"I want to focus on something that I feel really good about every day": Career development in established adulthood.

In developed countries, education and career experimentation typically extends into people's twenties (Arnett, 2000, 2015; Mehta et al., 2020). Thus, people are not committing to a career path in which they can build expertise, take on increasing responsibilities, and climb an organizational ladder (Day et al., 2012) until they reach established adulthood, the period of development from 30 to 45. As the conceptualization of established adulthood is relatively new, little is known about career development during this period. As such, in the present study, we aimed to provide a better understanding of career development in established adulthood by interviewing participants (n = 100) aged 30-45 from across the United States about their career development. Some participants described Career Exploration in established adulthood, sharing how they were still searching for a good career fit, and how a sense of diminishing time related to how they explore career paths. Participants also described Career Stability in established adulthood, including feeling committed to a career path, noting that there were some drawbacks to this stability, but also benefits in terms of feeling confident in their roles. Finally, participants described Career Growth, and shared their experiences of climbing the career ladder as well as planning for the future and possible "second acts". Taken together, our results suggest that established adulthood, at least in the USA, brings some stability in terms of career paths and development but that it may also be a period of career reflection for some.

Flipping Out and Digging in: Combining the Flipped Class and Project-Based Learning to Teach Adult Development.

The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. Gerontology & Geriatrics Education, 38, 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. Gerontology & Geriatrics Education, 37, 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. Gerontology & Geriatrics Education, 36, 107-108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational Gerontology, 38, 20-29). This article outlines a novel approach to teaching-combining the flipped classroom with project-based learning-that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to "flip" the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.

Established adulthood: A new conception of ages 30 to 45.

In developed countries, the years from Age 30 to 45 are, for many, the most intense, demanding, and rewarding years of adult life. During this period of the life span most adults must negotiate the intersecting demands of progressing in a chosen career, maintaining an intimate partnership, and caring for children. Successes or difficulties in meeting these simultaneous demands have the potential to profoundly influence the direction of a person's adult life. As such, we believe that it is of critical importance to better understand this developmental period that we call established adulthood. This article provides a new theoretical conceptualization of established adulthood, outlining its distinctiveness from emerging adulthood and midlife in terms of physical health, well-being, cognitive development, and the career-and-care-crunch of competing work and family responsibilities. We also consider variations in the timing and experience of established adulthood, including variations by gender and social class, and provide suggestions for future research. As economic and social arrangements continue to evolve, so too will this developmental period, providing fertile ground for developmental theory and research. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Associations between affect, context, and sexual desire in depressed young women.

We investigated associations of sexual desire with time of day, physical and social context, and positive and negative affect using momentary sampling in 44 depressed young women (mean age = 18). Analyses revealed that depressed young women experienced sexual desire when with their boyfriends and later in the evening. Sexual desire was also positively associated with positive affect. Sexual desire was not associated with negative affect or physical context. This research suggests that sexual desire is experienced by depressed young women in normative developmental social contexts. Our findings may help clinicians and sexual health educators in correcting the myth that depressed women do not have sexual desire.

Feasibility and utility of momentary sampling of sex events in young couples.

Research on couples' sexual behaviors is limited because most studies collect data from only one person, rely on retrospective recall, and lack ecological validity. This study explored the feasibility of using momentary sampling (MS) methods to collect sex event data from both members of heterosexual young adult couples. Over two weeks, 40 participants (20 couples) were asked to use a handheld computer to respond to random auditory signals each day and self-initiate a report as soon as possible after sex. Couples were randomized into two groups: (a) both partners reported after sex events, or (b) one partner reported after sex events during Week 1 and the other during Week 2 (randomized by gender). Descriptive statistics examined protocol compliance, partner agreement on whether an event occurred, condom use, and reason for sex, as well as partner involvement in reporting, comfort with reporting after sex, and study burden. Results indicated that couples were willing and able to adhere to the protocol. Partners agreed on condom use for nearly all sex events, but frequently reported different reasons for sex events. The use of MS methods to collect information about sex events within couples is a promising approach to the study of sexual behavior.