Encyclopedia of Applied Developmental Science
Encyclopedias
Abstract
The Encyclopedia of Applied Developmental Science is an important and timely contribution to this burgeoning field. This four-volume set is the authoritative source that encompasses the entire range of concepts and topics involved in the study of applied developmental science. Its contents and levels have broad appeal for those interested in how the application of knowledge about human development can be used to enhance the lives of individuals, families, and communities.
- Entries A-Z
- Subject Index
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- Adolescent Development
- ADS Training and Education
- Adult Development
- Biographies of Applied Developmental Scientists
- Child Development
- Civic Engagement
- Culture and Diversity
- Development-Promoting Interventions
- Developmental Assessment
- Developmental Disorders
- Developmental Processes
- Developmental Risks
- Ecology of Human Development
- Emotional and Social Development
- Ethics
- Families
- Foundations
- Health
- Historical Influences
- Infant Development
- Organizations
- Parenting
- Personality Development
- Religiosity and Spirituality
- Research Methodology
- Schools
- Social Issues
- Theory
- Universities
- Youth Programs
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Copyright
Copyright © 2005 by Sage Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Encyclopedia of applied developmental science / edited by Celia B. Fisher, Richard M. Lerner.
p. cm.
Includes bibliographical references and index.
ISBN 0-7619-2820-0 (cloth)
1. Child developmentEncyclopedias. 2. Youth developmentEncyclopedias. 3. AdolescenceEncyclopedias. 4. Developmental psychologyEncyclopedias. 5. Community developmentEncyclopedias. I. Fisher, Celia B. II. Lerner, Richard M.
HQ767.84.E52 2005
305.231′03—dc22
2004014078
05 06 07 08 09 10 9 8 7 6 5 4 3 2 1
Acquiring Editor: Jim Brace-Thompson
Editorial Assistant: Karen Ehrmann
Production Editor: Sanford Robinson
Typesetter: C&M Digitals (P) Ltd.
Copy Editors: Carla Freeman and Pam Suwinsky
Proofreader: Scott Oney
Indexer: Jean Casalegno
Cover Designer: Michelle Kenny
Advisory Board
Peter L. Benson
President, Search Institute
Joan M. Bergstrom
Wheelock College
Nancy A. Busch-Rossnagel
Fordham University
Roger A. Dixon
University of Alberta
Felton “Tony” Earls
Harvard University
Robert C. Granger
William T. Grant Foundation
Daniel P. Keating
University of Toronto
Kim Choo Khoo
National University of Singapore
Kaveh Khoshnood
Yale University
Bonnie Leadbeater
University of Victoria
Rick Little
President and CEO, The ImagineNations Group
Gary B. Melton
Clemson University
Jari-Erik Nurmi
University of Jyväskylä, Finland
Ellen PinderHughes
Tufts University
Avi Sagi-Schwartz
University of Haifa, Israel
T. S. Saraswathi
University of Baroda, India
Rainer K. Silbereisen
University of Jena, Germany
Merrill Singer
Chief of Research, Hispanic Health Council, Inc.
Margaret Beale Spencer
University of Pennsylvania
Linda Thompson
University of Maryland
Richard A. Weinberg
University of Minnesota
Hirokazu Yoshikawa
New York University
Luis H. Zayas
Washington University, St. Louis
Edward Zigler
Yale University
List of Entries
ABCDEFGHIJKLMNOPRSTUVWYReader's Guide
- Adolescent Development
- Abstinence in Adolescence (see also Health)
- Adolescence, Current Trends and Research About (see also Research Methodology)
- Adolescence and Thriving (see also Developmental Processes)
- Adolescent Females, Physical Activity
- Adolescent Parents, Programs and Policies for (see also Development-Promoting Interventions)
- Adolescent Pregnancy and Births (see also Health)
- Adolescent Sexuality
- Adolescents, at Risk
- Adolescents, Consent and Refusal of Treatment
- Alcohol, Tobacco, and Drug Use, Media Education for Adolescents
- Alcohol Use and Disorders Among Youth (see also Developmental Risks)
- Asthma in Adolescence (see also Health)
- Athletic Participation and Girls' Development
- Cancer Patients, Adolescent Consent to Research (see also Health)
- Cigarette Smoking in Adolescents (see also Developmental Risks)
- Dating in Adolescence (see also Emotional and Social Development)
- Decision Making Among Adolescents (see also Developmental Processes)
- Delinquency (see also Developmental Risks)
- Depression in Adolescence (see also Developmental Disorders)
- Ethnic Identity Development in Minority Adolescents (see also Culture and Diversity)
- Gender Intensification (see also Developmental Processes)
- HIV Prevention in Young Adults (see also Health)
- Lesbian, Gay, and Bisexual Youth
- Lesbian, Gay, and Bisexual Youth, Sexual Development (see also Developmental Processes)
- Menarche (see also Developmental Processes)
- Parenting in Adolescence (see also Parenting)
- Positive Youth Development, Service-Learning Versus Community Collaborative Models (see also Civic Engagement)
- Puberty (see also Developmental Processes)
- Religiosity and Resilience in Adolescence (see also Religiosity and Spirituality)
- Resiliency in Adolescence (see also Developmental Processes)
- Sexuality, Adolescents' Development of
- Silbereisen, Rainer K. (see also Social Issues)
- Social Support, Urban Adolescents (see also Ecology of Human Development)
- Stimulants, Adolescent Use of (see also Developmental Risks)
- Youth-Adult Partnerships (see also Civic Engagement; Ecology of Human Development)
- Youth Civic/Political Development (see also Civic Engagement)
- Youth Development Professionals (see also ADS Training and Education)
- Youth Development Programs, Essential Elements of (see also ADS Training and Education)
- Youth Mentoring (see also Development-Promoting Interventions)
- ADS Training and Education
- Education and Applied Developmental Science
- Planning and Evaluation Resource Center (PERC)
- Positive Development (see also Developmental Processes)
- Training in Applied Developmental Science
- Yale University, Bush Center in Child Development and Social Policy (see also Universities)
- Youth Development as a Public Idea (see also Adolescent Development)
- Youth Development Professionals (see also Adolescent Development)
- Youth Development Programs, Essential Elements of (see also Adolescent Development)
- Adult Development
- Adult Development, Definition, Culture, and Applications
- Attention Deficit/Hyperactivity Disorder in Adults
- Chronic Disability in Old Age
- Depression in Later Life
- Depression, Maternal
- Family Caregiving for Elders (see also Families)
- Marriage and Family Therapy
- Mental Health in Later Life, Ecology of
- Mental Retardation, Sociocontextual Influences in Adulthood (see also Ecology of Human Development)
- Old Age
- Psychoanalysis in Adults, Theory and Technique
- Sensory Impairment, Aging (see also Health)
- Social Support in Old Age (see also Ecology of Human Development)
- Special Education, Transition From School to Young Adulthood (see also Developmental Processes)
- Spiritual and Religious Coping in Later Life (see also Religiosity and Spirituality)
- Transition in Adulthood
- Transition to College (see also Developmental Processes)
- Vision Impairment, Late Life Adjustment and Rehabilitation (see also Health)
- Biographies of Applied Developmental Scientists
- Ames, Louise Bates
- Anastasi, Anne
- Benson, Peter L.
- Blum, Robert W.
- Bornstein, Marc H.
- Bronfenbrenner, Urie
- Brooks-Gunn, Jeanne
- Cauce, Ana Mari
- Ceci, Stephen J.
- Chase-Lansdale, P. Lindsay
- Côté, James E.
- Damon, William
- Eccles, Jacquelynne, and the Expectancy-Value Model of Achievement Choice (see also Theory)
- Eisenberg, Nancy
- Elkind, David
- Farrington, David P.
- Fisher, Celia B.
- Flanagan, Constance A.
- Floyd, Donald T., Jr.
- Freud, Anna
- Freud, Sigmund
- Gardner, Howard
- Gesell, Arnold Lucius
- Hagen, John William
- Hall, G. Stanley
- Helms, Janet E.
- Horowitz, Frances Degen
- Jacobs, Francine
- Khoo, Kim Choo
- Lamb, Michael
- Lerner, Jacqueline V.
- Lerner, Richard M.
- Lipsitt, Lewis P.
- Little, Rick R.
- Meisels, Samuel J.
- Montessori, Maria
- Moore, Kristin
- Mussen, Paul H.
- Osofsky, Joy Doniger
- Overton, Willis F.
- Petersen, Anne C.
- Phinney, Jean S.
- Piaget, Jean
- Pittman, Karen J.
- Rhodes, Jean
- Savin-Williams, Ritch C.
- Seligman, Martin E. P.
- Sherrod, Lonnie R.
- Silbereisen, Rainer K.
- Smyer, Michael A.
- Spanier, Graham B.
- Terman, Lewis M.
- Watson, John B.
- Weinberg, Richard A.
- Wertlieb, Donald
- Wheeler, Wendy
- Windle, Michael
- Youniss, James
- Child Development
- Advertising, Effects on Children (see also Ecology of Human Development)
- Alcoholism Prevention Programs for Children (see also Development-Promoting Interventions)
- Anxiety Disorders in Children (see also Developmental Disorders)
- Bipolar Disorder in Children (see also Developmental Disorders)
- Cancer, Psychosocial Dimensions of (see also Health)
- Child Abuse, Religion-Related (see also Developmental Risks)
- Child Care Centers, an International Perspective (see also Culture and Diversity)
- Child Care, Infant and Toddler (see also Infant Development)
- Child Development Across Cultures (see also Culture and Diversity)
- Child Labor (see also Developmental Risks)
- Children's Reading Comprehension (see also Developmental Processes)
- Conflict and Conflict Resolution in Early Childhood
- Day Care, Effects on Child Development
- Day Care, Measuring Quality of Care (see also Research Methodology)
- Domestic Violence, Child Exposure to (see also Developmental Risks)
- Early Childhood Care, Development, and Education in Asia (see also Culture and Diversity)
- Early Childhood Education in Turkey (see also Culture and Diversity)
- Feeding Disorders, Childhood (see also Developmental Disorders)
- Giftedness in African American Children (see also Developmental Processes)
- Incarcerated Mothers, Children of (see also Developmental Risks)
- Mastery Motivation, Preschool and Early Childhood (see also Developmental Processes)
- Media and Children's Fears (see also Ecology of Human Development)
- Obesity, Pediatric (see also Health)
- Obesity, Prevention in Childhood (see also Health)
- Pediatric Psychology (see also Theory)
- Peer Play in Early Childhood (see also Ecology of Human Development)
- Perceptual Development, Childhood (see also Theory)
- Play, Nonsocial, and Social-Emotional Development in Childhood (see also Ecology of Human Development)
- Prejudice in Childhood (see also Social Issues)
- Psychotropic Medications (see also Health)
- Siblinghood, Transitions to (see also Developmental Risks)
- Sports and Positive Youth Development
- Sports/Athletics, Children and
- Street Children (see also Culture and Diversity)
- Television, Children's Processing of (see also Theory)
- Toddlerhood
- Visual Impairment Across the Life Span (see also Health)
- Women, Infants, and Children, Special Supplemental Food Program for (see also Development-Promoting Interventions)
- Civic Engagement
- Advocacy, Child
- Civic Engagement
- Community Involvement
- Just-World Beliefs, Development of
- Mentoring
- Political Engagement
- Positive Youth Development, Service-Learning Versus Community-Collaborative Models (see also Adolescent Development)
- Public Policy and Human Development
- Service Learning
- Youth-Adult Partnerships (see also Adolescent Development; Ecology of Human Development)
- Youth Civic/Political Development (see also Adolescent Development)
- Culture and Diversity
- Acculturation
- Acculturation Stress
- Achievement in Mathematics, Gender and Ethnic Differences
- African American Youth Development, Cultural Influences
- African Culture, Human Ontogenesis Within
- African Family Traditions, Education and (see also Families)
- Asian American Families and Youth
- Asian Americans, a Term in Transition
- Assessment, Cultural Validity of (see also Research Methodology)
- Bilingualism, International
- Child Care Centers, an International Perspective (see also Child Development)
- Child Development Across Cultures (see also Child Development)
- Community-Based Research Ethics (see also Research Methodology)
- Culture and Health (see also Health)
- Culture and Human Development
- Developmental Contextualism and Cultural Adjustment of Immigrant Children (see also Ecology of Human Development; Theory)
- Early Childhood Care, Development, and Education in Asia (see also Child Development)
- Early Childhood Education in Turkey (see also Child Development)
- Ethical Issues in Cross-Cultural Research (see also Ethics)
- Ethnic Gloss
- Ethnic Identity
- Ethnic Identity Development in Minority Adolescents (see also Adolescent Development)
- Ethnicity and Race, Understanding of (see also Developmental Processes)
- Ethnography
- Immigrant Families, European (see also Families)
- Immigrants, Acculturation of
- Juvenile Justice, Racial Differences (see also Social Issues)
- Native Alaskan Tribes
- Parenting, Chinese Families and (see also Parenting)
- Refugees (see also Ecology of Human Development)
- Religion and Applied Developmental Science (see also Religiosity and Spirituality)
- Street Children (see also Child Development)
- Youth Culture, Hip-hop (see also Ecology of Human Development)
- Development-Promoting Interventions
- Adolescent Parents, Programs and Policies for (see also Adolescent Development)
- Alcoholism Prevention Programs for Children (see also Child Development)
- Infants, Intervention for Premature (see also Infant Development)
- Intervention Programs, Web-Based
- Mediated Learning Experience (see also Developmental Processes)
- Social Skills Training and Pervasive Developmental Disorders (PDD)
- Supervision
- Thinking, Education for
- Transfer of Knowledge, Child Education About the Real World
- Women, Infants, and Children, Special Supplemental Food Program for (see also Child Development)
- Youth Mentoring (see also Adolescent Development)
- Developmental Assessment
- Assessment, Applied Developmental
- Assessment, Cognitive
- Assessment, Early Childhood Performance
- Assessment, Ethnic Identity
- Assessment, Giftedness
- Assessment, Neonatal Behavioral Assessment Scale (see also Infant Development)
- Assessment, Special Education
- Assessment, Standardized Tests
- Asset Mapping (see also Research Methodology)
- Intelligence Testing
- Developmental Disorders
- Anorexia Nervosa
- Anxiety Disorders in Children (see also Child Development)
- Autism, Educational Treatments for
- Autistic Spectrum Disorders
- Bipolar Disorder
- Bipolar Disorder in Children (see also Child Development)
- Bulimia Nervosa
- Celiac Disease
- Clinical Significance
- Conduct Disorders
- Depression in Adolescence
- Developmental Disabilities
- Externalizing Behavior Problems
- Feeding Disorders, Childhood (see also Child Development)
- Gastrointestinal Disorders, Developmental Aspects of
- Mental Illness, Serotonin, and Genetics
- Mental Retardation
- Phobias, Childhood
- Postpartum Depression
- Developmental Processes
- Adaptation
- Adaptive Behavior
- Adolescence and Thriving (see also Adolescent Development)
- Body Size and Image, Female Attitudes and Perceptions About
- Body Size, Societal Views of
- Career Development
- Children's Reading Comprehension (see also Child Development)
- Cognitive Development
- Cognitive Skills and Aging
- Cortisol and Stress (see also Health)
- Critical-Period Hypothesis
- Decision Making Among Adolescents (see also Adolescent Development)
- Developmental Assets
