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Čerkez, Anes, and Denis Berberović. "Stavovi i mišljenja odraslih o elementima promotivnog miksa i promociji programa obrazovanja odraslih." Obrazovanje odraslih/Adult Education, no. 1-2 2022 (2023): 19–52. http://dx.doi.org/10.53617/issn2744-2047.2022.22.1-2.19.
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Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.
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Carter, Betty. "Adult Books for Young Adults." English Journal 86, no. 3 (March 1997): 63. http://dx.doi.org/10.2307/820649.
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Wieteska, Magda. "‘Non-adult’ adults. Generation Y." E-methodology 8, no. 8 (September 19, 2022): 48–55. http://dx.doi.org/10.15503/emet2021.48.55.
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Aim. The aim of the pilot study was to identify how young adults belonging to the Y generation, who work under civil law contracts, perceive their life situation.
Methods. The survey was conducted online via Skype. The qualitative mini-interviews involved four people aged 24 to 29 who have obtained secondary and higher education.
Results and conclusions. The results indicated a sense of dissatisfaction among people from generation Y and a fear of the anticipated future. Among the goals of young adults, priority is given to earning money that allows them to live in dignity. In the opinion of the respondents, it is mainly related to working under an employment contract with all its benefits.
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Carter, Betty. "Adult Books for Young Adults." English Journal 86, no. 3 (March 1, 1997): 63–67. http://dx.doi.org/10.58680/ej19973357.
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Considers the differences between young adult and adult books and maintains that teachers must be familiar with young adults’ tastes for both. Suggests that traffic between these publishing divisions is a two-way street, with young adults reading adult books and adults reading young adult books.
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Park, Hyeon Hee. "Influencing Factors on Presenteeism by adult life cycle of Adult." Forum of Public Safety and Culture 24 (September 30, 2023): 151–66. http://dx.doi.org/10.52902/kjsc.2023.24.151.
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The purpose of this study was to compare and analyze the factors influencing presenteeism by adult adult life cycle, to understand the factors influencing presenteeism by adult life cycle, and to prepare preventive measures and basic data to reduce presenteeism by adult life cycle through a social and psychological approach. An attempt was made to provide baseline data with adjusted target measures to reduce adult life cycle presenteeism. As a second analysis study using the 2019 data of the Korea Medical Panel (β-version 2.0.1), 3,539 subjects who responded to the presence or absence of presenteeism were selected. The collected data were subjected to frequency analysis, descriptive statistics, and multiple logistic regression analysis.
As a result of the study, it was found that 34.1% of young adults, 29.7% of middle-aged adults, and 17.4% of old adults subjects experienced presenteeism according to the adult life cyccle. Gender, subjective health status, suicidal ideation, and quality of life were commonly found to be influencing factors in young adults, middle-aged adults, and old adults by adult life cycle. Compared to other adult life cycles, young adults' employment type, weight control efforts, regular exercise practice, stress perception, and depression were found to be factors influencing presenteeism. In middle-aged adults, age, employment type, body mass index, stress perception, anxiety and depression were found to be factors affecting presenteeism. Old adults were found to be factors influencing presenteeism by the presence or absence of a spouse and regular exercise practice.
Therefore, we propose a customized awareness-enhancing program to improve physical and mental health status ane quality of life suitable for the subject, considering women who affect presenteeism by life cycle, poor subjective health atatus, suicidal thoughts, and below average. Finally, various measures and policies that can enhance the understanding of presenteeism by adult life cycle and reduce the losses caused by it should be prepared.
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‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.
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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.
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Kilgour Anderson, Patricia. "Rural Adult Education: Reflections of a Student Educator." Canadian Journal for the Study of Adult Education 18, no. 2 (November 1, 2004): 44–56. http://dx.doi.org/10.56105/cjsae.v18i2.1834.
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This essay takes the reader through the 20-year personal journey of the author as an adult student and subsequently an adult educator in rural Alberta. Six "truths" learned by the author about returning adults in rural settings are presented, and challenges to rural adult education discussed. Résumé Cet essai fait revivre au lecteur les 20 ans de l'auteure à titre d'apprenante adulte, puis de formatrice, dans une région rurale de l'Alberta. L'auteure présente six « vérités » apprises aufil des ans sur les adultes qui reviennent sur les banes d'école dans les régions rurales. Elle énonce aussi les défis que revêt l'éducation aux adultes en milieu rural.
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Smith, Darcy K., Ran An, and Klaus Libertus. "Influences of Adult Gender and Parenthood on Adult-Child Interaction Style." Children 9, no. 12 (November 24, 2022): 1804. http://dx.doi.org/10.3390/children9121804.
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Previous studies report differences between mothers and fathers during parent–child interactions. However, the origins of these differences remain unknown. We address this gap by examining the impact of adult gender and gender perceptions on adult-child interactions. Unlike previous studies, we observed both parent and non-parent adults during one-on-one interactions with a child. Further, for non-parent adults the child’s identity was held constant while the child’s assumed gender was actively manipulated using clothing cues. Results reveal systematic differences between parents and non-parents, but also between male and female adults in language quantity, quality, and engagement strategies during adult-child interactions. Adults’ perceptions of gender roles partially explain these findings. In contrast, the child’s gender did not impact adult-child interactions. Together, our results support the notion that male and female adults offer unique contributions to a child’s development.
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N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.
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Stein, Mark A. "Treating Adult ADHD with Stimulants." CNS Spectrums 13, S13 (2008): 8–11. http://dx.doi.org/10.1017/s1092852900026845.
