hest milestone in the ego development hierarchy of Loevinger (1976) is the "integrated" stage in which "self-fufillment becomes a frequent goal, partly supplanting achievement" (p. 23). Loevinger's "integrated" stage corresponds to Kohlberg's "individual principles of conscience" stage, Perry's "autonomy" stage, and Rogers "fully actualized" level.
The motivation of the adult for learning often dictates the location of study. A survey by Aslanian and Brickell (1980) revealed that most adults (28 percent) learn on their own, 17 percent learn in an institution provided by their employer, 14 percent chose four-year colleges or universities, 12 percent opt for private instruction, and the remainder are distributed among community colleges, school districts, and religious institutions (p. 101). Adults in transition usually learn in formal institutions; whereas, adults who learn for reasons other than transition chose to study on their own.
The motivations of adult learners have many implications for counseling staff. Counselors should use Brookfield's celebratory approach of capitalizing on the rich and varied experiences that adults bring to the classroom (Houle, 1992, p. 65). Since a majority of adult learners are in transition and often experiencing stress, counselors must also understand that education is a means of coping. Counselors can explain the benefits of study, discuss various career and lifestyle options, and help adults to appraise their potential. Currently, counseling is being performed at information and counseling centers. Aslanian and Brickell (1980) see the need to expand the scope of counseling to address the needs of adults in transition. At minimum, counseling centers should be set up at "every gateway in adult society (employment offices, marriage chapels, divorce courts, and funeral homes" (p. 125). Weaving the counseling center into the daily fabric of society would provide an essential service to a...