- Egocentrism, Elkind's Contribution to Piagetian Theory
- Ethnicity and Race, Understanding of (see also Culture and Diversity)
- Gender Intensification (see also Adolescent Development)
- Genetics and Human Development
- Giftedness in African American Children (see also Child Development)
- Human Brain, Evolution of
- Identity (see also Personality Development)
- Identity, Capital Model of
- Identity Development in Biracial Children (see also Personality Development)
- Identity Statuses (see also Personality Development)
- Infant Reflexes (see also Infant Development)
- Language Production in Infants and Toddlers (see also Infant Development)
- Learning in the Life Cycle
- Lesbian, Gay, and Bisexual Youth, Sexual Development (see also Adolescent Development)
- Limbic System, Hedonic Escalation
- Mastery Motivation, Preschool and Early Childhood (see also Child Development)
- Mediated Learning Experience (see also Development-Promoting Interventions)
- Meiosis and Its Consequences
- Memory, Flashbulb
- Menarche (see also Adolescent Development)
- Metacognition
- Morality, Theories of Development
- Play, Childhood
- Positive Development (see also ADS Training and Education)
- Problem Solving
- Prosocial Behavior
- Puberty (see also Adolescent Development)
- Resiliency in Adolescence (see also Adolescent Development)
- Self-Concept
- Self-Concepts and Self-Esteem, Children and Adolescents (see also Personality Development)
- Self-Regulation
- Separation-Individuation, Margaret Mahler's Model
- Social Motivation
- Special Education, Transition From School to Young Adulthood (see also Adult Development)
- Testimony, Children's Competence for
- Transition to College (see also Adult Development)
- Developmental Risks
- Alcohol Use and Disorders Among Youth (see also Adolescent Development)
- Child Abuse, Religion-Related (see also Child Development)
- Child labor (see also Child Development)
- Cigarette Smoking in Adolescents (see also Adolescent Development)
- Cocaine
- Delinquency (see also Adolescent Development)
- Diabetes (see also Health)
- Divorce, Its Impact on Children (see also Families)
- Domestic Violence, Child Exposure to (see also Child Development)
- Domestic Violence, Impact on Women and Children
- Homelessness and Runaway Youth
- Incarcerated Mothers, Children of (see also Child Development)
- Learned Helplessness and Learned Optimism
- Malnutrition, Effects of
- Obesity
- Risk Behaviors
- Sensory Impairment, Vision and Hearing
- Siblinghood, Transitions to (see also Child Development)
- Stimulants, Adolescent Use of (see also Adolescent Development)
- Substance Use and Abuse Across the Life Span
- Sudden Infant Death Syndrome (SIDS)
- Traumatic Brain Injury, School Adjustment
- Violence, Effects on Development
- Youth Prostitution
- Ecology of Human Development
- Advertising, Effects on Children (see also Child Development)
- Body Types, Appraisals of
- Bullying, School (see also Schools)
- Career Choice
- Community
- Community Linkages, Levels of
- Community Schools and Applied Developmental Research (see also Schools)
- Community Youth Development
- Developmental Contextualism
- Developmental Contextualism and Cultural Adjustment of Immigrant Children (see also Culture and Diversity; Theory)
- Developmentally Attentive Communities
- Education, Urban (see also Schools)
- Families, Dual-Career (see also Families)
- Interactive Media, Effects of
- Internet
- Maternal Employment
- Media and Children's Fears (see also Child Development)
- Media Use, Reading, and Academic Achievement
- Media Violence
- Mental Retardation, Sociocontextual Influences in Adulthood (see also Adult Development)
- Occupations and Gender
- Peer Play in Early Childhood (see also Child Development)
- Peer Relationships
- Refugees (see also Culture and Diversity)
- School Counseling (see also Schools)
- School Refusal (see also Schools)
- School Transitions, Impact, Intervention, and Policy (see also Schools)
- Schools, Consultation to (see also Schools)
- Schools and School Reform (see also Schools)
- Social Capital
- Social Change and Human Development
- Social Exclusion
- Social Support
- Social Support in Old Age (see also Adult Development)
- Social Support, Urban Adolescents (see also Adolescent Development)
- Sports, High School
- Television, Educational and Prosocial Effects of
- Video Games
- Youth Culture, Hip-hop (see also Culture and Diversity)
- Youth-Adult Partnerships (see also Civic Engagement)
- Emotional and Social Development
- Aggression
- Dating in Adolescence (see also Adolescent Development)
- Play, Childhood
- Play, Nonsocial, and Social-Emotional Development in Childhood (see also Child Development)
- Psychodrama, Personality Development and (see also Personality Development)
- Ethics
- Criminalization and Mental Illness
- Ethical Issues in Cross-Cultural Research (see also Culture and Diversity)
- Eyewitness Testimony
- Law, Child Witnesses
- Law, Jurors' Perceptions of Child Witnesses
- Placebo Controls, Ethics in Multinational Clinical Trials
- Social Justice
- Families
- Adoption
- African Family Traditions, Education and (see also Culture and Diversity)
- Divorce, Its Impact on Children (see also Developmental Risks)
- Families, Dual-Career (see also Ecology of Human Development)
- Families, Immigrant Families in the United States
- Families, Multigenerational (see also Parenting)
- Family Caregiving for Elders (see also Adult Development)
- Family Policy (see also Social Issues)
- Family Systems Theory (see also Theory)
- Immigrant Families, European (see also Culture and Diversity)
- Immigrants, Experiences of
- Latino Families in America
- Native American Children and Families
- Television, Mediating Effects of Family Communication (see also Parenting)
- Foundations
- Facing History and Ourselves Foundation
- Grant, William T., Foundation
- International Youth Foundation
- Health
- Abstinence in Adolescence (see also Adolescent Development)
- Adolescent Pregnancy and Births (see also Adolescent Development)
- Asthma in Adolescence (see also Adolescent Development)
- Cancer Patients, Adolescent Consent to Research (see also Adolescent Development)
- Cancer, Psychosocial Dimensions of (see also Child Development)
- Celiac Disease (see also Developmental Disorders)
- Cortisol and Stress (see also Developmental Processes)
- Culture and Health (see also Culture and Diversity)
- Diabetes (see also Developmental Risks)
- Frontal Cortex
- HIV Prevention in Young Adults (see also Adolescent Development)
- HIV Prevention With Injecting Drug Users
- Obesity, Pediatric (see also Child Development)
- Obesity, Prevention in Childhood (see also Child Development)
- Psychotropic Medications (see also Child Development)
- Religiosity and Mental Health (see also Religiosity and Spirituality)
- Sensory Impairment, Aging (see also Adult Development)
- Vision Impairment, Late Life Adjustment and Rehabilitation (see also Adult Development)
- Visual Impairment Across the Life Span (see also Adolescent Development)
- Youth Development as a Public Idea (see also ADS Training and Education)
- Youth Development Professionals (see also ADS Training and Education)
- Youth Development Programs, Essential Elements of (see also ADS Training and Education)
- Historical Influences
- Delinquent Development, the Cambridge Study (see also Research Methodology)
- Evolutionary Developmental Psychology
- Home Economics
- Infant Development
- Assessment, Neonatal Behavioral Assessment Scale (see also Developmental Assessment)
- Child Care, Infant and Toddler (see also Child Development)
- Infant Reflexes (see also Developmental Processes)
- Infants, Intervention for Premature (see also Development-Promoting Interventions)
- Language Production in Infants and Toddlers (see also Developmental Processes)
- Sudden Infant Death Syndrome (SIDS) (see also Developmental Risks)
- Organizations
- American Psychological Association, Division 7 (Developmental Psychology)
- Boys & Girls Clubs of America
- Bronfenbrenner Life Course Center (see also Universities)
- Center for Child and Family Policy, Duke University (see also Universities)
- Center for Social Development, Applied Developmental Science at
- Center for the Study of Human Development (CSHD), Brown University (see also Universities)
- Center for Youth as Resources (CYAR), Headquarters for the Youth as Resources® (YAR)
- Child and Family Research, National Institute of Child Heath and Human Development
- Child Trends
- Community-Campus Partnerships and Community-Based Program Evaluation
- Erikson Institute
- Faith-Based Organizations
- Four-H (4-H) (see also Youth Programs)
- Head Start
- ImagineNations Group
- Innovation Center for Community and Youth Development
- Institute for Applied Research in Youth Development (see also Universities)
- Institute for Policy Research, Northwestern University (see also Universities)
- International Society for the Study of Behavioral Development
- Murray, Henry A., Research Center
- National Council on Family Relations
- Public Policy and Youth Development
- Search Institute
- Society for Research on Adolescence
- Society for the Psychological Study of Ethnic Minority Issues
- Society for the Study of Human Development
- Society of Clinical Child and Adolescent Psychology, Division 53, American Psychological Association
- UNICEF
- United Nations Convention on the Rights of the Child
- World Health Organization
- YouthBuild USA (see also Youth Programs)
- Parenting
- Adolescent Mothers (see also Social Issues)
- Adolescent-Parent Relations
- Attachment, Child-Parent
- Bonding, Parent-Child
- Discipline, Early Childhood
- Families, Multigenerational (see also Families)
- Father Involvement
- Foster Care
- Gay and Lesbian Parenting, Community Attitudes Toward
- Gay and Lesbian Parenting, Legal Aspects of
- Parent Advocacy
- Parent Education
- Parent Expectations
- Parent Involvement, Programs in
- Parental Involvement in Education
- Parental Self-Efficacy
- Parenting, Chinese Families and (see also Culture and Diversity)
- Parenting, Divorce and
- Parenting in Adolescence (see also Adolescent Development)
- Parenting, Native Americans and
- Parenting, Prejudice and
- Parenting, Single Mothers (see also Social Issues)
- Parenting, Stressful Environments and
- Television, Mediating Effects of Family Communication (see also Families)
- Personality Development
- Identity (see also Developmental Processes)
- Identity Development in Biracial Children (see also Developmental Processes)
- Identity Statuses (see also Developmental Processes)
- Psychodrama, Personality Development and (see also Ecology of Human Development)
- Self-Concepts and Self-Esteem, Children and Adolescents (see also Developmental Processes)
- Religiosity and Spirituality
- Religion and Applied Developmental Science (see also Culture and Diversity)
- Religiosity and Mental Health (see also Health)
- Religiosity and Resilience in Adolescence (see also Adolescent Development)
- Religious Development
- Religious Groups, Psychosocial Covariates of
- Spiritual and Religious Coping in Later Life (see also Adult Development)
- Spirituality
- Research Methodology
- Adolescence, Current Trends and Research About (see also Adolescent Development)
- Assessment, Cultural Validity of (see also Culture and Diversity)
- Asset Mapping (see also Developmental Assessment)
- Brain Mapping
- Change, Quantitative and Qualitative Aspects of
- Community-Based Research Ethics (see also Culture and Diversity)
- Day Care, Measuring Quality of Care
- Delinquent Development, the Cambridge Study (see also Historical Influences)
- Field Experimentation Research
- Forensic Interviewing
- Policy-Relevant Methods in Applied Developmental Science
- Program Evaluation
- Research Design, Developmental
- Research Methods, Quantitative
- Research Methods, Statistical Analysis for Longitudinal Research
- Schools
- Bullying, School (see also Ecology of Human Development)
- Community Schools and Applied Developmental Research (see also Ecology of Human Development)
- Education, Urban (see also Ecology of Human Development)
- Eliot-Pearson Children's School
- School Counseling (see also Ecology of Human Development)
- School Refusal (see also Ecology of Human Development)
- School Transitions, Impact, Intervention, and Policy (see also Ecology of Human Development)
- Schools, Consultation to (see also Ecology of Human Development)
- Schools and School Reform (see also Ecology of Human Development)
- Social Issues
- Adolescent Mothers (see also Parenting)
- AIDS, Women, and Poverty
- Computer Games
- Family Policy (see also Families)
- Juvenile Justice, Racial Differences (see also Culture and Diversity)
- Media and Developmental Science
- Parenting, Single Mothers (see also Parenting)
- Participant Advocate, Research Involving Children
- Prejudice in Childhood (see also Child Development)
- Racism
- Silbereisen, Rainer K. (see also Adolescent Development)
- Socioeconomic Status
- Welfare Reform
- Work and Family Life
- Theory
- Applied Developmental Science, Concepts of
- Behavior Theory
- Developmental Contextualism and Cultural Adjustment of Immigrant Children (see also Culture and Diversity; Ecology of Human Development)
- Developmental Systems Theories
- Eccles, Jacquelynne, and the Expectancy-Value Model of Achievement Choice (see also Biographies of Applied Developmental Scientists)
- Empowerment Theory and Youth
- Erickson's Theory
- Family Systems Theory (see also Families)
- “Goodness of Fit” and Development
- Identity, Helm's Theory of Racial
- Life Events
- Life Expectancy and the Life Span
- Overton, Willis F., Philosophical Foundations of Developmental Science
- Pediatric Psychology (see also Child Development)
- Perceptual Development, Childhood (see also Child Development)
- Philosophy of Science and Applied Developmental Science
- Positive Psychology
- Positive Psychology, Seligman's Concept of
- Positive Youth Development, a Developmental Systems View
- Problem Behavior Theory
- Psychoanalysis in Adults, Theory and Technique
- Recapitulation
- Sport Psychology
- Stage-Environment Fit Theory
- Stage Theories of Human Development
- Television, Children's Processing of (see also Child Development)
- Universities
- Bronfenbrenner Life Course Center (see also Organizations)
- Catholic University of America
- Center for Child and Family Policy, Duke University (see also Organizations)
- Center for the Study of Human Development (CSHD), Brown University (see also Organizations)
- Fordham University
- Fuller Theological Seminary
- Institute for Applied Research in Youth Development (see also Organizations)
- Institute for Policy Research, Northwestern University (see also Organizations)
- Institute of Child Development
- Michigan State University, Applied Developmental Science at
- Northwestern University, Human Development and Social Policy Program
- Tufts University, Eliot-Pearson Department of Child Development
- University of Michigan
- University of Wisconsin–Madison
- Yale University, Bush Center in Child Development and Social Policy (see also ADS Training and Education)
- Youth Programs
- Four-H (4-H) (see also Organizations)
- YouthBuild USA (see also Organizations)
- Youth Programs, Out-of-School Activities
Contributors
Abraham, Cini
University of Rochester School of Medicine and Dentistry
Alberts, Amy E.