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AbstractTreatment of attention-deficit/hyperactivity disorder (ADHD) may positively impact the neurobiology of adult patients with ADHD. Treatment may also minimize impairment from core symptoms and may alter the course of co-morbid disorders such as depression and substance use disorder. However, much of the information on stimulant use in adult ADHD comes from studies conducted in children, and it remains unclear whether there is a difference between children and adults when it comes to the side effects and tolerability of ADHD treatments. It is known that clinical presentation differs between adults and children, with adults demonstrating a higher percentage of mood disorders. Current treatments for adult ADHD include psychosocial therapies and pharmacologic therapies, the latter of which include the stimulants d-methylphenidate extended release (XR), OROS methylphenidate, lisdexamfetamine, and mixed amphetamine salts XR; and the nonstimulant atomoxetine, a selective norepinephrine reuptake inhibitor. There is need for additional study of treatment strategies for adult ADHD. Although all classes of ADHD medications are approved in adults, there are fewer approved formulations for adults than for children. Efficacy in adults is more subjective than in children, which may affect how efficacy rates for adult treatments are calculated. Adults also present a greater diversion risk than children. In addition, there are several new and emerging medication treatments worth considering.This Expert Roundtable Supplement represents part 2 of a 3-part supplement series on adult ADHD led by Lenard A. Adler, MD. In this activity, Thomas J. Spencer, MD, discusses the neurobiology and genetics of adult ADHD; Mark A. Stein, PhD, discusses stimulant therapy; and Jeffrey H. Newcorn, MD, reviews nonstimulants and psychosocial treatments.
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Adler, Gregory H., Mark L. Wilson, and Michael J. DeRosa. "Effects of adults on survival and recruitment of Peromyscus leucopus." Canadian Journal of Zoology 65, no. 10 (October 1, 1987): 2519–23. http://dx.doi.org/10.1139/z87-380.
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A population of Peromyscus leucopus (white-footed mouse) in northeastern Massachusetts was manipulated for 3 years to determine the effects of adults on survival and recruitment. Two experimental grids were established, from which either all adult males or all adult females were removed continually. The effects of these two manipulations were compared with demography on a control grid. Manipulations had no apparent effect on breeding intensity of young, survival rates of adults, or residency rates of adults and young. Recruitment of adult males was higher on the adult male removal grid than on the control grid. Recruitment rates of adult males and of young males and young females were lower on the adult female removal grid than on the control grid. Survival rates of young males were higher on the adult female removal grid than on the control grid; this effect may have been due to either reduced adult female residency or adult male recruitment. All differences between experimental and control grids were noted only during breeding seasons. Adult males apparently limited recruitment of adult consexuals. The effects of manipulations on other measured parameters were inconclusive because of high immigration rates of adult males onto the adult male removal grid and reduced recruitment of adult males and decreased production of young on the adult female removal grid.
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Rege, S. V., Harshad Patil, and Sharadendu Narayan. "Adult medulloblastoma." Romanian Neurosurgery 30, no. 4 (December 1, 2016): 557–61. http://dx.doi.org/10.1515/romneu-2016-0090.
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Abstract Medulloblastoma is a highly malignant central nervous system (CNS) tumor that arises from the cerebellum. It is the most common primary malignant intracranial childhood neoplasm. In adults, medulloblastoma are much less common, accounting for < 1% of all adult brain tumors. Herein, author has described a rare case of cerebellar medulloblastoma in adult.
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Myers, David L. "Adult Crime, Adult Time." Youth Violence and Juvenile Justice 1, no. 2 (April 2003): 173–97. http://dx.doi.org/10.1177/1541204002250878.
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Deterding, Sebastian. "Alibis for Adult Play." Games and Culture 13, no. 3 (July 25, 2017): 260–79. http://dx.doi.org/10.1177/1555412017721086.
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The social meanings of play sit at odds with norms of responsible and productive adult conduct. To be “caught” playing as an adult therefore risks embarrassment. Still, many designers want to create enjoyable, nonembarrassing play experiences for adults. To address this need, this article reads instances of spontaneous adult play through the lens of Erving Goffman’s theory of the interaction order to unpack conditions and strategies for nonembarrassing adult play. It identifies established frames, segregated audiences, scripts supporting smooth performance, managing audience awareness, role distancing, and, particularly, alibis for play: Adults routinely provide alternative, adult-appropriate motives to account for their play, such as child care, professional duties, creative expression, or health. Once legitimized, the norms and rules of play themselves then provide an alibi for behavior that would risk being embarrassing outside play.
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Jones, Kenneth, and Daniel Perkins. "Youth and Adult Perceptions of Their Relationships Within Community-Based Youth Programs." Journal of Child and Youth Care Work 24 (November 17, 2020): 240–59. http://dx.doi.org/10.5195/jcycw.2012.64.
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This study examined perceptions and experiences of youth and adults engaged in various types of community-based youth-adult relationships. Involvement and interaction rating scales were completed by 108 participants involved in community groups from 12 communities in 10 states. The rating scale measured three constructs: youth involvement, adult involvement, and youth- adult interaction. Significant gender differences in participants’ perceptions were found on all three constructs, with females being more positive. Rural participants were found to be significantly more positive than urban participants on the construct of youth involvement. Finally, significant differences were found between all participants within categories of the youth-adult relationship continuum. Participants in youth-led collaborations were significantly more positive toward youth involvement than participants in adult-led collaborations. Moreover, adults in youth-adult partnerships were significantly more positive toward youth involvement and youth-adult interaction than those adults in adult-led collaborations.
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Crowe, Chris. "Young Adult Literature: What Is Young Adult Literature?" English Journal 88, no. 1 (September 1, 1998): 120–22. http://dx.doi.org/10.58680/ej1998360.
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Outlines some of the many confusions about young adult literature. Sheds some light on what young adult literature is (defining it as all genres of literature published since 1967 that are written for and marketed to young adults). Discusses briefly how it can be used in schools. Offers a list of the author’s 20 favorite books for teenagers.
