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.
Table of Contents
VOLUME I: METHODS AND MODELS OF DEVELOPMENTAL PSYCHOLOGY
Part 1: Methods
1. K. W. Schaie (1965). ‘A General Model for the Study of Developmental Problems’, Psychological Bulletin, 64, 92–107.
2. C. Hertzog and J. R. Nesselroade (1987). ‘Beyond Autoregressive Models: Some Implications of the Trait-State Distinction for the Structural Modeling of Developmental Change’, Child Development, 58, 93–109.
3. J. B. Willett and A. G. Sayer (1994). ‘Using Covariance Structure Analysis to Detect Correlates and Predictors of Individual Change Over Time’, Psychological Bulletin, 116, 363–81.
4. A. J. Sameroff and M. J. MacKenzie (2003). ‘Research Strategies for Capturing Transactional Models of Development: The Limits of the Possible’, Development and Psychopathology, 15, 613–40.
Part 2: Models
5. R. A. Hinde (1995). ‘A Suggested Structure for a Science of Relationships’, Personal Relationships, 2, 1–15.
6. W. W. Hartup (1979). ‘The Social Worlds of Childhood’, American Psychologist, 34, 944–50.
7. E. Maccoby (1990). ‘Gender and Relationships: A Developmental Account’, American Psychologist, 45, 513–20.
8. L. A. Sroufe and E. Waters (1977). ‘Attachment as an Organizational Construct’, Child Development, 48, 1184–99.
9. W. A. Collins, E. E. Maccoby, L. Steinberg, E. M. Hetherington, and M. H. Bornstein (2000). ‘Contemporary Research on Parenting: The Case for Nature and Nurture’, American Psychologist, 55, 218–32.
10. S. Scarr and K. McCartney (1983). ‘How People Make their Own Environments: A Theory of Genotype - Environment Effects’, Child Development, 54, 424–35.
11. J. Belsky, L. Steinberg, and P. Draper (1991). ‘Childhood Experience, Interpersonal Development, and Reproductive Strategy: An Evolutionary Theory of Socialization’, Child Development, 62, 647–70.
12. J. U. Ogbu (1981). ‘Origins of Human Competence: A Cultural-Ecological Perspective’, Child Development, 52, 413–29.
Social and Cognition
13. J. Dunn (1996). ‘Children’s Relationships: Bridging the Divide Between Cognitive and Social Development’ (The Emanuel Miller Memorial Lecture 1995), Journal of Child Psychology and Psychiatry, 37, 507–18.
14. G. G. Fein (1989). ‘Mind, Meaning and Affect: Proposals for a Theory of Pretense’, Developmental Review, 9, 345–63.
15. J. E. Grusec and J. J. Goodnow (1994). ‘Impact of Parental Discipline Methods on the Child’s Internalization of Values: A Reconceptualization of Current Points of View’, Developmental Psychology, 30, 4–19.
16. N. Eisenberg and R. A. Fabes (1990). ‘Empathy: Conceptualization, Assessment, and Relation to Prosocial Behavior’, Motivation and Emotion, 14, 131–49.17.
E. A. Lemerise and W. F. Arsenio (2000). ‘An Integrated Model of Emotion Processes and Cognition in Social Information Processing’, Child Development, 71, 107–18.
18. J. Belsky (1984). ‘The Determinants of Parenting: A Process Model’, Child Development, 55, 83–96.
19. R. Q. Bell (1968). ‘A Reinterpretation of the Direction of Effects in Studies of Socialization’, Psychological Review, 75, 81–95.
20. A. Caspi, D. J. Bem, and G. H. Elder, Jr. (1989). ‘Continuities and Consequence of Interactional Styles across the Life Course’, Journal of Personality, 57, 375–406.
21. T. E. Moffitt (1993). ‘Adolescence-Limited and Life-Course-Persistent Antisocial Behavior: A Developmental Taxonomy’, Psychological Review, 100, 674–701.
Development and Psychopathology
22. D. Cicchetti and F. A. Rogosch (1996). ‘Equifinality and Multifinality in Developmental Psychopathology’, Development and Psychopathology, 8(4), 597–600.
