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Perhaps as an excuse to hang out there myself—but also, I must admit, due to my sincere puzzlement about the matter— I took the opportunity to conduct an informal survey on the following question: What is adolescence?
Intead, the answers noted benchmark experiences that bounded the period in a developmental sense. The designated benchmarks varied among researchers, but there were commonalities in the responses. Most common of the initiating benchmarks was puberty. In between, we have the whole glorious parade of exploration and growth, challenge and struggle, risk and progress.
William Damon Preface According to most social scientists, a generation is about 25 years in length. Much of what was prepared for that Handbook was, of necessity, theoretical because there was very little empirical work on which contributors could draw. In addition, much of the theorizing was psychoanalytic in nature, because through the mids that had been the dominant worldview among those who thought about adolescence.
As the contributions to this volume clearly illustrate, the science of adolescent psychology is sophisticated, interdisciplinary, and empirically rigorous. Second, our knowledge about the ways in which processes of adolescent development are shaped by interacting and embedded systems of proximal and distal contextual forces has made the study of adolescence less purely psychological in nature and far more interdisciplinary.
Contributors to the volume have drawn on a wide array of disciplines, including sociology, biology, education, neuroscience, and law. Third, the growth in applied developmental science over the past decade has led to a more explicit focus on the ways in which empirically based knowledge about adolescence can be used to promote positive youth development.
This edition is divided into three broad sections: foundations of adolescent development, the contexts of adolescent development, and special challenges and opportunities that arise at adolescence.
Taken together, these chapters illustrate the ways in which biological, intellectual, emotional, and dating crockett spurs development unfold and interact during the second decade of the life span. The second section focuses on the immediate and broader contexts in which adolescent development takes place.
Consistent with the ecological perspective on human development that has dominated research on adolescence for the past two decades, these contributions show how variations in proximal, community, and distal contexts profoundly manassas dating and alter the developmental processes, trajectories, and outcomes associated with adolescence.
The second set dating crockett spurs contributions in this concluding section examines three sorts of opportuni- Preface xi ties with the potential to promote health and well-being in adolescence: the promotion of volunteerism and civic engagement among youth Flanagan ; the application of developmental science to facilitate healthy adolescent development Sherrod, BuschRossnagel, and Fisher ; and the development of policies and programs explicitly designed to promote positive youth development Benson, Mannes, Pittman, and Ferber.
There are numerous people to thank for their important contributions to the Handbook. Dating crockett spurs and foremost, we owe our greatest debt of gratitude to the colleagues who wrote the chapters, foreword, and afterword for the Handbook. We appreciate as well the important support and guidance provided to us by the members of the editorial board for the Handbook. We thank Peter L. Benson, Dale A. Blyth, Jeanne Brooks-Gunn, B. Bradford Brown, W.
Lerner, David Magnusson, Anne C. Her impressive ability to track and coordinate the myriad editorial tasks associated with a project of this scope, her astute editorial skills and wisdom, and her neverdiminishing good humor and positive attitude were invaluable resources throughout our work. We also want to express our gratitude to the several organizations that supported our scholarship during the time we worked on the Handbook.
Tufts University and Temple University provided the support and resources necessary to undertake and complete a project like this.
In addition, Richard M. MacArthur Foundation, for their generous support. Now all in their young adulthood, they have taught us our greatest lessons about the nature and potentials of adolescent development. A similar statement may be made about the study of adolescents and their development. The term was a derivative of the Latin word adolescere, which means to grow up or to grow into maturity Muuss, Second, the major empirical studies of adolescence during this period were not primarily theory-driven, hypothesis-testing investigations but were dating crockett spurs, descriptive studies; as such, theory and research were split into separate enterprises McCandless, Third, there was a split between scholars whose work was focused on basic developmental processes and practitioners whose focus was on community-based efforts to facilitate the healthy development of adolescents.
To help place this turning point in the context of the actual lives of the scientists involved in these events, it may be useful to note that the professional careers of the editors of this Handbook began just as this transition was beginning to take place.
Across our own professional lifetimes, then, the editors of this volume have witnessed a sea change in scholarly regard for the dating crockett spurs of adolescent development. Among those scholars whose own careers have begun more recently, the magnitude of this transformation is probably hard to grasp. To those of us with gray hair, however, the change has been nothing short of astounding.
These developmental systems models have provided a metatheory for adolescent developmental research and have been associated with more midlevel as opposed to grand theories— models that have been generated to account for person-environment relations within selected domains of development. Generally speaking, the study of adolescence in its second phase was characterized by an interest in developmental plasticity, in diversity, and in the application of science to real-world problems.
In turn, D. Hamburg ; D. In our view, D. To Hall, adolescence represented a phylogenetic period when human ancestors went from being beastlike to being site-ul de potrivire. Hall saw adolescence as a period of storm and stress, as a time of universal and inevitable upheaval.
Although other scholars of this period e. Anna Freudfor instance, saw adolescence as a biologically based and universal developmental disturbance. Erik Eriksonviewed the period as one in which an inherited maturational ground plan resulted in the inescapable psychosocial crisis of identity versus role confusion. For example, McCandlesspresented a social-learning, drive-reduction theory to account for the developmental phenomena of adolescence e.
Although the developmental theory of cognition proposed by Piaget,involved a more integrative view of nature and nurture than did these other models, the predominant focus of his ideas was on the emergence of formal logical structures and not on the adolescent period per se. The classic studies of adolescence conducted between and were not investigations derived from the theories of Hall, Anna Freud, McCandless, Piaget, or even Erikson work associated with the ideas of Marcia,notwithstanding.
