Books by "M. Ann Easterbrooks"
4 books found
A classic in the field, this third edition will continue to be the book of choice for advanced undergraduate and graduate-level courses in theories of human development in departments of psychology and human development. This volume has been substantially revised with an eye toward supporting applied developmental science and the developmental systems perspectives. Since the publication of the second edition, developmental systems theories have taken center stage in contemporary developmental science and have provided compelling alternatives to reductionist theoretical accounts having either a nature or nurture emphasis. As a consequence, a developmental systems orientation frames the presentation in this edition. This new edition has been expanded substantially in comparison to the second edition. Special features include: * A separate chapter focuses on the historical roots of concepts and theories of human development, on philosophical models of development, and on developmental contextualism. * Two new chapters surrounding the discussion of developmental contextualism--one on developmental systems theories wherein several exemplars of such models are discussed and a corresponding chapter wherein key instances of such theories--life span, life course, bioecological, and action theoretical ones--are presented. * A new chapter on cognition and development is included, contrasting systems' approaches to cognitive development with neo-nativist perspectives. * A more differentiated treatment of nature-oriented theories of development is provided. There are separate chapters on behavior genetics, the controversy surrounding the study of the heritability of intelligence, work on the instinctual theory of Konrad Lorenz, and a new chapter on sociobiology. * A new chapter concentrates on applied developmental science.
In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications—extracts from books, key articles, research findings, and practical and theoretical contributions. Professor Richard M. Lerner has been prominent in the application of developmental science across the life span for half a century, investigating dynamic, relational development systems, and their potential impact on positive youth development (PYD) and social justice. In this collection, Professor Lerner presents the development of his theory of, and research about, relations between life-span human development and contextual or ecological change, exploring the mutually influential relations between humans and their peer, family, school, and community contexts. Including a specially written introduction, in which Professor Lerner reflects on the importance of mentorship and contextualises both the field and the evolution of his wide-ranging career, this collection will be a valuable resource for students and researchers of developmental psychology.
Handbook of Psychology, Educational Psychology
by Irving B. Weiner, William M. Reynolds, Gloria E. Miller
2012 · John Wiley & Sons
Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.
In this unique and groundbreaking work, Richard M. Lerner brings his formidable knowledge of developmental systems theory and facts on youth development to analyze the meaning of a thriving civil society and its relationship to the potential of youth for self-actualization and positive development. In the process, he vividly captures the relationship of positive and successful human development to the viability of democratic institutions at a key transition point in U.S. history in the wake of 9/11. Lerner posits that optimal individual development is enabled by a civil society that supports the rights of the individual to develop his or her abilities as best he or she can, and in ways valued by the person, and that in human life, integrated moral and civic identity may emerge prototypically in adolescence, when the person′s self-definition is undergoing significant and singular changes. He explores several key characteristics of positive development (competence, character, confidence, social connections, and compassion) that coalesce to create a young person who is developing successfully towards an "ideal" adulthood, one marked by contributions to self, family, community, and the institutions of civil society. He closes by exploring implications for policies and programs involving the promotion of positive youth and family development that will support the institutions of liberty, social justice, and democracy.