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Theories of Adolescent Development

  • ID: 4894738
  • Book
  • June 2020
  • 400 Pages
  • Elsevier Science and Technology
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Theories of Adolescent Development brings together the many theories surrounding this life stage in one comprehensive reference. It begins with an introduction to the nature of theory in the field of adolescence, including an analysis of why there are so many theories in this field. Theory chapters are grouped into three sections: biological systems, psychological systems and societal systems. Each chapter considers a family of theories, including their scope, assumptions and contributions to the study of adolescence. In addition, sections discuss the strengths and weaknesses of the family, along with relevant comparisons to other theories and future directions in theory and research.

  • Includes biological, psychological and sociological theories
  • Identifies the assumptions, strengths and weaknesses of each theory
  • Compares and contrasts theories
  • Concludes with an integrated perspective across theories
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1. Introduction 2. Evolutionary and Behavioral Genetic Theories 3. BioSocial Theories 4. Cognitive Developmental Neuroscience 5. Dynamic Systems Theories 6. Psychoanalytic Theories 7. Psychosocial Theories 8. Cognitive Developmental Theories 9. Self-regulation Theories 10. Interpersonal Theories 11. Family Theories 12. Ecological Theories 13. Social Role and Life Course Theories 14. Cultural Theories 15. Summary

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Newman, Barbara M.
Barbara M. Newman (Ph.D., University of Michigan) is a professor emeritus 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 has taught courses in life-span development, adolescence, family theories, and the research process. 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 transition to college, and the sense of belonging in early and later adolescence. Her most recent research focuses on the development of the sense of purpose among college students with disabilities.
Newman, Philip R.
Philip R. Newman (Ph.D., University of Michigan) 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.
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