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Developmental psychology
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Daniel J. Flannery, Kent State University, Ohio
Alexander T. Vazsonyi, Auburn University, Alabama
Irwin D. Waldman, Emory University, Atlanta
Violence is a complex behavior that manifests itself every day in acts of terrorism, through exposure in the media, and in our families and neighborhoods. Understanding the origins of violent behavior and aggression, its developmental course, and its impact on individuals and societies will allow us to develop appropriate preventative interventions and policies that will affect us in our everyday lives. This handbook is unique in its depth of coverage of violence and aggressive behavior, its multidisciplinary focus, and its presentation of cutting-edge research by the leading authors in the field.
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Jaan Valsiner, Clark University, Massachusetts
Alberto Rosa, Universidad Autónoma de Madrid
The first handbook of Socio-cultural Pyschology to deal with such a variety of themes and wide international scope. Valsiner and Rossa approach human psychology in all its complexity, providing a comprehensive description and explanation of the development of meaning -making. This unique text integrates contributions of socio-cultural specialists from 15 countries worldwide, tied together by the unifying focus on the role of sign systems in human relations with the environment. It is an essential purchase for Psychologists and will have widespread appeal to Anthropologists, Sociologists and Philosophers.
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Harry Daniels, University of Bath
Michael Cole, University of California, San Diego
James V. Wertsch, Washington University, St Louis
L. S. Vygotsky was an early twentieth century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early twenty first century. His non-deterministic, non-reductionist account of the formation of mind provides current theorietical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, academics, and practioners with a critical perspective on Vygotsky and his work.
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Robert F. Marcus, University of Maryland, College Park
Using confidential self-report surveys and official crime statistics, this book describes variations in aggression and violence during adolescence over time and by grade, gender, and race. Early clues present in childhood to later serious violence in adolescence are identified in longitudinal research studies. Current personality and situational influences that either increase or decrease risk for aggression or violence are reviewed. Aggression and violence in adolescent dating relationships is explained in relation to normal development and subject to both variation in partner and relationship differences. This book describes and suggests prevention programs directed at all children, children at risk, and those adolescents that are unfortunately already violent.
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Yuriy V. Karpov, Touro College, New York
Russian followers of Vygotsky have expanded his ideas into a theory that integrates cognitive, motivational, and social aspects of child development--emphasizing the role of children's activity as mediated by adults in their development. This theory has become the basis for an innovative analysis of periods in child development and of the mechanism of children's transitions from one period to the next. The neo-Vygotskian approach to child development is thus introduced to English-speaking readers in this volume.
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Anita L. Vangelisti, University of Texas, Austin
Daniel Perlman, University of British Columbia, Vancouver
With the field of personal relationships having grown dramatically in the past quarter century, this volume serves as a benchmark of the current state of scholarship, synthesizing the extant theoretical and empirical literature, tracing its historical roots, and making recommendations for future directions. The authors are international experts from a variety of disciplines including several subfields of psychology, communication, family studies and sociology who have made major contributions to the understanding of relationships.
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Alison Clarke-Stewart, University of California, Irvine
Judy Dunn, Institute of Psychiatry, London
This book is concerned with the question of how families matter in young people's development - a question of obvious interest and importance to a wide range of readers, which has serious policy implication. A series of key current topics concerning families are examined by the top international scholars in the field, including the key risks affecting children, individual differences in their resilience, links between families and peers, the connections between parental work and children's family lives, the impact of childcare, divorce, and parental separation, grandparents, and new family forms such as lesbian and surrogate mother families. The latest research findings are brought together with discussion of policy issues raised.
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Corey L.M. Keyes, Emory University, Atlanta
Sherryl H. Goodman, Emory University, Atlanta
This handbook proposes a more integrative approach to women's depression, in particular, and mental health, for all more generally. Until recently, women's health issues have centered on the topic of reproductive health, because research focused almost exclusively on biological and anatomical differences distinguishing men and women. However, since it has been established that symptoms of depression and the diagnosis of depression are more prevalent in women, this work now focuses on updating the biological, psychological, and sociopolitical explanations for the gender gap to better address efforts at treatment and prevention.
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Stanton Wortham, University of Pennsylvania
This book describes how social identification and academic learning can deeply depend on each other, through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerged and how students learned curriculum in one classroom. The book traces the identity development of two students across an academic year, showing how they developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them and showing how students learned about curricular themes in part because the two students were socially identified in ways that illuminated those themes. The book's distinctive contribution is to demonstrate in detail how social identification and academic learning can become deeply interdependent.
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Robert Serpell, University of Zambia
Linda Baker, University of Maryland, Baltimore
Susan Sonnenschein, University of Maryland, Baltimore
This book reports the results of a five-year longitudinal study of children's early literacy development. The children attended pre-kindergarten in Baltimore public schools at the study's inception and completed third grade at its end. Tracing these children's developing literacy competencies over the years, the study makes an important contribution to understanding how best to facilitate literacy attainment for children of diverse backgrounds.
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Robert Drewett, University of Durham
The Nutritional Psychology of Childhood is a systematic account of research on the psychological aspects of nutrition in children from birth to adolescence. It deals with two major themes: the development of eating and the effects of malnutrition on the developing child. Robert Drewett discusses the developmental problems that arise with eating and food intake, including nursing and weaning in infancy, the handling of solids and the development of food choice and eating habits. Nutritional problems are considered in children born preterm or small for gestational age, or whose growth is poor, in children who are iron deficient or more generally malnourished, and in children with physical illnesses or disabilities, including phenylketonuria and cerebral palsy. The development of eating disorders and obesity are also considered. Drawing on research from both developing and industrialized countries, this book will be of interest to students, researchers and professionals in psychology, nutrition and child health.
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Malcolm L. Johnson, University of Bristol
Vern L. Bengtson, University of Southern California
Peter G. Coleman, University of Southampton
Thomas B. L. Kirkwood, University of Newcastle upon Tyne
Containing almost 80 original chapters, commissioned and written by the world's leading gerontologists from 16 countries and 5 continents, the broad focus of this handbook is on the behavioral and social sciences as well as important contributions from the biological and medical sciences. It provides comprehensive, accessible and authoritative accounts of all the key topics in the field, The Cambridge Handbook of Age and Ageing is a state-of-the-art guide to the current body of knowledge, theory, policy and practice relevant to age researchers and gerontologists around the world.
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P. Lindsay Chase-Lansdale, Northwestern University, Illinois
Kathleen Kiernan, London School of Economics and Political Science
Ruth J. Friedman, United States Congress
How much change is possible over a lifetime and across generations? What is realistic in what we can do to promote healthy human development in our world? A group of leading international scholars in the fields of psychology and psychiatry, economics, and sociology address these important questions. Contributions cover marriage, divorce, and "living together"; poverty or economic disadvantage; and psychological traits and health, and how these affect parents and their children. Each section also has a chapter on interventions to improve lives.
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