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Lin, I.-Fen, Emily Wiemers, Janecca Chin, and Anna Wiersma Strauss. "TIME HELP FROM ADULT CHILDREN DURING THE COVID-19 PANDEMIC: VARIATION BY PARENTS’ COGNITIVE FUNCTIONING." Innovation in Aging 7, Supplement_1 (December 1, 2023): 106. http://dx.doi.org/10.1093/geroni/igad104.0345.
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Abstract Many older adults in the U.S. do not live with adult children but have at least one adult child living nearby. Help from adult children is vital for supporting the health and well-being of older adults. During the COVID-19 pandemic, the need to maintain physical distancing and the fear of infection may cause disruptions in older adults’ activities of daily living but the extent to which nonresident adult children provide help with household tasks is largely unknown. This paper uses data from the 2018 and 2020 Health and Retirement Study (HRS) to assess whether adult children responded to their parents’ pandemic-specific needs by helping them with shopping for groceries, errands, rides, or chores (i.e., time help). Preliminary analysis shows that parents who had trouble buying food (even with the money) were more likely to receive time help from their nonresident adult children. Not only was time help much more common among older adults with children living nearby than older adults without any child living nearby but adult children living nearby also were more responsive to parents’ pandemic-specific needs than children who lived farther away. Additional analysis indicates an overall increase in time help from adult children in response to functional limitations between 2018 and 2020, suggesting that the pandemic may have increased family care more broadly. Because older adults with cognitive limitations may be particularly vulnerable during the pandemic, we will further examine whether pandemic-specific needs and time help from nonresident adult children differed depending on older adults’ cognitive functioning.
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Ha, Seunghee, and Rayeon Lee. "Adult Verbal Responses Facilitating Child Vocalizations." Communication Sciences & Disorders 29, no. 2 (June 30, 2024): 462–72. http://dx.doi.org/10.12963/csd.240033.
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Objectives: This study aimed to investigate whether adults in the vicinity of children respond differently to various child vocalization types within three-event sequences of “child vocalization-adult verbal response-child vocalization” occurring in everyday life. Additionally, this study examined the types of adult verbal responses that facilitate child vocalizations within the series of three-event sequential interactions between children and adults. Methods: Data was collected using the LENA (Language ENvironment Analysis) from 30 children aged 12 to 18 months and their families. Three-event sequences of interactions between children and adults were selected from twenty 5-minute recorded segments with the highest conversational turn counts. Child vocalizations before and after adult verbal responses were broadly classified into canonical babblings and non-canonical babblings, and then coded into subcategories for each babbling type. Adult verbal responses were classified into different pragmatic types. Results: Adults responded differently depending on children’s non-canonical and canonical babblings. Among pragmatic types of adult verbal responses, imitation, recast, and expansion were prominently observed following canonical babblings with more than two syllables. Adult verbal responses such as acknowledgment and recast facilitated children in producing more advanced vocalization forms. Conclusion: This study supports bi-directional relationships in interactions between children and adults and provides insights into which child-adult vocal exchanges facilitate child vocalizations and early speech-language development.
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Russo, Marianne Robin. "Social Justice and Adult Education." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.
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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.
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Mazolevskiene, Aldona. "Child's attitude towards adult." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 01–07. http://dx.doi.org/10.18844/prosoc.v4i1.2044.
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Dyanmote, Anuradha, Vinayak Kshirsagar, Sagar R. Ambre, Shahaji Chavan, Sree Ganesh B, Shrreya Akhil, and N. T. Nitin. "Adult Female Lump Abdomen." New Indian Journal of Surgery 8, no. 4 (2017): 598–600. http://dx.doi.org/10.21088/nijs.0976.4747.8417.27.
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Patankar, Dr Sachinkumar M., Dr Rajendra V. Bhagwat, Dr Pranesh Puri, and Dr Somnath Magdum. "Adult Onset Still’s Disease." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 256–57. http://dx.doi.org/10.15373/22778179/august2014/72.
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Patel, Ketan D., Rignesh Patel, Shikha Patel, Jay Sutariya, and Heer Jhala. "The Adult! Blue Baby." Indian Journal of Emergency Medicine 9, no. 3 (September 15, 2023): 83–84. http://dx.doi.org/10.21088/ijem.2395.311x.9323.6.
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Central cyanosis is common clinical presentation in neonates and infants which is highly associated with congenital heart diseases (CHD) but this presentation is very unusual in adults presenting only with fever. However, thinking of central cyanosis in adults can lead us to variety of causes ranging from pulmonary embolism to valvular heart defects as well as arteriovenous malformation and poisoning. Through clinical evaluation and point of care echocardiography gives the insight of unusual diagnosis.
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MacPhail, Scott, and Leona English. "Adult Literacy in Nova Scotia: A Critical Examination of Policies and their Effects." Canadian Journal for the Study of Adult Education 25, no. 2 (May 16, 2013): 1–16. http://dx.doi.org/10.56105/cjsae.v25i2.1123.
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The purpose of this research is to examine the current adult literacy policies and practices in Nova Scotia and how they affect the learning journey of adult students in this province. Particular attention is paid to the provincial government’s involvement, especially through the Nova Scotia Adult Learning Act. The authors use case studies (composites) to analyze three categories of adult participants: adults who seek literacy training, adults with basic literacy abilities who are unskilled and rely on government support, adults who are underemployed and seeking a possible career change. Using these categories, they show the obstacles to be overcome as adult literacy learners deal with community-based, provincial, and national bodies and levels of government in order to realize their goals. The authors conclude with recommendations regarding adult education and the implementation of the new Adult Learning Act.
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Till, Barry. "Adult education ‐ or the education of adults." Policy Studies 6, no. 1 (July 1985): 59–66. http://dx.doi.org/10.1080/01442878508423438.
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Hofer, Thomas. "Lichen striatus in Adults or ‘Adult Blaschkitis’?" Dermatology 207, no. 1 (2003): 89–92. http://dx.doi.org/10.1159/000070955.
