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    The development of talent in adults : a thesis presented in partial fulfillment of the requirements for the degree of Masters in Education at Massey University
    (The Author, 1999) Redwood, David John
    Giftedness and talent in children has been a significant area of research and endeavour in education over nearly a century and there is a large body of literature on the subject available to researchers. However this is not the case for adult talent and the actual process of talent development in adults has not been explored in any depth, indeed it has been ignored to a certain extent in academic research. Additionally it seems to be assumed that the process of talent development in adults is the same or very similar to that in children. One of the central foci of this study is the proposition that talent development in adults does not follow the same process as that in children, indeed in many aspects it is quite different. Adults are not merely older children who perceive, judge and act in the same ways that children do and so why would they develop talent in the same way or for the same reasons that children do? The question is also asked as to whether an adult would have to be gifted in order to develop talent? In this study the life paths of a small group of talented individuals were investigated and major causal and a-causal influences identified in their histories. A form of enquiry was developed that focused on synthesising the various influences so as to interpret the process of talent development. This was termed Critical Life Path analysis and by using quantum and systems notions a description of life path processes was attempted. The Critical Life Path is viewed as a holistic, interconnected process in which the outcomes are determined by the combinative effects of critical influences identified by the participants and genetically based patterns of preference that resulted in timely and efficacious patterns of behaviour. These patterns of thinking and action enabled the individuals to increasingly construct supportive and special environments that were synchronous with their proposed inherited patterns of preference and to progress rapidly and effectively along unique paths of talent development.
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    "Lives overpromised" : the transition to adulthood and the 'quarter-life crisis' : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2009) Rasmussen, Nikki Jane
    In recent years there has been a lot of speculation and (often negative) stereotyping about 'Generation Y'. Many witty labels have emerged to describe the generation from an outside perspective, but few have explored the perspective of these young people as they enter the 'real world' and embark upon their 'adult' lives. Whilst the generation has had limited attention from the academic world, the concept of a 'quarter-life crisis' has emerged through the popular media, proposed by journalists Robbins and Wilner (2001). Although such a concept may be readily dismissed as media hype, or a fabrication of spoiled, whining 'Gen Y'ers, there is much evidence to suggest that the transition to adulthood today is much more complex and turbulent than that experienced by previous generations. Through six focus group discussions involving 26 members of Generation Y going through the 'quarter-life' (or 'emerging adulthood') stage, this study sought to explore how the transition to adulthood is experienced by young people in New Zealand, including the highs and lows, challenges and pitfalls; whether these years represented a time of personal 'crisis'; and how they felt about their future looking forward. Participants' stories suggested that many felt ill-prepared for the demands and decisions of the 'real world', which sat at odds with what they had been conditioned to expect. While not all of the participants experienced this phase as a 'crisis' in the true sense of the word, many found themselves disappointed with how life in the 'real world' was turning out, unsettled by the disintegration of their initial plans and dreams, and overwhelmed by the complexity of this life stage. Nonetheless, they clung to hopes that the "good life" and the "happily ever after" that they had long-expected would eventually materialise - that fate would intervene and deliver the destiny they felt they deserved. The findings highlight the mismatch between how young people are prepared for the transition to adulthood and how they experience it. The implications of this situation and recommendations for addressing it are discussed.