolvimento e os recursos utilizados para o enfrentamento de tais dificuldades são temas que têm despertado o interesse de estudiosos de diversas áreas. Esta pesquisa, tendo como embasamento teórico a Psicologia Analítica, procurou compreender, em especial, o processo de aquisição da autonomia no adulto jovem, levando em consideração o universo psíquico dos indivíduos que se encontram nesse momento do percurso, bem como os aspectos atinentes à sua adaptação ao mundo externo. Foi realizada uma pesquisa qualitativa, com entrevistas semiabertas, que contou com a participação de dez jovens, com idade entre 22 e 28 anos. Os resultados sugerem que este é um momento do percurso carregado de medo, tensão e dúvidas a respeito de si próprios. A falta de ritos de passagem contribui para a acentuação de tais sintomas, uma vez que não se demarca a despedida do universo adolescente e a entrada no mundo adulto. Os principais desafios com que esses jovens se deparam referem-se à busca do equilíbrio entre as demandas do mundo interno e aquelas do mundo externo, entre a inovação e a responsabilidade, entre a exploração e a disciplina. Conseguir alcançar a independência financeira e emocional em relação aos pais e sacrificar algo em prol da autonomia estão entre as possíveis dificuldades enfrentadas pelos entrevistados. Para superar os obstáculos envolvidos na consecução desses objetivos, empregam recursos como: coragem, determinação, orgulho, autocrítica e intuição. Alguns participantes descreveram problemas graves desenvolvidos nesse período, como anorexia e depressão, que também puderam ser ferramentas para auxiliar o desenvolvimento de uma maior autonomia. Dentre as principais conquistas, destacam-se a capacidade de fazer escolhas, a vivência de liberdade e a independência alcançada. Todavia, o individualismo e a falta de investimento no coletivo são fatores que se destacaram nas experiências desses jovens. Considera-se, ao final deste trabalho, a necessidade de maior atenção às relações que adultos jovens contemporâneos estabelecem com o inconsciente, com o mundo que os cerca e com as pessoas que os rodeiam

The purpose of this study was to examine the perceived consequences of racism experiences on adult development and overall well-being of highly educated African American males. There were three objectives: to describe African American male responses to experienced racism in four social contexts: on the job, in academia, in the public realm, and statements in the media; to describe African American male social support networks for dealing with racism and to describe their level of satisfaction with those social support network; and to examine the relationship between racism experiences and other variables with two measures of psychological well-being, neuroticism and extraversion. The data used to address the study objectives were derived from a unique sample of responses to questionnaires submitted by 130 African American male college graduates. These men are very extraverted and score within average range on the neuroticism scales. The participants perceived frequent incidences of racism in all four social contexts: on the job, in academic settings, in the public realm, and racist statements in the media. At all developmental levels, the respondents' acknowledged that incidences of racism experiences had occurred in both the "previous year" and "throughout their lifetime. The African American men are acknowledging performing additional tasks during their development that was heretofore never mentioned in developmental theory. The African American male college graduates were very satisfied with the African American supporters European Americans who were a part of their social support network. Results of several regression analyses that entered all independent variables, found that only two variables showed a small but significant negative predictor value for neuroticism. Results of analyses that entered variables for predicting extraversion found that the total number of African American supporters was a small but positive predictor. These graduates provided evidence that they are constantly aware and vigilant about circumstances in American society. They experienced incidences of racism across social contexts and have devised ways to cope, yet they are always looking at themselves through the eyes of others and the negative influences of the ensuing feelings of isolation, hurt and frustration threaten to diminish their sense of well-being.

