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Social and Emotional Development, a new four-volume collection from
Psychology Press, brings together the most influential and
fundamental research in the area, providing readers with a vital
overview of the basic theory and the empirical database regarding
social and emotional development. The collection editors present a
general developmental picture of the state-of-the-art in each area
of social and emotional development. They have also written
integrative commentaries (appearing as an introduction at the start
of each volume) to situate the collected research topics in their
historical and intellectual context, and to provide a snapshot of
current issues in the field. The collection is an ideal
introduction to social and emotional development for advanced
undergraduates and graduate students, and will serve as an
important reference for instructors. Indeed, teachers who are
planning courses intended for advanced undergraduates and graduate
students will find these volumes to be an ideal way of providing a
comprehensive and in-depth coverage of research on social and
emotional development. The chronological organization of three of
the four volumes will allow instructors to use all three or to
choose the book that best fits the needs of their course. The
models-and-methods volume can be used in a similarly flexible or
focused manner. For anyone interested in social and emotional
development, this new Major Work constitutes a 'mini library' on
the history of, and current debates in, social and emotional
development. Beyond its immediate relevance to those working in
developmental psychology, the collection will be of interest to
individuals from disciplines including: counselling and school
psychology, human development, family studies, kinesiology, sport
psychology, educational psychology, sociology, anthropology,
criminal justice (especially the collected material on aggression),
child psychiatry, social work, early childhood education, and
public policy.
This book arises from a conference held in November 1996 designed
to examine how competence can be improved in the different stages
ofthe lifespan. To this end, we brought together eminent
researchers in different areas of human development-infancy,
childhood, and adulthood, including the late adult years. The
conference was based on the premise that discussion arising from
the interfaces of research and practice would increase our
knowledge of and stimulate the further application of effective
interventions designed to improve competence. The editors wish to
acknowledge the contributions of Concordia University and the Fonds
pour la Formation de Chercheurs et l'Aide a la Recherche (FCAR) in
providing funding and other assistance toward the conference
"Improving Competence Across the Lifespan" and toward the
publication of this book. Finally, we wish to express our gratitude
to the numerous students associated with our Centre for their help
and to Gail Pitts and Lesley Husband of the Centre for Research in
Human Development for their assistance. We are especially grateful
to Donna Craven, Centre for Research in Human Development, for her
heroic work on both the conference and the present volume. We could
not have met our goals without you.
This book arises from a conference held in November 1996 designed
to examine how competence can be improved in the different stages
ofthe lifespan. To this end, we brought together eminent
researchers in different areas of human development-infancy,
childhood, and adulthood, including the late adult years. The
conference was based on the premise that discussion arising from
the interfaces of research and practice would increase our
knowledge of and stimulate the further application of effective
interventions designed to improve competence. The editors wish to
acknowledge the contributions of Concordia University and the Fonds
pour la Formation de Chercheurs et l'Aide a la Recherche (FCAR) in
providing funding and other assistance toward the conference
"Improving Competence Across the Lifespan" and toward the
publication of this book. Finally, we wish to express our gratitude
to the numerous students associated with our Centre for their help
and to Gail Pitts and Lesley Husband of the Centre for Research in
Human Development for their assistance. We are especially grateful
to Donna Craven, Centre for Research in Human Development, for her
heroic work on both the conference and the present volume. We could
not have met our goals without you.
The definitive handbook on peer relations has now been
significantly revised with 55% new material. Bringing together
leading authorities, this volume presents cutting-edge research on
the dynamics of peer interactions, their impact on multiple aspects
of social development, and the causes and consequences of peer
difficulties. From friendships and romance to social withdrawal,
aggression, and victimization, all aspects of children's and
adolescents' relationships are explored. The book examines how
individual characteristics interact with family, group, and
contextual factors across development to shape social behavior. The
importance of peer relationships to emotional competence,
psychological well-being, and achievement is analyzed, and
peer-based interventions for those who are struggling are reviewed.
