Developmental psychology. Topic: mental development of an adult

Clear evidence for this is lacking, especially regarding the presence of certain developmental periods. Previously, theorists and researchers had argued that intellectual ability peaked around age 20, but it is now clear that this conclusion was based on an incorrect interpretation of the limited research data available at that time. For example, in one study conducted during World War I, all conscripts were tested on a battery of intelligence tests called the Army Alpha Test. Younger recruits—those between 15 and 25 years old—showed better results on average than older ones. Several other studies conducted in the 1930s and 1940s found similar results. Older people consistently scored lower than younger people. What was wrong with these studies? The problem lay with the Army's Alpha Test itself, which was a "quick" pencil-and-paper test 1 designed to evaluate large numbers of recruits in the shortest possible time, but not necessarily with maximum accuracy. In addition, this test emphasized verbal skills rather than basic reasoning skills. In general, because this study used a between-groups approach, the test measured differences between age groups rather than their development (Chapter 1). In other words, older adults are associated with different historical contexts (especially those with less education), which leads to lower average test scores, although this is not closely related to what level of intelligence they may have had.

In the late 1940s, researchers' use of intelligence tests and longitudinal research allowed them to gain greater insight into the problem. Typically, there has been some improvement in intelligence test scores between ages 20–30 and 30–40, followed by a leveling off around age 45 (Whitbourne, 1986b). Longitudinal studies have also suggested that there is a tendency for intelligence test scores to improve in adult continuing education (Schaie, 1983), which is understandable if we remember that these tests primarily measure academic knowledge and skills.

What cognitive abilities develop most during early adulthood? Some skills peak around age 20; these include speed of action, involuntary memory, shape manipulation, and other patterns. This may be caused by biological

A type of psychological test for which no special equipment is required, except for answer forms filled out by the test takers. — Note translation

582 Part IV. Adulthood

ski factors; in addition, their development can be explained by the fact that students develop and practice these skills on a daily basis. Note also that certain disciplines are associated with certain thinking abilities. For example, psychologists primarily develop probabilistic thinking skills because they often deal with statistical methods; in contrast, humanities majors tend to demonstrate strong skills in written analysis and presentation. In any case, people of all ages, and especially those between 30 and 60 years of age, perform better at mental performance when trained in specific cognitive skills, such as reasoning techniques and information processing (Wills, 1990).

In accordance with this, those skills and abilities that are used more often remain in better shape than those that have not been used for a long time. For example, architects' visuospatial skills remain above average for a long time (Salthouse, Babcock, Skovronek, Mitchell, & Palmon, 1990; Salthouse & Mitchel, 1990). Other cognitive abilities, especially analytical and logical thinking, usually continue to develop throughout life. However, it is currently unclear exactly which cognitive abilities undergo changes and how. We will return to these issues in Chapters 15 and 17.

"Stages" thinking V period early adulthood

Are there stages of cognitive development after adolescence ends and the level of formal operations is reached? Are there qualitative differences in how adolescents and adults understand the world? In 1970, William Perry conducted a now classic study of changes in the thinking processes of 140 Harvard and Radcliffe students over four years of college, which sheds some light on these issues. At the end of each academic year, students were asked about their college experience, how it could be interpreted, and what it meant to them. Of particular interest is how students come to understand conflicting viewpoints and relationships in their studies.

The results provided evidence for the existence of stages of cognitive development. At first, students understood the world and the educational experience in authoritarian, dualistic terms. They sought absolute truth and knowledge. The world was divided into good and bad, right and wrong. The role of the teachers was to teach them, and their task was to master this knowledge through hard work.

However, students were inevitably faced with differing opinions, uncertainty, and confusion. Perhaps teachers presented the educational material this way in order to encourage students to independently comprehend many of the patterns. Or perhaps the teachers themselves did not have complete answers. Gradually, in the face of conflicting points of view, students begin to accept and appreciate the very fact of having different opinions. They begin to understand that people have the right to have different opinions, and come to the conclusion that things can be seen differently depending on the context.

Radcliffe College- Institute in Cambridge, Massachusetts. In 1999, it became part of Harvard University and was renamed Radcliffe Institute for Advanced Study.

Chapter 13. Early adulthood: physical and cognitive development 583

hundred. Gradually, students come to understand that they must be responsible for the particular values and viewpoints they choose, although they do so first in a setting of exploration and testing.

In this way, students move from basic dualism (e.g., truth versus falsehood) to tolerance of many competing viewpoints (conceptual relativism) to self-selected ideas and beliefs. Peri considered this aspect of intellectual development to be a characteristic feature of early adulthood.

Exit for level formal operations

Many researchers have turned to the study of types of thinking in early adulthood. Klaus Riegel (1973,1975) emphasized the process of understanding contradictions as an important achievement in adult cognitive development and proposed the existence of a fifth stage of cognitive development, which he called dialectical thinking. The individual considers and ponders, and then attempts to integrate opposing or conflicting thoughts and observations. One particularly important aspect of dialectical thinking is the integration of ideal and reality. According to Riegel, this ability is a strength of adult thinking. He also believed that contextual paradigms are characterized by permanence, dynamism and continuity.

Both Peri's and Riegel's studies were conducted on college samples of young adults. The changes they observed may have been more related to the college experience than to the experience of early adulthood in general. Another theorist, Gisela Labouvie-Vief (1984), emphasized “commitment and responsibility” as characteristic features of adult cognitive maturity. She proposed that the course of cognitive development should include both the development of logical thinking according to Piaget's theory and the evolution of self-regulation, beginning in childhood and including most of adulthood. It recognizes that logical thinking can reach its final stage when it reaches the level of formal operations. However, like Peri and Riegel, she argues that people need to be exposed to complex social issues, different points of view, and extensive practical experience in order for them to move away from dualistic thinking. She described the period of evolution as a long process of developing the autonomy of adults, preparing them to face the contradictions and ambiguities of life experience. Adult cognitive maturity is characterized by the development of independent decision-making skills (Labouvie-Vief, 1987).

Flexibility crazy

Not all researchers agree with the statement that there is a fifth stage of cognitive development. Some of them focus on the evolution of cognitive functioning, on how adults apply their intellectual abilities to meet the demands of life when faced with new experiences that force them to change their “systems of meaning.” Let's now look at each of these approaches.

