Introduction Background
In May of 1977, Daniel Levinson constructed a model of the season's of a m
ans life. His developmental theory consists of universal stages or phases that extends from the inf
ancy state to the elderly state. Most development theories, such as Freud's psychosexual developmen
t theory or Piaget's cognitive development theory, end in the adolescent stage of life. Levinson's
stage theory is important because it goes beyond most theories assuming that development continues t
hroughout adult life. Levinson based his model on biographical interviews of 40 American men. These
40 men were between 35 to 45 years in age and they worked as either biology professors, novelists,
business executives or industrial laborers. The biographical interviews lasted one or two hours and
ranged from six to ten interviews for each subject. The questions asked focused on the subject's l
ife accounts in their post adolescent years. The interviews focused on topics such as the men's bac
kground (education, religion, political beliefs) and major events or turning points in their lives.
Levinson's concept of life structure (the men's socio-cultural world, their participation in their w
orld and various aspects of themselves) is the major component in Levinson's theory. The life struc
ture for each person evolves through the developmental stages as people's age. Two key concepts in L
evinson's model are the stable period and the transitional period in a person's development. The st
able period is the time when a person makes crucial choices in life, builds a life structure around
the choices and seeks goals within the structure. The transitional period is the end of a person's
stage and the beginning of a new stage. Levinson's model contains five main stages. They are the pr
e-adulthood stage (age 0 - 22), the early adulthood stage (age 17 - 45), the middle adult stage (age
40 - 65), the late adulthood stage (age 60 - 85) and the late late adult stage (age 80 plus). Levi
nson states 'the shift from one era to the next is a massive development step and require transition
al period of several years.'(Levinson, 1977) This would explain why there is an overlap in each of t
hese stages. Levinson's first adult stage in his model is called the Early Adult Transition Period.
This phase is similar to Erikson's psychological theory in that both concern the young adult's iden
tity crisis or role confusion. It is during this phase that the young adult first gains independenc
e (financial or otherwise) and leaves the home. This is a transitional stage because it marks the e
nd of adolescence and the beginning of adulthood. The second stage would be a stable period because
it marks the time where the adult must pick a role, establish goals and build a life structure. Thi
s stage provides the young adult with any roles and choices for their future. Levinson believes tha
t it is during this time that the young person dreams of his future success in a career, family life
and status. Levinson also believes that the presence of a mentor or older teacher is a great influ
ence in guiding the person through the obstacles in their career paths. The third stage, which can b
e divided into two parts, is called the Age 30 transition. The first part of this phase deals with
when the young adult reflects on their career and past successes and also plans for future success
and status in their career as well as making plans in starting a family and settling down. In Levin
son's own words, the Age 30 transition 'provides an opportunity to work on the flaws and limitations
of the first adult life structure and to create the basis for a new and more satisfactory structure
with which to complete the era of early adulthood.' (Levinson, 1977) This Age 30 transition parall
els Erikson's autonomy versus shame and doubt stage which Erikson applies to toddlers. The second p
art of the Age 30 transition period is the settling down stage. It is in this stage that the person
feels a need to establish a role in society, whether in their career or their family life, which ev
er is the most central part of their life structure. The fourth phase of Levinson's model is called
Becoming One's Own Man or BOOM phase. In this stage, the man feels constrained by the authority fig
ures in their world. The individual wants more independence, authority and to be true to their own
voice. With this larger amount of authority, there comes a greater amount of responsibility and bur
den. This is also a time of conflict as the person struggles with the notion of becoming an establi
shed adult and leaving behind the flaws of the early adult they once were. Levinson uses the phrase
'breaking out' to describe the adult's radical change in life structure. The conflict in this sta
ge is the beginning of the major transitional period in life called the mid-life transition. In the
Mid-life transition, which Levinson believes to last from age 40 to 45, the adult faces a crucial po
int in their development. Much soul searching and reflecting is done during this phase. The adults
question their past life structures and accomplishments and reevaluate their goals. There are very
few adults, according to Levinson, that find this mid-life stage difficult. The painful process of
the mid-life transition stage results in a drastically different life structure with new goals with
in it. Even if an adult chooses not to change their life structure, they must still reappraise thei
r life and recommit themselves on different terms to their old choices. This troubling transitional
phase does, according to Levinson, have beneficial results. Levinson believes that 'the life struc
ture that emerges in the middle 40s varies greatly in its satisfactoriness...'(Levinson, 1977). Lev
inson also states that for some, the outcome of this transition provides the person with fulfillment
and a better direction. Levinson's model emphasizes that development of life structures is a contin
uous life process. In the stages which follow the mid-life transition are not focused on, but Levin
