Swanson / Edwards / Spencer Adolescence

Development During a Global Era
1. Auflage 2010
ISBN: 978-0-08-092224-9
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 569 Seiten

This edited textbook will be appropriate for use in advanced undergraduate and graduate level courses and will serve as a comprehensive and timely introduction to the field of adolescent development, providing students with a strong foundation for understanding the biological, cognitive and psychosocial transitions occurring during adolescence. While certain normative biological and cognitive processes are relevant for all youth, development varies dramatically based on a youth's position in society. The volume will focus on contextual factors such as culture, racial identity, socioeconomic position and sociopolitical and historical events, highlighting the impact such factors have on the physiological and psychological processes and treating them as key elements in understanding development during this life stage. The authors will cover the major theoretical positions (both historical and contemporary) about adolescence as well as the relevant research and application. Additionally, modern phenomena - the ever-increasing influence of pop culture (i.e. Hip Hop), mass media and technology (i.e., the internet, gaming) and the evolution of family, education and the church - will be explored in depth. Each chapter will be written by a known expert in the field.
* More extensive analysis of cultural, political and socioeconomic factors impacting development than competing texts
* Research-to-Practice section covers evidence-based research on practice implementation
*The only advanced text with ancillary support and pedagogy--instructor website with test bank and image collection, plus summary box and study questions in each chapter

Autoren/Hrsg.

Swanson, Dena Phillips

Edwards, Malik C.