584 Part IV. Adulthood

During the period of acquisition, according to Sheyo, young adults use their intellectual abilities to choose their lifestyle and pursue a career

Stages adult thinking By Sheyo

Warner Shaie (1986) suggested that a characteristic feature of adults' thinking is the flexibility with which they apply the cognitive abilities they already possess. He argued that during childhood and adolescence we acquire more and more complex internal structures for understanding the world. The powerful tools of formal operational thinking are the key achievement of this stage of development, which he designated as acquisition period. In early adulthood, we use our intellectual abilities to achieve success and choose a lifestyle; Sheyo called it period of achievements. We apply our intellectual potential, problem-solving and decision-making skills to the process of achieving goals and executing life plans—those aspects of cognitive ability that are not assessed in traditional intelligence tests.

People who cope successfully with this achieve a certain degree of independence and move on to another phase of the use of cognitive abilities, a period that includes social responsibility. In middle age, according to Sheyo, we use our cognitive abilities to solve the problems of other people in the family, in society and at work. For some, these obligations

Rice. 13.5. Stages of adult cognitive development according to Sheyo

Chapter 13. Early adulthood: physical and cognitive development 585

tions can be quite complex, involving understanding of the organization and different levels of knowledge. Such people develop their cognitive abilities in the process of performing administrative functions, in addition to taking on social responsibilities. Subsequently, the nature of problem solving changes again. The central task becomes the re-integration of previous life events: it is necessary to give meaning to one's existence as a whole and to explore questions related to one's purpose. According to Sheyo, the focus of adult cognitive development is not on increased capabilities or changes in cognitive structures, but on the flexible use of intelligence across different stages of life (Figure 13.5).

Semantic systems

Some scientists view adulthood as a time of ongoing change and growth. One of the leading researchers in this area is Robert Kegan (1982, 1995). He attempted to create an integrated view of the developing cognitive self, drawing on various developmental theories. Kegan's theoretical views were significantly influenced by the work of Jane Loevinger (1976). The subject of her research was the process by which people form a coherent view of themselves, as well as the possibility of the development of the self-concept in the form of a sequence of predictable stages. To create a new model of personality development, Loevinger combined psychoanalytic theory and aspects of Kohlberg's theory of moral development with various research data. She also created a series of tests to determine whether this model corresponds to reality.

Like Loevinger, Kegan emphasized the importance of meaning. The developing personality constantly differentiates the self from the environment and at the same time integrates the self into this wider world. Kegan is one of the few researchers who looks at developmental trends in both men and women. A description of the stages of development according to Kegan is presented in table. 13.2.

Tests questions To topic

"Cognitive continuity And variability"

Modern research suggests that the maximum level of cognitive abilities is achieved by the age of about 20 years.

In Perry's theory of the stages of adult cognitive development, tolerance of competing points of view is considered to be the highest.

Dialectical thinking is part of formal operational thinking.

According to Scheyo's theory, the period of early adulthood is characterized by cognitive processes focused on the process of achievement.

According to Kegan, adult cognition tends to focus on the process of establishment.

Question To reflection

Why is the longitudinal method better suited for studying changes in cognitive abilities across the lifespan?

586 Part IV. Adulthood

Table 13.2 Stages of development of the cognitive self according to Kegan

Stage

Characteristic behavior

0. Incorporative (infancy)

I am not separated from others j>

1. Impulsive (2-7 years)

Self-centered impulsive behavior (similar to Loevinger's impulsive stage)

2. Imperial (7-12 years old)

Striving for independence, working on achievements and developing skills

3. Interpersonal (13-19)

Restructuring relationships; some noticeable sex differences

4. Institutional (early adulthood)

Reintegrating the connections of the developing self

5. Interindividual (adulthood)

Source: after Kegan, 1982.

Kegan emphasizes that our semantic systems indeed continue to develop into adulthood. Such systems can take different forms: religious, political, cultural, personal. We actively create belief and value systems through experience, and in turn they participate in our experience, organizing our thoughts and experiences, creating the basis for our behavior.

Kegan's theory is quite complex. We will not be able to consider it in detail within the framework of this book, but we will describe some of the main provisions of this theory. She continues in the tradition of Piaget and theories of cognitive development by identifying several levels, or stages, of “sensemaking” that create meaning systems. As cognitive abilities develop during adulthood, the semantic systems of a particular individual become more idiosyncratic, nevertheless showing a certain similarity with the semantic meanings of other people at the same level of development. At each subsequent stage, the old becomes part of the new, just as children’s specific understanding of the world around them becomes the information basis for thinking at the level of formal operations. Theorists such as Kegan hold that most people continue to structure and restructure their systematic understanding of themselves and the external world during their 30s and 40s and beyond.

Periodization And tasks development at adults

Various researchers have studied the combinations of intellectual abilities, personal needs and social expectations of adults, trying to determine the stages, or periods, of their development. The data underlying these theories is often obtained through extensive interviews conducted with different age groups. Researchers are trying to identify specific periods of development based on "crises" or conflicts that we all supposedly experience.

Chapter 13. 587

we are experiencing. Thus, theories often present detailed descriptions of the problems and concerns of adulthood. However, the question of how widely and how universally they apply to adult development remains open. Researchers are especially wary of the definition of “stages” of development.

Tasks development By Hayvinghurst

In 1953, Robert Havehurst (1991) created his classic and pragmatic account of the human life cycle. He viewed adulthood as a series of periods during which it is necessary to solve certain developmental problems; they are summarized in table. 13.3. In a sense, these tasks create the broader context in which development occurs. Their solution requires a person to use his intellectual abilities. During early adulthood, these tasks mainly include the start of family life and a career. During middle adulthood, the main task is to maintain what we have previously created, as well as adapt to physical and family changes. In later years, however, the individual must adapt to other aspects of life (Chapter 18).

Table 13.3 Development objectives according to Hayvinghurst

Tasks of early adulthood

Choose a spouse

Learn to live with your marriage partner

Start family life

Raise children

Keep house

Start your professional activity

Accept civic responsibility

Find a congenial social group

Tasks of middle adulthood

Achieve civic and social responsibility as an adult

Establish and maintain economic living standards

Organize leisure time

Helping teenage children become responsible and happy adults

Create a relationship with your spouse as a person

Accept and adapt to the physiological changes of midlife

Adapting to aging parents

Challenges of late adulthood

Coping with Declining Physical Strength and Health

Adapt to retirement and reduced income

Accept the fact of your spouse's death

Join your age group

Fulfill social and civic responsibilities

Arrange for satisfactory physical accommodation

588 Part IV. Adulthood

Are these concepts of adult development applicable in the new millennium? Yes, but not to everyone. For many people, the developmental challenges of mid-adulthood include establishing a single life or starting a family and raising children, adjusting to a new partner after divorce or a career change, or facing early retirement as a result of corporate downsizing. Although in the West the lives of most people generally correspond to the time boundaries of Hevinghurst's development goals, there are now more exceptions than ever before. We are again witnessing that the path of a person's life largely depends on his cultural environment.