23. L. A. Sroufe and M. Rutter (1984). ‘The Domain of Developmental Psychopathology’, Child Development, 55, 17–29.
24. C. Zahn-Waxler (1993). ‘Warriors and Worriers: Gender and Psychopathology’, Development and Psychopathology, 5, 79–89.
Part 1: Infancy and Toddlerhood: Individual Dispositions, Social Interactions, and Social Relationships
Temperament: Setting the Stage for Social Development
25. A. Sanson, S. A. Hemphill, and D. Smart (2004). ‘Connections Between Temperament and Social Development: A Review’, Social Development, 13, 142–70.
26. J. Kagan, J. S. Reznick, C. Clarke, N. Snidman, and C. Garcia-Coll (1984). ‘Behavioral Inhibition to the Unfamiliar’, Child Development, 58, 2212–25.
Social Interactions and Interpersonal Relationships in Infancy and Toddlerhood: Normative Developmental Perspectives
27. M. De Wolff and M. van Ijzendoorn (1997). ‘Sensitivity and Attachment: A Meta-Analysis on Parental Antecedents of Infant Attachment’, Child Development, 68, 571–91.
28. S. B. Crockenberg (1981). ‘Infant Irritability, Mother Responsiveness and Social Support Influences on the Security of Infant-Mother Attachment’, Child Development, 52, 857–65.
29. L. Adamson and R. Bakeman (1985). ‘Affect and Attention: Infants Observed with Mothers and Peers’, Child Development, 56, 582–3.
30. D. F. Hay and H. Ross (1982). ‘The Social Nature of Early Conflict’, Child Development, 53, 105–13.
Part 2: The Early Childhood Years
Thinking About Others: Social Cognition in Early Childhood
31. S. A. Denham, D. Zoller, and E. A. Couchoud (1994). ‘Socialization of Preschoolers’ Emotional Understanding’, Developmental Psychology, 30, 928–36.
32. M. Killen, K. Pisacane, J. Lee-Kim, and A. Ardila-Rey (2001). ‘Fairness or Stereotypes? Young Children’s Priorities when Evaluating Group Exclusion and Inclusion’, Developmental Psychology, 37, 587–96.
33. J. Dunn and A. Cutting (1999). ‘Understanding Others and Individual Differences in Friendship Interactions in Young Children’, Social Development, 8, 201–19.
Interacting with Others: Early Signs of Social Competence
34. C. Garvey (1974). ‘Some Properties of Social Play’, Merrill-Palmer Quarterly, 20, 163–80.
35. K. H. Rubin, T. L. Maioni, and M. Hornung (1976). ‘Free Play Behaviors in Middle and Lower Class Preschoolers: Parten and Piaget Revisited’, Child Development, 47, 414–19.
36. L. Krasnor and K. H. Rubin (1983). ‘Preschool Social Problem Solving: Attempts and Outcomes in Naturalistic Interaction’, Child Development, 54, 1545–58.
37. W.W. Hartup, B. Laursen, M. I. Stewart, and A. Eastenson (1988). 'Conflict and Frienship Relations of Young Children', Child Development, 59, 1590-600.
38. N. Eisenberg, I. K. Guthrie, B. C. Murphy, S. A. Shephard, A. Cumberland, and G. Carlo (1999). ‘Consistency and the Development of Prosocial Dispositions: A Longitudinal Study’, Child Development, 1360–72.
Interacting with Others: Early Signs of Social and Emotional Incompetence
39. N. R. Crick, J. F. Casas, and M. Mosher (1997). ‘Relational and Overt Aggression in Preschool’, Developmental Psychology, 33, 579–88.
40. R. J. Coplan, K. H. Rubin, N. A. Fox, S. D. Calkins, and S. L. Stewart (1994). ‘Being Alone, Playing Alone, and Acting Alone: Distinguishing Among Reticence, and Passive-, and Active-Solitude in Young Children’, Child Development, 65, 129–38.
Social Relationships and Social Standing in Early Childhood
41. M. Putallaz (1983). ‘Predicting Children’s Sociometric Status from their Behavior’, Child Development, 54, 6, 1417–26.
42. G. H. Brody, Z. Stoneman, and C. E. Mackinnon (1982). ‘Role Asymmetries in Interactions among School-Aged Children, their Younger Siblings, and their Friends’, Child Development, 53, 1364–70.
