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Adolescence is both universal and culturally constructed, resulting in diverse views about its defining characteristics. Theories of Adolescent Development brings together 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. The theory chapters are grouped into three sections: biological systems, psychological systems, and societal systems. Each chapter considers a family of theories including scope, assumptions, key concepts, contributions to the study of adolescence, approaches to measurement, applications, and a discussion of strengths and limitations of this family. A concluding chapter offers an integrative analysis, identifying five assumptions drawn from the theories that are essential guides for future research and application. Three questions provide a focus for comparison and contrast: How do the theories characterize the time and timing of adolescence? What do the theories emphasize as domains that are unfolding in movement toward maturity? Building on the perspective of Positive Youth Development, how do the theories differ in their views of developmental resources and conditions that may undermine development in adolescence?
- Includes biological, psychological and sociological theories
- Identifies historical roots, assumptions, key concepts, applications, measurement, strengths, and limitations of each theory
- Compares and contrasts theories
- Concludes with an integrated perspective across theories
Students and researchers in developmental science, including developmental psychology and human development, social work, counselling, and adolescent health
About the Authors
Part I - The Biological System
2. Evolutionary Theory
3. Biosocial Theories: Behavioral Genetics and Sociobiology
4. Dynamic Systems Theories
Part II - The Psychological System
5. Psychoanalytic Theories
6. Psychosocial Theories
7. Cognitive Developmental Theories
8. Self-Regulation Theories
Part III - The Societal System
9. Interpersonal Theories
10. Family Theories
11. Ecological Theories
12. Social Role and Life Course Theories
13. Cultural Theories
- No. of pages:
- © Academic Press 2020
- 5th May 2020
- Academic Press
- Paperback ISBN:
- eBook ISBN:
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.
Professor Emeritus, Department of Human Development and Family Studies, University of Rhode Island, USA
Philip R. Newman (Ph.D., University of Michigan) is a social psychologist whose research has focused on the transition to high school as well as on group identity and alienation. 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 (now called the Global Alliance for Behavioral Health and Social Justice).
Social Psychologist and Author
"The title Theories of Adolescent Development offers a big promise—somehow distilling the myriad guiding perspectives on how young people grow, mature, and learn into a single manageable volume. Barbara and Philip Newman deliver on that promise. Drawing on their own expertise in research and teaching, they cast an incredibly wide net to cover developmental theories that look within adolescents’ bodies and minds and that situate them in contexts large and small, and they delve deep into each one. All in one place, readers can find a history lesson on how scientific thinking about adolescents has evolved over history, a comprehensive overview of where the field stands now, and a guide to putting theory into action." -- Robert Crosnoe, Associate Dean of Liberal Arts, University of Texas at Austin, and Past President of the Society for Research on Adolescence
"The new Theories of Adolescent Development book by Newman and Newman is quite simply a delightful, productive, and provocative read — and I am not one to call most theory books delightful but this one is both clear and comprehensive. Each chapter is an easy read and the structure of each are parallel making comparisons cumulative and useful. I found the book productive in the ways it provided insights useful for new learners as well as seasoned researchers and active practitioners. Definitely would have used this to better inform my teaching of adolescent development but also in offering a richer understanding of adolescent development at upper undergraduate and graduate levels. Chapters from this book provide a richness, clarity and depth too often lacking when talking about theories of adolescent development and their interrelationships and application. I can imagine many graduate students working on theses I would refer to different chapters as well as people who train practitioners and want a sense of what we know and how we know it. The book would also be useful to the new breeds of youth workers who are digging it to better understand the roots of the field. The inclusion in each chapter of implications for practice and measurement as well as the strengths and limits of each approach is wonderfully done and extremely useful. As a scholar who has moved from trying to understand adolescent development to one that has come to focus on youth development and now seeks to use knowledge to improve development, I found the book both provocative and reflective of much of what we now know about both positive youth development and risk taking as what we need to challenge. In short, this is not only a must have book but a must read one for anyone trying to understand, teach, study, or support the development of young people in today’s world. Fortunately for us all, it is also a wonderful read with great insights that are readily accessed." -- Dale A. Blyth, Ph.D., Professor Emeritus and Howland Endowed Chair in Youth Development, College of Education and Human Development, University of Minnesota
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