本研究探索4位中年專業人士，以E. Erikson的心理社會發展理論與P. Baltes的SOC模式為理論框架，探索青少年時期的專業選擇對職涯發展的影 響、職場中的危機經驗、因應危機的處理方式。 本研究以半結構的訪談大綱為研究工具，一對一的深度訪談蒐集資 料。研究結果發現：選擇專業時的社會心理發展年齡，與專業選擇、後續 職涯發展有具體關聯；個人須已發展至學齡期以上的社會心理發展階段， 才會具備SOC的思考模式。本研究歸納出四項誘發職涯發展危機的主題： 一、安全需求；二、工作能力；三、自我實現；四、環境與關係。善用 SOC模式中的最適化策略與補償方式都能成功處理職涯危機，但只有前者 能幫助個人邁向心理社會發展的下一個階段。 面對不同心理社會發展階段的成人，成人教育可分別提供職業教育或 博雅教育，以增加成人學習者在最適化的優勢、擴大選擇機會，進而協助 調適心理社會發展。

The purpose of the study is to explore the phenomena of careers crisis in midlife. Guided by Erikson’s psychosocial development theory and Baltes’ SOC model, this study explored the connection between their adolescent career choice with midlife career crisis and adaptability. This research study used in-depth interviewed to collect data from four professionals. The research findings show that the participants’ psychosocial development stage during the time of the career choice had the impact on how they made the career choices and the later career development. Those participants who have successfully completed school age psychosocial development are capable to apply SOC model in decision making process. The research fi ndings conclude 4 career crisis themes: security needs, career skills, self-actualization, and environmental-and-relational factors. The participants who optimized their choices were able to move into the next psychosocial development stage while the participants who chose Compensation-based resolution stayed at the same psychosocial development stages. Based on the research results, adults in the midlife who need better adaptability to cope with crisis in working places could gain more skills or advantages with the help of either vocational or liberal education to optimize their strengths, expand their career choices, and to advance their psychosocial development.