Positive Adult Development is one of the four major forms of adult developmental study that can be identified. The other three forms are directionless change, stasis, and decline. Positive adult developmental processes are divided into at least six areas of study: hierarchical complexity (orders, stages), knowledge, experience, expertise, wisdom, and spirituality.
The achievement of complete development at the end of adolescence was suggested by Freud, Piaget, and Binet among others. Research in Positive Adult Development questions not only that development ceases after adolescence, but also the notion of decline after late adolescence postulated by many gerontologists. Positive development does occur during adulthood. Recent studies indicate that such development is useful in predicting things such as an individual's health, life satisfaction, and degree of contribution to the society.
Read more about Positive Adult Development: Directions of Change in Positive Adult Development, Measurements in Positive Adult Development
Famous quotes containing the words adult development, positive, adult and/or development:
“The cohort that made up the population boom is now grown up; many are in fact middle- aged. They are one reason for the enormous current interest in such topics as child rearing and families. The articulate and highly educated children of the baby boom form a huge, literate market for books on various issues in parenting and child rearing, and, as time goes on, adult development, divorce, midlife crisis, old age, and of course, death.”
—Joseph Featherstone (20th century)
“A positive learning climate in a school for young children is a composite of many things. It is an attitude that respects children. It is a place where children receive guidance and encouragement from the responsible adults around them. It is an environment where children can experiment and try out new ideas without fear of failure. It is an atmosphere that builds children’s self-confidence so they dare to take risks. It is an environment that nurtures a love of learning.”
—Carol B. Hillman (20th century)
“This is no argument against teaching manners to the young. On the contrary, it is a fine old tradition that ought to be resurrected from its current mothballs and put to work...In fact, children are much more comfortable when they know the guide rules for handling the social amenities. It’s no more fun for a child to be introduced to a strange adult and have no idea what to say or do than it is for a grownup to go to a formal dinner and have no idea what fork to use.”
—Leontine Young (20th century)
“For decades child development experts have erroneously directed parents to sing with one voice, a unison chorus of values, politics, disciplinary and loving styles. But duets have greater harmonic possibilities and are more interesting to listen to, so long as cacophony or dissonance remains at acceptable levels.”
—Kyle D. Pruett (20th century)