Welfare reform, as a social policy, has implications for higher education policy, because it restricts welfare-reliant women from seeking sufficient post-secondary education for economic mobility. The 2006 Deficit Reduction Act was reinterpreted in the 2008 final rule, allowing welfare-reliant mothers to pursue up to 12 months of post-secondary education. However, this is not sufficient for mothers to persist toward completion of associate's or bachelor's degrees. Recent scholarship has not adequately investigated the impact of this expanded access to post-secondary education. The purpose of this study was to investigate the essence of single welfare-reliant mothers' experiences in their life course from poverty to post-secondary education. To better understand the essence of their experience, this study utilized a transcendental phenomenological approach to investigate experiences that influenced their (a) pathways and social roles, (b) perspectives as sole providers, and (c) decisions to access and persist in post-secondary education. The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult identity development concepts. The first major finding elucidated two distinct pathways to adulthood for six single welfare-reliant mothers. The three teen mothers experienced transitions to adulthood that were premature, truncated, and compacted. As a result they missed their developmental task of exploring possible selves in their transitions to adulthood. During their identity development as sole providers they returned to the task of exploring possible selves in their choices to access post-secondary education. The second major finding elucidated that single welfare-reliant mothers' perspectives as sole providers were experienced as an evolving adult identity, beginning with the birth of their first child and evolving throughout the era of early adulthood as mothers persisted in post-secondary education. The third major finding elucidated a recurring pattern of negotiating between role conflict and role salience experienced by single welfare-reliant mothers that resulted in critical junctures and recurring commitments to their decisions to persist toward post-secondary education goals. This study determined that commitment toward their adult identity as sole providers had a direct link to their commitment toward persisting in post-secondary education.

This study examined Erikson&rsquo / s proposition that &ldquo / generativity&rdquo / plays an important role in adult lives and caring for one&#039 / s children is the ultimate expression of this particular developmental task. Thus, the general goal of the current study is to explore the connection between parental experiences and individual development especially generativity development in mid-adulthood within both qualitative and quantitative studies. Qualitative examination attempted to record the midlife parent experiences in order to verify the existence of parental generativity themes. This study conducted within a retrospective semi-structured interview schedule with 13 mothers and 10 fathers aged 37 to 61. All parents had at least one child at 17 or older. Overall, the results revealed that the most important theme of life for most of the midlife adults was parenthood. However, mothers&rsquo / role identities with respect to maternal role were much more stronger than fathers&rsquo / . The qualitative part of the present study contributes further to understanding of the connections between the perception of parental role, parents&rsquo / active involvement in childrearing, and adult development. In the quantitative study, the importance of parental behaviors in adult development and generativity both for females and males were tested within a proposed model. In the proposed model, both direct and indirect relationships between general well-being, marital satisfaction, self perception of the parental role, parental belief, parental involvement and societal generativity in gender-differentiated groups of mid adulthood were examined. 274 females and 207 males who were in a work settings participated in this study. The results with Lisrel analyses revealed that perceived parental role and more strongly parental involvement which were determined by parents&rsquo / marital satisfaction, categoric belief, perspectivistic belief (but not for male sample) and general psychological well-being (but not for female sample) predicted the societal generativity and played some important mediating roles in the model. Both mothers&rsquo / and fathers&rsquo / parenting were related to societal generativity. Therefore, the direct influences of parental experiences on generativity indicate that parenting contributes to one&rsquo / s sense of caring for the next generation or generativity development.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2005. / Title from second page of PDF document. Document formatted into pages; contains [2], v, 177 p. : ill. Includes bibliographical references (p. 94-103).