Tasks development By Erickson

Many theorists turn to Erikson's theory of psychological stages when defining the central tasks of adult development. Recall (Chapter 2) that Erikson's theory includes eight psychological stages (crises) and that each of them is based on the previous one. Adult development depends on the success of solving the problems of previous periods: trust and autonomy, initiative and hard work. During adolescence, the central problem that needs to be solved is the definition of identity. It can persist into early adulthood, giving meaning to the integrity of adult experience (Erikson, 1959). People define and redefine themselves, their priorities, and their place in the world.

The crisis of intimacy and isolation is the most characteristic problem during early adulthood. Intimacy involves establishing a mutually satisfying close relationship with another. It represents a union of two identities in which the unique qualities of neither are lost. In contrast, isolation involves an inability or failure to establish reciprocity, sometimes because the personal identity is too weak to form an intimate alliance with another person (Ericson, 1963).

Erikson's theory is basically a stage theory, but Erikson interpreted it more flexibly (Erikson & Erikson, 1981). Like Havenghurst's theory, it can be seen as a normative theory. Issues of identity and intimacy are present throughout the lifespan, especially among people living in industrialized countries. Major life events, such as the death of a family member, can simultaneously create crises of both identity and intimacy as a person struggles to cope with the loss and tries to re-identify in the absence of a close companion. Moving to a new city, new job, or returning to college are major changes that require psychological adjustment. Therefore, Erikson’s theory determines the developmental features of those problems of an individual that repeatedly arise throughout his life. For example, after moving to a new place, there may be a need to re-establish basic trust, develop autonomy, and regain competence and hard work so that you can feel like an adult again.

Consequently, for many researchers today, both identity and intimacy processes are central to understanding development in adulthood (Whitbourne, 1986b). Still an achievement

Chapter 13. Early adulthood: physical and cognitive development 589

intimacy and identity may be more common in Western culture. For example, differently-minded students who come to the United States from collectivist countries may find an independent identity and greater intimacy in marriage.

Periodization life men By Levinson

Daniel Levinson (1978, 1986) conducted a large study of adult development in the United States; its participants were 40 men aged 35 to 45 years, selected from various ethnic and professional groups. For several months these people engaged in self-observation. They explored their experiences, attitudes and life experiences and reported their observations during the interview process. In addition to reconstructing the biographies of these men, Levinson and his colleagues also studied the biographies of great men such as Dante and Gandhi to determine the developmental process during adulthood. However, the researchers did not use objective tests and scales. Overall, Levinson's approach differs significantly from Freud's (Chapter 2). Levinson's theory also focuses on traditional roles and relationships between men and women; the question of the possibility of applying this theory beyond their boundaries requires further discussion.

Researchers identified three main stages in the life cycle of men, which were later found to be comparable to similar stages in the lives of women (see below). Each of them lasts approximately 15 to 25 years (Fig. 13.6). During each stage, a person creates what Levinson calls structure of life. This model functions as both a boundary between the internal and external world of the individual, and a means by which the individual builds relationships with the environment. The structure of life consists mainly of social relationships and relationships with the environment and includes what the individual gains from them and must invest in them. These relationships can occur with individuals, groups, systems, or even objects. For most men, work and family relationships are the main ones. At a certain age, people begin to explore their existing systems of life. They then create a new structure consisting of their current needs, which dominates until the person “grows” out of it and begins the process again.

Levinson focused his research on the period of life from 35 to 45 years, but he found that maturity and adaptability at this age are largely determined by the growth of the personality at the initial stage, the “novice” stage, lasting from 17 to 33 years (not shown in drawing). In the United States, this is usually the age of resolving the conflicts of adolescence, finding one’s place in adult society, and developing stable and predictable patterns of behavior. The initial stage, according to Levinson, is divided into three periods: early transition to adulthood (from approximately 17 to 22 years); penetration into the world of adults (from 22 to 28 years old) and transition beyond the age of 30 (from 28 to 33 years old). Developmental crises occur when difficulties arise in an individual at one time or another.

To achieve true adulthood, according to Levinson, it is necessary to solve four developmental tasks: 1) formulate what constitutes an adult;

590 PartIV,Adulthood

Rice. 13.6. Stages of life according to Levinson

losiness and what is needed to achieve it; 2) find a mentor; 3) start building a career; 4) establish close relationships.

Definition of a dream. During the early transition to adulthood, a man's dream of achieving it is not necessarily connected with reality. It may be a special goal, such as winning a Pulitzer Prize, 1 a grand dream of becoming a film producer, a financial tycoon, or a famous writer or athlete. Some men have more modest aspirations, such as becoming a skilled craftsman, local philosopher, or loving family man. The most important aspect of a dream is its ability to give inspiration to a person. Ideally, a young person begins to structure his adult life in a realistic and optimistic way that helps him realize his dreams. Fruitless fantasies and unattainable goals do not promote growth.

Annual awards for excellence in drama, literature, music and journalism, established by the bequest of Joseph Pulitzer, publisher New York World. — Note. translation

Chapter 13. Early adulthood: physical and cognitive development 591

Signs of successful career growth

A dream may not come true not only due to its illusory nature, but And due to a lack of opportunities, parents planning their child’s future differently, due to individual traits such as passivity and laziness, and lack of acquired special skills. In this case, the young man may begin to master a profession that is poorer than his dreams and does not contain, from his point of view, anything magical. According to Levinson, such decisions cause constant career conflicts and reduce enthusiasm and the amount of effort spent on work. Levinson suggested that those who try to achieve at least some compromise, at least partially realizing their dream, are more likely to experience a sense of accomplishment. However, the dream itself is also subject to change. A young person who enters early adulthood with hopes of becoming a basketball star will later find satisfaction in coaching without thereby putting all the elements of his dream together.

Finding a mentor. Mentors can be of great help to young people on the path to pursuing their dreams. A mentor gradually inspires self-confidence by sharing and approving of this dream, as well as passing on skills and experience. As a patron, he can promote the student's career growth. Nevertheless, its main function is to ensure the transition from the relationship between parents and children into the world of equal adults. The mentor must behave somewhat like a parent, adopting an authoritative style while still maintaining enough empathy to bridge the generation gap and smooth the relationship. Gradually, the student can achieve a sense of autonomy and competence; he may eventually catch up with his mentor. Usually the mentor and the young man break up at this stage.