Tufts University
Albizu-García, Carmen E.
University of Puerto Rico
Anderson, Pamela M.
Tufts University
Applewhite, Erain
Yale University School of Medicine
Aptekar, Lewis
San Jose University
Arteaga, Sonia S.
University of Maryland Baltimore County
Atkins, Robert
College of Allied Health Professions Department of Nursing
Auld, Daniel P.
Fordham University
Ayer, Lynsay
National Institute of Child Health and Human Development
Balsano, Aida Bilalbegović
Tufts University
Banik, Rumeli
Tufts University
Banks, Sean R.
The Pennsylvania State University
Barber, Bonnie L.
University of Arizona
Barrett, James G.
Boston College
Barton, Marianne
University of Connecticut
Basu, Archana
University of Illinois at Chicago
Baumgardner, Barbara
University of Maryland School of Medicine
Bekman, Sevda
Boğaziçi University
Bellavia, Gina M.
State University of New York at Buffalo
Benjamin, Alan F.
The Pennsylvania State University
Benjamin, Ann C.
University of Massachusetts Lowell
Benson, Peter L.
Search Institute
Bergstrom, Joan M.
Wheelock College
Bertelsen, Amy
Pennsylvania State University
Birman, Dina
University of Illinois at Chicago
Birnbaum, Liora
The College of Judea & Samaria
Bishop-Josef, Sandra
Yale University
Biswas-Diener, Robert
University of Oregon
Bjorklund, David F.
Florida Atlantic University
Black, Maureen
University of Maryland School of Medicine
Blum, Robert W.
Johns Hopkins University
Blumberg, Fran C.
Fordham University
Bobek, Deborah
Tufts University
Boerner, Kathrin
Lighthouse International
Bogat, G. Anne
Michigan State University
Bogenschneider, Karen
University of Wisconsin–Madison
Borden, Lynne M.
University of Arizona
Bornstein, Marc H.
National Institute of Child Health and Human Development
Bornstein, Helen G.
Bornstein, Jonathan D.
Bottjer, Steven J.
National Institute of Child Health and Human Development
Bottoms, Bette L.
University of Illinois at Chicago
Bourque, Alison
Innovation Center for Community and Youth Development
Bowman, Lonna R.
Georgia State University
Brennan, Mark
Lighthouse International
Brockman, Michael S.
University of California
Brokowski, Carolyn
Yale University
Brooks-Gunn, Jeanne
Columbia University
Brown, Drusilla
Tufts University
Brownell, Kelly D.
Yale University
Bruce, Susan
Boston College
Bruzzese, Jean-Marie
New York University
Bulotsky Shearer, Rebecca
University of Pennsylvania
Burns, Barbara
University of Louisville
Busch-Rossnagel, Nancy A.
Fordham University
Butcher, Shaun
Center for Youth as Resources
Cabrera, Natasha
University of Maryland
Cain, Nancy
University of Rochester School of Medicine and Dentistry
Cantor, Joanne
University of Wisconsin, Madison
Casas, Juan
University of Nebraska at Omaha
Castella, Catherine
Carnegie Hall
Castellino, Domini
Duke University
Cauce, Ana Mari
University of Washington
Cea, Christine D.
Fordham University
Cecero, John J.
Fordham University
Ceci, Stephen J.
Cornell University
Chandler, Michael
University of British Columbia, Canada
Chatham, Melissa L.
National Institute of Child Health and Human Development
Chauveron, Lisa
The Pennsylvania State University
Cheah, Charissa Siew Lyng
University of Saskatchewan
Cheong, Agnes Chang Shook
Nanyang Technological University
Chorev, Matan
Tufts University
Christiansen, Elise DiDenti
Boston College
Christmas-Best, Verona
University of Jena
Chun, Kevin
University of San Francisco
Cigoli, Vittorio
Catholic University of Milan
Clano-Boyce, Claudia
Westfield State College
Cohen, Heather
University of Pennsylvania
Cohen, Kenneth
Cornell University
Colt, Walter
Georgia State University
Cook, Fay Lomax
Northwestern University
Côté, James E.
University of Western Ontario
Cote, Linda
Chapman University
Coward, Carrie
Emory University
Craven, John A., III
Dowling College
Cummings, Andrea M.
Georgia State University
Cureton, Pamela
University of Maryland School of Medicine
Dalbert, Claudia
Martin-Luther University
Dalton, Thomas C.
Cal Poly State University
Daniel, Jessica Henderson
Children's Hospital, Boston
Danziger, Carla
Center For Youth as Resources
Dayton, Carolyn J.
Michigan State University
de Jesus, Maria
Boston College
Degirmencioglu, Serdar M.
Istanbul Bilgi University
DeGroot Hanawalt, Jennifer
Wayne State University
DeJonghe, Erika
Michigan State University
Dempster-McClain, Donna
Cornell University
Dennison, Renee Peltz
University of Arizona
Desmond, Roger
University of Hartford
Dickson, Ryan
Western Washington University
Diener, Ed
University of Illinois
Dixon, Pamela
University of Connecticut
Dokken, Deborah
The Children's National Medical Center
Donnelly, Thomas
Rutgers University
Donovan, John E.
University of Pittsburgh School of Medicine
Dowling, Elizabeth M.
ImagineNations Group
Downey, Rosemarie
Boston College
Duncan, Greg J.
Northwestern University
Dykas, Matthew J.
University of Maryland–College Park
Dym, Barry
WorkWise Research and Consulting
Edmonds, Christina
University of Maryland
Eger, Stacey J.
Fordham University
Elkind, David
Tufts University
Elkington, Katherine S.
Northwestern University Medical School
Falender, Carol
University of California, Los Angeles
Falk, Debra
National Institute of Child Health and Human Development
Fantuzzo, John W.
University of Pennsylvania
Farrington, David F.
University of Cambridge
Fasano, Alessio
University of Maryland School of Medicine
Fein, Deborah A.
University of Connecticut
Firebaugh, Francille M.
Cornell University
Fisch, Shalom M.
MediaKidz Research & Consulting
Fisher, Celia B.
Fordham University
Fitzgerald, Hiram E.
Michigan State University
Flanagan, Constance A.
The Pennsylvania State University
Floyd, Donald T., Jr.
National 4-H Council
Foster, Erica
Yale University
Fouts, Hillary N.
National Institute of Child Health and Human Development
Franco, Ximena
Florida International University
Fried, Adam
Fordham University
Fusco, Rachel A.
University of Pennsylvania
Gagliardi, Amy
Yale University
Galambos, Nancy L.
University of Victoria
Gallager, Richard
New York University
Galvin, Kerri A.
Fordham University
Garcia Coll, Cynthia
Brown University
Garthwaite, Lucinda
Innovation Center for Community and Youth Development
Geller, Barbara
Washington University in St. Louis
Gestsdottir, Steinunn
Tufts University
Gianinno, Lawrence J.
William T. Grant Foundation
Gilbert, Melissa
University of Michigan
Glidden, Laraine
St. Mary's College of Maryland
Göksel Göçer, Ayla
Mother Child Education Foundation
Goldweber, Asha M.
National Institute of Child Health and Human Development
Gordon, Rachel A.
University of Illinois at Chicago
Green, Beth
NPC Research, Inc.
Green, Donald P.
Yale University
Greenburg, Gary
Wichita State University
Greene, Jeff
University of Maryland
Gregory, Erik
EMG Executive and Life Coaching, LLC
Hagen, John W.
University of Michigan
Hahn, Andrew
Brandeis University
Hall, Nancy
Hamilton, Stephen F.
Cornell University
Hansen, Nathan B.
Yale University School of Medicine
Hart, Daniel
Rutgers University
Harter, Susan
University of Denver
Hartup, Willard W.
University of Minnesota
Hauser-Cram, Penny
Boston College
Hedvat, Tara
Boston College
Hertzog, Sarah
Tufts University
Herz, Rachel
Brown University
Hess, Christine
University of Maryland Baltimore County
Hill, Katherine
National Institute of Child Health and Human Development
Hirsch, Jerry
University of Illinois
Hobson, Hartley
Innovation Center for Community and Youth Development
Hofferth, Sandra L.
University of Maryland
Hogan, John D.
St. John's University
Hogan, Tracy M.
Fordham University
Holder, Angela Roddey
Duke University
Hoon, Alice Seng Seok
Nanyang Technological University
Horowitz, Amy
Lighthouse International
Horowitz, Frances Degen
The City University of New York
Horvath, Karoly
University of Maryland School of Medicine
Hunt, James E.
University of Arizona
Irby, Merita
The Forum for Youth Investment
Jackson, Julie Heim
Boston College
James, Jacquelyn
Boston College
Jelicic, Helena
Tufts University
Jones, Kenneth
The Pennsylvania State University
Jones, Shallimar
Michigan State University
Jovoniche, Jasna
University of Illinois
Juang, Linda
San Francisco State University
Jude, Cassidy
University of Maryland–College Park
Kail, Robert
Purdue University
Kaliner, Matthew
Radcliffe Institute for Advanced Study
Katcher, Elizabeth
Tufts University
Kawahara, Debra M.
Alliant International University
Kelley, Elizabeth
University of Connecticut
Keyes, Corey L. M.
Emory University
Khoo, Kim Choo
National University of Singapore
Killen, Melanie
University of Maryland
King, Pamela Ebstyne
Fuller Theological Seminary
Klein, Nancy
Cleveland State University
Kleinman, Jamie
University of Connecticut
Kroger, Jane
University of Tromsø
Kulkofsky, Sarah Christine
Cornell University
Kwak, Kyunghwa
Queen's University
Lachman, Margie
Brandeis University
LaFromboise, Teresa
Stanford University
Lamb, Michael
National Institute of Child Health and Human Development
Le, Katherine
University of Maryland School of Medicine
Lee, Sun-A
University of Arizona
LeeKeenan, Debbie
Tufts University
Leibson-Hawkins, Beth
Leibson-Hawkins, Robert
Tufts University
Lempert, Karen
Facing History and Ourselves
Lerner, Richard M.
Tufts University
Levendosky, Alytia A.
Michigan State University
Levine, Robert
Yale University
Locker, Sari
Columbia University Teachers College
Loeber, Rolf
University of Pittsburgh
Lopez, Barbara
Florida International University
Lord, Heather
Yale University
Lord, Jessica
University of Connecticut
Lucariello, Joan
Boston College
Luckner, Amy
University of Minnesota
Luster, Tom
Michigan State University
Ma, Lang
Tufts University
Macy, Christina
International Youth Foundation
Mahoney, Joseph
Yale University
Mair, Patrick
University of Vienna
Makel, Matthew
Cornell University
Manian, Nanmathi
National Institute of Child Health and Human Development
Manikam, Ramasamy
University of Maryland School of Medicine
Mannes, Marc
Search Institute
Margie, Nancy
University of Maryland
Marks, Steve
University of Arizona
Masten, Ann
University of Minnesota
McAdam-Crisp, Jacqueline
Fielding Institute
McBride, Amanda Moore
Washington University, St. Louis
McCall, Robert
University of Pittsburgh
McCann-Doyle, Sharon
New York University
McFarland, Carl
University of Alabama
McGlothlin, Heidi
University of Maryland
McWayne, Christine
New York University
Mehta, Kalyani
National University of Singapore
Meisels, Samuel J.
President, Erikson Institute
Meszaros, Peggy
Virginia Tech
Mincemoyer, Claudia C.
The Pennsylvania State University
Mio, Jeffery
California State Polytechnic University, Pomona
Miron, Dorina
University of Alabama
Morris, Jodi
Boston College
Morrissey, Taryn
Cornell University
Mosack, Victoria
Wichita State University
Mourad, Mariam
Michigan State University
Murphy, Jennifer
Boston College
Murphy, Kathryn M.
National Institute of Child Health and Human Development
Murphy-Kelsey, Bridget
University of Oklahoma
Murray, Rebecca
Georgia Southern University
Must, Aviva
Tufts University
Naudeau, Sophie
Tufts University
Negrón, Salvador Santiago
Carlos Albizu University
Nelson, Larry J.
Brigham Young University
Neocleous, Marliena
University of California
Neupert, Shevaun
Brandeis University
Nielsen, Michael E.
Georgia Southern University
Ninan, Ajit
University of Rochester
Nolan, Bridget Rose
National Institute of Child Health and Human Development
Nsamenang, A. Bame
Ecole Normale Sperieure (ENS) du Cameroun
Oakland, Thomas
University of Florida
O'Connell, Melissa
University of Maryland Baltimore County
Ohannessian, Christine McCauley
University of Connecticut Medical School
Ollendick, Thomas H.
Virginia Polytechnic Institute and State University
Onaga, Esther E.