Instead, this research was directed to describing note, not explaining; McCandless, ; Petersen, patterns of covariation among pubertal timing, personal adjustment, and relationships with peers and parents e.
Petersenp. Hamburg, ; Lerner, These contributions also advanced the study of adolescence because scholarship about the second decade of life acted synergistically with broader scholarly activity within developmental science pertinent to the theoretical, methodological, and applied features of the study of human development across the life span.
For instance, a classic paper by B. Hamburg did much to provide the foundation for this integration, in that it made a compelling case for viewing the early adolescent period as a distinct period of the life course and one that provided an exemplary ontogenetic window for understanding dating crockett spurs person-context processes involved in coping and adaptation. Based on such evidence, Petersenp. Some areas of behavioral dating crockett spurs from which adolescence researchers have drawn are life-span developmental psychology, life-course sociology, social support, stress and coping, and cognitive development; important contributing areas in the biomedical sciences include endocrinology and adolescent medicine.
The recent maturation to adolescence of subjects in major longitudinal studies.
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Indeed, about a decade after this second phase had begun, Petersenp. There are several reasons for the special salience of the study of adolescent development to understanding the broader course of life span development.
Applied developmental scientists were also drawn to the study of adolescents, not just because of the historically unprecedented sets of challenges to the healthy development of adolescents that arose during the latter decades of the 20th century Dryfoos, ; Lerner, but also because interest in age groups other than adolescents nevertheless frequently involved this age group e. The Emerging Structure of the Field of Adolescent Development This scholarly activity at the close of the s was both a product and a producer of a burgeoning network of scholars from multiple disciplines.
In the late Herschel Thornburg launched a series of biennial meetings called the Conference on Adolescent Research at the University of Arizona. During these meetings which occurred also in andthe idea for a new scholarly society, the Society for Research on Adolescence SRAwas born. Hill, Anne C. Petersen, E. Mavis Hetherington, Sanford M. Hauser, Laurence Steinberg, W. Between andattendance at SRA biennial meetings more than quadrupled. The SRA launched its own scholarly journal inthe Journal of Research on Adolescence Lerner, ; grew from approximately members in to more than 1, members in ; and attracted disciplinary representation from scholars and practitioners with expertise in psychology, sociology, education, family studies, social work, medicine, psychiatry, criminology, and nursing.
Edited by Joseph Adelsonthe Handbook of Adolescent Psychology was published as part of the Wiley series on personality processes. Nevertheless, the Handbook included information pertinent to normative development and developmental plasticity, and several chapters discussed the positive individual and social features of youth development.
By the mids a growing cadre of scientists would identify themselves as adolescent developmentalists. The Study of Adolescence as a Sample Case for Understanding Plasticity and Diversity in Development Scholars interested primarily in the instantiation of developmental processes within other periods of the life span e. The integrated designed and natural ecology was of interest dating crockett spurs its study dating crockett spurs regarded as holding the key to a understanding the system of relations between individuals and contexts that is at the core of the study of human development and b providing evidence that theories about the character of interacting developmental system e.
Moreover, plasticity meant that the particular instances of human development found within a given sample or period of time were not necessarily representative of the diversity of development that might potentially be observed under different conditions. Third, developmentalists pursuing an interest in the developmental system and the plasticity in ontogenetic change that it promoted recognized the need to develop and deploy methods that could simultaneously study changes in at least a subset of the multiple levels of organization involved in the development of diverse individuals and contexts.
Accordingly, multivariate longitudinal designs were promoted as key to the study of the relatively plastic developmental system, as were the development of empirical tools, such as change-sensitive measures, sophisticated data analysis techniques, and strategies such as triangulation of observations within and across both quantitative and qualitative domains of inquiry. That is, it became an area of scholarship in which implicitly e. In such a relational frame, no one level of organization was seen as the prime mover of development.
Hamburg, ; D. Hamburg, The study of adolescent development is now characterized by a synthetic interest in basic and applied concerns about youth development. Such tests of developmental theory, when implemented within the actual ecology of human development, are interventions into the course of adolescent development.
Dating crockett spurs evident within each of the chapters in this Handbook, and as underscored in both the foreword and the afterword to the volume, the study of adolescence today represents the exemplar within developmental science wherein excellent conceptual and empirical work is undertaken with a collaborative orientation to making a contribution both to scholarship and to society.
Arguably more so than in scholarship pertinent to other periods across the life span, within the study of adolescence the vision of Bronfenbrenner and D. Jose hoebee dating future of civil society in the world rests on the young.
Adolescents represent at any point in history the generational cohort that must next be prepared to assume the quality of leadership of self, family, community, and society that will maintain and improve human life. Scientists have a vital role to play to make in enhancing, through the generation of basic and applied knowledge, the probability that adolescents will become fully engaged citizens who are capable of, and committed to, making these contributions.
Above all, this volume demonstrates that the study of adolescent development at its best both informs and is informed by the concerns of communities, practitioners, and policy makers. It is our hope that we have assembled the best information possible to be used to promote and advocate for the healthy and positive development of young people everywhere.
Handbook of adolescent psychology. New York: Wiley. Bandura, A. Psychology in the School, 1, — Benson, P. The troubled journey: A portrait of 6th—12th grade youth.
Minneapolis, MN: Search Institute. All kids are our kids: What communities must do to raise caring and responsible children and adolescents.
San Francisco: Jossey-Bass. Block, J. Lives through time. Berkeley, CA: Bancroft. Boring, E. A history of experimental psychology. New York: Century. Brandtstädter, J. Action perspectives on dating crockett spurs development. Damon Series Ed.
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