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Brown, Ashley M. L., and Jaakko Stenros. "Adult Play." Games and Culture 13, no. 3 (April 15, 2018): 215–19. http://dx.doi.org/10.1177/1555412017690860.
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Welcome to the Adult Play Special Issue. In this introduction, we (the editors) explain the origin of the collection and our unique take on what adult play means as a term. Rather than be specifically about sexual play, the term adult is taken here to reference the age of players. The article included how adults play, what they play with, and when they play. This of course includes, but is not limited to, play of a sexual nature. We hope you enjoy reading this issue as much as we enjoyed editing it.
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García Alba, Javier, Justo Fernando Ramos Alla, and Mª Eugenia Martín Palacios. "VARIABILIDAD DEL PERFIL COGNITIVO EN ESCOLARES Y ADULTOS CON SÍNDROME DE DOWN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 203. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.495.
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Abstract:VARIABILITY COGNITIVE PROFILE IN CHILDREN AND ADULTS WITH DOWN SYNDROME. A NEUROPSYCHOLOGICAL STUDYIntroduction: Down syndrome (DS) is a chromosomal disorder that has a specific and highly complex cognitive and behavioral phenotype. Objectives: To study the degree of variability cognitvo profile through neuropsychological diagnostic tests into two distinct developmental ages : aulta school age and older . Participants and Methods: 105 subjects aged child and adult , 43 with and 62 without SD SD were studied. Neuropsychological variables were assessed . Comparative study of different neuropsychological variables between SD and comparison groups was performed , and between groups of children and adults. Results: Children and adult SD neuropsychological performance groups had significantly (p < 0.05) lower than the control groups . 84% of the neuropsychological variables studied in child SD group showed a significant degree of variability ( p < 0.05 ) in the SD group showed adult 44% of the studied variables with a significant degree of variability. Conclusions: The neuropsychological performance in all cognitive deficit in study areas with different levels of representation according to cognitive function, and with a high degree of cognitive variability, especially in childhood.Keywords: Down syndrome , neuropsychology , cognitive variability , intellectual disability, childhood , adulthood.Resumen:Introducción: El síndrome de Down (SD) es una alteración cromosómica que presenta un fenotipo cognitivo y conductual específico y de una gran complejidad. Objetivos: estudiar el grado de variabilidad del perfil cognitvo a través de pruebas de diagnóstico neuropsicológico en dos edades claramente diferenciadas del desarrollo: edad escolar y edad aulta. Participantes y métodos: Se estudiaron 105 sujetos de edad infantil y adulta, 43 con SD y 62 sin SD. Se valoraron variables neuropsicológicas. Se realizó estudio comparativo de las diferentes variables neuropsicológicas entre los grupos SD y comparación, y entre los grupos infantiles y adultos. Resultados: Los grupos SD infantil y adulto presentaron un rendimiento neuropsicológico significativamente (p<0.05) más bajo que los grupos control. El 84% de las variables neuropsicológicas estudiadas en el grupo SD infantil mostraron un significativo grado de variabilidad (p<0.05), en el grupo SD adulto apareció un 44% de las variables estudiadas con un significativo grado de variabilidad. Conclusiones: El rendimiento neuropsicológico en deficitario en todas las áreas cognitivas estudiadas con diferente grado de representación según la función cognitiva, y con un alto grado de variabilidad cognitiva, especialmente en la edad infantil.Palabras clave: síndrome de Down, neuropsicología, variabilidad cognitiva, discapacidad intelectual, edad infantil, edad adulta.
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Ayalon, Liat. "Transition and Adaptation to the Continuing Care Retirement Community From a Life Course Perspective: Something Old, Something New, and Something Borrowed." Journal of Applied Gerontology 37, no. 3 (March 16, 2016): 267–88. http://dx.doi.org/10.1177/0733464816637851.
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The study examined the accounts of older adults and their adult children concerning the transition to the continuing care retirement community (CCRC) and the adjustment to it, using a life course perspective. Up to three waves of interviews, consisting of a total of 187 interviews with older adults and their adult children, were conducted between 6 months and 6 years from the transition to the CCRC. Thematic analysis was employed using comparisons across groups of interviewees (older adults and adult children) and waves of interviews (up to three waves) to identify core categories of meaning. Time perception was an organizing principle across interviews. Both older adults and their adult children perceived themselves as moving forward and backward in time following the transition to the CCRC and future expectations for deterioration. The study emphasizes the linked-lives of older adults and their adult children.
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ÖZDEMİR, Osman. "Türkiye’de Yetişkinlere Uygulanan Eğitim Yönetiminin Kapsam ve İlkeleri." Journal of Social Research and Behavioral Sciences 10, no. 21 (February 11, 2024): 53–67. http://dx.doi.org/10.52096/jsrbs.10.21.05.
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Many elements such as the developments in the field of science and technology, the extension of life expectancy, innovations and changes in professions make it necessary to constantly update the knowledge acquired in formal education. For this reason, it is considered necessary to maintain the education received at a certain period of life during adulthood. These requirements have created the result of the birth of the field of adult education. Under this heading, the concept of adult and adult education, the scope and principles of adult education, and the reasons that require adult education are mentioned. The most important element that differentiates adult education from other fields is who an adult is and how adult education should be organized in this direction. Definitions related to the concept of adult differ in terms of treating the concept in biological, physical, psychological, cultural and legal contexts. The parallel treatment of adulthood with biological and social aging is one of the general orientations. In most societies, subjects such as completing compulsory education, working and getting married are considered the beginning of adulthood. The concept of adulthood, which refers to the state of being an adult, generally evokes maturation, independence, being able to make the right decisions about one's own life. The target group of adult education, which includes activities created to meet the educational needs and desires of individuals who are outside the scope of compulsory education and do not continue formal education at any stage of their lives, is adults. It is very important that adult education activities are planned and carried out according to the characteristics of adults. Adult education is a field that includes different traditions and has its own unique characteristics. Adult education offers a second chance to adults with the numerous programs it offers in many fields. It includes educational activities that support adults to improve the knowledge they have and to acquire new knowledge, to realize themselves and to maintain their professional development. Key Words: Education, Adult Education, Scope of Education, Principles of Education
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Kabadayi, Sertan, Kejia Hu, Yuna Lee, Lydia Hanks, Matthew Walsman, and David Dobrzykowski. "Fostering older adult care experiences to maximize well-being outcomes." Journal of Service Management 31, no. 5 (March 16, 2020): 953–77. http://dx.doi.org/10.1108/josm-11-2019-0346.