Spencer, Margaret Beale

Inhaltsverzeichnis

1;Front Cover;1
2;AdolescenceDevelopment During a Global Era;4
3;Copyright Page;5
4;Contents;6
5;Contributors;14
6;Preface;18
7;Foreword;22
8;Chapter 1: Sociopolitical contexts of development;26
8.1;1.1. General introduction and overview: human development across context-sharing diverse groups;27
8.1.1;1.1.1. History-graded influences;28
8.1.2;1.1.2. Age-graded influences;30
8.1.3;1.1.3. Nonnormative influences;30
8.2;1.2. Introduction to the conceptual orientation;33
8.3;1.3. Resiliency: obtaining good outcomes independent of risk level;37
8.4;1.4. Contemporary adolescents' unique challenges and opportunities;39
8.5;1.5. Theory-driven volume organization;43
8.6;1.6. Conceptual intent, purpose, and organization of the volume;46
8.7;References;50
9;Unit 1: Developmental transitions;54
9.1;Chapter 2: Physiological activity during adolescence;56
9.1.1;2.1. The rise of biopsychosocial models;57
9.1.1.1;2.1.1. Outside in models;57
9.1.1.2;2.1.2. Inside out models;59
9.1.1.3;2.1.3. A working model;61
9.1.2;2.2. Genetics and development;62
9.1.3;2.3. Fetal programming;65
9.1.4;2.4. Psychophysiological studies;67
9.1.4.1;2.4.1. Markers of adolescent development: Physiological levels;67
9.1.4.2;2.4.2. Markers of adolescent development: Physiological reactions;69
9.1.4.3;2.4.3. Physiological levels as harbingers;71
9.1.4.4;2.4.4. Physiological reactions as harbingers;72
9.1.4.5;2.4.5. Physiological activity and cognitive efficiency;75
9.1.4.6;2.4.6. Resilience and resistance;76
9.1.5;2.5. Conclusion;79
9.1.6;References;80
9.2;Chapter 3: Cognitive development for adolescents in a global era: A social justice issue?;88
9.2.1;3.1. Piaget's constructivist perspective;89
9.2.2;3.2. Vygotsky's sociocultural perspective;92
9.2.3;3.3. Cognitive development in context;93
9.2.4;3.4. New technology transforms cognitive ability;95
9.2.5;3.5. Implicit learning and its implications for the global era;97
9.2.5.1;3.5.1. The implicit learning of spelling strategies;97
9.2.5.2;3.5.2. The implicit learning of stereotypes;98
9.2.5.3;3.5.3. Implicit learning of behavior schemes: The example of exposure to violence;101
9.2.6;3.6. Cognitive development and adolescents in a global era;104
9.2.6.1;3.6.1. The development of scientific thinking skills in the global era;105
9.2.7;3.7. Normative cognitive processes transformed by new technology;109
9.2.7.1;3.7.1. Moving toward a socially conscious theory of cognitive development;110
9.2.8;3.8. Conclusion;112
9.2.9;References;113
9.3;Chapter 4: Adolescent psychosocial processes: Identity, stress, and competence;118
9.3.1;4.1. Framing normative development;120
9.3.1.1;4.1.1. Havighurst and Erikson;120
9.3.1.2;4.1.2. Developmental tasks and assets;123
9.3.2;4.2. Self-development and identity formation;125
9.3.2.1;4.2.1. Racial and ethnic identity;128
9.3.2.2;4.2.2. Identity and interpersonal processes;130
9.3.3;4.3. Stress and competence;132
9.3.3.1;4.3.1. Youth vulnerability and adaptation;135
9.3.4;4.4. Future directions;139
9.3.5;4.5. Conclusion;140
9.3.6;References;140
10;Unit 2: Contexts of development: socialization process;148
10.1;Chapter 5: A contemporary history of the church, hip hop, and technology: Their influenceon African American youth development;150
10.1.1;5.1. The black church;150
10.1.2;5.2. Hip hop;157
10.1.3;5.3. Technology;162
10.1.4;5.4. Conclusion;164
10.1.5;References;165
10.2;Chapter 6: Leisure and technological influences;168
10.2.1;6.1. Structured leisure time activities;170
10.2.1.1;6.1.1. Camps as a mediating space between youth-adult worlds;171
10.2.1.2;6.1.2. Out-of-school organizations for youth;176
10.2.1.3;6.1.3. Summary;180
10.2.2;6.2. Informal leisure time activities;181
10.2.2.1;6.2.1. Online communication technologies: IM, Internet chats, and social networking sites;183
10.2.2.2;6.2.2. Opportunities for positive development within online leisure activities;184
10.2.2.3;6.2.3. Gaming;189
10.2.2.4;6.2.4. Opportunities for positive development within gaming;190
10.2.3;6.3. Ubiquitous computing and the negotiation of borders between youth and adult worlds;194
10.2.4;References;197
10.3;Chapter 7: Adolescents and schooling: Differences by race, ethnicity, and immigrant status;208
10.3.1;7.1. Definitions of race, ethnicity, and immigrant status;209
10.3.2;7.2. Race, ethnic, and immigrant differences in parental background;211
10.3.3;7.3. The role of parents in affecting educational trajectories;215