son does state that the mid-life transition is not the last opportunity for growth and change. He b
elieves there are later transitional periods in late adulthood as well. He states that 'as long as
life continues, no period marks the end of the opportunities, and the burdens of further development
.' (McAdams and Levinson, 1977)
Purpose Levinson's model is called the season's of a mans life. Th
is wording alone predicts the gender bias found in his theory. His theory was based on biographical
material solely from men. This blatant bias would certainly affect the model's applicability towar
ds women. Argument ' It is surprising that Levinson's model, established in 1978, would contain such
an outright bias considering the time period. Some obvious faults in his theory as it relates to w
omen are the differences in men's and women's career and family goals. the men who were interviewed
for Levinson's study would have been raised in the 1950s and 60s. Women and men who grew up during
this time were gender typed to a much greater extent than the males and females are today. These b
ig differences would indicate different education, goals, values and statuses. It is very unlikely
that Levinson's theory would apply to a woman's development considering the different roles, goals a
nd life structures between these men and women. Perhaps, with a amore equal treatment of men and wo
men today, Levinson's model of the season', of the life of man would be more applicable to both sexe
s. However, even with the majority of women who join the work force today, the lives of these women
still differ drastically with the men of the labor force and a universal model of development for me
n and women would still await further research as Levinson stated. This is not to say that women do
not enter a development stage pattern that Levinson proposes because research has shown that women d
o enter these phases, however, at different times than men and also the effects of these transitions
affect women differently than men. It would be unlikely for a woman's life to develop parallel to
a man's life because the choices, obstacles and goals men and women face , differ drastically from o
ne another. For example, when entering the adult world, many women ( during the 50s and 60s ) were
not faced with the many different opportunities and roles which faced men. For many women, even tho
se who were educated and worked, family was the major responsibility and their main role was the mot
her. Even in today's society, with equal opportunity and career mothers, a woman's career is interr
upted with pregnancy and the first months of motherhood (many choose to take years off from work to
raise their children (Orstein and Isabella, 1990) ). The fact remains, although women have establis
hed themselves in the work force as equals to men and are able to have both families and careers, wo
men's lives are different than men's. these differences mean that the phases of life development, ac
cording to Levinson's model, will differ with men and women. The age 30 transition, for example, ma
y occur for women at a somewhat later age than for men because women's are described taking a slow b
urn to the top. ( This is not to say women's careers are less successful, but rather take a longer
time to reach success. This is probably due to the interruption of pregnancy and motherhood. (Orste
in and Isabella, 1990) ) The differences between the lives and development patterns between men and
women and how this affects Levinson's model will be examined further, but first here's a look at so
me recent research regarding women's current goals, changes and life structures. The Divorce rate in
North America has never been higher. One would think that the effects of divorce would be most dev
astating to a woman whose main goals relate to her family and marriage. A recent study by Krisanne
Bursik (1991) researches the ego development for women after marital separation or divorce. Bursik
found that 'divorce demands personal reorganization and adjustment to new roles and life-styles.' (B
ursik, 1991) She also found that women who find divorce to be more disequilibrating, experienced th
e most change in ego development. Barsik's study involved a longitudinal research of 104 women who
lived in the greater Boston area. The women reported their feelings of disequilibrium after their d
ivorce or separation. A year later, their ego development scores were compared with their scores fr
om the previous year. Contrary to what one may think about the effects of divorce on women, this st
udy shows that for many women a painful time in life can produce strong, positive changes in their p
ersonal growth (Bursik, 1991) I feel that for many women, a divorce or marital separation is in som
e way equivalent to Levinson's mid-life transition which he applied to men. Another study, by Paul W
ink and Ravenna Helson (1993), focuses on the personality change in women after pregnancy and mother
hood, compared to the change in their husbands. The women in this study were all educated and gradu
ating from college in the late 50s. It is a linear study including ages 21, 27, 43 and 52. The husb
ands of these women were also evaluated at the same time intervals. the first period studied was ea
rly parental time. All of the women had a t least one child and only a few continued in pursuing a
professional career. The second period studied was post parental and in this stage, more than 70% o
f the women were now in the labor force. The results showed that at the time of early parental stag
e, the women were less goal oriented, more facilitative in their interpersonal relationships and in
more need of emotional support from others. The men were all full time employed in this stage. The
next stage, the post parental time, almost all of the women were working in the paid labor force at
least part time while 35% of their partners had retired or were planning on retiring within years.