Michigan State University
Osborn, Peter
Tufts University
Ostrov, Jamie M.
University of Minnesota
Pandey, Juhi
University of Connecticut
Papierno, Paul
Cornell University
Park-Taylor, Jennie
Boston College
Partridge, Ty
Wayne State University
Patalano, Frank
St. John's University
Paus, Tomáš
McGill University
Peckham, Staci M.
University of Pennsylvania
Pedersen, Sara Frances Aileen
New York University
Perkins, Daniel F.
The Pennsylvania State University
Perman, Jay A.
University of Maryland School of Medicine
Pernice-Duca, Francesca
Michigan State University
Peterson, Christopher
University of Michigan
Phinney, Jean S.
California State University, Los Angeles
PinderHughes, Ellen
Tufts University
Pinquart, Martin
University of Jena
Pittman, Karen
The Forum for Youth Investment
Procidano, Mary E.
Fordham University
Puhl, Rebecca M.
Yale University
Qualls, Sara Honn
University of Colorado at Colorado Springs
Quintana, Stephen
University of Wisconsin
Raney, Gary
University of Illinois at Chicago
Rao, Abha S.
University of Arizona
Ream, Geoffery
Cornell University
Reese, Patricia
Northwestern University
Reesman, Meredith
St. John's University
Reinhardt, Joann
Lighthouse International
Reitzle, Matthias
University of Jena
Remer, Lorraine A.
NASA/Goddard Space Flight Center
Resnick, Robert
Randolph-Macon College
Rhodes, Jean E.
University of Massachusetts, Boston
Ribas de Castro, Rodolfo
Federal University of Rio de Janeiro
Riley, Dave
University of Wisconsin–Madison
Rivera, Ann C.
New York University
Roehlkepartain, Eugene
Search Institute
Roeser, Robert W.
Stanford University
Rudmin, Floyd W.
University of Tromsø
Rudnicki, Aaron
University of Illinois at Chicago
Russell, Stephen
University of California
Saavedra, Lissette
Florida International University
Salonius-Pasternak, Dorothy Elizabeth
Tufts University
Savage, Carter Julian
Boys & Girls Clubs of America
Savin-Williams, Ritch
Cornell University
Scales, Peter
Search Institute
Scarupa, Harriet J.
Child Trends
Schmitt-Rodermund, Eva
University of Jena
Schoemer, Kathleen M.
University of Maryland Hospital for Children
Schotland, Marieka Sarah
New York University
Schwartz, Marlene B.
Yale University
Scollon, Christine
University of Illinois
Seidman, Edward
William T. Grant Foundation
Sekino, Yumiko
University of Pennsylvania
Shafranske, Edward
Pepperdine University
Sharma, Deepali
University of Jena
Shelley-Sireci, Lynn M.
Westfield State College
Sherraden, Margaret Sherrard
Washington University, St. Louis
Sherraden, Michael
Washington University, St. Louis
Sherrod, Lonnie R.
Fordham University
Sherwin, Elisabeth
University of Arkansas at Little Rock
Sikkema, Kathleen J.
Yale University School of Medicine
Silbereisen, Rainer K.
University of Jena
Silverman, Robyn
Tufts University
Silverman, Wendy K.
Florida International University
Simmons, Janie
Hispanic Health Council
Simpson, Isla H.
Tufts University
Sinno, Stefani
University of Maryland
Skara, Silvana
University of Southern California Keck School of Medicine
Small, Steve
University of Wisconsin–Madison
Smiler, Andrew
University of Michigan
Smith, Cynthia L.
Virginia Tech University
Smith, Lisa
Tufts University
Smith, Mary
Tufts University
Solazzo, Lisa A.
Fordham University
Sorensen, Silvia
University of Rochester Medical Center
Sorrell, Gwendolyn T.
Texas Tech University
Spencer, Margaret Beale
University of Pennsylvania
Spencer, Renee
Boston University
Spetter, Dante S.
Harvard University
Spiel, Christiane
University of Vienna
Steinman, Jason
Tufts University
Stines, Elise
University of Maryland Hospital for Children
Stoltenberg, Scott
Adduction Entry Center
Stone, Margaret R.
University of Arizona
Storey, Isabel
Brown University
Stott, Frances
Erikson Institute
Stubbs, Julie
University of Michigan
Subramaniam, Aarti
University of California
Susman, Elizabeth J.
The Pennsylvania State University
Susman-Stillman, Amy
University of Minnesota
Sussman, Steve
University of Southern Califorina
Takagi, Miyuki
San Francisco State University
Tamis-LeMonda, Catherine
New York University
Tan, Oon-Seng
Nanyang Technological University
Taylor, Al
Michigan State University
Taylor, Carl
Michigan State University
Teplin, Linda A.
Northwestern University
Teti, Douglas M.
The Pennsylvania State University
Theokas, Christina
Tufts University
Thompson, Chalmer E.
Indiana University
Thompson, Dennis N.
Georgia State University
Tillman, Rebecca
Washington University in St. Louis
Tilton-Weaver, Lauree
University of Nebraska
Torney-Purta, Judith
University of Maryland
Townsend, Nicolas L.
University of Michigan
Trimble, Joseph E.
Western Washington University
Trotman Reid, Pamela
University of Michigan
Tryon, Warren W.
Fordham University
Tufaro, Katrina A.
Boston College
Udell, Wadiya
Teachers College, Columbia University
Vaccaro, Thomas P.
St. John's University
Valkenburg, Patti M.
Amsterdam School of Communications Research (ASCOR)
van Dulmen, Manfred H. M.
Kent State University
Verducci, Susan
Stanford University
Verhofstadt-Denève, Leni
Ghent University
Vetta, Atam
Oxford University
Victoria, Mosack
Wichita State University
Villarruel, Francisco A.
Michigan State University
Vinay, Harpalani
University of Pennsylvania
Vitulano, Lawrence
Child Development–Community Policing Program
von Eye, Alexander
Michigan State University
von Károlyi, Catya
University of Wisconsin–Eau Claire
Vondracek, Fred W.
The Pennsylvania State University
Waddington, Susan
New York City Department of Education
Wagener, Linda Mans
Fuller Theological Seminary
Wallace, Scyatta A.
Oak Ridge Institute for Science and Education
Walsh, Mary E.
Boston College
Wang, Shirley S.
Yale University
Weekes-Shackelford, Viviana A.
Florida Atlantic University
Weichold, Karina
University of Jena
Weinberg, Richard A.
University of Minnesota
Weiner, Susan L.
The Children's Cause, Inc.
Wentzel, Kathryn R.
University of Maryland
Wertlieb, Donald
Tufts University
Wigfield, Allan
University of Maryland
Williams, Steve
Duke University
Williams, Wendy
Cornell University
Windle, Michael
University of Alabama
Winner, Ellen
Boston College
Witherspoon, Dawn
New York University
Wolf, Julie
University of Connecticut
Worobey, John
Rutgers University
Young, Jessica Mercer
Boston College
Youngblade, Lise M.
University of Florida
Youniss, James
Catholic University of America
Zabrucky, Karen
Georgia State University
Zeldin, Shepard
University of Wisconsin–Madison
Zigler, Edward
Yale University
About the Editors
Celia B. Fisher, PhD, Marie Ward Doty Professor of Psychology and Director of the Fordham University Center for Ethics Education, has provided national leadership in developing guidelines for graduate education in applied developmental science (ADS) and ethical standards for the science and practice of psychology and federal guidelines for human subjects research. She is a member of the Department of Health and Human Services Secretary's Advisory Committee on Human Research Protections (SACHRP) and the Ethics Working Group of the National Children's Study. She chaired the first National Conference on Graduate Education in ADS, the American Psychological Association's (APA) Ethics Code Task Force, and the New York State Board for Psychology. She was a member of the National Institute for Mental Health (NIMH) Data Safety Monitoring Board and the Institute of Medicine Committee on Clinical Research Involving Children. Fisher is a founding coeditor of the journal Applied Developmental Science. She has more than 100 publications and five books covering topics in developmental psychology and in ethics, including developmental correlates of racial/ethnic discrimination; child and parental attitudes toward privacy and research ethics; the ability of children, adults with mental retardation, and other vulnerable populations to consent to treatment and research; and guidelines for mental health research involving ethnic minority children and youth. Her most recent book, Decoding the Ethics Code: A Practical Guide for Psychologists (2003) has become a required text for graduate psychology programs across the country. Dr. Fisher's research and the ethics workshops and educational materials developed through the Fordham University Center for Ethics Education have received support from the National Science Foundation, the National Institute for Child Health and Human Development, the National Institute for Mental Health, and the National Institute of Allergies and Infectious Diseases.
Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Institute for Applied Research in Youth Development in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a PhD 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, the American Psychological Association, and the American Psychological Society. Prior to joining Tufts University, he was on the faculty and held administrative posts at Michigan State University, the 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. During the 1994–1995 academic year, Lerner held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. Lerner is the author or editor of 57 books and more than 400 scholarly articles and chapters. He edited Volume 1, Theoretical Models of Human Development, for the 5th edition of the Handbook of Child Psychology (1998), edited (with Francine Jacobs and Donald Wertlieb) the four-volume Handbook of Applied Developmental Science (2003), edited (with Laurence Steinberg) the 2nd edition of the Handbook of Adolescent Psychology (2004), and is editing (with William Damon) the forthcoming 6th edition of the Handbook of Child Psychology. He is the founding editor of the Journal of Research on Adolescence and of Applied Developmental Science. He is known for his theory of and research about relations between life span human development and contextual or ecological change. He has done foundational studies of the mutually influential relations between adolescents and 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.
Foreword
Robert C. Granger
Since it was created in 1936, the William T. Grant Foundation has been interested in describing, explaining, and thereby fostering the optimal development of young people. To do this work, over the years the Foundation has supported selected communication, direct service, and capacity-building projects, but research is the bulk and core of our work. As the Foundation's current president, this means that I have the job and luxury of staying current on the big ideas, people, and important research questions that should guide our grantmaking. This Encyclopedia of Applied Developmental Science, masterfully created and edited by Celia Fisher and Richard M. Lerner, is replete with all three.
In their overview chapter, Drs. Fisher and Lerner write that applied developmental science is in many ways “old wine in new bottles.” This acknowledgement of the historical antecedents of this field is appropriate in the way they imply. That is, the essence of science is the accumulation of knowledge over time, and therefore new fields grow from former ones. But as we know, scientific progress is also marked by reformulating how phenomena, in this case development across the life span, are understood. Sometimes these reformulations are modest, and once in a while they are much more radical; applied developmental science may be an example of the latter.
As entry after entry in this volume makes clear, a great strength of applied developmental science is its ability to synthesize formerly competing ideas. Dualities such as individual/context, proximal contexts/distal contexts, and basic research/applied research are often understood as examples of distinct concepts. Applied developmental science treats each of these dualities as an integrated whole.
For example, the recognition that development is best understood from an ecological perspective and that individuals both shape and are shaped by their social settings predates the naming of a field as “applied developmental science.” However, the assumption of applied developmental science that the person/setting and proximal/distal contexts are best understood as a dynamic system with a developmental course is something new. It focuses us much more clearly on the relationships among levels of the system rather than the characteristics of any particular level. No longer can we productively study individuals devoid of their connections to setting. Nor can we assume that individuals are affected by the close-in settings like families while families are in turn only influenced by more distal contexts like the nation state. Rather, all this exists as one system and perturbations in one area interact with all the others.
Some may see this systemic conception of development as overly complicating the task of understanding individual development and variation. My own view is that it may simplify matters, by suggesting that development is the manifestation of principles applicable to all systems. If so, our focus needs to be on explicating these principles and regularities. While this is not a trivial task, it feels more tractable than the attempt to make sense of the endless variety of possible interactions between people and their settings, if we treat those exchanges as random events.
Similarly, there is a long history to the assumption that there is a connection between so-called basic and applied research, yet applied developmental science is moving beyond those conventional categories. In my conversations with scholars, there is a vague unease with the proposition that certain science is about theory and basic processes while other science is about the application of such theorizing and research to real life. The basic/applied distinction, and the linear dimension it implies, may be reasonable in certain areas of scientific inquiry, but not in understanding human development. Rather, applied developmental science reminds us that social life and intraindividual processes are bound and it makes little sense to conceptually pull them apart for study.
Applied developmental science also moves us beyond the view that scholars somehow need to generate and then translate knowledge so that practitioners (e.g., parents, teachers, policymakers) can apply the new findings and make the world a better place. Such a linear translation rarely occurs, and this volume suggests it is not a useful way to think about the relationship between scholarship and practice. That is, the most theoretically important questions about development are derived from the situations, roles, and activities of daily life. Therefore, the way to productively connect research, policy, and practice is to join them throughout the process of stating and investigating research questions. Elsewhere I have argued that the reason that scholars need to connect to practitioners is not to improve practice but to improve scholarship. Such connections, authentically created among people from different roles and disciplines who are working on important, everyday questions, will inevitably have an influence on practice. After all, research, practice, and policy are joined in a larger system, too.
The current encyclopedia is wonderfully rich, and any omissions are a reflection of the state of the current science, not an oversight. There are statements throughout the volume suggesting frontiers that need to be addressed. For example, we are much stronger at theorizing development at the level of individuals than at other contextual levels such as organizations, public systems, or policy. Said another way, applied developmental science has helped us see and synthesize what people need across the life span. But we know much more about how to name the conditions and connections that aid positive development than how to create them intentionally when they do not exist. Making progress on this issue demands the systemic, interdisciplinary, cross-role thinking and work that is the heart of this encyclopedia.
Preface
Applied developmental science (ADS) seeks to advance the integration of developmental research with actions that promote positive development and/or enhance the life chances of vulnerable children, adolescents, young and old adults, and their families. There are three integrated components of ADS activity: theory/research, professional practice (i.e., the enactment of the services and/or the generation of the products associated with fields such as psychology, education, social work, nursing, and youth development programming), and policy and program development and evaluation.