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PurposeCaring for older adults is an increasingly complex and multi-dimensional global concern. This article provides a comprehensive definition of the older adult care experience and discusses its key components to help practitioners deliver older adult-centered care to maximize well-being outcomes for older adults.Design/methodology/approachBased on prior research on service operations, service experience, person-centered care and the unique, evolving needs of older adults regarding their care, this paper develops a conceptual framework in which the older adult care experience is the central construct, and key dimensions of well-being are the outcomes.FindingsThe older adult care experience is shaped by older adults' perceptions and evaluations of the care that they receive. Older adult-centered care has autonomy, dignity, unique needs and social environment as its core dimensions and results in those older adults feel empowered, respected, engaged and connected as part of their experience. The article also discusses how such experience can be evaluated by using quality dimensions from service operations, hospitality and healthcare contexts, and challenges that service firms may face in creating older adult care experience.Research limitations/implicationsGiven the changing demographics and unique needs of older adults, it is an imperative for academics and practitioners to have an understanding of what determines older adult care experience to better serve them. Such understanding is important as by creating and fostering older adult care experience, service organizations can contribute to individual and societal well-being.Originality/valueTo the authors' best knowledge, this is the first paper to provide a comprehensive conceptualization of the older adult care experience.
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Bakare, T. V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programmes." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 10, no. 1 (January 2010): 105–19. http://dx.doi.org/10.1177/0972558x1001000109.
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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. This is backed by ‘ainformed professional opinion; philosophical assumptions associated with the humanistic psychology and progressive education; and a growing body of research and theory on adult learning, development, and socialization’. There are several adult education programmes going on in the Lagos State of Nigeria. The study examined the level of awareness and use of andragogical principles in the programmes. 361 participants from different adult education programs, along with 132 facilitators (total of 493 respondents) were used for the study. Interviews, Sit-in-Observations were used in conjunction with the Questionnaire to gather data and statistical analysis with the chi-squared tool revealed that facilitators were mostly aware of, but do not make use of andragogical principles in helping adults to learn. Factors responsible for these include the lack of appropriate adult education training, too much reliance on the belief that the training as child educators should suffice to help adults learn and the belief that the culture and background (adults should be respected etc) influence the interpersonal relationship between adult learners and the facilitators. Suggestions made include that appropriate training for adult educators be encouraged, as well as more focus the use of technology, to facilitate adult learning among others.
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Hart, Laura C., Joseph Sirrianni, Steve Rust, and Christopher Hanks. "Predicting timely transfer to adult care in a cohort of autistic adolescents and young adults." PLOS ONE 18, no. 9 (September 13, 2023): e0289982. http://dx.doi.org/10.1371/journal.pone.0289982.
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Background The transition from pediatric to adult care is a challenge for autistic adolescents and young adults. Data on patient features associated with timely transfer between pediatric and adult health care are limited. Our objective was to describe the patient features associated with timely transfer to adult health care (defined as </ = 6 months between first adult visit and most recent prior pediatric visit) among a cohort of autistic adolescents and young adults. Methods and findings We analyzed pediatric and adult electronic medical record data from a cohort of adolescents and young adults who established with a primary-care based program for autistic adolescents and young adults after they transferred from a single children’s hospital. Using forward feature selection and logistic regression, we selected an optimal subset of patient characteristics or features via five repetitions of five-fold cross validation over varying time-frames prior to the first adult visit to identify patient features associated with a timely transfer to adult health care. A total of 224 autistic adolescents and young adults were included. Across all models, total outpatient encounters and total encounters, which are very correlated (r = 0.997), were selected as the first variable in 91.2% the models. These variables predicted timely transfer well, with an area under the receiver-operator curve ranging from 0.81 to 0.88. Conclusions Total outpatient encounters and total encounters in pediatric care showed good ability to predict timely transfer to adult health care in a population of autistic adolescents and young adults.
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Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.
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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.
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Ayalon, Liat. "Perceptions of old age and aging in the continuing care retirement community." International Psychogeriatrics 27, no. 4 (November 13, 2014): 611–20. http://dx.doi.org/10.1017/s1041610214002415.
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ABSTRACTBackground:The continuing care retirement community (CCRC) is a long term care alternative available to older adults who are independent upon entrance. The present study evaluated perceptions of old age and aging among new CCRC residents and their adult children.Methods:A qualitative study with 34 dyads of older adults and their adult children (34 adult children and 36 older adults) was conducted. Interviews were analyzed using constant comparisons within and across interviews. Dyadic analysis of older adults-adult children interviews was followed.Results:Three major themes concerning the perception of old age and aging emerged: (a) expectations for multiple losses that occur in old age; (b) different views and definitions of old age as being composed of various dimensions including chronological age, mental age, physical age and appearance and (c) diverse perceptions of the CCRC as a luxurious hotel vs. the “last stop.”Conclusions:A more balanced portrayal of old age and the CCRC might result in an easier acceptance of these concepts among older adults and their adult children.
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Buehler, Kathleen, Bernadette Sánchez, Danielle Vaclavik, Elsa Rodriguez, and Tenè Gray. "Rules of Disengagement: Negative Relationships and Interactions Between Adults and Youth." Youth & Society 52, no. 6 (August 17, 2018): 1033–56. http://dx.doi.org/10.1177/0044118x18793157.
