Theories of Human Development

ISBN-10: 1848726678
ISBN-13: 9781848726673
Edition: 2nd 2015 (Revised)
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Description: Key human development theories that continue to guide research and practice are examined in this engaging text. Ten key theories are grouped into three families - those that emphasize biological systems, environmental factors, and those that reflect  More...

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Book details

List price: $61.99
Edition: 2nd
Copyright year: 2015
Publisher: Taylor & Francis Group
Publication date: 7/6/2015
Binding: Paperback
Pages: 380
Size: 6.75" wide x 9.75" long x 0.75" tall
Weight: 1.804

Key human development theories that continue to guide research and practice are examined in this engaging text. Ten key theories are grouped into three families - those that emphasize biological systems, environmental factors, and those that reflect an interaction between the two. This organization enhances students' ability to evaluate, compare, and contrast theories both within and across families. Each family is introduced with an overview of their unique perspectives and the rationale for grouping them together. Discussion of each theory includes the cultural/historical context during the theory's development, its key concepts and ideas, extensions of the theory in contemporary work, an example showing a modification of the theory, an application of how the theory is used to inform practice, and an analysis of how the theory answers 6 basic questions that a human development theory should address. Each chapter includes an overview of the strengths and weaknesses of the theories to facilitate comparisons. Theories that have a clear lifespan focus along with cases and examples that address issues across the lifespan are includedThe second edition features:-A new chapter on bioecological theory that highlights the increased use of this theory in the development of family, school, and community intervention programs.-A new epilogue that examines the same case via each of the ten theories illustrating their similarities and differences and how these ideas cast a unique light on a common situation.-New opening cases that bring theory to life along with narrative that links the case to the chapter's concepts, guiding questions that help students compare theoretical perspectives, critical thinking questions that focus on using the theory to interpret the case and personal life experiences, and recommended resources that extend students' understanding. -More examples from various disciplines that address topics students are likely to encounter as professionals. -A new glossary that defines the boldfaced key terms. -Enhanced website at www.psypress.com/9781848726673 that provides instructors with a test bank, Power points, discussion questions and activities, tips for using the book with various types of majors, and a conversion guide outlining changes to the new edition and students with additional cases with questions, active learning suggestions, key terms, and additional resources for further study.-Updated research and applications highlight the latest scientific developments.Ideal for advanced undergraduate or beginning graduate courses in theories of development, lifespan or child development taught in psychology, human development, family studies, education, and social work.

Barbara M. Newman (Ph.D., University of Michigan) is a professor in the Department of Human Development and Family Studies at the University of Rhode Island. She has also been on the faculty at Russell Sage College and The Ohio State University, where she served as department chair in Human Development and Family Science and as associate provost for Faculty Recruitment and Development. She teaches courses in life-span development, adolescence, family theories, and the research process. Also an active researcher, Dr. Newman's interests focus on parent-child relationships in early adolescence, factors that promote success in the transition to high school, and the use of the cohort sequential design as an approach to the study of development. Her research includes an analysis of the role of family, peer, and school support in the transition to high school (funded by the University of Rhode Island's Research Foundation). For fun, Newman enjoys reading, making up projects with her grandchildren, taking walks along Narragansett Bay and Block Island Sound, and spending time with her family.

Philip R. Newman (Ph.D., University of Michigan) is involved in research on the transition to high school as well as on group identity and alienation. His projects include an analysis of issues related to disrupted transitions in adolescence and early adulthood, and a book about how high schools can meet the psychosocial needs of adolescents. He has taught courses in introductory psychology, adolescence, social psychology, developmental psychology, counseling, and family, school, and community contexts for development. He served as the director for Research and Evaluation of the Young Scholars Program at The Ohio State University and as the director of the Human Behavior Curriculum Project for the American Psychological Association. He is a fellow of the American Psychological Association, the Society for the Psychological Study of Social Issues (SPSSI), and the American Orthopsychiatric Association. For fun, Newman enjoys photography, reading mysteries, attending concerts and Broadway plays, and watching baseball. He home schooled his three children through elementary and middle school. Together, the Newmans have worked on programs to bring low-income minority youths to college and to study the processes involved in their academic success. They are coauthors of 13 books, including a book on theories of human development, and numerous articles in the field of human development.

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