The goals of this integration are to (a) promote positive human development, (b) strengthen and enhance family life, (c) build communities and community collaborations from an asset- or strength-based orientation, and (d) engage policy to create and sustain efforts at enriching civil society. Indeed, the systemic interrelation of these four substantive foci (positive human development, family life enhancement, community building, and policy engagement for civil society) justifies the three domains of activity for the field (theory/research, practice, and evaluation) and has accounted for the burgeoning of university-community collaboration to further this work.
The substantive foci of the Encyclopedia of Applied Developmental Science involves describing and explaining all four of these foci in regard to theory/research, professional practice, and evaluation. We recognize that the breadth of activity in applied developmental science makes adequate representation of these foci a daunting challenge. How may all the information about this field be integrated in a manner accessible, meaningful, and useful to the next generation of the leaders of our nation and world? How may we best convey the key knowledge necessary for them to understand the nature of their development and the way that they may contribute positively to their own lives, to their families and communities, and to the designed and natural environments of which they will be stewards throughout their adult years?
We believe the present work provides an effective way to address these questions because it includes entries written in an authoritative but not overly technical manner by the broad range of scholars and practitioners involved in applied developmental science. Moreover, the entries in this encyclopedia are written to be accessible not only to other professionals but, as well, to policymakers and other potential consumers of applied developmental science scholarship, for instance, young people and their parents, teachers, and counselors.
Our hope is that the Encyclopedia of Applied Developmental Science: will be seen as an important and timely contribution to the field of applied developmental science. Our goal is that, as a single, authoritative source, it will encompass the range of concepts and topics involved in the study of applied developmental science and that its contents and levels will have broad appeal across the diverse audiences we believe should be interested in how the application of knowledge about human development can be used to enhance the lives of the diverse individuals, families, and communities of our world.
To the extent that our hopes and goals are realized, we will find ourselves in even greater debt than we are at this writing to the numerous people whose contributions made this work possible.
First and foremost we are indebted to the contributors to the Encyclopedia of Applied Developmental Science. Their scholarship and dedication to excellence and social relevance in developmental science and its application enabled this work to be produced and serve as a model of how scholarship may both contribute to knowledge and the positive development of people across their life spans.
Our colleagues and students in the Psychology Department of Fordham University and in the Eliot-Pearson Department of Child Development of Tufts University, respectively, were great resources to us in the development of this volume. Karyn Lu, the former managing editor of the Institute for Applied Research in Youth Development Publications Office in the Eliot-Pearson Department of Child Development provided initial editorial assistance for this work, and we are deeply indebted to her for her superb contributions. For the past year Katherine M. Connery, assistant editor in the institute's Publications Office, has provided superb editorial support and guidance, and we express our boundless appreciation for her unflagging commitment to excellence and for the precision and excellence of her contributions to this work.
Our editing of this encyclopedia was enhanced substantially by the sage advice and support of a distinguished advisory board: Peter Benson, Joan Bergstrom, Nancy A. Busch-Rossnagel, Roger A. Dixon, Felton “Tony” Earls, Robert C. Granger, Daniel P. Keating, Kim Choo Khoo, Kaveh Khoshnood, Bonnie Leadbeater, Rick Little, Gary B. Melton, Jari-Erik Nurmi, Ellen Pinderhughes, Avi Schwartz, T. S. Saraswathi, Rainer K. Silbereisen, Merrill Singer, Margaret Beale Spencer, Linda Thompson, Richard A. Weinberg, Hirokazu Yoshikawa, Luis H. Zayas, and Edward Zigler. We are grateful to these colleagues for their wisdom and guidance. We are especially grateful to Dr. Robert C. Granger for writing a foreword to this work. It is a model of scholarly insight and applied significance.
James Brace-Thompson, our editor at Sage Publications, was a constant source of excellent advice, encouragement, and collegial support, and we are pleased to acknowledge our gratitude to him, as well as to Karen Ehrmann, editorial assistant, and Sanford Robinson, Project Editor, for the excellence of their work and their unflagging support for and enthusiasm about the encyclopedia.
Finally, we deeply appreciate the love and support given to us by our families during our work on Applied Developmental Science: An Encyclopedia of Research, Policies, and Programs. They remain our most cherished developmental assets, and we gratefully dedicate this book to them.
Introduction
The latter part of the 20th century was marked by public anxiety about a myriad of social problems, some old, some new, but all affecting the lives of vulnerable children, adolescents, adults, families, and communities (Fisher & Murray, 1996; Lerner, 1995). For instance, in America, a set of problems, of historically unprecedented scope and severity, involved interrelated issues of economic development, environmental quality, health and health care delivery, poverty, crime, violence, drug and alcohol use and abuse, unsafe sex, and school failure.
Indeed, in the last years of the 20th century and in the first years of the current one, across the United States and in other nations, infants, children, adolescents, and the adults who care for them continued to die from the effects of these social problems (e.g., Dryfoos, 1990; Hamburg, 1992; Perkins & Borden, 2003). And, if people were not dying, their prospects for future success were being reduced by civil unrest and ethnic conflict, by famine, by environmental challenges (e.g., involving water quality and solid waste management), by school underachievement and dropout, by teenage pregnancy and parenting, by lack of job opportunities and preparedness, by prolonged welfare dependency, by challenges to their health (e.g., lack of immunization, inadequate screening for disabilities, insufficient prenatal care, and lack of sufficient infant and childhood medical services), and by the sequelae of persistent and pervasive poverty (e.g., Huston, McLoyd, & Garcia Coll, 1994; McLoyd, 1998). These issues challenge the resources and the future viability of civil society in America and throughout the world (Lerner, Fisher, & Weinberg, 2000a, 2000b).
The potential role of scientific knowledge about human development in addressing these issues of individuals, families, communities, and civil society resulted in growing interest and activity in what has been termed applied developmental science (ADS). Indeed, over the past two decades, increasing numbers of developmental scientists from diverse disciplines have come to identify themselves professionally as “applied developmental scientists.” Joining under this umbrella are colleagues from allied disciplines and specialties in the biological, psychological, social, and behavioral sciences and the helping professions, all sharing common goals and visions captured in some of the more formal definitions of the ADS fields.
In many ways, applied developmental science is “old wine in a new bottle,” that is, there are significant historical antecedents to the burgeoning field evident today (Wertlieb, 2003). It is useful here to provide a brief overview of this history, focusing most on the events over the past quarter century that have given shape to contemporary ADS.
Applied Developmental Science: A Brief HistoryApplied developmental science has its roots in numerous fields concerned with human development, for example, home economics/family and consumer sciences (e.g., Meszaros, 2003; Nickols, 2001), human ecology (Bronfenbrenner, 2001, in press; Bronfenbrenner & Morris, 1998), comparative psychology (Tobach, 1994), and developmental psychology (Lerner, 2002; Wertlieb, 2003).
Within the past quarter century, a key milestone in the elaboration of the field's territory occurred with the founding of the Journal of Applied Developmental Psychology in 1980, an international multidisciplinary life-span journal. The masthead proclaimed a
forum for communication between researchers and practitioners working in life-span human development fields, a forum for the presentation of the conceptual, methodological, policy, and related issues involved in the application of behavioral science research in developmental psychology to social action and social problem solving. (Sigel & Cocking, 1980, p. i)
In welcoming the new journal in an inaugural editorial, Zigler (1980) narrowed the definition of the journal's purview to what he called a “field within a field” (i.e., presumably, applied developmental psychology within developmental psychology) but set high and broad expectations that “these pages shall attest to the synergistic relationship between basic and applied research” (p. 1).
In 1991, a National Task Force on Applied Developmental Science convened representatives from a broad but not an exhaustive range of professional scientific organizations concerned with the application of the developmental psychology knowledge base to societal problems. Organizations represented included the American Psychological Association, the Gerontological Society of America, the International Society for Infant Studies, the National Black Child Development Institute, the National Council on Family Relations, the Society for Research on Adolescence, and the Society for Research in Child Development. Goals included the articulation of the definition and scope of ADS along with guidelines for graduate training in this emergent, interdisciplinary field. A consensus process produced a complex four-point definition of ADS, quoted here at length to document the current parameters of content, process, methods, and values:
1.1. Applied developmental science involves the programmatic synthesis of research and applications to describe, explain, intervene, and provide preventive and enhancing uses of knowledge about human development. The conceptual bases of ADS reflects the view that individual and family functioning is a combined and interactive product of biology and the physical and social environments that continuously evolve and change over time. ADS emphasizes the nature of reciprocal person-environment interactions among people, across settings, and within a multidisciplinary approach stressing individual and cultural diversity. This orientation is defined by three conjoint emphases:
- Applied: Direct implications for what individuals, families, practitioners, and policymakers do.
- Developmental: Systematic and successive changes within human systems that occur across the life span.
- Science: Grounded in a range of research methods designed to collect reliable and objective information systematically that can be used to test the validity of theory and application.
1.2. ADS recognizes that valid applications of our knowledge of human development depend upon scientifically based understanding of multilevel normative and atypical processes that continually change and emerge over the life cycle.
1.3. ADS reflects an integration of perspectives from relevant biological, social, and behavioral sciences disciplines in the service of promoting development in various populations.
1.4. The nature of work in ADS is reciprocal in that science drives application and application drives science. ADS emphasizes the bidirectional relationship between those who generate empirically based knowledge about developmental phenomena and those who pursue professional practices, services, and policies that affect the well-being of members of society. Accordingly, research and theory guide intervention strategies, and evaluations of outcomes of developmental interventions provide the basis for the reformulation of theory and for modification of future interventions. (Fisher et al., 1993, pp. 4–5)
By 1997, these parameters defining ADS were adopted as the editorial scope of a new journal, Applied Developmental Science, with further explication of a more inclusive range of methodologies and audiences. The journal publishes
research employing any of a diverse array of methodologies—multivariate longitudinal studies, demographic analyses, evaluation research, intensive measurement studies, ethnographic analyses, laboratory experiments, analyses of policy and/or policy-engagement studies, or animal comparative studies—when they have important implications for the application of developmental science across the life span. Manuscripts pertinent to the diversity of development throughout the life-span—cross-national and cross-cultural studies; systematic studies of psychopathology; and studies pertinent to gender, ethnic and racial diversity—are particularly welcome…. [The audience includes] developmental, clinical, school, counseling, aging, educational, and community psychologists; life course, family and demographic sociologists; health professionals; family and consumer scientists; human evolution and ecological biologists; practitioners in child and youth governmental and nongovernmental organizations. (Lerner, Fisher, & Weinberg, 1997, p. 1)
Most recently, some leaders of ADS have broadened the scope of ADS even further, suggesting elements of a blueprint for promoting civil society and social justice, a provocative and compelling elaboration of both the substance and ethical orientation of the field (Fisher, 2003; Lerner, 2004). Given the presence of this range of interests and activities, ADS is now considered “an established discipline” (Fisher, Murray, & Sigel, 1996), one operationalized by the diverse foci of work pursued under this framework but linked by a common conceptual/theoretical perspective about human development: developmental systems theory. To understand the diversity of empirical, methodological, and ethical interests and activities of contemporary ADS, it is important to appreciate the developmental systems theoretical orientation that rationalizes the use of developmental science for the promotion of positive human development and the enhancement of civil society.
From Developmental Systems Theories to Applied Developmental SciencePaul Mussen, the editor of the third edition of the Handbook of Child Psychology, presaged what today is abundantly clear about the contemporary stress on systems theories of human development. Mussen (1970) said, “The major contemporary empirical and theoretical emphases in the field of developmental psychology… seem to be on explanations of the psychological changes that occur, the mechanisms and processes accounting for growth and development” (p. vii). This vision alerted developmental scientists to a burgeoning interest not in structure, function, or content per se, but to change, to the processes through which change occurs, and on the means through which structures transform and functions evolve over the course of human life.
Today, Mussen's (1970) vision has been crystallized. The cutting edge of contemporary developmental theory is represented by systems conceptions of process, of how structures function and how functions are structured over time. Thus, developmental systems theories of human development are not tied necessarily to a particular content domain, although particular empirical issues or substantive foci (e.g., motor development, successful aging, wisdom, extraordinary cognitive achievements, language acquisition, the self, psychological complexity, or concept formation) may lend themselves readily as exemplary sample cases of the processes depicted in a given theory (see Lerner, 1998).
The power of developmental systems theories lies in their ability not to be limited or confounded by an inextricable association with a unidimensional portrayal of the developing person. In developmental systems theories, the person is not biologized, psychologized, or sociologized. Rather, the individual is “systemized.” A person's development is embedded within an integrated matrix of variables derived from multiple levels of organization. Development is con-ceptualized as deriving from the dynamic relations among the variables within this multi-tiered matrix.
Developmental systems theories use the polarities that engaged developmental theory in the past (e.g., nature/nurture, individual/society, biology/culture; Lerner, 2002), not to “split” depictions of developmental processes along conceptually implausible and empirically counterfactual lines (Overton, 1998) or to force counterproductive choices between false opposites (e.g., heredity or environment, continuity or discontinuity, constancy or change; Lerner, 2002), but to gain insight into the integrations that exist among the multiple levels of organization involved in human development. These theories are certainly more complex than their one-sided predecessors. They are also more nuanced, more flexible, more balanced, and less susceptible to extravagant or even absurd claims (for instance, that nature, split from nurture, can shape the course of human development; that there is a gene for altruism, militarism, or intelligence; or that when the social context is demonstrated to affect development, the influence can be reduced to a genetic one (e.g., Plomin, 2000; Rowe, 1994; Rushton, 2000).
These mechanistic and atomistic views of the past have been replaced, then, by theoretical models that stress the dynamic synthesis of multiple levels of analysis, a perspective having its roots in systems theories of biological development (e.g., Cairns, 1998; Gottlieb, 1997; Schneirla, 1957). In other words, development, understood as a property of systemic change in the multiple and integrated levels of organization (ranging from biology to culture and history) composing human life and its ecology, is an overarching conceptual frame associated with developmental systems models of human development.
Explanation and Application: A SynthesisThis stress on the dynamic relation between the individual and his or her context results in the recognition that a synthesis of perspectives from multiple disciplines is needed to understand the multilevel integrations involved in human development. In addition, to understand the basic process of human development both descriptive and explanatory research must be conducted within the actual ecology of people's lives.
