A project focusing on the assessment of the educational system in adapting people to technological change considered the problem of adaptation for the whole person, not simply the work role, but also the family, consumer, citizen, and other roles for which educational activity is potentially instrumental. There were two major objectives: Development of a formal theoretical framework by which the problem could be defined, and application of that theoretical framework in terms of the educational needs of several selected groups. The analytical framework emerged from the interaction of a multidisciplinary team and may be characterized as a formal treatment of role-theoretic concepts in social psychology, using the welfare-maximization techniques of microeconomic theory. The usefulness of this model of adaptation to technological change was explored in terms of the problems of adaptation to technological change faced severally by engineers (role conflict), physicians (role conflict), married women (role sequence), and the elderly (role loss). The model was useful in structuring a review of the literature relevant to each of the groups considered, but the paucity of literature posed a major difficulty. Little research has been conducted on the nature of the adaptation problems of these groups, the resources at their disposal, and the effectiveness of various educational interventions. In addition to the summary and introduction the report is in four chapters, each with its own bibliography: (1) A General Model of Adaptation, (2) Professional Obsolescence in Engineering and Medicine, (3) Technological Change and Role Sequences: Special Problems of Women, and (4) Problems of Adaptation Among the Elderly. (HD)