This study explores the learning trajectories of four senior managers at the Royal Mail as they confronted new demands at work. These four managers worked at the Royal Mail during the years prior to, and during its privatisation, when it was also undergoing an intense modernisation. Theoretically, I took a sociocultural approach, drawing on Vygotsky (1998), Edwards (2010), Holland et al. (1998), and Sfard and Prusak (2005), among others. I was also provoked by Alasdair MacIntyre's characterisation of the manager and his understanding of practice, which emphasises human ourishing. Data was collected through iterative unstructured and semi-structured interviews, and by work shadowing the managers. Methodologically, I developed a useful interview protocol to capture stories about work and a more nuanced understanding of what mattered to participants. I also built a conceptual framework that draws theoretically from a sociocultural understanding of learning and development, as well as from MacIntyre (2013) and Taylor (1989). e model emerged from the dialectics of theory and empirical data. The research shows that as the Royal Mail underwent organisational change, the managers had to navigate situations of misalignment between what mattered to them and what mattered to other members of the organisation. Such situations of misalignment brought about new demands. As they confronted the demands, the managers realised the need to close a gap between who they were and who they were expected to become. Gap-closing efforts were characterised as a process of learning and development that involved intense identity work. In the process, the managers had to work through a series of contradictions, which can be expressed in the form of questions: Who am I really? Who should I no longer be? Who do I resist becoming? And, who do I struggle to become? Gap-closing was given by a dialectic between the managers' commitments and identi cations, and the stories of what was good in the gured world of managing at the Royal Mail. Contrary to some of MacIntyre's suggestions, I found that the four managers in the study, Linda, Eric, Margaret and Julian did question themselves about some of the ends they pursued. ey also exhibited varying degrees of agency, and did establish a distance with the impositions of their institutional realities. In the eld, I found instances of moral debate, the exercising of virtues and the managers' very human efforts to live a worthy life and to ourish. Yet, I also found empirical grounds for some of MacIntyre's claims. As the managers navigated misalignment, they used an array of strategies intended to persuade others in a manipulative way, sometimes treating ends as given, and sometimes eluding moral debate. The study contributes to the literature of learning and development through its original theoretical approach that draws from both sociocultural and MacIntyrean ideas.

Esta tese investiga como ocorrem as vivências da metanoia em pessoas de meia-idade, período compreendido entre os quarenta e sessenta anos, na contemporaneidade. A metanoia caracteriza-se por um processo psicológico que pode ocorrer a partir do meio da vida, em que intensos fluxos de energia do inconsciente fluem em direção à consciência, trazendo novos conteúdos para a psique consciente e também reaproximando conteúdos reprimidos ou negligenciados no passado para que possam ser elaborados e integrados pelo ego. Esse processo mobiliza tanto crises como também desenvolvimentos emocionais. Por meio dos dados coletados em quatro encontros grupais, com seis participantes, sendo quatro mulheres e dois homens, com idade compreendida entre 46 e 59 anos, analisaram-se, a partir do referencial da psicologia analítica, as transformações psicológicas relatadas pelos colaboradores, relativas aos processos oriundos do envelhecimento, bem como dos processos de metanoia propriamente ditos. Os dados obtidos apontaram para transformações significativas nas seguintes categorias: relação com o corpo, saúde e energia; tempo, envelhecimento e finitude, sexualidade e relacionamento afetivo, relacionamento com amizades, relacionamento com pais e filhos, trabalho e aposentadoria, relação com a sociedade e a cultura, desenvolvimentos da maturidade. Foi observada no material estudado a intensificação do diálogo ego-self, já bem descrito pela literatura, bem como a intensificação do diálogo ego-persona e ego-puer-senex, sendo esses dois últimos tão importantes nos processos de adaptação, transformação e ampliação da personalidade consciente quanto o primeiro. Também se observou no material do grupo o funcionamento do eixo ego-arquétipo do herói, através de um pensamento e capacidade de ação reflexivos, o que ampliou a autonomia egoica para dialogar com ambos os polos das diversas instâncias psíquicas do inconsciente, sem se identificar com nenhum deles. A pesquisa comprovou que a idade adulta é, no mínimo, tão importante no desenvolvimento da personalidade quanto qualquer outra fase da vida. O trabalho também destacou a importância do papel do grupo, tanto como método de coleta de dados quanto em seu funcionamento como um ritual de iniciação para a maturidade. O grupo se mostrou como possibilitador de trocas significativas com pessoas da mesma faixa etária, proporcionando profundas reflexões sobre o desenvolvimento psicológico, por meio do reconhecimento e compartilhamento das necessidades de construção de novos papéis e de ressignificação de antigos papéis já consolidados na personalidade, em um mundo de rápidas e constantes transformações / This thesis investigates how the experiences of Metanoia occur in middle age, the period between forty and sixty years in contemporaneity. The Metanoia is characterized by a psychological process that can occur from the middle of life where intense fluxes of energy flow from unconscious toward consciousness bringing new content to the conscious psyche and also approaching repressed or neglected contents in the past so that they can be developed and integrated by the ego. This process mobilizes both crisis as well as emotional development. Through data collected in four group meetings with six participants, four women and two men, aged between 46 and 59 years, were analyzed, from the reference of analytical psychology, the psychological transformation reported by cooperators concerning proceedings from aging as well as the process of Metanoia themselves. The data point to significant changes in the following categories: relationship to the body, health and energy, time, aging and finitude, sexuality and emotional relationship, relationship with friendships and relationship with parents and children, work and retirement, society and culture, development of maturity. It was observed in the studied material increased dialogue ego-self, already well described in the literature as well as the intensification of the dialogue ego-persona and ego-puer-senex, being the latter two as important in the processes of adaptation, transformation and expansion of the conscious personality as the first. Also it was observed in the group\'s material the functioning of the axis ego-hero archetype through a thought and capacity of reflexive action which increased the egoism autonomy to engage with both poles of the various instances of the psychic unconscious without identifying with any of them. The research showed that adulthood is as important in the development personality as any other phase of life. The work also highlights the importance of the group both as a method of data collection as for its functioning a rite of passage into adulthood. The group showed up as an enabler for meaningful exchanges with people of the same age providing deeper insights into the psychological development by recognizing and sharing the needs of building old papers already consolidated in personality in a world of rapid and constant transformation

