In this article the authors discuss key elements of the cognitive‐developmental perspective and the need to integrate it as an important component of the wellness model. Each speaks to the personal empowerment of every person to live a rewarding and responsible life. Each also emphasizes the ongoing promotion of growth rather than secondary prevention or remediation.

This article addresses the development, implementation, and evaluation of a high school curriculum intervention designed to promote the psychological development of students enrolled in a course on life history interviewing. The curriculum, based on the Deliberate Psychological Education practicum-seminar model, included field interviewing of older people about their lives, plus a class seminar to teach appropriate skills, discuss pertinent issues related to aging, and integrate the field experience. Students assumed the responsible role of life history interviewer, conducting at least three hours of interviews with one older person, thus counter-acting both adolescent egocentrism and generational isolation. The curriculum was designed to foster adolescents' understanding of older people in a manner which also stimulated the younger people's psychological development. A total of fifty-one tenth, eleventh, and twelfth graders at a public high school in a large midwestern city during the fall of 1979 were the subjects for the study. The multiple quantitative and qualitative measures indicated that the curriculum had a positive effect on the experimental students' psychological development. ANOCOVA procedures revealed that attitudes toward older people were significantly more positive, pre to post, for the experimental group (p less than .001), while those of the comparison group showed no change. Implications of the study for increased emphasis on responsible role-taking by adolescents in school programs, on intergenerational programming with a lifelong developmental focus, and on further time perspective research are discussed in the article.

After a brief overview of the major constructs of DPE, this article presents an extensive interview with Norman Sprinthall about DPE's evolution and future directions.

descriptors can be used to characterize the project: it is deveZopmentaz, focusing on developmental influences of schools and colleges, as girls and boys, women and men progress through them; it is consuztative, i.e., an indirect intervention with participants fulfilling roles as both 2nternaZ and externaZ consultants: it is collaborative, involving collaboration across developmental levels, personnel and institutions; it is a straining project, with a major focus on the creation of print and videotape materials to be used in training workshops designed to implement the model; and it is a change agent project with teachers, counselors, administrators, and at University of Manitoba Libraries on

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