Explanatory studies, by their very nature, constitute intervention research. The role of the developmental researcher conducting explanatory research is to understand the ways in which variations in person-context relations account for the character of human developmental trajectories, life paths that are enacted in the natural laboratory of the real world. To gain an understanding of how theoretically relevant variations in person-context relations may influence developmental trajectories, the researcher may introduce policies and/or programs as experimental manipulations of the proximal and/or distal natural ecology. Evaluations of the outcomes of such interventions become a means to bring data to bear on theoretical issues pertinent to person-context relations. More specifically, these interventions have helped applied developmental scientists to understand the plasticity in human development that may exist and that may be capitalized on to enhance human life (Csikszentmihalyi & Rathunde, 1998; Lerner, 1984).
The interindividual differences in intraindividual change that exist as a consequence of these naturally occurring interventions attest to the magnitude of the systematic changes in structure and function—the plasticity—that characterize human life. Explanatory research is necessary, however, to understand what variables, from what levels of organization, are involved in particular instances of plasticity that have been seen to exist. In addition, such research is necessary to determine what instances of plasticity may be created by science or society. In other words, explanatory research is needed to ascertain the extent of human plasticity or, in turn, to test the limits of plasticity (Baltes, Lindenberger, & Staudinger, 1998).
From a developmental systems perspective, the conduct of such research may lead the scientist to alter the natural ecology of the person or group he or she is studying. Such research may involve either proximal or distal variations in the context of human development. But, in any case, these manipulations constitute theoretically guided alterations of the roles and events a person or group experiences at, or over, a portion of the life span.
These alterations are indeed, then, interventions: They are planned attempts to alter the system of person-context relations that constitute the basic process of change; they are conducted in order to ascertain the specific bases of, or to test the limits of, particular instances of human plasticity (Baltes et al., 1998). These interventions are a researcher's attempt to substitute designed person-context relations for naturally occurring ones in an attempt to understand the process of changing person-context relations that provides the basis of human development. In short, then, basic research in human development is intervention research (Lerner, 2002).
Accordingly, the cutting edge of theory and research in human development lies in the application of the conceptual and methodological expertise of human developmental scientists to the natural ontogenetic laboratory of the real world. This placement into the actual ecology of human development of explanatory research about the basic, relational process of development involves, then, the fusion of application with basic developmental science. To pursue the study of ontogeny from a developmental systems perspective, a research/application agenda that is focused on the relations between diverse individuals and their similarly diverse contexts is brought to the fore (Lerner, 2002). In addition, however, scholars involved in such research must have at least two other concerns, ones deriving from the view that basic, explanatory research in human development is, in its essence, intervention research.
Research in human development that is concerned with one or even a few instances of individual and contextual diversity cannot be assumed to be useful for understanding the life course of all people. Similarly, policies and programs derived from such research, or associated with it in the context of a researcher's tests of ideas pertinent to human plasticity, cannot hope to be applicable, or equally appropriate and useful, in all contexts or for all individuals. Accordingly, developmental and individual differences-oriented policy development and program (intervention) design and delivery must be a key part of the approach to applied developmental research for which we are calling.
The variation in settings within which people live means that studying development in a standard (for example, a “controlled”) environment does not provide information pertinent to the actual (ecologically valid), developing relations between individually distinct people and their specific contexts (for example, their particular families, schools, or communities). This point underscores the need to conduct research in real-world settings (Bronfenbrenner, 1974; Zigler, 1998) and highlights the ideas that (a) policies and programs constitute natural experiments, that is, planned interventions for people and institutions, and (b) the evaluation of such activities becomes a central focus in the developmental systems research agenda we have described (e.g., Cairns, Bergman, & Kagan, 1998; Lerner, 1995, 2002).
In this view, then, policy and program endeavors do not constitute secondary work, or derivative applications, conducted after research evidence has been compiled. Quite to the contrary, policy development and implementation, and program design and delivery, become integral components of the applied developmental science approach to research; the evaluation component of such policy and intervention work provides critical feedback about the adequacy of the conceptual frame from which this research agenda should derive (Zigler, 1998; Zigler & Finn-Stevenson, 1999).
In essence, then, a developmental systems perspective leads us to recognize that, if we are to have an adequate and sufficient science of human development, we must integratively study individual and contextual levels of organization in a relational and temporal manner (Bronfenbrenner, 1974; Zigler, 1998). And if we are to serve the world's citizens and families through our science, if we are to help develop successful policies and programs through our scholarly efforts, efforts that result in the promotion of positive human development, we may make great use of the integrative, temporal, and relational model of the person and of his or her context that is embodied in the developmental systems perspective.
From Developmental Systems Theory to the Core Principles of ADSAs has been argued before us—for example, by Fisher (e.g., Fisher et al., 1993); Weinberg (e.g., Lerner, Fisher, & Weinberg, 1997, 2000a, 2000b); Sherrod (e.g., Sherrod, 1999); Eccles (Eccles, Lord, & Buchanan, 1996); Takanishi (1993); Lerner (Lerner, 2002, 2004); and Wertlieb (2003)—ADS is predicated on the developmental systems theoretical perspective we have described. Within this context, Fisher et al. (1993) summarize the five conceptual components that, together, characterize the core principles of ADS. Taken together, these conceptual principles make ADS a unique approach to understanding and promoting positive development.
The first conceptual component of ADS is the notion of the temporality, or historical embeddedness, of change pertinent to individuals, families, institutions, and communities. Some components of the context or of individuals remain stable over time and other components may change historically. Because phenomena of human behavior and development vary historically, one must assess whether generalizations across time periods are legitimate. Thus, temporality has important implications for research design, service provision, and program evaluation.
Interventions are aimed at altering the developmental trajectory of within-person changes. To accomplish this aim, the second conceptual feature of ADS is that applied developmental scientists take into account interindividual differences (diversity) among, for instance, racial, ethnic, social class, and gender groups, and intraindividual changes, such as those associated with puberty.
The third conceptual feature of ADS places an emphasis on the centrality of context. There is a focus on the relations among all levels of organization within the ecology of human development. These levels involve biology, families, peer groups, schools, businesses, neighborhoods and communities, physical/ecological settings, and the sociocultural, political, legal/moral, and economic institutions of society. Together, bidirectional relations among these levels of the developmental system necessitate systemic approaches to research, program and policy design, and program and policy implementation.
The fourth principle of ADS emphasizes descriptively normative developmental processes, and primary prevention and optimization rather than remediation. Applied developmental scientists emphasize healthy and normative developmental processes and seek to identify the strengths and assets of individual, groups, and settings, rather than focusing on deficits, weaknesses, or problems of individuals, families, or communities. Instead of dwelling on the problems faced by people, applied developmental scientists aim to find combinations of individual and ecological assets associated with thriving among people (e.g., Benson, 1997; Scales, Benson, Leffert, & Blyth, 2000) and with the “Five Cs” of positive individual development: competence, confidence, connection, character, and caring/compassion (Lerner, 2002, 2004; Little, 1993; Pittman, 1996).
The final principle of applied developmental science is the appreciation of the bidirectional relationship between knowledge generation and knowledge application. By acknowledging bidirectionality, applied developmental scientists recognize the importance of knowledge about life and development that exists among the individuals, families, and communities being served by applied developmental science. For applied developmental scientists, collaboration and colearning between researchers/universities and communities are essential features of the scholarly enterprise (Lerner, 1998). Such community-collaborative efforts are termed outreach scholarship (Lerner & Miller, 1998).
In other words, given the developmental systems perspective on which ADS is predicated, applied developmental scientists assume that there is an interactive relationship between science and application. Accordingly, the work of those who generate empirically based knowledge about development and those who provide professional services or construct policies affecting individuals and families is seen as reciprocal in that research and theory guide intervention strategies and the evaluation of interventions and policies provides the bases for reformulating theory and future research…. As a result, applied developmental [scientists] not only disseminate information about development to parents, professionals, and policy makers working to enhance the development of others, they also integrate the perspectives and experiences of these members of the community into the reformulation of theory and the design of research and interventions. (Fisher & Lerner, 1994, p. 7)
Given the theoretically predicated set of principles defining ADS, it is clear that not all possible realms of developmental science would lend themselves to this view of scholarship (e.g., genetic reductionist approaches to human development would not fit within this approach; see Lerner, 2002, for fuller discussions of this point). As well, it is clear that there are formidable scientific challenges to conducting applied developmental science. It is useful to discuss some of the methodological dimensions of scientific work that are brought to the fore by an ADS perspective on research.
Methodological and Ethical Dimensions of ADSHuman developmental science has long been associated with laboratory-based scholarship devoted to uncovering “universal” aspects of development by stripping away contextual influences (Cairns et al., 1998; Hagen, 1996). However, the mission and methods of human development are being transformed into an applied developmental science devoted to discovering diverse developmental patterns by examining the dynamic relations between individuals within the multiple, embedded contexts of the integrated developmental systems in which they live (e.g., Fisher, 2003; Fisher & Brennan, 1992; Fisher & Lerner, 1994; Fisher & Murray, 1996). This theoretical revision of the target of developmental analysis from the elements of relations to interlevel relations has significant implications for applications of developmental science to policies and programs aimed at promoting positive human development. Arguably the most radical feature of the theoretical, research, and applied agenda of applied developmental scientists is the idea that research about basic relational processes of development and applications focused on enhancing person-context relations across ontogeny are one and the same endeavor.
In addition to the developmental systems theoretical orientation framing the substantive domains of scholarship included in this encyclopedia and, as well, found more broadly in ADS, we must emphasize that there are other features of scholarship that are emblematic of ADS. That is, there are specific views of methodology and of ethics involved in this field of work. As we have noted earlier in this introduction, the empirical parameters of ADS are addressed only to a certain extent by traditional research methods and designs.
Acknowledgment of the conceptual complexity imposed by the relevant developmental systems bioecological (e.g.,) theories engages increasingly sophisticated methodological approaches. Orchestration of a researcher's perspectives on a set of problems with a society's perspectives on the problems—be they concerns about how to provide a type of care for children or how to sustain the health and development of an ill child, as considered in our sampling—requires extension and innovation by the applied developmental scientist. Some of the extension and innovation is relatively incremental.
For example, study of children's adaptation to illness becomes the province of interdisciplinary teams of pediatricians, pediatric psychologists, nurses, and child psychiatrists. Bolder innovation advances ADS when families and communities are recognized and embraced as legitimate partners in the research enterprise, when the audience or “consumer” of research is broadened to include service providers and policymakers, and when traditional institutional structures and functions associated with the ivory tower of the university are challenged or modified. This is the essence of the concept of outreach scholarship (Lerner & Miller, 1998) noted previously.
Jensen, Hoagwood, and Trickett (1999) contrast university-based research traditionally supported by the National Institutes of Health in an “efficacy model” with an “outreach model” that reflects emergent approaches to research consistent with the parameters of ADS and basic to advancement in numerous domains of inquiry and action (see Wertlieb, 2003). Outreach research or outreach scholarship characterizes the “engaged university” (Kellogg Commission, 1999) more so than the traditional “ivory tower” university (e.g., McCall, Groark, Strauss, & Johnson, 1998). In outreach scholarship, knowledge advances as a function of collaborations and partnerships between universities and communities such that the scientists and the children, families, and communities they seek to understand and to help are defining problems, methods, and solutions together. Communities include policymakers as well as the families and service providers who both implement and consume interventions and programs. Lerner et al. (2000b) properly note that this involves a “sea change in the way scholars conduct their research” (p. 14) and then note the principles of outreach scholarship that characterize these special collaborations and methods in ADS. These principles include
(1) an enhanced focus on external validity, on the pertinence of the research to the actual ecology of human development … as opposed to contrived, albeit well-designed, laboratory type studies; (2) incorporating the values and needs of community collaborators within research activities; (3) full conceptualization and assessment of outcomes, that is, a commitment to understanding thoroughly both the direct and indirect effects of a research-based intervention program on youth and their context and to measuring these outcomes; (4) flexibility to fit local needs and circumstances, that is, an orientation to adjust the design or procedures … to the vicissitudes of the community within which the work is enacted; (5) accordingly, a willingness to make modifications to research methods in order to fit the circumstances of the local community; and (6) the embracing of long term perspectives, that is the commitment of the university to remain in the community for a time period sufficient to see the realization of community-valued developmental goals for its youth…. (In addition) co-learning between two expert systems—the community and the university; humility on the part of the university and its faculty, so that true co-learning and collaboration among equals can occur; and cultural integration, so that both the university and the community can appreciate each other's perspective. (Lerner et al., 2000b, p. 14, italics added)
As articulated in the definitional parameters of ADS that opened this introduction and as reflected in the specific examples of inquiry and action, the extensions and innovations involved in outreach scholarship provide a means to address the conceptual and methodological challenges inherent in attending to the synergy and advancement of science and practice. Along with these tools and potentials come a series of ethical imperatives reflecting responsibilities of both researchers and practitioners. These complex challenges have been a central concern to ADS from its earliest contemporary renditions, with the frameworks offered by Fisher and Tryon (1990) continuing to serve well as an agenda.
Fisher and Tryon (1990) noted that along with the synergy and integration of research and application basic to the advance of the field, the applied developmental scientist is bound by the ethics of research, by the ethics of professional service, and by a complicated admixture that emerges with the acknowledgment of their interdependence. In addition, as the notion of outreach scholarship shifts the applied developmental scientist away from narrow and traditional notions of research subjects, patients, and clients to more appropriate notions of partners, consumers, and collaborators, there emerge areas as yet uncharted by the ethical standards of extant disciplines and professions. Indeed, even the imperative that ethical behavior in ADS reflects some consensus or amalgam of the applied ethics embraced over time by diverse disciplines or traditions now teaming up in any of the areas of inquiry and action noted earlier invokes challenge. Distinctive, perhaps even unique, ethical issues arise when the articulation of basic bioecological and contextual theories are parlayed into methods, measures, research designs, interventions, programs, and policies. Further, whether in the traditional disciplines or in emergent ADS, ethical considerations are encumbered and enriched by the mores and pressures of the historical context. Thus, the particular exigencies of our evolving multicultural and global societies that are manifested in concerns about diversity and cultural sensitivity and competence become deep and abiding concerns for the applied developmental scientist as she develops and tests her theories, designs and evaluates her interventions, provides health or social services, or engages policymakers around social programs and policies.