At this stage, the men were no longer the goal oriented ones and the women were no longer the most f
acilitative in interpersonal relations. They now had higher levels of self-confidence than their pa
rtners. The women's goals no longer focused on their marriage, but now included their concern with
their own assertiveness and their ability to make money (Wink and Helson, 1993). I feel that this l
ater career development is comparable to Levinson's entering the adult world stage in that the women
(though much later in age) now face with many more choices in roles and career direction. The wome
n who enter this phase are beginning a new way of living and also changing their existing life struc
ture. The women and their male partner are not living in the same development stage and this is bec
ause their lives are so different. A study by Ravena Helson and Brent Roberts (1992) suggests that t
he personality of a woman's husband was a significant factor in predicting the work history of that
woman. Their research focused on the graduates of the Mills college for women (classes of 1958 and
1960) and their total sample consisted of 63 women and their husbands. A longitudinal analysis was
conducted to conclude whether a woman's college goals, their husbands personality and the duration o
f their marriage affected the woman's choice to work in the paid work force or as a volunteer. They
found that a husband's personality was the main influence on a woman choosing volunteer work. Also
interesting was that the duration of marriage was a factor that influenced the women's amount of pa
id work (Helson and Roberts, 1992). This research verifies that women's choices are not as broad an
d unlimiting as a young man who enters Levinson's 'Entering the Adult World' phase. A woman's role
and choices were much more predetermined and narrow and this fact alone offers evidence that North A
merican women lead different lives that North American men at the time Levinson's model originated.
Yet another example of the difference between men and women's lives (especially during the 50s, 60s,
and 70s) is career choices and development of women's careers. Ornstein and Isabella (1990) found
that women find success in their careers at a later time in their lives than men do. Their study c
onsisted of a sample of 422 women who had reached the top level of management in their telecommunica
tions firm. The research was conducted in a questionnaire method. Their research showed that women
develop in distinctive patterns, according to Levinson's model, however, their research indicates t
hat the stages for women do not parallel those of men. They believe that the reason for this is bec
ause of the differences found between men and women in their career stages. Ornstein and Isabella e
xplain that women's careers are often interrupted because of pregnancy and motherhood. They also ex
plain the differences in career stages as a result of the different socialization experiences for me
n and women. Men are taught that their working career must continue throughout their lifetime and t
hat their sense of identity is the result of their career achievement. Women, however, are raised w
ith conflicting messages, for example, the heavy task of balancing both career and motherhood. The
researchers concluded from their study that women at different ages have different goals and values
regarding their careers (this is keeping with Levinson's age related model). However, though the ag
es between women do correspond, the age group of women does not compare to that of men for the reaso
n that many of the women's careers do not develop at the same pace as men's (Ornstein and Isabella,
1990). Job stress and the differences of stress concerning men and women were the topics of the next
study by Rosalind C. Barnett et al. (1993). In this article, research supports the conclusion that
there is no gender difference regarding psychological distress (career related). The sample, for t
his study, consisted of 300 dual-earner couples, all of which were full time employed, well educated
and lived in Massachusetts. Their evidence supports the theory that career women endure in their c
areer (Barnett et al., 1993). While the previous articles established that women develop their care
ers at a different pace than men, this article confirms that career women do encounter the same burd
ens of the work force that inflict men. This would lead one to assume that women also face the 'Bec
oming ones own man' stage that Levinson believes men encounter. (The BOOM phase suggested that men
become unsatisfied in the lack of dependence and constraint they feel in their careers.) Apart from
career stages, women also differ in their Mid-life Transition phase compared to men. In the article
by Paul Wink and Ravenna Helson (1993), they believe that mid-life transitions ..., of their work b
ecome more humanistic in their approach to life and for women to become more career oriented and foc
us on personal achievement (Wink and Helson, 1993). This difference in the mid-life phase is most
likely attributed to the different pace of development concerning careers and personal growth. This
look at the recent studies concerning women and their different life structures, roles and choices,
compared to men, offers a better understanding of the inapplicability of Levinson's model of develop
ment stages towards women. Levinson's first stage in adulthood development is the 'Early Adult trans
ition' period. This transition is from the end of adolescence to the beginning of adulthood. It is
most likely that men and women enter this stage at approximately the same time. The next stage, cal
led 'Entering the Adult World' is, on the other hand, different for men and women. As stated in the
previously mentioned research many women, educated and career oriented or not (mostly in the 50s, 6
0s, and 70s), were not offered the broad number of choices that a man at the same age was offered.
