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Levinson created his theory of stage-crisis view by conducting extensive interviews of men and women aged 35 to 45 and looking for common patterns throughout their lives. [4] From his research, Levinson described specific stages of life from childhood to old age, each of which he suggested has a developmental task or crisis that needs to be ...
In popular psychology, a quarter-life crisis is an existential crisis involving anxiety and sorrow over the direction and quality of one's life which is most commonly experienced in a period ranging from a person's early twenties up to their mid-thirties, [1] [2] although it can begin as early as eighteen. [3]
Stage-crisis view is a theory of adult development that was established by Daniel Levinson. [1] [2] Although largely influenced by the work of Erik Erikson, [3] Levinson sought to create a broader theory that would encompass all aspects of adult development as opposed to just the psychosocial.
Erikson's stages of psychosocial development, as articulated in the second half of the 20th century by Erik Erikson in collaboration with Joan Erikson, [1] is a comprehensive psychoanalytic theory that identifies a series of eight stages that a healthy developing individual should pass through from infancy to late adulthood.
Existential crises may occur at different stages in life: the teenage crisis, the quarter-life crisis, the mid-life crisis, and the later-life crisis. Earlier crises tend to be forward-looking: the individual is anxious and confused about which path in life to follow regarding education, career, personal identity , and social relationships.
The crisis has several defining characteristics. Seeger, Sellnow, and Ulmer [4] say that crises have four defining characteristics that are "specific, unexpected, and non-routine events or series of events that [create] high levels of uncertainty and threat or perceived threat to an organization's high priority goals." Thus the first three ...
Children ages 6–13 and young adults performed a serial response time task in which a response and a timing sequence were presented repeatedly in a phase-matched manner, allowing for integrative learning. The degree of integrative learning was measured as the slowing in performance that resulted when phase-shifting the sequences.
The term describes young adults who do not have children, do not live in their own homes, and/or do not have sufficient income to become fully independent. Arnett suggests emerging adulthood is the distinct period between 18 and 29 years [4] of age where young adults become more independent and explore various life possibilities.