10.3.4;7.4. School experiences;219
10.3.4.1;7.4.1. School segregation and other structural differences;219
10.3.4.2;7.4.2. Peer relations at school;221
10.3.5;7.5. Outcomes in adolescence;223
10.3.5.1;7.5.1. Educational outcomes;223
10.3.5.2;7.5.2. Social and emotional outcomes;224
10.3.6;7.6. The transition to adulthood;225
10.3.7;7.7. Conclusion;227
10.3.8;References;228
10.4;Chapter 8: Foundations of faith;236
10.4.1;8.1. Introduction;236
10.4.2;8.2. Adolescence;237
10.4.3;8.3. Defining faith;238
10.4.4;8.4. Faith in adolescent development;239
10.4.5;8.5. Defining faith-based institutions;240
10.4.6;8.6. Churches, mosques, and temples;241
10.4.7;8.7. Governing bodies;242
10.4.8;8.8. Religious schools;242
10.4.9;8.9. Other religious organizations;243
10.4.9.1;8.9.1. Volunteer groups and youth organizations;243
10.4.9.2;8.9.2. Nonprofit organizations and agencies;244
10.4.9.3;8.9.3. Religious media;245
10.4.10;8.10. Faith-based institutions as support for adolescent development;246
10.4.10.1;8.10.1. Religious congregations;248
10.4.10.2;8.10.2. Governing bodies;249
10.4.10.3;8.10.3. Religious schools;251
10.4.10.4;8.10.4. Other organizations;252
10.4.10.5;8.10.5. Nonprofit organizations and agencies;253
10.4.10.6;8.10.6. Religious media;253
10.4.11;8.11. Limitations of faith-based institutions;254
10.4.12;8.12. Socialization and cultural considerations;257
10.4.13;8.13. Conclusion;263
10.4.14;References;263
10.5;Chapter 9: Multicultural perspectives of self and racial/ethnic identity;268
10.5.1;9.1. White racial identity;269
10.5.2;9.2. Black racial identity;275
10.5.3;9.3. Native Americans;279
10.5.4;9.4. Hispanic Americans;283
10.5.5;9.5. Asian Americans;288
10.5.6;9.6. Mixed-race Americans;293
10.5.7;9.7. Conclusion;296
10.5.8;References;297
10.6;Chapter 10: Immigration and well-being;304
10.6.1;10.1. Ethnic identity;306
10.6.2;10.2. Ethnic identity and psychological well-being;308
10.6.3;10.3. Immigrant youth and physical health: the role of family, community, and social networks;309
10.6.4;10.4. Child language brokering;311
10.6.5;10.5. Effects of child language brokering;313
10.6.5.1;10.5.1. Academic performance and cognitive development;313
10.6.5.2;10.5.2. Parent-child relationships;315
10.6.6;10.6. Language, education, and policy;316
10.6.7;10.7. Conclusion;318
10.6.8;References;319
10.7;Chapter 11: Socializing relationships;324
10.7.1;11.1. Parental socializing influences;327
10.7.1.1;11.1.1. Parenting styles;327
10.7.2;11.2. Adolescent influences on parenting;331
10.7.2.1;11.2.1. Adolescent disclosure;331
10.7.2.2;11.2.2. Adolescent autonomy;333
10.7.3;11.3. Socialization in the context of ethnicity, race, immigration, and culture;334
10.7.3.1;11.3.1. Research on parenting in immigrant families;334
10.7.3.2;11.3.2. Family obligations and filial responsibilities;336
10.7.3.3;11.3.3. Ethnic-racial socialization;338
10.7.4;11.4. Peer socializing influences;341
10.7.4.1;11.4.1. Peer groups;342
10.7.4.2;11.4.2. Mechanisms of peer group influence;344
10.7.5;11.5. Conclusion;349
10.7.6;References;351
10.8;Chapter 12: Critical health issues during adolescence;366
10.8.1;12.1. Introduction;366
10.8.1.1;12.1.1. Pubertal transitions in health;367
10.8.1.2;12.1.2. Endocrinological changes;368
10.8.1.3;12.1.3. Linear growth;368
10.8.1.4;12.1.4. Muscle and fat distribution;368
10.8.1.5;12.1.5. Weight changes;369
10.8.1.6;12.1.6. Sexual maturation;369
10.8.1.7;12.1.7. Puberty and adolescent development;370
10.8.1.8;12.1.8. Psychosocial development;371
10.8.2;12.2. Social determinants of health;372
10.8.3;12.3. Mental health;373
10.8.3.1;12.3.1. Depression;373
10.8.3.2;12.3.2. Identity development;373
10.8.3.3;12.3.3. Gay, lesbian, bisexual, and transgendered (LGBT) identity development;374
10.8.4;12.4. Physical health;375
10.8.4.1;12.4.1. Puberty;375
10.8.4.2;12.4.2. Obesity;376
10.8.4.3;12.4.3. Type II diabetes;377
10.8.5;12.5. Sexual risk;377
10.8.6;12.6. Violence;378
10.8.6.1;12.6.1. Neighborhood violence;378
10.8.6.2;12.6.2. Bullying;378
10.8.6.3;12.6.3. Dating violence;379
10.8.7;12.7. Substance use;379
10.8.7.1;12.7.1. Smoking;380
10.8.8;12.8. Conclusion;381
10.8.9;References;381
11;Unit 3: Confronting normative challenges: Risk, resilience, privilege, and coping;390
11.1;Chapter 13: Rebirth: Civic engagement fromadolescence to adulthood;392
11.1.1;13.1. Challenged lives;394
11.1.1.1;13.1.1. Delayed engagement;395
11.1.1.2;13.1.2. Seeds of engagement;398