Women who joined the work force were expected to quit their jobs when they became married or pregnan
t. Even today, though we have come so far in equal opportunity for men and women, there are still d
ifferences between men and women's roles and responsibilities. The women who were raised more in tr
aditional ways, however, reached the stage where more opportunities were was presented to them, at a
much later age than their husbands. This stage for these women came after their husbands retired o
r planned to retire. Levinson's stage model does relate to these women because they do eventually r
each the stage in which they choose a career role and focus on their own personal achievement (and n
ot just the achievement of their children or their spouse). It is now time for the women to focus o
n their abilities in their career and for the men to focus on their personal interests. The above st
udies showed that the men who enter retirement become more humanistic in their approaches towards th
eir lives. In more modern times, women may enter their career of choice and still become a wife and
mother. While their husbands do share in the work concerning the household and child rearing respo
nsibilities, it is the women whose career is put on hold during the last months of pregnancy and the
first months of motherhood. Many mothers take much more time off from their careers than the few m
onths of maternal leave that is offered to them. Though women have made great strides in balancing
both motherhood and career, it is obviously a challenging task and one that differs from their husba
nd's. For these women, their career may take a 'slow burn' to the top. In other words, these worki
ng mothers do eventually reach the top ladder rung of success in their field, but because of the int
erruption in their rise to the top due to child raising, their success is usually slower than their
husband's. In regard to Levinson's model of development, the 'Becoming One's Own Man' (or woman) sta
ge may take longer to reach for women than for men. This would also mean that the 'Age 30 Transitio
n,' which involves dissatisfaction with their careers and their lack of seniority, may affect women
longer, and later than men. The studies mentioned earlier indicate that there are different stages
of career development for men and women. Levinson's development model is an age-related model, howe
ver, he does relate the ages of the men to the stages of their career that they should currently be
in. Levinson's model is not applicable to women in this regard, because women's ages and their care
ers do not equal men's age and their place in their career. If there must be a universal model for
human mid-life development, it must include this factor in their theory. The final difference that w
ill be discussed about the development for men and women in Levinson's model is the 'Mid-Life Trans
ition'. While it has been established that this phase is equally troubling for both men and women,
it has also been shown that women choose different possibilities in dealing with this transition per
iod. For many women, the beginning of the 40s is also the time when their children are grown up and
leave the nest. For these women, opportunities and choices, in the work field, present themselves.
However, men are well into their careers and in several years will consider retirement. This obvio
us difference in their career development is also an indicator of future differences to come as the
men and women enter the later part of adulthood. Though Levinson does not offer much detail in the
further course of adult development in the later stages of life, he does state that transitions and
changes in life structures continue throughout a person's life. The before mentioned studies have sh
own that for women who have just entered the work force at an older age, their focus will be on thei
r personal achievements in their career field. This is a transition for women who have worked at ho
me for the majority of their early adult years. For the men, on the other hand, their transition is
to focus on their marriage, children and personal interests. The following years in these stages,
for both men and women, will be on different levels of development for the woman and her husband
Co
nclusion Levinson's development model is based on research strictly from men. This bias in his samp
le illustrates the shortcomings his model contains when related to women. For Levinson to think tha
t a model based on the development patterns of a man can apply to a woman would be to assume that th
e lives of men and women are the same. Research shows that this is not the case. There is a great
deal of differences in the lives of women, compared to men, including career and family goals and th
e options offered to men and women. While the difference in education and careers are most obvious
in the lives of women who were raised in the 40s and 50s, it is still a current issue for the more m
odern woman. Levinson's age-related development model is based on the stages of a man's career and
since men and women develop their careers at a different pace, women's development stages do not coi
ncide with Levinson's model. In sum, a developmental model, if it is to apply to both genders must i
nclude the difference between man and women and the contrasts between their career development. The
re is still an embarrassing lack of research on women's development. Further studies must develop i
n order to assess how much different men and women, in present modern day, really are in regard to t
heir careers. A common trend occurring among married couples, is to postpone having children until
the woman's career has evolved (early 30s). Research into this pattern of later motherhood will pro
ve necessary in order to understand the similarities and dissimilarities of the careers of men to wo
men. The contrast in careers for men and women is an important place to start in developing a model
of development for people because career development and the life structure, goal and personal deve
lopment, are closely. I guess when Levinson decided to name his study 'The Mid-Life Transition: A P
eriod in Adult Psychosocial Development', he really should have called it 'The Mid-Life Transition:
A Period in Men's Psychosocial Development' to avoid any misinterpretations.
