Documents the effects of midlife major employment change on the listening comprehension of professional adults. Indicates that adult educators must encourage the development of patience because learning to think and listen in new situations takes time. (JOW)

Adults, by choice or necessity, are often faced with making work-to-school, work-to-work, or work-to-retirement transitions. Adult educators should be aware of the strains and expectations of each transition in order to help adult learners manage change effectively. (SK)

Describes and critiques comprehensive models of midlife career change. Discusses instruments for assessing the psychological resources/barriers, emotional states, and coping strategies of voluntary and involuntary career changers. (SK)

Because of the complexity and high stakes involved in counseling women successful in careers they dislike, a variety of techniques for assessment, goal setting, and intervention must be used in conjunction with more traditional career choice and work adjustment strategies. (Author)

Although midlife transition is an emotional crisis for an individual, it means expensive turnover for the organization. There are three approaches an organization can take in dealing with midlife transitions: education, counseling, and restructuring jobs and tasks. Education is necessary before counseling and restructuring can begin. (JOW)

Case examples of the experiences of a counselor-in-training illustrate the benefits of a holistic career counseling model that incorporates personal/emotional issues. The model is especially appropriate for older students or adults experiencing career transitions. (SK)

Although aging is a process that affects everyone, individuals can choose how they will behave as they become older. Some persons choose to focus on the negative, becoming more and more self-centered and driving away those around them, becoming a burden to themselves and to society. Others, often prompted by a midlife crisis or period of…

Discusses a study of 500 people to determine how individuals who voluntarily changed occupations (questers) differed from nonchangers (traditionalists). Indicates that the concepts of career education must be integrated into vocational education to help adolescents and adults understand themselves and develop an attitude of flexibility and…

Examines the fears people have concerning retirement and the importance of one's job to one's self-image. The author suggests steps one can take to help prepare for retirement, such as promoting alternate aspects of your life, associating with people outside of your job arena, and developing and maintaining outside interests. (CT)

Describing some of the causes of midlife crisis and reasons why organizations should offer help to their employees, the authors suggest these actions: continuing education, retraining, mentoring, autonomy, support groups, counseling, and sabbaticals. (SK)

The dialectical capacity of human consciousness enables us to generate alternatives in opposition to previous conditioning. Transcending one's acculturation need not leave one searching for gurus. Authentic personal meaning may be attained from an existential reawakening. (RM)

Provides insight into how principals can become more dynamic resources for career development in schools at all educational levels. (JOW)

The relationships that career counselors have with employing organizations have become important, due to the current frequency of job changes. Presents a model to clarify needs, and discusses two problems that arise: the need to reconcile individual and organizational perspectives, and the need to look at careers in terms of life-career purpose as…

For the healthy midlife adult, the second half of life provides a balance for the first half: men become more nurturant while women become more aggressive. The definition of the midlife woman is tied to the family cycle, when her children leave home. Marital satisfaction often increases after the children are gone and relinquishing her role as…

Argues that two major transitions in a teacher's professional development offer inherent possibilities for occupational growth--the tenth year, in which teachers opt for a classroom career, and the twentieth year, which marks a major alteration in attitudes towards students and towards the process of aging. (Author/WD)