Building a career. In addition to creating a dream and gaining a mentor, young men face a complex career development process that is not determined solely by their choice of profession. Levinson assumed that this developmental task covers the entire initial period when a young person is trying to define himself professionally.

Establishing close relationships. The formation of close relationships also does not begin and end with the “signature” events of marriage.

592 Part IV. Adulthood

and the birth of the first child. Both before and after these events, the young man studies himself and his attitude towards women. He must determine what he likes in women and what women like about him. He needs to evaluate his strengths and weaknesses in sexual relationships. Although some of this kind of self-observation occurs as early as adolescence, such questions nevertheless puzzle young people. From Levinson's point of view, the ability for serious romantic cooperation arises only after 30 years. An important relationship with a female inspiration satisfies needs similar to the need for a mentor-mentee relationship. Such a woman can help a young man realize his dream by giving him permission to do so and believing that he has what it takes. She helps him enter the adult world by supporting adult expectations and being tolerant of dependent behavior or other shortcomings. According to Levinson, a man's need for a female inspiration declines later in the midlife transition, by the time most have achieved a high degree of autonomy and competence.

Periodization life women By Levinson

Levinson's work has attracted much criticism, most of which point out that he did not include women in his study. These comments were taken into account in subsequent research (Levinson, 1990, 1996). Levinson worked with a group of 45 women, 15 of whom were homemakers, 15 were in business, and 15 worked in higher education. In part, the findings supported his theory that entering adulthood involves identifying a dream, finding a mentor, choosing an occupation, and establishing a relationship with an inspirational person. The growth model he proposed for women is generally similar to the model for men (Fig. 13.6). It also included a critical transition around age 30, a time of doubt and dissatisfaction when career goals and lifestyle are reconsidered. However, women's experiences appear to be quite different from those of men. Moreover, although Levinson argued that both transitions are closely related to age, a number of researchers have found that

Unlike young men who are usually focused on their work, many young women want to combine career and marriage

Chapter 13. Early adulthood: physical and cognitive development 593

that for women, stages of the family life cycle appear to be a better indicator of transition than age alone (Harris, Ellicott, & Hommes, 1986). Women's transitions and crises may have less to do with age than with events such as the birth of children or their separation from the family.

ASTRO - ALCHEMY
MANAGEMENT
BY TRANSIT

Moscow
Astrological Center
research
1994

The publication was prepared on the initiative of
"Astrological computer service"
Saint Petersburg

Translation from English by O. Matveeva
Edited by B. Levise
Model by S. Matveev

Astrological Computer Service, 1994
Publishing house TsAI, 1994

1
INTRODUCTION
In our cause-and-effect oriented
In society, astrologers and non-astrologers tried to scientifically prove
or disprove the validity of astrology. Research
show that the Sun and Moon physically influence life
on the ground. Some studies have also been carried out in
in relation to other planets1. But is it necessary?
Explain scientifically why astrology works? I think no.
It is appropriate to say that in the process of planetary movement and
forming aspects with natal planets and points
there is a high correlation between their astrological
definitions and trends prevailing in our
life during these periods. Our collective experience is
evidence of this.
Transits are often used to explain "why"
the crisis occurred at a certain time. It is assumed that
such information can help us accept difficulties,
entering our lives. But very little is written about
"management" of transits. A student of astrology often
programmed to believe that certain planets and
aspects indicate miraculous events, while others
planets and aspects can only mean misfortune or
1

J. West and J. Toonder, The Case for Astrology.

Death and we can't do anything about it, only passively
sit and watch the data materialize
predictions. We persist in this approach even when
predicted periods of success sometimes appear as
extremes and excesses, and potentially limiting
aspects may be associated with periods of achievement and
strengthening
Wouldn't it be more productive to somehow use
information contained in transits? Can't we
consider transits as an informative means of assistance
to develop our potential, and not as a fatalistic
accepted absolute? Do not the planets and points indicate
which they aspect, some spheres in ourselves, above
which
should have
would
"work"?
Transits
represent the energies entering our life and consciousness, and
there are many ways to express them. To start,
one must understand the principles attributed to the planets, then
be aware of the range of ways of expression - they can
influence internally or externally, their initial
the influence may be desirable or undesirable. If
you realize that there are different possibilities, you begin to
choose among them. Planet or point aspected
transiting planet, represents a further clue to
I act
which
Can
undertake.
Should
interpret transit planet and natal planet
or the point upon which it acts as a whole and
connect them to your life circumstances.
Let's look at two typical examples of this
procedures. Saturn indicates such things as strengthening,
human life structure, organization and clarification.
It can also be associated with restrictions and breakdowns,
Neptune is associated with dissolution, spiritual nature and the highest
development. It can also represent confusion, deception and
illusions.

If transiting Saturn aspects natal Neptune,
then most likely you should clarify something unclear in
your life or use your spiritual nature to
practical application. You can experience during
of this transit, dissatisfaction with oneself or life
situation
or
delay
spiritual
development.
The corresponding values can be found by studying
what is happening in your life that matches
symbolism of the planets. Even if the manifestation seems
negative, think about what you would like to see
happened, and act towards it. Conscious
working to achieve positive results can
mitigate the problem.
On the other hand, when transiting Neptune aspects
natal Saturn, you must rise in some way
higher than the material or free yourself from something in your
life structure. On the negative side, you can
to feel caught off guard or to feel that
your stability or material structure is destroyed
without any action on your part. And again, this one
the negative side is not inevitable. You can always
do something constructive.
From both examples it is clear that you can directly
encounter difficulties or try to express your
internal needs in a different way. If some
the paths seem blocked, you can try
break through barriers or take an alternative route
ways. You can also activate transits internally or
externally. In other words, you should never sit
idly, while it seems that "the universe overcomes
you.
In addition to the information provided by aspects of transit
planets, transits of planets through natal houses can also
give relevant data. You may find that
the question indicated by the natal house and planetary theme,