References
Barnett, R
osalind C. et al . 'Gender and the Relationship Between Job Experiences and Psychological Distress:
A Study of Dual-Earner Couples'' Journal of Personality and Social Psychology 5, vol. 64 1993, 793-8
03
Bursik, Krisanne. 'An Adaptation to Divorce and Ego Development in Adult Women' Journal of Pers
onality and Social Psychology 2, vol. 60 1991, 300-306
Helson, Ravenna and Brent Roberts. 'The Pers
onality of Young Adult Couples and Wives' Work Patterns' Journal of Personality 3, vol. 60 Sept. 199
2, 575-595
Levinson, Daniel J. 'The Mid-LIfe Transition: A Period in Adult Psychosocial Development
.' Psychiatry, vol. 40 May 1977, 99-112
Ornstein, Suzyn and Lynn Isabella. 'Age vs. Stage Models of
Career Attitudes of Women: A Partial Replication and Extension.' Journal of Vocational Behavior, vo
l. 36 1990, 1-19
Wink, Paul and Ravenna Helson. 'Personality Change in Women and Their Partners' Jo
urnal of Personality and Social Psychology 3, vol. 60 Sept. 1992, 597-604introduction background dan
iel levinson constructed model season mans life developmental theory consists universal stages phase
s that extends from infancy state elderly state most development theories such freud psychosexual de
velopment theory piaget cognitive development theory adolescent stage life levinson stage important
because goes beyond most theories assuming that continues throughout adult life levinson based model
biographical interviews american these were between years they worked either biology professors nov
elists business executives industrial laborers biographical interviews lasted hours ranged from inte
rviews each subject questions asked focused subject accounts their post adolescent years focused top
ics such background education religion political beliefs major events turning points their lives con
cept structure socio cultural world their participation world various aspects themselves major compo
nent structure each person evolves through developmental stages people concepts model stable period
transitional period person stable period time when person makes crucial choices builds structure aro
und choices seeks goals within transitional stage beginning contains five main stages they adulthood
early adulthood middle adult late adulthood late late adult plus states shift from next massive ste
p require transitional several years this would explain there overlap each these first called early
transition this phase similar erikson psychological that both concern young identity crisis role con
fusion during this phase young first gains independence financial otherwise leaves home because mark
s adolescence beginning second would stable because marks time where must pick role establish goals
build provides young with roles choices future believes during time dreams future success career fam
ily status also believes presence mentor older teacher great influence guiding through obstacles car
eer paths third which divided into parts called transition first part phase deals with when reflects
career past successes also plans future success status well making plans starting family settling d
own words transition provides opportunity work flaws limitations create basis more satisfactory with
which complete early parallels erikson autonomy versus shame doubt which erikson applies toddlers s
econd part settling down feels need establish role society whether family ever most central part fou
rth called becoming boom feels constrained authority figures world individual wants more independenc
e authority true voice larger amount authority there comes greater amount responsibility burden also
conflict struggles notion becoming established leaving behind flaws they once were uses phrase brea
king describe radical change conflict beginning major believes last faces crucial point much soul se
arching reflecting done during adults question past structures accomplishments reevaluate goals ther
e very adults according find difficult painful process results drastically different within even cho
oses change must still reappraise recommit themselves different terms troubling does according have
beneficial results emerges middle varies greatly satisfactoriness states some outcome provides fulfi
llment better direction emphasizes structures continuous process follow focused does state last oppo
rtunity growth change later periods well states long continues marks opportunities burdens further m
cadams purpose season mans wording alone predicts gender bias found based biographical material sole
ly blatant bias would certainly affect applicability towards women argument surprising established c
ontain such outright bias considering some obvious faults relates women differences women were inter
viewed study have been raised grew gender typed much greater extent than males females today these d
ifferences indicate different education values statuses very unlikely apply woman considering roles
structures between perhaps amore equal treatment today season more applicable both sexes however eve
n majority join work force today lives still differ drastically labor force universal still await fu
rther research stated enter pattern proposes research shown enter phases however times than effects
transitions affect differently than unlikely woman develop parallel obstacles face differ drasticall
y another example when entering many faced many opportunities roles faced many even those educated w
orked responsibility main mother society equal opportunity mothers woman interrupted pregnancy month
s motherhood choose take work raise children orstein isabella fact remains although have established
themselves force equals able both families careers lives differences mean phases according will dif
fer example occur somewhat later described taking slow burn careers less successful rather take long
