"Continuities and Discontinuities in Development" was the theme for the Second Biennial DPRG Retreat, a three-day meeting held at Estes Park, Colorado, in June 1982. The meeting was sponsored by the Devel opmental Psychobiology Research Group (DPRG) of the Department of Psychiatry at the University of Colorado School of Medicine. The DPRG is a group of individuals conducting research in many areas of develop ment who meet on a regular basis to present and discuss their work and receive feedback and encouragement. In 1974, this group was awarded an endowment fund by the Grant Foundation, the aims of which were to facilitate the research of young investigators, to encourage new re search, and to provide seed money for collaborative ventures. Much of the work reported in this volume and in the earlier volume from the First DPRG Retreat is the result of that support. In addition to the work of the members of the DPRG, a select group of guests was invited to participate in the meeting and contribute to this volume. The chapters by William Greenough, Jerome Kagan, and Michael Rutter result from the participation of these scholars at the retreat. We would like to acknowledge the support of a number of indi viduals who have been instrumental in supporting the DPRG as a whole, as well as those who contributed directly to the Second Biennial Retreat and to the volume.
In this volume distinguished scholars explore and apply the theoretical models of continuity and discontinuity to their research in adult development. The chapters address the different ways in which continuity is affected by change over the life course, as well as how individuals negotiate and maintain crucial continuities by adaptive change. Topics include adult life crises, illness, sibling relationships, and gender identity. Each chapter is followed by an insightful commentary. This book is a tribute to Bernice L. Neugarten for her contributions to the field of adult development, which includes the concept of continuities. Contributors include W. Andrew Achenbaum, Robert H. Binstock, James Birren, Bertram J. Cohler, Margaret Hellie Huyck, Boaz Kahana, Eva Kahana, Sheldon S. Tobin, Lillian E. Troll, Steven H. Zarit, and others.
This book constitutes the first time in the field of developmental psychology that cross-cultural roots of minority child development have been studied in their ancestral societies in a systematic way--and by an international group of researchers. Most child development and child psychology texts take cultural diversity in development into account only as an addendum or as a special case--it is not integrated into a comprehensive theory or model of development. The purpose of this text is to redress this situation by enlisting insiders' and outsiders' perspectives on socialization and development in a diverse sampling of the world's cultures, including developing regions that often lack the means to speak for themselves in the arena of international social science. The unique feature of this text is the paradigm. For the minority groups represented, the questions focused on how development was behaviorally expressed within the culture of origin and in new societal contexts. Thus, developmental issues--such as language and mother-child interactions--for African-American children are considered in the United States as well as in the African culture of origin and in France as a country of immigration. This paradigm is considered for African and Asian cultures and the Americas, including Hispanics from Mexico as well as Native Americans. Specific questions posed consider the extent to which: * the development and socialization of minority children can be seen as continuous with their ancestral cultures; * the cultural and political conditions in the United States, Canada, and France have modified developmental and socialization processes, yielding discontinuities with ancestral cultures; * the ancestral cultures have changed, yielding cross-generational discontinuities in the development and socialization of immigrants from the very same countries. * the role of interdependence and independence in developmental scripts can account for historical continuities and discontinuities in development and socialization, both across and within cultures. These questions not only provide the unifying theme of this unique book but also a model for conceptualizing multi-culturalism within a unified framework for developmental psychology.
"Child and Adolescent Development is an exceptional, process-oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields."--Book jacket.
A classic in the field, this third edition will continue to be the book of choice for advanced undergraduate and graduate-level courses in theories of human development in departments of psychology and human development. This volume has been substantially revised with an eye toward supporting applied developmental science and the developmental systems perspectives. Since the publication of the second edition, developmental systems theories have taken center stage in contemporary developmental science and have provided compelling alternatives to reductionist theoretical accounts having either a nature or nurture emphasis. As a consequence, a developmental systems orientation frames the presentation in this edition. This new edition has been expanded substantially in comparison to the second edition. Special features include: * A separate chapter focuses on the historical roots of concepts and theories of human development, on philosophical models of development, and on developmental contextualism. * Two new chapters surrounding the discussion of developmental contextualism--one on developmental systems theories wherein several exemplars of such models are discussed and a corresponding chapter wherein key instances of such theories--life span, life course, bioecological, and action theoretical ones--are presented. * A new chapter on cognition and development is included, contrasting systems' approaches to cognitive development with neo-nativist perspectives. * A more differentiated treatment of nature-oriented theories of development is provided. There are separate chapters on behavior genetics, the controversy surrounding the study of the heritability of intelligence, work on the instinctual theory of Konrad Lorenz, and a new chapter on sociobiology. * A new chapter concentrates on applied developmental science.
Antisocial personality disorders by Carol Baicker-McKee
City development authorities are one of the key institutions in urban development and planning in South Asian cities. Pakistan and India share a history and have experienced the similar trend of Town Improvement Trusts established by the British transforming into Development Authorities. Both these forms of institutions had a similar mandate -- to improve the living standards in the city through planned development. Development authorities, in particular, were envisioned to undertake comprehensive and integrated master planning in the face of rapid urbanization that its predecessor failed to do so because of its institutional set up as a Trust. In this thesis, I focus on one such urban development institution in Lahore, Pakistan, namely the Lahore Development Authority (LDA) which has come under immense criticism in recent years. In order to understand the urban sprawl of Lahore and the complementary planned development, one needs to understand the institutions that are propelling this form of urban planning. I aim to understand the unequal development in Lahore through the lens of an institutional framework. The premise of my analysis is that even though the forms of institutions that come about and the way they evolve over time are influenced by the broader political and economic trends, it is the urban development institutions that dictate what kind of policies under its purview are produced, hence affecting the urban form. I argue that LDA was a continuation of the Lahore Improvement Trust in many ways, with a supposedly more comprehensive approach to planning, and it faced similar challenges as its predecessor and failed to achieve one of the objectives this parallel institutional structure set out to achieve: providing housing for the low-income groups. In my analysis, I highlight the role of legislation and political influence on LDA's operations. Political leadership and influence differentiate it from LIT and it can be its greatest strength if it is leveraged in the right way. In order to understand LDA's challenges and how these can be overcome, I analyse the following in this thesis: 1) why was LDA established and to what extent it was a continuation of its predecessor 2) how has LDA's policies evolved over the years and why, and 3) what are the challenges to cater to low income population for LDA and what are the ways in which it can achieve them?
This book considers how adults attempt to socialise young children into the adults it aspires to produce, from a number of diverse perspectives. The evolution of storytelling and its impact upon child development is initially explored, followed by the consideration of how social class, ethnicity, culture, and colonialism impact upon the ways that societies ‘school’ children about what to expect from adulthood. Different perspectives of early years education and growing up within a British/British colonial perspective are discussed and analysed. There is a focus throughout upon the way that children are constructed by the society in question, particularly those who are considered to be of lower status in terms of being poor, orphaned, or from ethnic groups against which the dominant culture discriminates. Topics covered by the chapters include topics covered by this Special Issue: current and historical constructions of childhood; the development of linguistic and ‘storying’ skills in childhood; childhood play and recreation; childhood and ‘folk’ narratives; philosophies of childhood; childhood and industrialisation; childhood and post-industrialisation; childhood education; childhood health; and cultures of childcare.