Occurs when a transiting planet enters this area and
continues until she leaves her. It could be
confirmed by hindsight. When in transit
Pluto left my third house and entered the fourth, then
assessing the past twelve-year period of his presence
there, I noted a transformation in the way of communication and
relationships. Since this concerned important results, I
checked the transits of other outer planets through my houses
cheeky card. Again there was a good correlation
between the symbolism of a transit planet and activity,
associated with the area it passes through in transit
movement at this time. These results were not achieved
through conscious effort, much of what happened, I
I could do it without them. Now I'm considering the message
transiting planet in terms of the house through which it
passes, and include it in my action plan so that I
could successfully avoid some negativism. Transits
contain rich material that can help you
make your life more fulfilling.
When some planets activate the catal chart, then
more significant incidents are observed than with
other planets. Usually transits of outer planets
(especially Jupiter, Saturn, Uranus, Neptune and Pluto)
mark the main events in our lives. (Exception
constitute solar and lunar returns, eclipses and
lunations, which we will discuss in subsequent chapters of the book).
This is due to the fact that they are with us for
long periods of time. I read somewhere that aspects
the inner planets are like a neighbor entering the cup
coffee, while the transits of the outer planets are similar
a relative coming to live with you. If you don't
I like the state in which you find yourself under
influence of the Lunar aspect, then you can wait
a few hours and it will pass, but it is very difficult to ignore
a condition that lasts for days, weeks, months,

And in some cases, for years. Aspects of the inner planets
can be successfully included as short segments in
a long course of action, which is symbolized by external
planets. Mars has a special function. Although he's moving
relatively quickly, it can have a lasting significance,
because it is the planet of initiative. Four day periods
during which it forms its aspects, can
indicate the time when to take action
a certain action within the instructions of the slow-moving planets.

Aspects
Traditionally trines, sextiles and some conjunctions
are considered “good aspects.” This is due to the fact that
they usually appear effortlessly. But they can also
mean "a little bit of goodness" or what the status quo
persists because there is no stimulus to activate. Squares,
oppositions, some compounds and quincunxes are considered
"bad" because they often involve obstacles
(squares) or cause a change in direction
(oppositions, connections and quincunxes), and we are forced
act whether we want it or not. Often in transits these
aspects include pressure from others - especially
oppositions and quincunxes - that’s why a person is forced
perform an action. Let us dwell, for example, on the opposition
transit Uranus with natal Uranus. This aspect
indicates a passionate desire for freedom. This internal
need, but it may be imposed on you by the infidel
marriage partner.
The issue of the orb is quite controversial. Very rare event
occurs on the day of the exact aspect. You're more likely to experience
The Jupiterian period, when Jupiter approaches and then
moves away from the exact aspect to the natal planet or point.
All this time can be associated with the corresponding

Symbolism on different levels. Jupiter offers you
expand our horizon. Themes of Jupiter can be embodied
through events and/or states of mind. If Jupiter
aspects your Sun, you can achieve ego recognition
(external and positive); identify new ego needs
(internal and positive); come to believe that others
demand too much from you (external and negative) or
feel that our desires exceed yours
abilities (internal and negative). Undoubtedly
there is more than one way out of these energies and more than one choice
directions. It is quite difficult to figure out exactly when an aspect
is within the effective range.
This book uses a one degree orb for
convergent and divergent aspects. This is, in part,
arbitrarily. Transits can have significance for more
orb time, especially if the planet is moving retrograde,
moves away a few degrees from the aspect, but then
returns back to this point. Usually the first playthrough
most dramatically as we face a new
combination of topics. After we got used to
opportunities determined by transits and included them in
our lives, we can use them profitably. Complete
accepting or rejecting transit themes creates problems. This
It's true that we can't always control what goes in
into our lives, but, of course, we have some control over
our reactions. Sometimes it's very difficult to completely
use the information provided by transits,
because we fear change and cling even to
unfavorable situations just because they are familiar
There are, however, ways to use the available
us energies without the use of decisive and cool
actions I call this technique “alchemy.”

Alchemy
Alchemy was a medieval form of chemistry
whose main task was to discover methods
transformation of simple metals into gold, finding
universal solvent and elixir of life." Often not
drew attention to the fact that the alchemist performing
rituals, also “cleansed my soul”3. If we believe
transits are opportunities for development and if we make
"rituals" designed to control manifestations
planetary themes, we can “transform” the trends in our
life - if not into gold or the universal solvent -
at least into more acceptable models. This
"alchemical" technique is not the goal, but rather
a means to achieve a goal. It may not contain
necessary if we realize what we must do and
ready for action. For example, transiting Pluto often
indicates that a person must transform himself
in some way. To perform this conversion you
must get rid of the factors that prevent this
transformation. If this is a scary prospect, you
begin this process symbolically by cleaning out the cabinets and
boxes of groans. It literally creates more space and
often defines models for action on more significant
level. All this may seem absurd - but experience
shows that this is true!
There are other ways to discover clues to
meanings of outer planetary transits, and you should
use them. One of them, of course, is the study
definitions in astrological books. Another way -
analyze your own experience, as well as the experience
other people during certain transits. Although
external circumstances may be completely different,
2
3

R Cavendish, Man, Myth & Magic
L Urdang, The Random House Dictionary o/ English Language

Internal reactions and sensations of most people under
the impact of a certain transit can be almost
identical. The basic questions are “reflected in heaven.” How
We will face these questions, it is up to us. These questions
universal.
Marvelous,
How
often
client,
experiencing a Saturn return, says "I must
understand what I will do when I grow up,” although
specific experience and answer to the question may vary depending on
in each specific case.
Transit categories
Transits of slow-moving planets can be divided
into three categories.
The first category includes those transits that
everyone experiences at a certain age. This category
associated with the cycles of the outer planets.
The second category is based on aspects between
Jupiter, Saturn, Uranus, Neptune and Pluto,
which are common in the horoscopes of most people,
born in certain years. Since external
planets move slowly, such aspects continue in
over a period of months or even one or two years, and manifest themselves in
birth charts of people born during these periods. They
define issues common to many people, but they
become especially clear when
considered
natal
aspects are activated by transits of external
planets. Such models are more complex than just planetary ones
cycles as they involve a combination of symbolism
two or more planets. Information received from this
category, is not universally applicable, but gives
the ability to understand people born in a given period.
The third category includes aspects of transit external
planets to all personal planets and points. This
category based on transits to individual natal