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This study examined the negative adult characteristics and practices that prohibit connection between youth and nonparental adults. Racially/ethnically diverse youth from five community-based out-of-school-time programs participated in focus groups on youth–adult relationships. Analyses revealed that the following adult characteristics and practices prohibited connection: (a) unengaging communication styles, (b) inappropriate behavior, (c) lack of respect, (d) contradictory expectations, and (e) adult-driven approaches. Participants also reported the negative psychological consequences of these practices: (a) decreased self-esteem, (b) decreased motivation, and (c) disconnect from adults. This study provides a unique contribution to the literature on negative youth–adult interactions and has implications for training programs for adults who work with youth to improve relationships and promote positive youth outcomes.
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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.
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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.
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Hadwin, Peter. "Good Practice in Safeguarding Adults – Working Effectively in Adult ProtectionGood Practice in Safeguarding Adults – Working Effectively in Adult Protection." Nursing Standard 23, no. 44 (July 7, 2009): 30. http://dx.doi.org/10.7748/ns2009.07.23.44.30.b929.
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Nakamura, Tomiyo, Yasuyuki Nakamura, Naoyuki Takashima, Aya Kadota, Katsuyuki Miura, Hirotsugu Ueshima, and Yosikuni Kita. "Eating Slowly Is Associated with Undernutrition among Community-Dwelling Adult Men and Older Adult Women." Nutrients 14, no. 1 (December 23, 2021): 54. http://dx.doi.org/10.3390/nu14010054.
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The double burden of malnutrition refers to the co-occurrence of overweight and obesity and undernutrition. Eating quickly has been linked to overweight and obesity. However, no study has examined the association between eating speed and undernutrition. This retrospective, cross-sectional study analyzed data from 3529 community-dwelling residents. Eating speed was divided into three categories: fast, medium, and slow. Undernutrition was defined as body mass index (BMI) of <18.5 kg/m2 in adults aged < 70 years (adults) and as <20 kg/m2 in adults aged ≥ 70 years (older adults), in accordance with the Global Leadership Initiative on Malnutrition criteria for Asians. Multivariable logistic regression analysis was used to examine the association between eating speed and undernutrition. Among adult men, compared with eating quickly, eating slowly was associated with elevated prevalence of undernutrition (odds ratio (OR) 9.68, 95% confidence interval (CI) 2.32–40.51, p = 0.001). Among older adult women, the prevalence of undernutrition in the slow-eating group was higher than that in the fast-eating group (OR 3.82, 95% Cl 1.51–9.69, p = 0.005). Eating slowly is independently associated with the prevalence of undernutrition among community-dwelling adult men and older adult women in Japan.
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Ramabhadran, Madhumitha, and Venkatasubramanian Ramasubramanian. "The Current State of Adult Immunization in India: Challenges and Opportunities." Journal of Clinical Infectious Disease Society 1, no. 4 (2023): 297–301. http://dx.doi.org/10.4103/cids.cids_76_23.
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Abstract Immunization has been a quintessential part of preventive health saving millions of lives from Vaccine preventable diseases. Adult immunization has also been accepted as an important intervention mandated by immunosenescence and newer co-morbidities faced by adults. However, there has been little headway in establishing adult immunization as an integral aspect of health care for older adults in India. There have been several challenges identified for this scenario. Apart from limited guidelines for vaccinating adults, poor awareness, limited access, vaccine hesitancy and expense play an important role. Though customized guidelines for the Indian population is warranted along with improving awareness about vaccines in the adult population, access to care through adult vaccines are mandatory to establish a functional system. Apart for reiterating vaccines that are most useful for the Indian adults, this commentary outlines the various facets of setting up an adult vaccine clinic in the Indian context.
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Lee, Soohyoung r. "CORESIDENCE OF OLDER PARENTS AND ADULT CHILDREN BENEFITS OLDER ADULTS’ PSYCHOLOGICAL WELL-BEING: PATH ANALYSIS." Innovation in Aging 3, Supplement_1 (November 2019): S324. http://dx.doi.org/10.1093/geroni/igz038.1181.
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Abstract Even though the coresidence of older parents and their adult children is no longer a rare phenomenon in current society, a little is known about the benefit of living with adult children from older adults’ perspectives compared to the risk of this living situation. Previous research suggests that older adults’ psychological well-being is low when they live with their adult children, and this become more salient among single parents, such as widowed or divorced. The current paper utilizes the National Health Measurement Study with a sample of age 55 and over, and their SF-36 Mental Health Component score, and psychological well-being self-acceptance score was measured. Path analysis reveals while mental health and psychological well-being scores are lower among single older adults at the time of the survey (e.g., divorced, widowed) than non-single, coresidence of older adults and adult children completely mediates the negative relationship between being single and both mental health psychological well-being. A complete mediation effect of living with an adult child on older adults’ mental health and psychological well-being is consistent with both white and non-white minority older adults. This suggests that living with adult child benefits older adults’ mental health and psychological well-being. The current study seeks to stimulate ideas that might generate the next answer to community-based care in our current aging society.
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Teixeira, Rachel Coelho Ripardo, José Henrique Benedetti Piccoli Ferreira, and Anna Beatriz Carnielli Howat-Rodrigues. "Collins and Read Revised Adult Attachment Scale (RAAS) validity evidences." Psico 50, no. 2 (August 1, 2019): 29567. http://dx.doi.org/10.15448/1980-8623.2019.2.29567.