er reach success probably interruption pregnancy motherhood orstein isabella between patterns affect
s will examined further here look some recent research regarding current changes divorce rate north
america never been higher think effects divorce devastating whose main relate marriage recent study
krisanne bursik researches after marital separation divorce bursik found demands personal reorganiza
tion adjustment styles bursik found find disequilibrating experienced barsik study involved longitud
inal lived greater boston area reported feelings disequilibrium after separation year later scores c
ompared scores previous year contrary what think about effects shows painful produce strong positive
changes personal growth feel marital separation equivalent applied another paul wink ravenna helson
focuses personality after pregnancy motherhood compared husbands educated graduating college linear
including ages husbands evaluated same intervals studied parental least child only continued pursui
ng professional second studied post parental labor results showed parental less goal oriented facili
tative interpersonal relationships need emotional support others full employed next post almost work
ing paid labor least while partners retired planning retiring within longer goal oriented ones longe
r facilitative interpersonal relations higher levels self confidence partners marriage included conc
ern assertiveness ability make money wink helson feel comparable entering though much face direction
enter living changing existing male partner living same ravena helson brent roberts suggests person
ality husband significant factor predicting history graduates mills college classes total sample con
sisted husbands longitudinal analysis conducted conclude whether college personality duration marria
ge affected choice paid volunteer husband influence choosing volunteer interesting duration factor i
nfluenced amount paid roberts verifies broad unlimiting enters entering predetermined narrow fact al
one offers evidence north american lead north american originated another example difference especia
lly careers ornstein isabella find consisted sample reached level management telecommunications firm
conducted questionnaire method showed develop distinctive patterns however indicates parallel those
believe reason ornstein explain often interrupted explain result socialization experiences taught w
orking must continue throughout lifetime sense identity result achievement raised conflicting messag
es heavy task balancing researchers concluded ages values regarding keeping related though ages corr
espond group does compare reason develop same pace ornstein stress stress concerning topics next ros
alind barnett article supports conclusion gender difference regarding psychological distress related
sample consisted dual earner couples full employed well educated lived massachusetts evidence suppo
rts endure barnett while previous articles pace article confirms encounter burdens inflict lead assu
me face becoming ones encounter boom suggested become unsatisfied lack dependence constraint feel ap
art compared article paul wink ravenna believe transitions become humanistic approach become oriente
d focus personal achievement difference likely attributed pace concerning growth look recent studies
concerning offers better understanding inapplicability towards adolescence likely approximately oth
er hand stated previously mentioned mostly offered broad number offered joined expected quit jobs be
came married pregnant though come equal responsibilities raised traditional ways reached where oppor
tunities presented them came retired planned retire relate eventually reach choose focus achievement
just children spouse focus abilities interests above studies showed retirement humanistic approache
s towards modern times choice wife mother while share household child rearing responsibilities whose
hold last months months mothers take maternal leave offered them made great strides balancing obvio
usly challenging task differs husband slow burn other words working mothers eventually reach ladder
rung field interruption rise child raising usually slower regard mean involves dissatisfaction lack
seniority affect studies mentioned earlier indicate related relate should currently applicable regar
d place universal human include factor final will discussed about been equally troubling shown choos
e possibilities dealing children grown leave nest field present into several consider retirement obv
ious indicator come offer detail course transitions changes continue throughout before mentioned sho
wn just entered older achievements field worked home majority other hand interests following levels
conclusion based strictly illustrates shortcomings contains think patterns apply assume shows case g
reat deal including options education obvious current issue modern since coincide developmental appl
y genders include contrasts embarrassing lack order assess present modern really regard common trend
occurring among married couples postpone having until evolved into pattern prove necessary order un
derstand similarities dissimilarities contrast important place start developing people goal closely
guess decided name psychosocial really should psychosocial avoid misinterpretations references barne
tt rosalind relationship experiences psychological distress dual earner couples journal social psych
ology krisanne adaptation journal social psychology ravenna brent roberts wives journal sept daniel
psychosocial psychiatry suzyn lynn models attitudes partial replication extension vocational behavio
r paul partners social psychology septEssay, essays, termpaper, term paper, termpapers, term papers,
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