Lifespan Developmental Systems
Routledge (Verlag)
978-1-138-31664-5 (ISBN)
This innovative textbook takes advanced undergraduate and graduate students "behind the curtain" of standard developmental science, so they can begin to appreciate the generative value and methodological challenges of a lifespan developmental systems perspective.
It envisions applied developmental science as focused on ways to use knowledge about human development to help solve societal problems in real-life contexts, and considers applied developmental research to be purpose driven, field based, community engaged, and oriented toward efforts to optimize development. Based on the authors’ more than 25 years of teaching, this text is designed to help researchers and their students intentionally create a cooperative learning community, full of arguments, doubts, and insights, that can facilitate their own internal paradigm shifts, one student at a time.
With the aid of extensive online supplementary materials, students of developmental psychology as well as students in other psychological subdisciplines (such as industrial-organizational, social, and community psychology) and applied professions that rely on developmental training (such as education, social work, counseling, nursing, health care, and business) will find this to be an invaluable guidebook and toolbox for conceptualizing and studying applied problems from a lifespan developmental systems perspective.
Ellen A. Skinner, trained as a lifespan developmentalist, is a leading expert on the development of children’s motivation, coping, and academic identity in school. She is a Professor of Human Development and Chair of the Psychology Department at Portland State University. Thomas A. Kindermann is a lifespan developmental psychologist and Professor in the Psychology Department at Portland State University. He is a leading expert on children’s peer affiliations in school and how they can foster or undermine children’s academic development. Andrew J. Mashburn, a Professor of Developmental Psychology at Portland State University, is a leading expert on the transition to kindergarten. He conducts research to describe, explain, and promote young children’s school readiness and long-term academic success.
Preface: Welcome to the Journey
1 Getting Straight on the Goals of Developmental Science
LIFESPAN DEVELOPMENTAL SYSTEMS META-THEORIES
Section I: How Are Unexamined Assumptions Shaping Developmental Science?
2 "Understanding" Theories: Why It’s Important and How to Do It
3 Dueling Theories of Attachment and Why They Are Fighting
4 Uncovering Assumptions We Hold about Human Development
5 Is Human Development a Tree, a Machine, a Butterfly, or a Dance?
6 Contrasting Meta-theories: Friends or Enemies?
Section II: How Can Contextual Approaches Enrich Our Understanding of Development?
7 Lifespan Developmental Paradigm Shift: Developing People in Changing Contexts
8 Ecological Revolutions: Alive and Well and Living in Multi-level Partially Nested Contexts
9 The Bioecological Model Reinvented: Proximal Processes as the Engines of Development
10 Transactional Dialectical Advice: Qualitative Shifts and the Ice Cream Cone in a Can
Section III: What More Does a Lifespan Developmental Systems Perspective Have to Offer?
11 Relational Developmental Systems Meta-theories: Walking with Complementarities
12 Nonlinear Dynamic Systems Meta-theories: Much Convergence but Still Feuding?
13 Putting It All Together I: The Big Developmental Systems Ideas of Levels and Engines
14 Putting It All Together II: The Big Developmental Systems Idea of Dynamics
LIFESPAN DEVELOPMENTAL SYSTEMS METHODOLOGIES
Section IV: What Tools Can We Use to Study Developmental Systems? Description
15 The Assumptions in Your Hammer: How Meta-theories Shape Methods and Vice Versa
16 Adding Development to Designs: Cross-sectional, Longitudinal, and Cross-sequential Designs
17 Crossing Developmental Boundaries I: Sampling Equivalence and Selection
18 Crossing Developmental Boundaries II: Measurement Equivalence and "Developmentally-friendly" Conceptualizations
Section V: What Tools Can We Use to Study Developmental Systems? Explanation
19 Building a Time Machine I: Lab and Field Experimental Designs
20 Building a Time Machine II: Naturalistic Designs and Causal Inferences
21 Looking under the Hood I: Proximal Processes and Sequential Observations
22 Looking under the Hood II: Intra-individual Time Series, Episodes, and Trajectories
23 Whole Persons in Complex Contexts: Person-centered Approaches
Section VI: What Tools Can We Use to Study Developmental Systems? Optimization
24 Developing Contexts: Weather, Co-adaptation, and Attunement
25 Developing Brains: Experience and Neuroplasticity
26 Developing Individuals: Transformations and Branching Cascades
27 Multiple Lines of Sight: Converging Operations and Open Minds
Afterword: The Journey Continues
Index
| Erscheinungsdatum | 28.05.2019 |
|---|---|
| Zusatzinfo | 55 Tables, black and white; 83 Line drawings, black and white; 12 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 861 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 1-138-31664-4 / 1138316644 |
| ISBN-13 | 978-1-138-31664-5 / 9781138316645 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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