Originally proposed in 1975, the transactional model has become central to our understanding of how nature and nurture interact in the development of positive and negative outcomes for children. Although scientists have long acknowledged that nature and nurture work together in producing particular developmental outcomes, such cooperation has been difficult to demonstrate because of inadequate conceptual models, experimental designs or statistical methodologies. This book documents the state-of-the-art research in developmental psychology for overcoming these inadequacies, and present new ideas for future work.
Originally proposed in 1975, the transactional model has become central to our understanding of how nature and nurture interact in the development of positive and negative outcomes for children. Although scientists have long acknowledged that nature and nurture work together in producing particular developmental outcomes, such cooperation has been difficult to demonstrate because of inadequate conceptual models, experimental designs or statistical methodologies. This book documents the state-of-the-art research in developmental psychology for overcoming these inadequacies, and present new ideas for future work.
The Encyclopedia of Adolescence breaks new ground as an important central resource for the study of adolescence. Comprehensive in breath and textbook in depth, the Encyclopedia of Adolescence – with entries presented in easy-to-access A to Z format – serves as a reference repository of knowledge in the field as well as a frequently updated conduit of new knowledge long before such information trickles down from research to standard textbooks. By making full use of Springer’s print and online flexibility, the Encyclopedia is at the forefront of efforts to advance the field by pushing and creating new boundaries and areas of study that further our understanding of adolescents and their place in society. Substantively, the Encyclopedia draws from four major areas of research relating to adolescence. The first broad area includes research relating to "Self, Identity and Development in Adolescence". This area covers research relating to identity, from early adolescence through emerging adulthood; basic aspects of development (e.g., biological, cognitive, social); and foundational developmental theories. In addition, this area focuses on various types of identity: gender, sexual, civic, moral, political, racial, spiritual, religious, and so forth. The second broad area centers on "Adolescents’ Social and Personal Relationships". This area of research examines the nature and influence of a variety of important relationships, including family, peer, friends, sexual and romantic as well as significant nonparental adults. The third area examines "Adolescents in Social Institutions". This area of research centers on the influence and nature of important institutions that serve as the socializing contexts for adolescents. These major institutions include schools, religious groups, justice systems, medical fields, cultural contexts, media, legal systems, economic structures, and youth organizations. "Adolescent Mental Health" constitutes the last major area of research. This broad area of research focuses on the wide variety of human thoughts, actions, and behaviors relating to mental health, from psychopathology to thriving. Major topic examples include deviance, violence, crime, pathology (DSM), normalcy, risk, victimization, disabilities, flow, and positive youth development.
Developmental psychopathology involves the study and prediction of maladaptive behaviors and processes across time. This new edition of the Handbook furthers the goal of integrating developmental processes into the search for adequate categorical systems for understanding child mental health problems and the trajectories that lead to adult psychopathology. The editors respond to contemporary challenges to place individual behavior in a biological and social context. By including a range of approaches, this volume encompasses the complexity of the growing developmental literature. At the same time, it includes the most recent efforts to produce concise child diagnostic categories. In a thoroughgoing revision of the first edition of this classic text and reference, published by Plenum in 1990, the editors have assembled a distinguished roster of contributors to address such topics as issues and theories; context and mental health; biology and mental illness; disorders of early childhood; disruptive behavior disorders; emotional disorders; control disorders; pervasive developmental disorders; and trauma disorders. Clinicians, researchers, and students in such diverse fields as developmental and clinical psychology, child and adolescent psychiatry, social work, and educational and counseling psychology will benefit from the concepts, investigations, and challenges presented in this state-of-the-art compendium.
This volume provides a forum for interdisciplinary perspectives in the emerging discipline of developmental psychopathology. The goal is to elucidate the four central principles of this discipline: the application of classical developmental theory in work with atypical populations; the delineation of insights from atypical populations that inform developmental theory; the integration of methods and theories from various social science disciplines; and the description of implications for interventions and social policy. So far, there have been few efforts to present each of these principles of developmental psychopathology within a single, unifying framework. Illustrating these central principles across a range of state-of-the-art research programs, this unique collection of papers will be invaluable for students, current researchers, and clinicians seeking a sound understanding of this rapidly emerging social science discipline.
Developmental Psychopathology, Volume 3, Risk, Disorder, and Adaptation provides a life span developmental perspective on "high-risk" conditions and mental disorders. Moreover, it examines developmental pathways to resilient adaptation in the face of adversity.
In this book, leading behavioral scientists describe advances in research on regulatory influences that govern the development of childhood behavior problems.
The first volume of readings for the Child Development in Social Context series concentrates on the imporatnce of social relationships in the young child's life. Early readings summarise recent research on childres's emotional attachments. But relationships are also the context of much of their early play and learning. There are readings to illustrate how parents 'frame' , guide and 'scaffold' young children's development, with special reference to the way childfren are intiated into using language as a tool for learning. The cross- cultural dimension of early development is a particular focus of this volume, which concludes with readings on the construction of personal identity. First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