43. P. H. Hawley (2002). ‘Social Dominance and Prosocial and Coercive Strategies of Resource Control in Preschoolers’, International Journal of Behavioral Development, 26, 167–76.
Factors Associated with, and Predictive of, Young Children’s Social and Emotional Development
44. G. Kochanska (1995). ‘Children’s Temperament, Mothers’ Discipline, and Security of Attachment: Multiple Pathways to Emerging Internalization’, Child Development, 66, 597–615.
45. N. A. Fox, S. D. Calkins, L. Schmidt, K. H. Rubin, and R. J. Coplan (1996). ‘The Role of Frontal Activation in the Regulation and Dysregulation of Social Behavior During the Preschool Years’, Development and Psychopathology, 8, 89–102.
46. K. H. Rubin, K. B. Burgess, and P. D. Hastings (2002). ‘Stability and Social-Behavioral Consequences of Toddlers’ Inhibited Temperament and Parenting’, Child Development, 73, 483–95.
47. D. Shaw, E. B. Owens, J. I. Vondra, K. Keenan, and E. B. Winslow (1996). ‘Early Risk Factors and Pathways in the Development of Early Disruptive Behavior Problems’, Development and Psychopathology, 8, 679–99.
48. G. S. Pettit, K. A. Dodge, and M. M. Brown (1988). ‘Early Family Experience, Social Problem Solving Patterns and Children’s Social Competence’, Child Development, 54, 107–20.
49. L. Youngblade and J. Belsky (1992). ‘Parent-Child Antecedents of 5-year-olds’ Close Friendships: A Longitudinal Analysis’, Developmental Psychology, 28, 4, 700–13.
50. G. W. Ladd, B. J. Kochenderfer, and C. C. Coleman (1996). ‘Friendship Quality as a Predictor of Young Children’s Early School Adjustment’, Child Development, 67, 1103–18.
VOLUME III: DEVELOPMENT DURING THE SCHOOL-AGE YEARS
Articulation: The Development of More Specific Skills and Behaviours
51. C. Barenboim (1981). ‘The Development of Person Perception in Childhood and Adolescence: From Behavioral Comparisons to Psychological Constructs to Psychological Comparisons’, Child Development, 52, 129–44.
52. D. Buhrmester and W. Furman (1987). ‘The Development of Companionship and Intimacy’, Child Development, 58, 1101–13.
53. W. M. Bukowski and B. Hoza (1989). ‘Popularity and Friendship: Issues in Theory, Measurement, and Outcomes’, in T. Berndt and G. Ladd (eds.), Peer Relations in Child Development (John Wiley, 1989), pp. 15–45.
54. D. A. Cole, S. E. Maxwell, J. M. Martin, L. H. Peeke, A. D. Seroczynski, J. M. Tram et al. (2001). ‘The Development of Multiple Domains of Child and Adolescent Self-Concept: A Cohort Sequential Longitudinal Design’, Child Development, 72, 1723–46.
55. N. R. Crick and J. K. Grotpeter (1995). ‘Relational Aggression, Gender, and Social-Psychological Adjustment’, Child Development, 66, 710–22.
56. K. A. Dodge and J. D. Coie (1987). ‘Social-Information-Processing Factors in Reactive and Proactive Aggression in Children’s Peer Groups’, Journal Personality and Social Psychology, 53, 1146–58.
57. S. K. Egan and D. G. Perry (2001). ‘Gender Identity: A Multidimensional Analysis with Implications for Psychosocial Adjustment’, Developmental Psychology, 37, 451–63.
58. W. Damon and D. Hart (1982). ‘The Development of Self-Understanding from Infancy through Adolescence’, Child Development, 53, 841–64.
59. L. Nucci (1981). ‘Conceptions of Personal Issues: A Domain Distinct from Moral or Societal Concepts’, Child Development, 52, 114–21.
Integration Between Domains of Development
60. R. B. Cairns, B. D. Cairns, H. J. Neckerman, S. D. Gest, and J. L. Gariépy (1988). ‘Social Networks and Aggressive Behavior: Peer Support or Peer Rejection?’, Developmental Psychology, 24, 815–23.
