Human Development in the Twenty-First Century: Visionary Ideas from Systems Scientists

doi:10.1017/CBO9780511489693

How do human beings develop and function in relation to the human and natural world? The science of dynamic systems focuses on connections and relationships between people rather than on individual actions alone. This 2007 collection of engaging, non-technical essays, written by dynamic systems scientists in psychology, biology, anthropology, education, and sociology, challenges us to consider novel ways to enhance human development worldwide in the face of poverty, violence, neglect, disease and crises in our families. Focusing specifically on how to think about interventions and policies that will benefit human development from a systems perspective, this book brings research into the realm of application and policy. The authors use real-life examples to propose changes in clinical, educational and policy-making practices that will be of interest to professionals and practitioners alike.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vii
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List of contributors
pp viii-x
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Introduction: Why a dynamic systems approach to fostering human development?
pp 1-8
- By Alan Fogel, Professor of Psychology University of Utah, Barbara J. King, Professor of Psychology College of William and Mary, Stuart G. Shanker, Research Professor of Philosophy York University
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Part I - Dynamic relationships between genetics and environments
pp 9-10
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1 - Developmental dynamics: the new view from the life sciences
pp 11-17
- By Robert Lickliter, Professor of Psychology Florida International University
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2 - Genes, experience, and behavior
pp 18-24
- By Timothy D. Johnston, Professor of Psychology University of North Carolina
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3 - How dynamic systems have changed our minds
pp 25-40
- By Ken Richardson, Senior Lecturer in Human Development Open University
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4 - Individual development as a system of coactions: implications for research and policy
pp 41-47
- By Gilbert Gottlieb, Professor University of North Carolina, Carolyn Tucker Halpern, Associate Professor University of North Carolina
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5 - Gene–environment interactions and inter-individual differences in rhesus monkey behavioral and biological development
pp 48-54
- By Stephen J. Suomi, National Institute of Child Health & Human Development National Institutes of Health, DHHS
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Part II - The dynamic system of the child in the family
pp 55-56
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6 - Relationships that support human development
pp 57-64
- By Alan Fogel, Professor of Psychology University of Utah
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7 - The impact of emotions and the emotional impact of a child's first words
pp 65-71
- By Stuart G. Shanker, Research Professor of Philosophy and Psychology York University
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8 - Emotional habits in brain and behavior: a window on personality development
pp 72-80
- By Marc D. Lewis, Professor University of Toronto
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9 - Creating family love: an evolutionary perspective
pp 81-88
- By Barbara J. King, Professor of Anthropology College of William and Mary
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Part III - The dynamic system of the child in social and physical environment
pp 89-90
- By Peter Gow, Professor of Social Anthropology University of St Andrews
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10 - The tempest: anthropology and human development
pp 91-103
- By Peter Gow, Professor of Social Anthropology University of St Andrews
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11 - An anthropology of human development: what difference does it make?
pp 104-111
- By Christina Toren, Professor of Anthropology University of St Andrews
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12 - The social child
pp 112-118
- By Tim Ingold, Professor of Social Anthropology University of Aberdeen
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13 - Learning about human development from a study of educational failure
pp 119-127
- By Gillian Evans, Centre for Child-Focused Anthropological Research (C-FAR) Brunel University
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14 - Dynamic views of education
pp 128-135
- By Lynette Friedrich Cofer, Professor Emerita in the Department of Psychology University of New Mexico
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15 - Embodied communication in non-human animals
pp 136-146
- By Barbara Smuts, Professor of Psychology University of Michigan
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16 - Children in the living world: why animals matter for children's development
pp 147-154
- By Gail F. Melson, Professor Emerita in the Department of Child Development and Family Studies West Lafayette Indiana
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Part IV - Dynamic systems approaches to mental health
pp 155-156
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17 - A dynamic developmental model of mental health and mental illness
pp 157-175
- By Stanley I. Greeenspan, Professor at the Interdisciplinary Council for Development and Learning Disorders George Washington University Medical School
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18 - Dyadic microanalysis of mother–infant communication informs clinical practice
pp 176-187
- By Beatrice Beebe, Clinical Professor of Medical Psychology in Psychiatry at the College of Physicians and Surgeons Columbia University, Joseph Jaffe, Professor of Clinical Psychiatry in Neurological Surgery Columbia University
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19 - Current problems of Japanese youth: some possible pathways for alleviating these problems from the perspective of dynamic systems theory
pp 188-199
- By Alan Fogel, Professor of Psychology University of Utah, Mastoshi Kawai, Professor and Dean at the Graduate School of Clinical Education Research Institute for Education Mukogawa Women's University
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20 - A different way to help
pp 200-205
- By George Downing, Chief Psychologist at the Infant Psychiatry Unit Salpetriere Hospital Paris
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21 - Why do siblings often turn out very differently?
pp 206-215
- By Michael E. Kerr, Director of the Bowen Center for Study of the Family Washington DC
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22 - A dynamic systems approach to understanding family and peer relationships: implications for effective interventions with aggressive youth
pp 216-224
- By Isabela Granic, Assistant Professor University of Toronto
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Human Development in the Twenty-First Century

Visionary Ideas from Systems Scientists

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