As one example of the special ethical challenges that ADS must master, consider research on early child care and education. The sociohistorical shift involving the entry of more women into the workforce fueled the interest and concern of both society and developmental scientists. Hoffman (1990) describes the manner in which bias in the scientific process characterized much of the early research on maternal employment. Knowledge was produced and applied with an emphasis on documenting defects or deficits in children left in nonparental day care. As the more sophisticated concepts and methods of ADS were engaged to address the social concern of nonparental care, there were more nuanced and accurate notions of direct and indirect effects of individual differences and quality variables in home-based and center-based care settings. In addition, as dire as were some of the ethical challenges in the conduct of the science aimed at generating understanding about the impacts of different care arrangements, the risks involved in the communication of findings to the public and to policymakers can also be harrowing and daunting. Hoffman (1990) concludes her account with the position that
while there is a social responsibility to make findings available for social policy and individual decision, there is also a responsibility to communicate the results accurately, and to educate the public about what the data can and cannot say. The tentative nature of our findings, their susceptibility to different interpretations, and the complications of translating them into individual or policy actions must be communicated to achieve an ethical science. (p. 268)
A second example to capture some of the particular ethical challenges facing ADS pertains especially to this particular historical moment, when ADS is gaining recognition as an “established discipline” (Fisher et al., 1996, p. xvii). Yet, training programs to produce the next generation of applied developmental scientists are only just emerging. Whereas some of the root or allied disciplines may have sophisticated quality control and credentialing procedures in place to increase the likelihood that ethical standards are met, ADS cannot borrow completely from these traditions. ADS must generate new and appropriate standards reflecting the exigencies of its special methods (e.g., university-community partnerships) and the special expectations and demands faced by new applied developmental scientists as they pursue their scholarship (Lerner, Dowling, & Anderson, 2003).
For instance, traditional developmental psychologists can be trained and their allegiance to the ethical standards of the American Psychological Association (APA; 1992) can be inculcated during their graduate training. Clinical psychologists, as another example, can be educated and held accountable through both their graduate training and their later professional careers in APA standards and in a variety of state and national licensing and credentialing conventions. While applied developmental scientists now emerging from traditionally regulated fields such as clinical, school, or counseling psychology will have a starting point in these traditional ethical guidelines, neither they nor their colleagues from diverse disciplinary and multidisciplinary training bases are yet equipped with explicit ethical principles or credentials for the “practice” of ADS. Indeed, Koocher (1990) alerted the field to this challenge a decade ago, and though the sociopolitical scene has evolved in complex ways since then, the challenge remains for ADS to attend very seriously to issues of graduate training and ethics commensurate with its appropriately broadened scope and deepened mission.
ConclusionsA focus on person-context relations underscores the key implications of developmental systems models for research and application pertinent to promoting positive human development. At any given point in ontogenetic and historical time, neither individuals' attributes nor the features of their context (e.g., the demands of their parents regarding temperamental style) per se are the foremost predictors of their healthy functioning. Instead, the relations among the child, the parent, the school, the community, and the other levels of organization within the developmental system are most important in understanding the character of human development and of the role of the ecology of human development in a person's ontogeny.
Essentially, the developmental systems model specifies that applied developmental scholarship pertinent to understanding and enhancing the life course should focus on the relational process of human development, by integrating longitudinally the study of both the actions of the individual and the actions of parents, peers, teachers, neighbors, and the broader institutional context within which the individual is embedded. Bearing in mind the centrality of this complex relational system, the synthetic research and application agenda seems clear. Applied developmental scientists must continue to educate themselves about the best means available to promote (through integrating the developmental system) enhanced life chances among all individuals and families, but especially among those whose potential for positive contributions to civil society is most in danger of being wasted (Lerner, 2004).
The collaborative expertise of the research and program delivery communities can provide much of this information, especially if it is obtained in partnership with strong, empowered communities. Such coalitions could become an integral component of an integrated child, family, and human development policy aimed at creating caring communities with the capacity to further the healthy development of children, adolescents, adults, and families (Jensen et al., 1999; Kennedy, 1999; Sherrod, 1999; Spanier, 1999; Thompson, 1999). Given the enormous and historically unprecedented challenges facing the youth and families of America and the world, there is no time to lose in the development of such collaborations if there is the aspiration to raise healthy and successful children capable of leading civil society productively, responsibly, and morally across the 21st century (Benson, 1997; Damon, 1997; Lerner, 2004).
As was originally the case, the understanding of children, their development, and their needs is pursued for the intellectual bounty only in part. It is the use of this knowledge to enhance the quality of life for children that launched the discipline of developmental psychology in the late 19th century and that propels ADS in the early 21st century. The field of human development has an opportunity through the publication of its applied developmental science research to serve our world's citizens and demonstrate that there is nothing of greater value to civil society than a science devoted to using its scholarship to improve the life chances of all people.
References and Further ReadingsAmerican Psychological Association. Ethical principles of psychologists and code of conduct. American Psychologist 47 (12) 1597–1611 (1992)., , & (1998). Life-span theory in developmental psychology. In W. Damon, (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 1029–1144). New York: Wiley.(1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.Developmental research, public policy, and the ecology of childhood. Child Development 45 1–5 (1974).(2001). Human development, biological theory of. In N. J. Smelser, & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 6963–6970). Oxford: Elsevier.(in press). Making human beings human. Thousand Oaks, CA: Sage., & (1998). The ecology of developmental process. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993–1028). New York: Wiley.(1998). The making of developmental psychology. In W. Damon (series Ed.) R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 25–105). New York: Wiley.Cairns, R. B., Bergman, L. R., & Kagan, J. (Eds.). (1998). Methods and models for studying the individual: Essays in honor of Marian Radke-Yarrow. Thousand Oaks, CA: Sage., & (1998). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human develop-ment (5th ed., pp. 635–684). New York: Wiley.(1997). The youth character: How communities can work together to raise standards for all our children. New York: Free Press.(1990). Adolescents at risk: Prevalence and prevention. 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-
Name Index
- Aaron, P., 1185, 1187
- Abbott, R. D., 40
- Abel, Y., 447
- Abello, B., 252
- Abelson, J. M., 151, 153
- Aber, J. L., 190, 191, 192, 958, 959, 960, 961, 962, 1028, 1029
- Aber, L., 1156, 1157
- Aber, M. S., 943
- Abernathy, A. D., 492, 493
- Aboud, F. E., 799, 800, 870, 872
- Abram, K. A., 302, 303
- Abramovitch, R., 199–200, 202
- Abramovitz, M., 452, 453
- Abrams, L. A., 475, 477, 728, 729, 730, 731
- Abramson, L. Y., 642, 644
- Abramson, M. F., 301, 303
- Accardo, P. J., 137, 138, 139
- Achenbach, T. M., 584, 585, 586, 931, 933
- Ackerman, C., 869, 870
- Adair, L. S., 20, 21
- Adams, G., 1035
- Adams, G. R., 394, 567–568
- Adams, R. G., 1026, 1027
- Adams-Ciardullo, 249, 250
- Adelman, H. S., 1075, 1076
- Adler, T., 1057, 1059
- Adler, T. F., 383–385, 387, 780, 781
- Adnopoz, J., 328
- Affleck, G., 659, 660, 661, 1071, 1072
- Agras, W. S., 194
- Ahluwalia, S. K., 735
- Ahnert, L., 320, 321, 322
- Ahuna, C., 105, 107
- Ainsworth, M. D. S., 128, 129, 720, 721
- Airasian, P. W., 97, 98
- Akerman, A., 611, 612
- Akiyama, H., 709, 711, 1007
- Akler, M., 811, 812
- Aktan-Kerem, E., 380, 382
- Alario, A., 684, 685
- Alba, D., 576, 578
- Aldwin, C. M., 658, 659–660
- Alegria, M., 280
- Alexander, E., 36, 38
- Alexander, G. M., 760, 763
- Alexander, J. E., 611, 612
- Alexopoulos, G. S., 334, 335, 336
- Alisat, S., 1099, 1100, 1101
- Allahar, A., 300
- Allen, J. P., 33, 34, 1185, 1187
- Allen, K., 756, 757
- Allen, L., 1028, 1029
- Allinson, C. W., 722
- Allport, G. W., 799, 800, 871, 872, 1044, 1046
- Almeida, D. M., 505–506, 507, 659, 660, 1150, 1151
- Alperen, J., 280
- Als, H., III, 111, 112, 114
- Alsaker, F. D., 319, 320
- Altman, I., 888, 890
- Altshuler, L. L., 151, 153
- Alwin, D. F., 1011, 1013
- Amadeo, J., 850, 852
- Aman, C., 637, 638
- Aman, M. G., 151, 152, 153
- Amaro, H., 307, 308
- Amato, M., 799, 800, 870, 872
- Amato, P., 794, 795, 802, 803
- Amato, P. R., 365, 368, 460, 461
- Ames, L. B., 80, 81, 513
- Ames, S. L., 1062, 1064, 1065
- Anagnostopoulou, R., 819, 820
- Anastasi, A., 81, 82, 83, 95, 344, 348
- Ancess, J., 97, 98
- Anderse, M., 414, 415
- Andersen, T., 456, 457
- Anderson, C. A., 604, 605, 693, 694, 695, 1120
- Anderson, D. A., 163, 164
- Anderson, D. R., 1080–1081, 1082
- Anderson, J. E., 598, 599, 809, 812
- Anderson, P. M., xlviii, li, 16, 19, 22, 25, 859, 862, 865, 867, 915, 916, 917, 924, 925, 1047, 1160, 1163
- Anderson-Butcher, D., 174, 176, 177
- Andolina, M. W., 851, 852
- Andreasen, N. C., 151, 152
- Andrews, M., 673, 676, 729, 730
- Angell, M., 838
- Angleitmer, A., 1097–1098
- Angold, A., 85, 87
- Angrist, J. D., 467
- Anker, R., 760, 763
- Ansello, E. F., 720, 721
- Antonak, R. F., 1125
- Antonucci, T. C., 709, 711, 1007, 1024
- Anyon, J., 391, 392, 963, 965
- Anzul, M., 427, 428
- Aoki, M. F., 584, 585, 586
- Apfel, N. H., 29, 30, 31
- Apgar, V., 97, 98
- Apostoleris, N. H., 785, 786, 787
- Appel, S., 985, 986
- Appignanesi, L., 484, 486
- Appleton, H., 1080, 1082
- Aptekar, L., 1065, 1066, 1067, 1068–1069
- Apter, M. J., 663, 665
- Arbreton, A., 386, 387
- Arbreton, A. J. A., 176, 177, 1183, 1184
- Archer, S. L., 567, 568, 569
