Adult

Attachment Styles and its Effect on Adult Romantic Relationships Attachment is a deep and enduring emotional bond that connects a caregiver to their child. The relationship between the caregiver and the child plays a vital role in the child’s behavior, mind, and emotions at any time in their life, from child to adulthood. A child’s attachment style is developed through childhood experiences. Depending on the style of attachment influences how a person reacts to their needs and how they go about

simulation My Virtual Adult, I was responsible in making decisions that impacted how my adult developed during emerging adulthood, young adulthood, middle adulthood, and late adulthood. With each decision made, I used critical thinking and outside experiences to make my final decision for each scenario. When making the appropriate decision, I thought about how it would influence my adult later in life when my children were raised and had families of their own. Throughout My Virtual Adult I learned the many

“In normal development, the child, adolescent, and adult depend on the containment provided by their attachment relationship to achieve developmentally appropriate regulation of somatic, cognitive, and emotional experiences and accumulate memories (Candace Saunders, n.d.c).” This paper will discuss my experience with and my hypothesis regarding a 16-year-old Hispanic girl living in a therapeutic group home. Due to the traumatic events in her childhood and her inability to repair attachment to a caregiver

By law, the age of 18 gives you a lot of privileges which means they define them as an adult. Compare to a teenager, adults are expected to depend on themselves while teenagers depend on their parents. Adults are expected to be responsible for their actions. Teenagers should also be responsible for their actions, shouldn't they? People should not treat teenagers as kids. Teenagers should know that committing a crime is wrong. The Justice Department says that about 10 percent of all homicides are

Gender Inequality in the Adult Industry As the sex symbol Marilyn Monroe once said; “Sex is a part of nature. I just go along with nature.” The word sex itself is most definitely a catalyst; once you mention anything and everything involving sex, it tends to get people riled up about the issue. Sex is a very complex labyrinth according to certain religious standards; it is something that should be guarded until marriage and should only be done to procreate not so much for the pleasure. Those in

In considering major factors that facilitate adult development and change, it is helpful to conceive of an overarching assumption about learning: it is best achieved through collaboration and dialogue with other professionals. This assumption holds that “adults have enough life experience to be in dialogue with any teacher, about any subject, and will learn new knowledge or attitudes or skills best in relation to that life experience” (Knowles, 1970, as cited in Vella, 1994 book, p. 3). This dialogue

There are many factors that constitute being an adult. An adult is much more than turning the age of 18. The definition in the dictionary states an adult means being completely grown: fully developed and mature. I think there is much more that defines an adult. In the United States an adult is considered to be someone who takes responsibility of themselves and their actions. An adult has stability in their life and is able to take care of themselves physically, mentally, financially and emotionally

Reflection Many people think that andragogy is a theory of adult learning, Merriam, Caffarella, and Baumgartner in 2007 indicated that it is actually more of “an enduring model for understanding certain aspects of adult learning.” (p. 92). This “enduring model” is important to the study of adult learning, nevertheless, because it is one of the most well known, and was instrumental in a profound way in changing and improving the way people approach adult learning. Malcolm Knowles first introduced Andragogy

Bartholomew & Horowitz (1991) developed an adult attachment model conceptualized through the understanding that a person’s image of the self and the other is dichotomized as positive or negative. Through this framework they developed four dimensions, that range from a combination of understanding the self as worthy of love or not and seeing other people as trustworthy or unreliable. This paper will focus on one dimension, dismissive attachment, and how the behaviors, thoughts, and feelings associated

and uncritical acceptance of experience. Learning to re-evaluate and re-story prior learning experiences can lead adults to make sense of their experience and find a new awareness of identity. Transformative learning or a transformative shift happens to many adult learners, but not all. The problem for many adult learners is that transformational learning, narrative learning, frame adult experiences in ways that they may be unfamiliar. These types of learning can involve a simple transformation of