11.1.2;13.2. Discussion;404
11.1.2.1;13.2.1. Resisting help;406
11.1.2.2;13.2.2. Separation-individuation;407
11.1.3;13.3. Conclusion;410
11.1.4;References;411
11.2;Chapter 14: Social contexts and adolescent school engagement;414
11.2.1;14.1. Family environment;415
11.2.1.1;14.1.1. Parenting styles;415
11.2.1.2;14.1.2. Parenting practices;420
11.2.2;14.2. Classroom environment;423
11.2.2.1;14.2.1. Teachers;423
11.2.2.2;14.2.2. Climate;424
11.2.2.3;14.2.3. Ethnic group relations;427
11.2.3;14.3. School environment;428
11.2.3.1;14.3.1. Academic orientation;428
11.2.3.2;14.3.2. Tracking;429
11.2.3.3;14.3.3. Extracurricular activities;430
11.2.4;14.4. Conclusion;431
11.2.5;References;433
11.3;Chapter 15: Religious and spiritual development in diverse adolescents;440
11.3.1;15.1. Significance of adolescent religious and spiritual development: demographic trends;442
11.3.1.1;15.1.1. Religious centrality and attendance among US adolescents;442
11.3.2;15.2. Theories of spiritual development;444
11.3.2.1;15.2.1. Atheoretical approaches and the study of religion and spirituality;445
11.3.2.2;15.2.2. Developmental systems theory;446
11.3.3;15.3. Ecology of adolescent religious and spiritual development;448
11.3.3.1;15.3.1. Family influences;448
11.3.3.2;15.3.2. Peer influences;448
11.3.3.3;15.3.3. Mentors;449
11.3.3.4;15.3.4. School influences;449
11.3.3.5;15.3.5. Youth organizations;450
11.3.4;15.4. Cultural and contemporary issues in adolescent religious and spiritual development;450
11.3.4.1;15.4.1. Ethnicity and culture;451
11.3.4.2;15.4.2. Sociopolitical influences;454
11.3.5;15.5. Correlates of adolescent religious and spiritual development;457
11.3.5.1;15.5.1. Health;458
11.3.5.2;15.5.2. Risk-taking behaviors;458
11.3.5.3;15.5.3. Positive youth development;459
11.3.6;15.6. Negative outcomes of adolescent religious and spiritual development;461
11.3.7;15.7. Future directions for research;462
11.3.8;15.8. Conclusion;464
11.3.9;References;464
12;Unit 4: Structuring and Facilitating Supportive Systems;472
12.1;Chapter 16: From research to practice: The treatmentof adolescent psychopathology;474
12.1.1;16.1. Overview;474
12.1.2;16.2. Developmental psychopathology perspective;475
12.1.2.1;16.2.1. Incorporating developmental psychopathology into treatment;478
12.1.3;16.3. Evidence-based approach to treatment;479
12.1.3.1;16.3.1. Cognitive-behavioral therapy;481
12.1.3.2;16.3.2. Interpersonal psychotherapy for adolescents (IPT-A);482
12.1.3.3;16.3.3. Behavioral parent training;483
12.1.3.4;16.3.4. Dissemination of evidence-based treatments;484
12.1.3.5;16.3.5. Treatments that may cause harm;485
12.1.3.6;16.3.6. Culturally sensitive evidence-based treatment;486
12.1.4;16.4. Engaging adolescents in treatment;487
12.1.4.1;16.4.1. The therapeutic relationship;487
12.1.4.2;16.4.2. Adolescent involvement in treatment planning;489
12.1.4.3;16.4.3. Use of Internet/technology to engage adolescents;491
12.1.5;16.5. Ethical considerations in treatment of adolescents;492
12.1.5.1;16.5.1. Consent;493
12.1.5.2;16.5.2. Confidentiality;493
12.1.6;16.6. Public policy;494
12.1.7;16.7. Future directions;495
12.1.8;References;496
12.2;Chapter 17: Understanding adolescence: A policy perspective;502
12.2.1;17.1. Adolescent justice?;504
12.2.1.1;17.1.1. Common law conceptions;504
12.2.1.2;17.1.2. Progressive conceptions;505
12.2.1.3;17.1.3. Modern juvenile justice;508
12.2.1.4;17.1.4. Developmental perspective;509
12.2.2;17.2. Development and adolescent-focused policies;515
12.2.3;17.3. Conclusion;520
12.2.4;References;521
12.3;Chapter 18: Program considerations for youth-focused professionals;524
12.3.1;18.1. Approaches to prevention;524
12.3.2;18.2. A focus on racial and ethnic minority youth;525
12.3.2.1;18.2.1. Are minority youth in special need of prevention programs?;525
12.3.2.2;18.2.2. Effectiveness of culturally generic programs for minority youth;530
12.3.2.3;18.2.3. Importance of cultural iss;532
12.3.2.4;18.2.4. Other concerns for professionals working with racial and ethnic minority youth;539
12.3.2.5;18.2.5. Do culturally tailored programs really work better?;543
12.3.3;18.3. Conclusion;545
12.3.4;References;546
13;Afterword Adolescent Development and Geocultural Interpretations;552
13.1;Gene-Environment Studies;553
13.2;Social Inheritance Research;554
13.3;Standards Setting and the Global Era;556
13.4;Research to Practice in the Global Era;557
13.5;Final Remarks;558
13.6;References;559
14;Index;560