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This study aimed to find validity evidence of different versions of the Revised Adult Attachment Scale (RAAS) that measures adult attachment style and have been translated into Portuguese, in order to obtain a final version of the instrument for application in a Brazilian sample. We used the original version of the RAAS and its recent variations. Four independent studies were held, with a total of 1436 participants, mostly young adults from the states of São Paulo and Bahia. Exploratory and confirmatory analyses corroborated the validity of the three-factor structure (secure, anxious and avoidant) from the scale, with satisfactory indexes for Brazilian data. We found differences in frequency of attachment styles between sexes, confirming evolutionary hypotheses of intersexual variation. The scales showed satisfactory evidence of validity, and it is advised to use its latest version to measure adult attachment. *** Evidências de validade da Escala de Apego Adulto de Collins e Read (RAAS) ***Este estudo teve o objetivo de encontrar evidências de validade de diferentes versões da Revised Adult Attachment Scale (RAAS) que aferem o estilo de apego adulto e que foram traduzidas para a língua portuguesa, a fim de buscar uma versão final do instrumento para aplicação em uma amostra brasileira. Usou-se a versão original da RAAS e suas variações recentes. Realizamos quatro estudos independentes, com um total de 1436 participantes, sendo majoritariamente adultos jovens dos estados de São Paulo e da Bahia. Análises exploratórias e confirmatórias corroboraram a validade da estrutura de três fatores (seguro, ansioso e evitativo) da escala, apresentando índices satisfatórios para os dados brasileiros. Diferenças na frequência entre os sexos em relação aos estilos de apego foram encontradas, confirmando hipóteses evolucionistas de variação intersexual. As escalas apresentaram evidências satisfatórias de validade, e aconselhamos o uso da versão mais recente.Palavras-chave: apego adulto; validação de escala; estilo de relacionamento.
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Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.
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This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.
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Oskoui, M., and C. Wolfson. "Treatment Comfort of Adult Neurologists in Childhood Onset Conditions." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 39, no. 2 (March 2012): 202–5. http://dx.doi.org/10.1017/s0317167100013238.
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Background:The majority of children with chronic neurodevelopmental disabilities are surviving to adulthood. Our goal was to assess how prepared and comfortable adult neurologists are in treating young adults with childhood onset chronic neurological conditions and evaluate the difficulty pediatric neurologists experience when transferring these patients to adult care.Methods:We conducted a cross-sectional study using two postal surveys of all pediatric and adult neurologists in the province of Quebec, Canada.Results:The response rate was 51.5%, with 119 neurologists completing the survey. Half of neurologists agreed that adult neurologists may not have adequate training in childhood onset disorders to prepare them to manage the disorders in adulthood, and 60% of pediatric neurologists reported having difficulty finding an adult provider for their patients. Adult neurologists were least comfortable treating patients with autism, chromosomal or metabolic disorders, and cognitive or behavioral disorders.Conclusion:Almost half of those surveyed believed that adult neurologists are not adequately trained to care for this growing patient population. Improving treatment comfort and knowledge among adult neurologists in childhood onset chronic neurological conditions may smooth the transition of these young adults from pediatric to adult care.
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von Humboldt, Sofia, Andrea Costa, Sara Silva, and Isabel Leal. "Ambivalence Among Intergenerational Relationships In Old Age." Innovation in Aging 5, Supplement_1 (December 1, 2021): 787. http://dx.doi.org/10.1093/geroni/igab046.2904.
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Abstract Objective: This study aims to analyze the perspectives of intergenerational relationships between older adults and adult children. For this purpose, a qualitative research was carried out, which analyzes these relations at a cross-national level. Methods: Four hundred and twenty four older participants aged 65-97 years, were interviewed. Participants were of three different nationalities and lived in the community. All the interviews went through the process of verbatim transcription and subsequent content analysis. Results: Two dimensions of generational ambivalence were revealed from the study; support and the conflict dimensions. Findings of content analysis produced six themes, which represent intergenerational relations between older adults and adult children: older adults-adult children interaction quality; family integration; care and support; definition of limits; distance and alienation; and communication difficulties. Conclusions: This study highlighted the diversity of experiences in old age, in relation to intergenerational relationships and underlined the conflicting expectations from older adults in relation to their adult children. Keywords: Adult children, ambivalence; conflict; intergenerational relationships; older adults; support.
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Draper, Thomas W., Thomas B. Holman, Whitney White, and Shannon Grandy. "Adult Attachment and Declining Birthrates." Psychological Reports 100, no. 1 (February 2007): 19–23. http://dx.doi.org/10.2466/pr0.100.1.19-23.
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Attachment scores for 658 young adults living in the USA were obtained using the Experiences in Close Relationships scale. The participants came from a subsample of the RELATE data set, who had also filled out the adult attachment measure. Those young adults living in Utah County, Utah, an area of the country with a higher than normal birthrate (88% members of the Church of Jesus Christ of Latter-day Saints), also had higher than average adult attachment scores. While the methodology was not sufficient to assess causal direction nor eliminate the possibility of unidentified influences, an undiscussed psychological factor, adult attachment, may play a role in the numerical declines observed among nonimmigrant communities in the USA and Europe.
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Adler, Lenard A. "Neurobiology, Pharmacology, and Emerging Treatment." CNS Spectrums 13, S13 (2008): 4. http://dx.doi.org/10.1017/s1092852900026821.
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AbstractTreatment of attention-deficit/hyperactivity disorder (ADHD) may positively impact the neurobiology of adult patients with ADHD. Treatment may also minimize impairment from core symptoms and may alter the course of co-morbid disorders such as depression and substance use disorder. However, much of the information on stimulant use in adult ADHD comes from studies conducted in children, and it remains unclear whether there is a difference between children and adults when it comes to the side effects and tolerability of ADHD treatments. It is known that clinical presentation differs between adults and children, with adults demonstrating a higher percentage of mood disorders. Current treatments for adult ADHD include psychosocial therapies and pharmacologic therapies, the latter of which include the stimulants d-methylphenidate extended release (XR), OROS methylphenidate, lisdexamfetamine, and mixed amphetamine salts XR; and the nonstimulant atomoxetine, a selective norepinephrine reuptake inhibitor. There is need for additional study of treatment strategies for adult ADHD. Although all classes of ADHD medications are approved in adults, there are fewer approved formulations for adults than for children. Efficacy in adults is more subjective than in children, which may affect how efficacy rates for adult treatments are calculated. Adults also present a greater diversion risk than children. In addition, there are several new and emerging medication treatments worth considering.This Expert Roundtable Supplement represents part 2 of a 3-part supplement series on adult ADHD led by Lenard A. Adler, MD. In this activity, Thomas J. Spencer, MD, discusses the neurobiology and genetics of adult ADHD; Mark A. Stein, PhD, discusses stimulant therapy; and Jeffrey H. Newcorn, MD, reviews nonstimulants and psychosocial treatments.