61. A. Caspi (2000). ‘The Child is Father of the Man: Personality Continuities from Childhood to Adulthood’, Journal of Personality and Social Psychology, 78, 159–72.
62. M. J. Chandler (1973) ‘Egocentrism and Antisocial Behavior: The Assessment and Training of Social Perspective-Taking Skills’, Developmental Psychology, 9, 326–32.
63. N. Garmezy, A. S. Masten, and A. Tellegen (1984). ‘The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology’, Child Development, 55, 97–111.
64. E. V. Hodges, M. J. Malone, and D. G. Perry (1997). ‘Individual Risk and Social Risk as Interacting Determinants of Victimization in the Peer Group’, Developmental Psychology, 33, 1032–9.
65. M. L. Hoffman and H. D. Saltzstein (1967). ‘Parent Discipline and the Child’s Moral Development’, Journal of Personality and Social Psychology, 5, 45–57.
66. B. H. Schneider, L. Atkinson, and C. Tardif (2001) ‘Child-Parent Attachment and Children’s Peer Relations: A Quantitative Review’, Developmental Psychology, 37, 86–100.
Hierarchical Control: Cognitive Mechanisms
67. K. A. Dodge (1980) ‘Social Cognition and Children’s Aggressive Behavior’, Child Development, 51, 162–70.
68. E. S. Elliott and C. S. Dweck (1988). ‘Goals: An Approach to Motivation and Achievement’, Journal of Personality and Social Psychology, 54, 5–12.
69. J. Juvonen (1991). ‘Deviance, Perceived Responsibility, and Negative Peer Reactions’, Developmental Psychology, 27, 672–81.
Diversity: Development in Context
70. X. Chen, K. H. Rubin, and Y. Sun (1992). ‘Social Reputation and Peer Relationships in Chinese and Canadian Children: A Cross-Cultural Study’, Child Development, 63, 1336–43.
71. J. Eccles, A. Wigfield, R. D. Harold, and P. Blumenfeld (1993). ‘Age and Gender Differences in Children’s Self- and Task Perceptions During Elementary School’, Child Development, 64, 830–47.
72. V. C. McLoyd (1998). ‘Socioeconomic Disadvantage and Child Development’, American Psychologist, 53, 185–204.
73. L. Rose-Krasnor (1997). ‘The Nature of Social Competence: A Theoretical Review’, Social Development, 6, 111–35.
74. L. J. Walker (1984). ‘Sex Differences in the Development of Moral Reasoning: A Critical Review’, Child Development, 55, 677–91.
Contexts of Development
75. R. G. Simmons, R. Burgeson, S. Carlton-Ford, and D. A. Blyth (1987). ‘The Impact of Cumulative Change in Early Adolescence’, Child Development, 58, 1220–34.
76. J. S. Eccles, C. Midgley, A. Wigfield, C. M. Buchanan, D. Reuman, C. Flanagan, and D. M. Iver (1993). ‘Development During Adolescence: The Impact of Stage-Environment Fit on Young Adolescents’ Experiences in Schools and in Families’, American Psychologist, 48, 90–101.
77. T. Leventhal and J. Brooks-Gunn (2000). ‘The Neighborhoods they Live in: The Effects of Neighborhood Residence on Child and Adolescent Outcomes’, Psychological Bulletin, 126, 309–37.
78. V. C. McLoyd, T. E. Jayaratne, R. Ceballo, and J. Borquez (1994). ‘Unemployment and Work Interruption Among African American Single Mothers: Effects on Parenting and Adolescent Socioemotional Functioning’, Child Development, 65, 562–89.
79. R. J. Sampson and J. H. Laub (1994). ‘Urban Poverty and the Family Context of Delinquency: A New Look at Structure and Process in a Classic Study’, Child Development, 65, 523–40.
80. R. W. Larson and S. Verma (1999). ‘How Children and Adolescents Spend Time Across the World: Work, Play and Developmental Opportunities’, Psychological Bulletin, 125, 701–36.
The Development of the Self
81. H. D. Grotevant and C. R. Cooper (1986). ‘Individuation in Family Relationships: A Perspective on Individual Differences in the Development of Identity and Role-Taking Skill in Adolescence’, Human Development, 29, 82–100.
