Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent, and Family Development Through Research, Policies, and Programs, Volume 2

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Richard M. Lerner, Francine Jacobs, Donald Wertlieb
SAGE, 2003 - Psychology - 2296 pages
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The Handbook of Applied Developmental Science is the only work to comprehensively present the latest theory, research, and application from applied developmental science (ADS) and the positive psychology movement. It summarizes and synthesizes the best scientific knowledge from ADS to help readers understand the efforts being made around the world to ensure that all children and adolescents develop into healthy adults who contribute positively to society. The first resource to organize and integrate both the prevention and promotion approaches to programs and policies, the Handbook provides a detailed road map for future research and for actions that will promote positive child, youth, and family development.

Published in four topical volumes, Volume 1 describes the foundation of applied developmental science, its historical development, and current scientific and professional efforts to develop policies and programs that promote development. Volume 2 examines public policy and government service systems. Volume 3 discusses community systems for enhancing citizenship and promoting a civil society. Finally, Volume 4 outlines methods for university engagement and academic outreach.

Volume 1

Applying Developmental Science for Youth and Families

Historical and Theoretical Foundations

Volume 2

Enhancing the Life Chances of Youth and Families

Contributions of Programs, Policies, and Service Systems

Volume 3

Promoting Positive Youth and Family Development

Community Systems, Citizenship, and Civil Society

Volume 4

Adding Value to Youth and Family Development

The Engaged University and Professional and Academic Outreach

Key Features

  • Four comprehensive, topical volumes
  • Approximately 2200 pages in 95 chapters
  • More than 150 contributors, many of whom are world-renowned leaders in applied developmental science from the academic, professional, and policy and political arenas
  • Forewords for each volume written by well-known authorities, including Edward Zigler, co-founder of the Head Start program; U.S. Congressman Elijah E. Cummings; David Bell, International Youth Foundation; and Graham Spanier, President, The Pennsylvania State University

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Contents

Historical and Theoretical Bases of Applied
1
Dimensions of Individual Diversity
13
Neural Development and Lifelong Plasticity
31
Stress
61
The Origins and Ends of Giftedness
81
Gender and Sexual Identity
101
A Culturally Sensitive
123
Racial Identity and Racial Socialization as Aspects of Adolescents
143
A View
1
National and International Perspectives
11
Collaborations and Coalitions for Positive
27
SecondGeneration
53
What International
85
The Role of NGOs in the Protection of
107
International Poverty Movements and Organizations as Spaces
123
The Role of the World Health
151

Rediscovering the Importance of Religion in Adolescent
165
Positive Parenting and Positive Development in Children
187
Promoting Child Adjustment by Fostering Positive Paternal
211
At the Interface Between Culture
233
The Development of Young Children With Disabilities and Their
259
Research Findings and Implications
281
Families and Ethnicity
305
Needs
339
Emerging Models for the Promotion
367
Bringing in a New Era in the Field of Youth Development
407
The Social Indicators Field
437
Author Index
501
Subject Index
523
About the Editors
537
VOLUME 2
i
Foreword ix
ix
A View of the Issues 1
xix
Risks to Achieving
5
Internalizing and Externalizing Problems 17
17
Youth Gangs and Community Violence 65
65
An EvidenceBased Conceptual
81
Moderating the Effects of War
137
What Is a Youth Development Program? Identification
197
The Impact of Mentoring
225
A Strategy for Improving Adolescent
237
Implications of Research on Play and Interpersonal Development
253
Impacts and Implications
311
Building an Early Care
329
Public Health Strategies to Promote Healthy Children Youth
347
Controversies and Possibilities 371
371
Effects of TANF on Family WeilBeing 395
395
Juvenile Justice and Positive Youth Development 421
421
The Foundation of Family Life 445
445
The Role of Federal and State Governments in Child
469
Solidifying a Child
489
Social Inclusion as a Core
507
Challenges and Opportunities
535
Author Index
585
Subject Index
605
About the Editors
617
VOLUME 3
637
Perspectives From the Faith Community
643
Foreword ix
645
Quality of Life in Children 183
183
Culture Child Development Research and Early Childhood
223
Investing in Children Promotes Poverty Reduction Social Justice
253
The Role of Participation Positive Youth Development
309
Nongovernment Organizations in Canada Promoting Youth
325
Positive Youth Development in the Context of National
343
The Role of NGOs
363
Perspectives From the Philanthropic
383
Private Foundation Support of Youth Development 403
403
Community Foundations
425
The Future of Private
441
A Renewed
475
Jewish Youth and Family Development Programs 495
495
Understanding
515
Interfaith Engagement
535
Author Index 565
565
Subject Index 575
575
About the Editors 587
587
Foreword ix
ix
The Engaged University
13
Religiously Affiliated Colleges and Universities 35
35
Liberal Arts Institutions and Child Family and Community
51
The Role of
59
Can Private Colleges Be Good Citizens?
99
MultiUniversity Coalitions 115
115
Making a Difference in
139
The Case for ServiceLearning 153
153
Promoting Positive Development With Human Development
173
EarlyChildhood Education 191
191
The Role of Positive Psychology in Child Adolescent and Family
207
Classification of Positive Traits 227
227
Human Development From
257
A Curriculum 275
275
The National Institute of Child Health and Human Development
283
Professional Outreach
291
Promoting Positive Development in Children Youth
337
The Role of Law Lawyers and Legal
353
Ethical Insights Into Parental Permission
371
Author Index 397
397
Subject Index 407
407
About the Editors 415
415
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About the author (2003)