The purpose of this study was to develop and content validate a Performance Rating Scale and Interview Protocol, enabling study of the social role performance of adult daughters and sons as they fulfill the societal norms and expectations of adult children. This exploratory investigation was one of 13 contemporary adult social roles completed by the University of South Florida Social Roles Research Group to update research of Havighurst in the 1950s. The Daughter/Son Performance Rating Scale and Interview Protocol were created through a series of panel reviews and suggestions by experts drawn from adult education, human development, gerontology, and educational measurement and research. A review of the literature identified the initial performance descriptors; ultimately, four strands were identified for inclusion in the study: Involvement, Perception/Attitude, Activities, and Role Improvement. Questions were developed and reviewed by experts again for their relevance to the performance being measured and their clarity; this created the basis for the Interview Protocol. The resulting instruments were administered to a quota sample of 150 respondents qualified for inclusion by age, gender, socioeconomic status, and racial/ethnicity characteristics. The results were placed in the cells of a 5x3x2 grid reflecting five socioeconomic levels, three age groups, and two genders, with inclusion of minority race/ethnicity participants added throughout the cells. Main effects for each of the primary variables were tested, with only gender showing significance, with daughters performing at a higher level than sons. Other demographic characteristics of respondents and their parents were studied for association with role performance. Distance between the Daughter/Son and the parent with whom she/he is most involved and the Daughter/Son's involvement in parents' decision-making were significant. The closer the proximity, the higher the performance rating; the greater the involvement in the parent's decision-making, the higher the performance rating. Recommendations for further study include a larger population sample study covering a wider geographic range than this study, additional study of demographic characteristics that influence adult Daughter/Son role performance, study of minority differences, and study of the role performance for the younger age level.

Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized  by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change. As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry: 1. To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches? 2. Specifically, which principles and processes of andragogy are reflected in the practice of coaching? 3. What are the best practices of coaches who use andragogy in their practice? Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching. / Ph. D.

This paper explores the nature of emerging adulthood in Southern India. Survey data was collected from 450 college students in Coimbatore, Tamil Nadu, India and 100 non-students from rural villages surrounding Coimbatore. Unlike American samples, the majority of the 18- to 26-year-olds studied felt that they had achieved adulthood. The sample emphasized attributes needed to fulfill family roles as characteristics necessary for adulthood. Differences in optimism levels were found between students and non-students. Arnett suggests that emerging adulthood would be affected by cultural influences. The unique cultural and structural influences in India such as, Hinduism, caste, gendered socialization, and the educational system, are discussed as possible explanations for the unique findings.