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Spencer, Thomas J. "Neurobiology and Genetics of ADHD in Adults." CNS Spectrums 13, S13 (2008): 5–7. http://dx.doi.org/10.1017/s1092852900026833.
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AbstractTreatment of attention-deficit/hyperactivity disorder (ADHD) may positively impact the neurobiology of adult patients with ADHD. Treatment may also minimize impairment from core symptoms and may alter the course of co-morbid disorders such as depression and substance use disorder. However, much of the information on stimulant use in adult ADHD comes from studies conducted in children, and it remains unclear whether there is a difference between children and adults when it comes to the side effects and tolerability of ADHD treatments. It is known that clinical presentation differs between adults and children, with adults demonstrating a higher percentage of mood disorders. Current treatments for adult ADHD include psychosocial therapies and pharmacologic therapies, the latter of which include the stimulants d-methylphenidate extended release (XR), OROS methylphenidate, lisdexamfetamine, and mixed amphetamine salts XR; and the nonstimulant atomoxetine, a selective norepinephrine reuptake inhibitor. There is need for additional study of treatment strategies for adult ADHD. Although all classes of ADHD medications are approved in adults, there are fewer approved formulations for adults than for children. Efficacy in adults is more subjective than in children, which may affect how efficacy rates for adult treatments are calculated. Adults also present a greater diversion risk than children. In addition, there are several new and emerging medication treatments worth considering.This Expert Roundtable Supplement represents part 2 of a 3-part supplement series on adult ADHD led by Lenard A. Adler, MD. In this activity, Thomas J. Spencer, MD, discusses the neurobiology and genetics of adult ADHD; Mark A. Stein, PhD, discusses stimulant therapy; and Jeffrey H. Newcorn, MD, reviews nonstimulants and psychosocial treatments.
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Newcorn, Jeffrey H. "Nonstimulants and Emerging Treatments in Adults with ADHD." CNS Spectrums 13, S13 (2008): 12–16. http://dx.doi.org/10.1017/s1092852900026857.
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AbstractTreatment of attention-deficit/hyperactivity disorder (ADHD) may positively impact the neurobiology of adult patients with ADHD. Treatment may also minimize impairment from core symptoms and may alter the course of co-morbid disorders such as depression and substance use disorder. However, much of the information on stimulant use in adult ADHD comes from studies conducted in children, and it remains unclear whether there is a difference between children and adults when it comes to the side effects and tolerability of ADHD treatments. It is known that clinical presentation differs between adults and children, with adults demonstrating a higher percentage of mood disorders. Current treatments for adult ADHD include psychosocial therapies and pharmacologic therapies, the latter of which include the stimulants d-methylphenidate extended release (XR), OROS methylphenidate, lisdexamfetamine, and mixed amphetamine salts XR; and the nonstimulant atomoxetine, a selective norepinephrine reuptake inhibitor. There is need for additional study of treatment strategies for adult ADHD. Although all classes of ADHD medications are approved in adults, there are fewer approved formulations for adults than for children. Efficacy in adults is more subjective than in children, which may affect how efficacy rates for adult treatments are calculated. Adults also present a greater diversion risk than children. In addition, there are several new and emerging medication treatments worth considering.This Expert Roundtable Supplement represents part 2 of a 3-part supplement series on adult ADHD led by Lenard A. Adler, MD. In this activity, Thomas J. Spencer, MD, discusses the neurobiology and genetics of adult ADHD; Mark A. Stein, PhD, discusses stimulant therapy; and Jeffrey H. Newcorn, MD, reviews nonstimulants and psychosocial treatments
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Stabile, Laura, Lynette Rosser, Karen M. Porterfield, Sonia McCauley, Cecile Levenson, Jeneva Haglund, and Karen Christman. "Transfer versus Transition: Success in Pediatric Transplantation Brings the Welcome Challenge of Transition." Progress in Transplantation 15, no. 4 (December 2005): 363–70. http://dx.doi.org/10.1177/152692480501500408.
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Context Increasing success with solid organ transplantation in children has increased the numbers of adolescents and young adults who are at an age to transfer to adult healthcare. Objective To determine the nature of transfer/transition of adolescents and young adults to adult healthcare. Design Using a qualitative approach, 24 young adults provided answers to 12 questions about their transfer to adult healthcare. Responses were compared to identify themes. Setting Subjects had been pediatric patients at Children's Hospital of Pittsburgh. Most were transferred to the University of Pittsburgh Medical Center. Patients The subjects had received, or were on the list to receive, solid organ transplants and had been transferred within 18 months of the study. Results Twenty-four of 37 potential subjects completed interviews. Those who participated were enthusiastic about making a contribution to the transfer process. Most subjects cited difficulty leaving the pediatric system. Challenges included abrupt transfers, insufficient communication between pediatric and adult specialty providers, and becoming “lost to follow-up.” However, there was a consistent, clear statement that subjects preferred being treated as adults. They liked healthcare staff addressing them instead of their parents, being spoken to in an adult manner, and being responsible for their own care. Suggestions for improvement included early introduction of the concept of transition to adult care, providing written material about the transition process, and use of pediatric/adult social work collaboration to provide support for young adults in transition.