Map and must be combined with other transits
categories.
The first category should be dealt with by psychiatrists and
sociologists (although they may not know about it). Conducted
there are many studies on the stages of maturation or
life cycle of maturation. The discoveries of scientists are very
closely related to the combination of cycles of the outer planets,
especially with conjunctions, squares and oppositions
Jupiter, Saturn, Uranus and Neptune to these natal
planets. Although the studies done do not mention
about astrology, the information received in them may be
very valuable for an astrologer.
Of particular interest is a study conducted
at Yale, described in the book "Periods of Human Life"
Daniel J. Levinson, et al, The Seasons of a
Man's Life.). This work is not only related to life
stages,
carefully
described
astrological
aspects that are relevant to a given age, but
it also lists the participants' birth years, so
aspects described for each period may be
justified when viewing ephemeris. Because cycles
planets are quite regular (the exception is Pluto),
These definitions will apply to any person
specific age.
For example, Transition to Early Adulthood
starts at age 17 or 18 and ends at age 22 or
23 years old. This transition period coincides with the square
transit Saturn to catal Saturn (20 - 23 years), from
square transiting Uranus to natal Uranus (19 - 23
year), with transiting Jupiter in opposition to natal
Jupiter (18 years old) and with transiting Jupiter square to
natal Jupiter (21 years old). During this period
a person “...must move the family from a central place to
your life and begin the process of change that will lead to
creating a new way of life for him as an adult in

The adult world... In the Period of Early Adulthood, a person must
start to give up some aspects of your immature
personality and views on the world, accumulating other advantages,
as a basis for mature development." In astrology, "structure"
which includes “family” and “lifestyle” is associated
with Saturn, "change" is the key word for Uranus, and
"development" is associated with Jupiter.
In the book "Periods of Human Life" a person's life
is divided into four periods:
Childhood and Youth (3 - 17 years old),
Early Maturity (22 - 40 years old),
Middle Maturity (45 – 60 years) and
Late Maturity (65 - ...).
There are also five-year transition periods
which mark a shift in emphasis from one phase to the next.
This is the Transition Period of Early Adulthood that we are talking about
mentioned above (17 - 22 years old),
Midlife Transition (40 - 45 years old) and
Transitional Period of Late Maturity (60 - 65 years).
It is interesting to note that the first two transition periods
coincide with at least four tense
aspects of external planetary cycles. Transition Period
Early Adulthood, as noted above, includes the square
Uranus to Uranus, Saturn square to Saturn, opposition
Jupiter with Jupiter and Jupiter square with Jupiter.
Midlife Transition Includes Opposition
Uranus to Uranus, Neptune square Neptune, opposition
Saturn to Saturn, Jupiter to Jupiter opposition and square
Jupiter to Jupiter.
The Transitional Period of Late Adulthood is not entirely
fits into planetary cycles. Personally I would move this one

The period is 57 - 62 years, since this is the time of the second
Saturn's return, as well as Uranus square Uranus

Researchers identified three main stages in the life cycle of men, which were later found to be comparable to similar stages in the lives of women (see below). Each of them lasts approximately 15 to 25 years (Fig. 13.6). During each stage, a person creates what Levinson calls the structure of life. This model functions as both a boundary between the internal and external world of the individual, and a means by which the individual builds relationships with the environment. The structure of life consists mainly of social relationships and relationships with the environment and includes what the individual gains from them and must invest in them. These relationships can occur with individuals, groups, systems, or even objects.

For most men, work and family relationships are the main ones. At a certain age, people begin to explore their existing systems of life. They then create a new structure consisting of their current needs, which dominates until the person “grows” out of it and begins the process again.

Levinson focused his research on the period of life from 35 to 45 years, but he found that maturity and adaptability at this age are largely determined by the growth of the personality at the initial stage, the “novice” stage, lasting from 17 to 33 years (not shown in drawing). In the United States, this is usually the age of resolving the conflicts of adolescence, finding one’s place in adult society, and developing stable and predictable patterns of behavior. The initial stage, according to Levinson, is divided into three periods: early transition to adulthood (approximately from 17 to 22 years); penetration into the world of adults (from 22 to 28 years old) and transition beyond the age of 30 (from 28 to 33 years old). Developmental crises occur when difficulties arise in an individual at one time or another.

To achieve true adulthood, according to Levinson, it is necessary to solve four developmental tasks: 1) formulate what constitutes an adult;

losiness and what is needed to achieve it; 2) find a mentor; 3) start building a career; 4) establish close relationships.

In contrast to the periodization of childhood, the periodization of adulthood is different, less often has clear boundaries and has a different basis.

In the classic textbook on developmental psychology, G. Craig names three types of factors influencing personality development: normative age, normative historical and non-normative. Natural patterns of development (normative factors) have the greatest weight in childhood; in youth, historical factors can have a great influence. The role of non-normative factors (individual living conditions) throughout a person’s life is steadily increasing.

The periodization of children's ages is a simpler task precisely because it depends mainly on natural factors and correlates well with chronological age.

The lower limit of maturity depends on whether the author refers to adolescence as a period of adulthood or not. Thus, the lower limit of adulthood is from 17 to 25 years. The boundaries of periods within adulthood are even more blurred and individual.

According to B.G. According to Ananyev, the adult period of a person’s life lasts from 18 to 60 years. He distinguished three periods in it:

from 18 to 25 - early adulthood

from 26 to 46 - middle adulthood

from 47 to 60 - late adulthood.

In the periodization created by S. Bühler in the middle of the 20th century, the basis for division into periods is intentionality, which is structured from “basic tendencies” - a person’s innate aspirations to realize certain values and meanings. The life path of a person in her concept is divided into five phases:

1. from 16 to 20 - precedes self-determination, spontaneity is characteristic of a person.
2. from 16-20 to 25-30 years - preliminary self-determination, choice of profession, spouse, often at this age life goals are subject to change. A person becomes independent and mature.
3. from 25-30 to 45-50 - maturity phase. A person finds his own business in life, has his own family, desires correspond to reality, self-realization is achieved. The period of highest generativity.
4. from 45-50 to 65-70 - an aging person. Completion of professional activity, psychological crisis, curtailment of life goals, achievement of wisdom.
5. after 70 - an old person. Focus on the past, desire for peace, lack of goals, reduction in social connections.

According to E. Erikson, a person lives through eight stages, each of which contains a psychosocial crisis, the favorable or unfavorable outcome of which determines the possibility of subsequent human development.

The development phases are as follows:

from birth to 1 year (infancy, or oral-sensory stage);

from 1 to 3 (early childhood, or musculo-anal stage);

from 3 to 6 (playing age, or locomotor-genital stage);

from 6 to 12 (school age, or latent stage);

from 12 to 19 (adolescence and youth);

from 20 to 25 (early maturity);

from 26 to 64 (average maturity);

from 65 (late maturity).