82. J.-E. Nurmi (1991). ‘How do Adolescents See their Future? A Review of the Development of Future Orientation and Planning’, Developmental Review, 11, 1–59.
83. W. G. Graziano, L. A. Jensen-Campbell, and J. F. Finch (1997). ‘The Self as a Mediator Between Personality and Adjustment’, Journal of Personality and Social Psychology, 73, 392–404.
84. S. Harter and N. R. Whitesell (2003). ‘Beyond the Debate: Why Some Adolescents Report Stable Self-Worth Over Time and Situation, Whereas Others Report Changes in Self-Worth’, Journal of Personality, 71, 1027–58.
85. N. Eisenberg, G. Carlo, B. Murphy, and P. Van Court (1995). ‘Prosocial Development in Late Adolescence: A Longitudinal Study’, Child Development, 66, 1179–97.
86. L. Steinberg and S. B. Silverberg (1986). ‚The Vicissitudes of Autonomy in Early Adolescence’, Child Development, 57, 841–51.
87. H. Stattin and M. Kerr (2000). ‘Parental Monitoring: A Reinterpretation’, Child Development, 71, 1072–85.
88. J. G. Smetana (1988). ‘Adolescents’ and Parents’ Conceptions of Parental Authority’, Child Development, 59, 321–35.
89. B. Laursen and W. A. Collins (1994). ‘Interpersonal Conflict During Adolescence’, Psychological Bulletin, 115, 197–209.
90. T. J. Berndt (1979). ‘Developmental Changes in Conformity to Peers and Parents’, Developmental Psychology, 15, 608–16.
91. W. Furman and D. Buhrmester (1992). ‘Age and Sex Differences in Perceptions of Networks of Personal Relationships’, Child Development, 63, 103–15.
92. J. P. Allen, M. R. Porter, F. C. McFarland, P. Marsh, and K. B. McElhaney (2005). ‘The Two Faces of Adolescents Success with Peers: Adolescent Popularity, Social Adaptation, and Deviant Behavior’, Child Development, 76, 747–60.
93. D. C. Dunphy (1963). ‘The Social Structure of Urban Adolescent Peer Groups’, Sociometry, 26, 230–46.
Typical and Atypical Development
94. A. S. Masten, J. D. Coatsworth, J. Neemann, S. D. Gest, A. Tellegen, and N. Garmezy (1995). ‘The Structure and Coherence of Competence from Childhood Through Adolescence’, Child Development, 66, 1635–59.
95. M. Rutter, P. Graham, O. F. Chadwick, and W. Yule (1976). ‘Adolescent Turmoil: Fact or Fiction?’, Journal of Child Psychology and Psychiatry, 17, 35–56.
96. D. N. Ruble and J. Brooks-Gunn (1982). ‘The Experience of Menarche’, Child Development, 53, 1557–66.
97. A. Caspi and T. E. Moffitt (1991). Individual Differences are Accentuated During Periods of Social Change: The Sample Case of Girls at Puberty’, Journal of Personality and Social Psychology, 61, 157–68.
98. R. B. Cairns, B. D. Cairns, and H. J. Neckerman (1989). ‘Early School Dropout: Configurations and Determinants’, Child Development, 60, 1437–52.
99. T. J. Dishion, J. McCord, and F. Poulin (1999). ‘When Interventions Harm: Peer Groups and Problem Behavior’, American Psychologist, 54, 755–64.
William M. Bukowski is a Professor in the Department of Psychology at Concordia University, Canada where he holds a University research chair. Broadly defined, his research interest is the features and effects of peer relations among school-age and early adolescent boys and girls. He is especially interested in: (a) the extent to which experiences with peers protect at-risk children from negative outcomes; and (b) the personal and contextual factors that underlie variability in the effects of the peer system.
Brett Laursen is a Professor in the Department of Psychology at Florida Atlantic University, USA. His main research interest is in the developmental processes related to interpersonal relationships during adolescence. He is especially interested in the positive and negative effects of conflict in adolescent relationships.
Kenneth H. Rubin is the Director of the Center for Children, Relationships, and Culture at the University of Maryland, USA where he is a Professor in the Department of Human Development. He directs a large research programme on the antecedents and consequences of peer relations during childhood and early adolescence. He is among the most productive and widely cited developmental psychologists in the world.