At the start of every school day, ita (TM)s not an unfamiliar sight
to see younger children bounding toward school, bright-eyed and
bushy-tailed, ready to seize the day. In contrast, adolescents
sometimes seem to sleepwalk toward their middle and high schools,
often bleary-eyed, cantankerous, and less than enthusiastic to get
down to work. Why the difference?
Recent developmental research has demonstrated a relationship
between sleep/wake patterns and different kinds of problem
behaviors, including social adjustment problems, family coercion,
and disaffection from school. Adolescents who prefer staying up
later in the evening and arising late in the morning (i.e.,
eveningness) have often been considered at greater risk of
suffering from such problem behaviors as delinquency and negative
relationships with parents and teachers. Those who tend to go to
bed and arise earlier (i.e., morningness) have long been associated
with more positive outcomes. In the majority of previous research,
however, these concepts have never been adequately tested.
In Sync with Adolescence: The Role of Morningness-Eveningness in
Development examines the possible effects of adolescent preferences
on problem behavior in different contexts. This volume presents a
new way of looking at morningness-eveningness in relation to
adolescent development in general and on problem behavior in
particular. The study has produced results, the implications of
which necessitate a reinterpretation of the current thinking about
morningness-eveningness and adolescent adjustment.
This volume should be of particular interest to developmental
psychologists and researchers who are interested in examining
therole of biological factors in psychological processes as well as
to sleep researchers who are interested in both the clinical and
behavioral aspects. In addition, it is a valuable resource for
clinical child and school psychologists, medical staff, teachers,
and anyone who works with adolescents.
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