Each chapter includes an introductory overview and addresses
theoretical considerations, measures and methods, research findings
and their implications, and future directions. New to This Edition
*Chapters on neuroscience, social media, social inequality,
prosocial behavior with peers, and sociological approaches.
*Expanded coverage of applied issues: chapters on interventions for
socially withdrawn children, activity programs that promote
positive youth development, and policy initiatives. *Chapters on
same- and other-sex peer relationships, peer influence, educational
environments, evolutionary models, the self-concept, personality,
and animal studies. *Increased attention to variations in peer
relations due to culture, gender, and race. *Many new authors and
topics reflect a decade's worth of theoretical and methodological
advances, including the growing use of complex longitudinal
methods.
Measurement burst designs, in which assessments of a set of
constructs are made at two or more times in quick succession (e.g.,
within days), can be used as a novel method to improve the
stability of basic measures typically used in longitudinal peer
research. In this Element, we hypothesized that the stabilities for
adolescent-reported peer acceptance, anxiety, and self-concept
would be stronger when using the measurement burst approach versus
the single time observation. Participants included youth between 10
and 13 years old who completed (a) sociometric assessments of
acceptance, and measures of (b) social and test anxiety, and (c)
self-concept across three times with two assessments made at each
burst. Findings broadly showed that the stabilities were
significantly stronger with the measurement burst when compared to
the single time assessment, supporting our main hypothesis. We
discuss the utility of the measurement burst in a broader context
and considerations for researchers.
Friendship is one of life's most essential and rewarding forms of interaction--a feature of every culture that most persons experience daily. While most research efforts on friendship have concentrated on such issues as peer acceptance and dyadic properties, there has been little exploration of friendship's role in a child's social and emotional growth. The Company They Keep provides a forum in which a group of internationally recognized scholars presents the major conceptual issues, themes, goals, methodological strategies and findings from their research on friendship. Contributors explore a variety of topics, including cultural variations in childrens' and adolescents' friendships, the association between friendship and cognitive and personality development, the effect of friendship on adjustment, and the links between experience within the family and relationships with friends.
Friendship is one of life's most essential and rewarding forms of
interaction. It is a feature of every culture and most persons
interact with their friends on a daily basis. Thus far, most
research on the subject of friendship has concentrated on peer
acceptance, dyadic properties, and the contribution that friendship
makes to development and adjustment. There has been little
exploration of friendship's role in a child's social and emotional
growth. The Company They Keep pioneers this area. This book
provides a forum in which internationally recognized scholars
active in the study of friendship present the major conceptual
issues, themes, and findings from their research. The authors
describe the theoretical and empirical context and the goals of
their own research programs. They discuss current research and the
methodological strategies adopted for studying friendship
relations. A variety of topics is explored, including cultural
variations in children's and adolescents' friendships, the
association between friendship and cognitive and personality
development, the effect of friendship on adjustment, and the links
between experience within the family and relationships with
friends. The authors also express their views on future directions
for such research. This book will appeal to developmental
psychologists, researchers, and students. It will also be a solid
reference work for social psychologists, sociologists, and social
workers concerned with interpersonal relationships.
*Authoritative reference, updated and expanded; 55% new material
includes new topics, such as neuroscience, social media, social
inequality, and novel interventions. *Cutting-edge coverage of
perennial topics, including aggression, withdrawal,
psychopathology, friendships, romance, and the influence of
families and schools. *Interdisciplinary contributors include
experts from developmental and clinical psychology, family studies,
and sociology. *Competing titles are dated and less comprehensive.
Highly readable and comprehensive, this volume explores the
significance of friendship for social, emotional, and cognitive
development from early childhood through adolescence. The authors
trace how friendships change as children age and what specific
functions these relationships play in promoting adjustment and
well-being. Compelling topics include the effects of individual
differences on friendship quality, how friendship quality can be
assessed, and ways in which certain friendships may promote
negative outcomes. Examining what clinicians, educators, and
parents can do to help children who struggle with making friends,
the book reviews available interventions and identifies important
directions for future work in the field.
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