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Applied Developmental Science Institute in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a Ph.D. in 1971 from the City University of New York. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and American Psychological Society. Prior to joining Tufts University, he held administrative posts at Michigan State University, Pennsylvania State University, and Boston College, where he was the Anita L. Brennan Professor of Education and the Director of the Center for Child, Family, and Community Partnerships. In 1994-95, he held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. He is author or editor of 55 books and more than 360 scholarly articles and chapters. He edited Volume 1 (Theoretical Models of Human Development) for the fifth edition of the Handbook of Child Psychology. He is the founding editor of the Journal of Research on Adolescence and Applied Developmental Science. He is known for his theory of, and research about, relations between life-span human development and contextual or ecological change. Lerner has done foundational studies of adolescents’ relations with their peer, family, school, and community contexts and is a leader in the study of public policies and community-based programs aimed at the promotion of positive youth development. With Sage, he authored America’s Youth in Crisis: Challenges and Options for Programs and Policies (1995), co-edited the four-volume Handbook of Applied Developmental Science, and is co-editing the two-volume Encyclopedia of Applied Developmental Science.

Francine Jacobs, Ed.D., is Associate Professor at Tufts University, with a joint appointment in the Eliot-Pearson Department of Child Development and the Department of Urban and Environmental Policy and Planning, of which she is currently Chairperson.  Her research and teaching interests are primarily in the area of child and family policy--child welfare and protection, child care and early childhood education, family support, and community-based initiatives--and in program evaluation.  During her time at Tufts, she ahs been the principal investigator for numerous grants, with projects ranging from coordinating an early childhood community planning process in Boston to developing an evaluation process for state family preservation programs.  Her current project is a multiyear evaluation of a universal home visiting program for teen mothers, Health Families Massachusetts.  In addition to her teaching and research, she serves on several advisory committees for child and family service organizations and research studiesand was recently appointed to the National Academy of Sciences' Committee on Family and Work Policies.  She graduate from Brandeis University and received her master's and doctoral degrees from Harvard University.  Pior to joining the Tufts faculty in 1986, she directed two early childhood programs and was the associate director and director of research at the Harvard Family Research Project.  She also maintained an active program evaluation practice, consulting for numerous organizations on the planning and conduct of evaluation activities.  She has lectured and written extensively about program evaluation and about child and family policy.  Her two coedited volumes, "Evaluating Family Program" and "More Than Kissing Babies: Current Child and Family Policy in the United States," focus on these areas.

Donald Wertlieb, Ph.D., is Director of the Tufts University Center for Children and Professor and former Chairman of the Eliot-Pearson Department of Child Development.  He is an applied developmental scientist with a background in clinical-developmental and pediatric psychology.  His major research interests are understanding the complex processes by which children and families cope with stressors such as marital separation and divorce and chronic illness.  In addition to his basic research, he conducts program evaluations of community partnerships and other collaborations.  He was recently funded by the National Cancer Institute to develop a multimedia interactive health education curriculum aimed at preventing drug, alcohol, and nicotine abuse by young people.  He served on the steering group of the National Forum on the Future of Children and Families and was president of the Society of Pediatric Psychology (1996-1999), a professional membership organization of about 1,000 scholars and practitioners committed to the improvement of health care research and services for children and families.  He has been interim chairman of the Department of Education at Tufts and a lecturer in the Department of Social Medicine and Health Policy at Harvard Medical School.

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