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This authoritative, engaging text examines the key role of relationships in child and adolescent development, from the earliest infant-caregiver transactions to peer interactions, friendships, and romantic partnerships. Following the sequence of a typical social development course, sections cover foundational developmental science, the self and relationships, social behaviors, contexts for social development, and risk and resilience. Leading experts thoroughly review their respective areas and highlight the most compelling current issues, methods, and research directions. End-of-chapter suggested reading lists direct students and instructors to exemplary primary sources on each topic.
List of contents
Part 1. Setting the Stage. R. A. Thompson, M. Goodman, The Architecture of Social Developmental Science: Theoretical and Historical Perspectives. L. J. Carver, L. Tully, Biological Correlates of Social Development. S. D. Calkins, J. S. Mackler, Temperament, Emotion Regulation, and Social Development. Part 2. Self and Relationships. L. H. Rosen, M. M. Patterson, The Self and Identity. G. I. Roisman, A. M. Groh, Attachment Theory and Research in Developmental Psychology: An Overview and Appreciative Critique. G. W. Holden, B. Vittrup, L. H. Rosen, Families, Parenting, and Discipline. W. M. Bukowski, D. Buhrmester, M. K. Underwood, Peer Relations as a Developmental Context. J. Connolly, C. McIsaac, Romantic Relationships in Adolescence. Part 3. Social Behaviors. M. K. Underwood, Aggression. L. J. Walker, J. A. Frimer, The Science of Moral Development. J. E. Grusec, A. Sherman, Prosocial Behavior. Part 4. Contexts for Social Development. C. Leaper, R. S. Bigler, Gender. N. E. Hill, D. P. Witherspoon, Race, Ethnicity, and Social Class. M. T. Owen, K. L. Bub, Child Care and Schools. T. S. Weisner, Culture. Part 5. Risk and Resilience. P. K. Trickett, S. Negriff, Child Maltreatment and Social Relationships. S. D. Gest, A. J. Davidson, A Developmental Perspective on Risk, Resilience, and Prevention.
About the author
Edited by Marion K. Underwood, PhD, and Lisa H. Rosen, PhD, both at School of Behavioral and Brain Sciences, University of Texas at Dallas, USA