Erikson was a follower of psychoanalysis, therefore his periodization is based on the stages of development identified by Freud, but he significantly developed his ideas. He is the creator of the concept of “ego psychology”, in which the main role is given not to the struggle between the Id and the Super-Ego, but rather to the formation of the Ego and ego-identity, which ensure the harmonious development of a person and the ability to have harmonious relationships with other people.

The period of adulthood itself, which lasts from approximately 19 to 65 years, is divided in Erikson's periodization into two phases, early and late adulthood.

Early adulthood (youth), lasting until age 25 or longer, marks the formal beginning of adulthood. In general, this is the period of acquiring a profession (“establishment”), courtship, early marriage, and the beginning of an independent family life. In general, this is the period of acquiring a profession (“establishment”), courtship, early marriage, and the beginning of an independent family life.

In this phase, the main conflict is achieving intimacy versus isolation. Closeness (intimacy) according to Erikson is defined as maintaining reciprocity in a relationship, merging with the identity of another person without fear of losing oneself. This is directly related to the task of the previous period - in fact, with the achievement of an integral identity.

The main danger of the period is isolation. Excessive self-absorption and avoidance of close interpersonal relationships leads to an inability to establish them, loneliness and a social vacuum.

Resolving this conflict leads to finding love. Erikson pays great attention to various aspects of love, but the main feature of love for him is the ability to entrust oneself to another person and remain faithful to this relationship, even if they require concessions or self-denial, the willingness to share all difficulties with him. This type of love manifests itself in a relationship of mutual care, respect and responsibility for the other person.

The second phase, maturity, is characterized by a conflict between productivity and inertia. Productivity is the concern of the older generation for those who will replace them, the awareness of the connection between generations. A person who has achieved such productivity experiences a sense of self-realization not only from his own successes, but also from the successes of his children or students.

If a person is overly self-absorbed, he fails to become productive, he concentrates only on his own desires and problems, this impoverishes interpersonal relationships, and his functioning as an active member of society deteriorates. This is expressed in the form of an age crisis, accompanied by a feeling of the meaninglessness of life and hopelessness. Such a person becomes inert.

If a person’s productivity prevails over inertia, then he acquires the ability to care, which is the main achievement of this phase.

The American psychologist R. Hevinghurst (in 1953) developed a periodization of adult ages based on developmental tasks. A developmental task, according to Hervinghurst, is “a task that arises at a particular time in a person's life, and the successful resolution of which entails happiness and success in later tasks, while failure leads to unhappiness, social disapproval, and difficulty in solving later tasks” (L. Manning, 2002).

The tasks of the period of entry into adulthood and early adulthood are the following:

Acceptance of your body and assignment of gender social roles.

Establishing new, more mature relationships with peers of both sexes.

Achieving emotional independence.

Choosing and training a profession. Achieving economic independence.

Development of systems of concepts necessary for civic competence. Accepting civic responsibility, striving for socially responsible behavior.

Choosing a spouse, starting family life. Learn to live with your marriage partner. Housekeeping. Parenting.

Find a social group that is close in spirit.

Acquiring a set of values and an ethical system as a basis for behavior.

In D. Levinson's periodization, age periods are characterized through the structure of life - the building of an individual's relationships with the outside world (individuals, small and large groups, social systems). In total, he distinguishes 4 stages of 15-25 years, each of which is characterized by a special structure of life. At a certain age, people begin to explore their life systems and, growing out of them, construct new ones. This cycle then repeats. (G. Craig, 2012)

Levinson identified the following transitions:

- to early adulthood - 17-22 years;
- transition of the 30th anniversary - 28--33 years;
- to middle adulthood - 40-45 years;
- transition of the 50th anniversary -- 50--55 years;
- transition to late adulthood - 60-65 years.

Entering adulthood, the period of beginnings, occurs between the ages of 17 and 33.

The goals of early adulthood are:

Define a dream, a goal in life, something that will inspire development.

Find a mentor who will ensure the transition to the adult world and support you on the path to realizing your dreams.

Building a career.

Establish a close relationship with a significant other that will also inspire activity.

Levinson examines the life paths of men and women separately, and many of his works are devoted to gender differences in development. One of the features is that women's development depends more on the stages of the family cycle, and their life goals are more related to the family, and professional development is largely subordinated to family interests. (Roberts, Newton, 1987)

The American researcher G. Sheehy, a follower of Levinson, used the period of adulthood in a comparative analysis of the lives of spouses. Her findings largely confirmed Levinson's data.

The first crisis, which occurs at the age of 20-22, is the transition to early adulthood, the crisis of “severance from parental roots.” At this age, a person needs to determine and clarify his life plans and begin to implement them. A young man searches for himself, creates his own individuality and finally realizes himself as an adult, realizes his rights and responsibilities in this regard. This is also the age when most people look for a spouse and start families. Professionally, the main goal is to specialize and acquire mastery in a chosen activity.

Around the age of 30, there is a crisis of the end of youth, the transition to middle adulthood, the “golden age,” the period of highest performance and productivity. This is a normative crisis of adulthood; it stems from the discrepancy between what is and what could be. The stronger the discrepancies, the more anxiety and doubt a person experiences. At this age, a person needs to rethink his life path taking into account the accumulated experience, adjust his life plans and streamline his life in all areas (family, professional, etc.). There is a re-evaluation of previous choices, sometimes because of this a person can dramatically change his life: early marriages break up, people get a new education, change their field of activity if it does not suit them. But without personal restructuring and reflection, this may turn out to be an illusory way to solve the problem.

After 30 years - “roots and expansion” - the main goals become career advancement, solving material problems, finding a permanent home, and expanding social connections. Also, a person gradually accepts himself as he is, integrates those parts of his Self that were previously ignored.

The periodization proposed by V. Morgun and N. Tkacheva establishes a criterion for leading activity. The periodization considers seven age periods: adolescence, youth, prime, maturity, old age, old age and longevity.

The leading activity in youth (18-23 years old) is personal and professional self-determination, in youth (up to 30 years old) - the search for oneself, individuality, awareness of oneself as an adult, the development of an individual style, and the achievement of mastery in a certain activity. The next period, heyday (31-40 years) is described through the transition of the crisis of 30 years, summing up the first results and rethinking life. The leading activity is self-improvement.

The transition across the 30-year mark, according to many authors (D. Levinson, G. Sheehy, J. Hollis and others), is characterized by a rethinking of one’s life, goals, and values. A new development of age is the achievement of social maturity (Khukhlaeva, 2002), that is, not only fulfilling the responsibilities of an adult (professional activity, starting a family), but also taking responsibility for one’s life.

The third phase is the period of maturity. It begins at 25–30 and lasts on average until 45–50 years. At this time, a person, as a rule, has already found his calling or at least just a professional occupation, which is his life’s work and provides a means of livelihood. Most people have their own families at this time. At the time of maturity, a person is characterized by real expectations from life, a sober assessment of his capabilities, based on knowledge of himself, at least this should be so. Knowledge of life and oneself allows a person to set very specific life goals and often achieve them. From the point of view of S. Bühler, at the age of 40, a person’s self-esteem is based on the results of previous achievements, long-term plans depend on them, life is (or should be) considered as a solvable task.

The fourth phase is the phase of the beginning of aging - from 45–50 to 65–70 years, when an aging person is already completing his professional activity. As a rule, adult children leave his family. A person enters a “difficult age” of mental crisis due to biological withering, loss of reproductive ability, and shortening of future life. In aging people, according to the observations of S. Buhler, the tendency to dreams, memories, and loneliness increases. At the end of this period, the path of self-realization ends, and self-determination and setting new life goals disappear.

The fifth and final phase of life is from 65–70 years to death. The vast majority of old people leave professional activities, which are often replaced by hobbies. The family finally breaks up, all social ties weaken and disappear. The inner world of old people is turned to the past, it is dominated by anxiety, a premonition of the imminent end and the desired peace. From the point of view of S. Buhler, a person at this age ekes out a purposeless existence. Researcher N.A. Loginova notes that if we take the position of S. Bühler, then it would be logical not to classify the last phase of life as a life path in general. She remains, as it were, outside the brackets.

We also cannot completely agree with the opinion of S. Bühler regarding the last phase of human life. In reality, this does not always happen exactly as she described. We all know cases of active and creative old age. At this age, more than before, a person’s life depends on himself, on his individual characteristics, on how he lived the previous years. Although S. Buhler talks about the distinction between biological and sociocultural maturation, for some reason she does not relate this to the second half of life. Already at the fourth stage, when the first signs of aging appear, from her point of view, a “mental crisis” should occur, associated with biological withering and loss of reproductive ability. In reality, the last factor can be treated differently - the loss of reproductive ability objectively has not only negative, but also positive aspects. And if we talk about truly religious people, then as they approach eternity, their sense of the meaning of life and responsibility for it increases.

If, within the first period of life, Sh. Büller carried out an additional classification, singling out every 2–3 years separately in childhood, then later in one age stage the range reaches 20 or more years. The author is not alone in this approach; many share it. The fact is that scientists have studied childhood and adolescence in much more detail than the period of maturity. Thus, of the eight stages of the life path identified by E. Erikson, four stages relate to the period of primary socialization before leaving school, two more to the period of adolescence and early youth, and only two occur for the rest of life, where maturity and the final stage are distinguished. Thus, if in the first 25–30 years of a person’s life E. Erikson distinguishes six stages, then the entire subsequent life for 40–50 years is divided into only two stages. This is probably due to the fact that the process of a child’s entry into the world, primary adaptation to the social environment, has a number of common features, and later human development in many ways becomes much more individualized. Of course, this does not mean that it should be studied less, but the fewer common characteristics that can be identified, the more difficult the study becomes.

Currently, scientists have studied childhood and adolescence in more detail than the period of maturity.

From this point of view, one of the periodizations of human sexuality is especially impressive, where the period of mature sexuality is interpreted as one whole and amounts to as much as 30 years - from 26 to 55 years. Here are the highlights:

1) parapubertal period – from 1 to 7 years;

2) pre-pubertal – up to 13 years;

3) puberty – up to 18 years;

4) transitional period of formation – up to 26 years; sexuality

5) period of mature sexuality – up to 55 years;

It is difficult to imagine that over the course of 30 years, a person’s sexual behavior did not change and was interpreted only as “mature sexuality.” From our point of view, the “transitional period” would be more accurately called youthful hypersexuality, and at 26, if it begins to subside (in men), it is only slightly, and then the decline occurs gradually. Since sexuality is not only a physiological, but also a psychological phenomenon, it is also associated with age-related crises and with the characteristics of an individual’s self-awareness. In midlife it continues to develop, or at least undergoes profound changes. In addition, this classification says nothing about the characteristics of male and female sexuality, as if there were no differences between them.

In modern science there is no single, universally accepted classification of age periods. The original classification of the time of human life was proposed by the American researcher D. Levinson. He placed emphasis on adult periods of life, paying little attention to childhood, which he called “the era of pre-adulthood.” In his classification, individual years are included in two groups at once, being the end of one period and the beginning of a new one. He distinguishes: 1) the era of pre-adulthood (0-22), the era of early adulthood (17-45), the era of middle adulthood (40-65) and the era of late adulthood (60 - until the end of life). In each “era” he distinguishes three more periods: the transition to the next stage of adulthood, entry into this stage, and finally, the culmination period. According to Levinson, the well-being of life in the next era is already laid at the previous stages. We fully agree with this approach, but we will pay attention to what opportunities an individual has if he failed to lay the foundations for well-being at the previous stages or was deprived of such an opportunity in childhood.

Of the modern Russian researchers who dealt with the problems of classifying the stages of the human life cycle, it should be noted A.A. Reana et al., K.A. Abulkhanov, V.D. Shadrikova, L.A. Regush, O.V. Krasnov, M.B. Ermakov. Seven stages in a person’s life were identified by A. A. Rean:

1) infancy (from birth to 2 years);

2) early childhood (from 2 to 6);

3) middle childhood (from 6 to 11);

4) adolescence and youth (from 11 to 19);

5) early adulthood (from 20 to 40);

6) middle adulthood (from 40 to 60);

7) late adulthood and old age (60...75...).

This classification can hardly be considered appropriate to the tasks of studying adaptation and solving personal problems. From our point of view, it is completely inappropriate to combine adolescence and youth into one group, since both the worldview and the tasks facing adolescents and young men are far from the same. This age group cannot be considered a single whole; what they have in common is only the transitional state itself, but it has significant differences. The desire to extend the period of early adulthood is typical of many authors, but this, in our opinion, is a big stretch. It’s unlikely that 35, much less 40, can still be considered the beginning of adulthood. Considering the average life expectancy, during this period a person is in its second half, and the most significant choices have already been made by him. And if 40 years can still be considered middle adulthood, then as we approach 50 years, the stage of biological involution inevitably begins. Accordingly, the tasks facing people of different age categories also differ, which entails differences in the mechanisms of their adaptation.