- Archibald, A. B., 189, 192
- Arenet, R. E., 262, 263
- Argue, A., 1045, 1046
- Argüelles, S., 710, 711
- Argyle, M., 926, 927, 1037, 1038
- Arias, E., 661, 662
- Ariès, P., 52, 55
- Armeli, S., 1071, 1072
- Armour-Thomas, E., 600, 601
- Armstrong, D. F., 811, 812
- Armstrong, F. D., 203
- Armstrong, I. T., 492
- Armstrong, S. J., 722
- Armstrong, T. L., 306, 307, 308
- Arnett, J. J., 46, 47, 48, 49, 1034, 1035
- Arnold, B., 573, 575
- Arny, L., 939, 942
- Aronowitz, M., 577, 578
- Aronson, J., 8, 9
- Aronson, R., 276
- Arredondo, P., 1032, 1033, 1075, 1076
- Arroyo, W., 349, 351, 1121, 1123
- Arrufat, O., 558, 560
- Arvanites, K., 301, 303
- Ascher, C., 1182, 1184
- Asher, S. R., 814, 816
- Ashton, L. J., 549
- Aspinwall, L. G., 858
- Aspiroz, F., 499, 502
- Astor, R., 738
- Astrup, A. V., 755
- Atkin, C. K., 49, 51
- Atkins, M., 815, 816
- Atkins, R., 258, 259, 1170, 1171
- Atkins-Burnett, S., 103, 104, 105, 700, 702
- Atkinson, D., 420, 422
- Atkinson, J. W., 383, 386
- Atkinson, R. C., 266, 269
- Attie, I., 155, 157, 159
- Attwood, T., 138, 139
- Augustyn, M., 582, 913, 914
- Austin, E., 69, 70
- Austin, L., 324, 325, 327
- Ausubel, D. P., 6
- Avcy, N., 381, 382
- Axelson, D., 150, 151, 152
- Ayers, S., 157, 159
- Azuma, H., 444
- Azyanski, S., 201, 202
- Babenko, V., 492
- Bach, M., 697, 698
- Bachen, M. C., 1082, 1083
- Bachman, J. G., 71, 73, 944, 945, 947, 1062, 1065
- Bachrach, L. L., 301, 302, 303
- Bäckman, L., 270, 272
- Badger, S., 47–48, 49
- Bagenholm, A., 997, 998
- Bailey, A., 137, 139
- Bailey, D. B., 303, 305
- Bailey, K. G., 910
- Baines, T., 414, 415
- Baker, B. L., 353
- Baker, E., 1026, 1027, 1063, 1064
- Baker, L., 85–86, 87, 723, 724, 727
- Baker, S. B., 897
- Balach, L., 86, 87
- Baldwin, A. Y., 515
- Balistreri, L., 1123, 1124, 1125
- Ball, K., 983, 984
- Ball, S., 1080, 1082
- Ballard-Reisch, D., 1028, 1029
- Balls Organista, P., 7
- Baltes, M., 1124, 1125
- Baltes, M. M., 709, 711, 712
- Baltes, P. B., xliv, xlix, 94, 95, 96, 348, 349, 356, 358, 359, 651, 654, 658, 660, 709, 711, 860, 862, 916–917, 928, 931, 1124, 1125
- Bancroft, M., 979, 980
- Bandura, A., 604, 605, 787, 788, 916, 1078, 1079, 1080
- Banwell, C., 273, 277
- Banyas, B., 756, 757
- Barakat, L., 809, 812
- Baranek, G. T., 137, 138, 139
- Barbarin, O. A., 997, 998
- Barber, B. L., 366, 367, 368, 780, 781, 851, 852, 1054, 1055, 1101
- Barber, J. L., 959, 962
- Barbour, L., 997, 998
- Barclay, C. R., 526, 528
- Bard, K. A., 113, 114
- Barenbaum, S., 77, 79
- Bargerstocik, B. A., 730, 731
- Barker, D. J. P., 675, 676
- Barker, E. T., 506, 507
- Barling, J., 1149, 1150
- Barlow, S. E., 753, 755
- Barnes, G., 329, 332
- Barnes, G. E., 877
- Barnes, G. M., 40
- Barnett, E. D., 913, 914
- Barnett, W. S., 33, 34, 535, 536
- Baron, J. B., 97, 98
- Baron, S., 1006, 1008
- Barrera, M., Jr., 1023, 1024
- Barrett, J. G., 295
- Barrett, M., 871, 872
- Barrett, P. M., 1031, 1032
- Barron, K. E., 1100, 1101
- Barry, C. M., 46, 49
- Barry, F., 804, 805, 806
- Bartels, S. J., 1004
- Barth, F., 417, 419
- Bartholet, E., 480, 481, 482
- Bartholomae, S., 944, 947, 1100, 1101
- Bartko, T., 682, 683
- Bartlett, F. C., 6, 266, 269
- Bartlett, L., 269
- Bartlett, S., 1147, 1148
- Barton, B. A., 19–20, 21, 126, 127
- Barton, L. M. R., 729, 731
- Barzegarnazari, E., 84, 85
- Basal, H. A., 379, 382
- Basham, R. B., 1023, 1024
- Bastiani, J., 785
- Bates, E., 631, 632, 633
- Bates, J. E., 219, 429, 431, 804, 806, 978, 980
- Bateson, G., 456, 457
- Bateson, P., 305
- Bathurst, K., 681, 683
- Batson, C. D., 395, 397
- Battiato, A. C., 785, 787
- Battiste, M., 797, 799
- Battistich, V., 175, 178, 884, 885
- Baum, B., 984
- Bauman, K. E., 256, 257
- Baumeister, R. F., 556, 557
- Baumgarten, H., 712, 714
- Baumrind, D., 635, 636
- Bauserman, R., 35, 38
- Bavelier, D., 603, 605, 1119–1120
- Baydar, N., 190, 191
- Bayley, N., 77, 79
- Beach, M. L., 255, 257
- Beach, S., 449, 450
- Beal, J. A., 113, 114
- Beaman, J., 275, 276, 277
- Beard, M., 242
- Bearer, E., 226, 510, 511
- Bearinger, L. H., 155
- Bearman, P., 37, 38
- Beatty, A. S., 252
- Beauchamp, G. K., 667, 668, 670, 671
- Beaulieu, L. J., 120, 121
- Beaumont, E., 850, 852
- Beavers, W. R., 454, 457
- Beck, A., 579, 580
- Beck, A. T., 260, 261
- Beck, U., 557, 560
- Becker, B., 810, 812, 938, 939, 940, 942
- Becker, H. S., 665
- Becker, S., 254
- Beckman, P. J., 814, 816
- Beebe-Frankenberger, M. E., 131, 133, 134, 136
- Begali, V., 1102, 1103
- Begun, A., 996, 998
- Behl, G., 667, 670
- Beilin, H., 830, 833
- Beirness, D. J., 877
- Beit-Hallahmi, B., 926, 927
- Bekman, S., 379, 380, 381, 382
- Beland, S., 667, 670
- Belanger, S., 468, 469, 471
- Bell, D., 416, 419
- Bell, R. M., 35, 38
- Bell, R. Q., 364, 365, 768
- Bellamy, C., 286
- Bellizzi, M. C., 753, 755
- Belser, D., 986
- Belsky, J., 113, 115, 429, 430, 441, 442, 460, 461, 682, 683, 706, 707, 708, 841, 842, 895, 897
- Belter, R. W., 200, 202
- Bem, D. J., 657
- Bem, S. L., 1145, 1146
- Benet-Martinez, V., 562, 563
- Benítez, C., 221, 222, 223
- Benjamin, A., 1104, 1105
- Benjet, C., 785, 786, 787
- Benn, D., 1125–1126
- Bennett, A., 163, 164
- Bennett, E. M., 716, 718
- Bennett, M., 871, 872
- Bennett, W. J., 852, 854
- Bennion, L., 567–568
- Benson, P. L., xlv, xlvi, xlix, li, 15, 17–18, 19, 22, 25, 88, 89, 120, 121, 147, 196, 197, 341, 343, 344, 353, 354, 355, 492, 493, 558, 560, 834, 852, 854, 859, 862, 863, 865, 866, 867, 902, 903, 904, 923, 925, 969, 970, 1047, 1173, 1175, 1176, 1177, 1178
- Bentjes, J., 690
- Bentley, M. E., 447
- Berardi-Coletta, B., 723, 727
- Berenson-Howard, J., 463
- Berg, G., 237
- Bergen, D., 842, 845
- Bergin, A., 918
- Berglund, M. L., 1174, 1175, 1176, 1177, 1178
- Bergman, A., 987, 988, 989, 990
- Bergman, E. T., 703, 704
- Bergman, L. R., xlv, xlvi, l, 929, 931
- Beriama, A., 369, 372
- Bering, J. M., 429, 430
- Beringer, L., 150, 151, 152
- Berk, L. E., 581, 582, 814, 815
- Berk, R. A., 879, 882, 883
- Berkowitz, L., 1079, 1080
- Berlin, G., 1179, 1181
- Berlin, I. N., 797, 798, 799
- Berlin, L. J., 190, 192
- Berman, J. J., 1108, 1110, 1111
- Berman, S., 1086, 1087
- Berman, S. L., 86, 87, 558, 560, 828, 829
- Bernal, G., 1032, 1033
- Bernard, H. R., 427, 428
- Bernard, J. M., 1074, 1075
- Bernard-Optiz, V., 136
- Berndt, J., 438, 439
- Berndt, T. J., 953
- Bernier, J. B., 1032, 1033
- Bernstein, H., 869, 870
- Bernstien, L. S., 848, 849
- Bernzweig, J., 884, 885
- Berrueta-Clement, J. R., 33, 34
- Berry, C. A., 1025, 1027
- Berry, J. W., 6, 7, 26, 28, 306, 308, 350, 351, 573, 574, 575, 576, 578, 913, 914
- Berscheid, E., 164, 166, 168
- Berti, I., 215, 217
- Beuhring, T., 155
- Beverly, S. G., 220, 223
- Bevilacqua, L. J., 677
- Beyth-Marom, R., 122, 123, 125, 324, 325–326, 327
- Bhana, K., 548, 549
- Bianchi, S. M., 1148, 1151
- Bibbins, V. E., 722, 723
- Bickel, D. D., 103, 104, 105, 700, 702
- Bickel, G., 673, 676
- Biddlecom, A. E., 307, 308
- Bidell, T. R., 267–268, 269
- Biederman, J., 151, 152
- Bierhoff, H. W., 618, 620
- Biglan, A., 847, 849
- Bigler, R., 871, 872
- Bilgin, H., 381, 382
- Billig, S., 1170
- Billingsley, A., 920, 921
- Bingham, C. R., 76
- Birch, L. L., 155, 159, 160, 161, 164, 462, 463
- Birchmore, D., 271, 273
- Bird, A., 824, 825
- Bird, H. R., 635, 636
- Birmaher, B., 86, 87
- Birman, D., 571, 573, 577, 578, 913, 914
- Birnbaum, L., 990
- Biro, F. M., 37, 38, 705–706, 708
- Bishop-Josef, S. J., 1156, 1157
- Bithoney, W. G., 463
- Bixby, J., 109, 111
- Bjorklund, D. F., 428–429, 430, 431, 725, 727, 760, 763
- Bjorkqvist, K., 63–64, 65, 66
- Blacher, J., 353
- Black, M., 113, 114
- Black, M. M., 447, 463, 789, 790
- Blackburn, E. K., 979, 980
- Blackman, L. S., 717, 718
- Blackorby, J., 1043
- Blagg, N. R., 956, 957
- Blaine, M. D., 1024
- Blair, C., 585, 586
- Blake, M., 764, 765
- Blanchard-Fields, F., 709, 711
- Bland, R. C., 337, 340
- Blankenhorn, D., 898, 900
- Blankenship, K., 544
- Blankenship, K. M., 280
- Blascovich, J., 618, 620
- Blazer, D., 335, 336
- Blehar, M. C., 128, 129
- Blenkner, M., 448, 450
- Blier, P., 712, 714
- Blieszner, R., 1026, 1027
- Block, J., 1070, 1072
- Blum, R., 35, 38
- Blum, R. W., 155, 174, 177
- Blumberg, M. J., 203, 811, 812
- Blumenfeld, P. B., 385, 386, 387
- Blumenthal, J., 180, 181
- Blumler, J. G., 1077, 1080
- Blyth, D. A., xlvi, li, 15, 17–18, 19, 88, 89, 291, 292, 341, 343, 344, 859, 863, 865, 866, 867, 958, 962, 969, 970, 1057, 1059, 1173, 1175, 1176, 1177, 1178
- Blythe, T., 1093, 1094, 1095–1096
- Bobek, D., 1188, 1189
- Boehm, A. E., 1134, 1137
- Boerger, r., 1184
- Boergers, J., 333, 334
- Boerner, K., 1124, 1125
- Bogardus, E. W., 6
- Bogat, G. A., 373, 374, 375, 376, 943
- Bogatz, G. A., 1080, 1082
- Bogenschneider, K., 451, 452, 453, 898, 899, 900, 940, 941, 1115, 1116, 1117
- Bohach, A., 120, 122
- Boisjoly, J., 39, 40, 802, 803
- Boker, S. M., 932, 933
- Bolan, G., 541, 542
- Bolger, N., 1026, 1027
- Bolhofner, K., 150, 151, 152
- Bolstrom, B., 341, 344, 969, 970
- Bolus, R., 971, 972
- Bond, M. H., 791, 792, 793
- Bondy, A. S., 135–136
- Bonilla-Silva, E., 906, 909
- Bonnen, J. T., 863, 866
- Bonner, S., 123, 124, 125
- Boogaard, D., 1160, 1163
- Boonstra, H., 28, 30
- Booth, A., 273, 276
- Borden, L. M., xli, li, 287, 288, 291, 292, 865, 867, 939, 940t, 941, 942, 946, 947, 1161, 1163, 1173, 1174, 1175, 1176, 1178
- Borduin, C., 455, 457
- Borgman, A., 414, 415
- Born, D. O., 6
- Bornemann, T., 913, 914
- Bornstein, M. H., 170, 171, 172, 245, 261–263, 303, 305, 444, 467, 471, 513, 574, 575, 581, 582, 631, 632, 633, 777, 779, 804, 806, 841, 842, 853, 854, 859, 862, 1037, 1038–1039, 1061
- Borquez, J., 805, 806
- Borsboom, D., 931, 933
- Boruch, R., 369, 372
- Borzekowski, S. R., 20, 21
- Boscolo, L., 676–677
- Boskailo, E., 574, 575
- Boss, R. W., 722
- Bossio, L. M., 642, 644
- Boswell, J., 52, 55
- Boszormenyi-Nagy, I., 989, 990
- Botcheva, L., 472, 473
- Botein, S., 870
- Bottoms, B. L., 237, 637, 638, 639, 640
- Botvin, E. M., 1063, 1064
- Botvin, G. J., 1063, 1064
- Botwinick, J., 272, 983, 984
- Boulos, S., 25
- Bourassa, D. C., 252
- Bourdieu, P., 1005, 1007–1008
- Bourguignon, E., 416, 419
- Bousfield, P., 664, 665
- Bowden, P., 302, 303
- Bowen, G. L., 1122, 1123
- Bowen, M., 453, 456, 457
- Bowen, N. K., 1122, 1123
- Bowen, R., 394
- Bowes, J. M., 27, 28, 472, 473
- Bowes, W. A., 298, 299
- Bowlby, J., 127–128, 129, 374, 375, 429, 431
- Bowman, B., 406
- Bowman, H. A., 1042
- Boyce, C., 469, 471, 807, 808
- Boyd, G. M., 72, 73
- Boyer, E., 315, 317, 1104, 1105
- Boyer, E. L., 863, 866
- Boykin, A. W., 562, 563
- Boyle, C. A., 716, 718
- Boynton, P. M., 1188, 1189
- Bradley, C., 254–255, 257
- Bradley, K. D., 814, 816
- Bradley, R. H., 245, 1037, 1038, 1039
- Brady, H., 1169, 1170, 1171
- Brady, H. E., 851, 852
- Braff, A. M., 44, 46
- Brain, P., 195, 196, 197
- Brainerd, C. J., 1060, 1061
- Brand, P., 160–161, 162–163, 164
- Brand, S., 961, 962
- Brandstädter, J., 253, 254, 652, 654, 861, 862, 1010, 1013
- Brandt, R., 963, 965
- Brannon, D., 709, 710, 712, 1004
- Brannon, G., 1120
- Bransford, J. D., 101, 104
- Braver, S. L., 795
- Brazelton, T. B., 97, 98, 111–112, 113, 114, 262, 584, 586, 674, 676
- Brecht, M., 585, 586
- Brega, A. G., 920, 921
- Breinlinger, K., 265, 269
- Bremner, R. H., 52, 55
- Brems, C., 746
- Brengden, N., 318, 320
- Brennan, L. C., 136
- Brennan, M., xlvi, l, 985, 986, 1044, 1045, 1046
- Brennan, P. A., 333, 334
- Brenner, C., 886, 887
- Brentano, C., 16, 19, 22, 25
- Brenzel, A., 254, 257
- Breslau, N., 997, 998
- Bretherton, I., 632, 633
- Breuer, J., 487, 490
- Brewer, C. L., 1131, 1133
- Brewer, D., 946, 947
- Brewer, M. B., 281, 283
- Bridgeland, W. M., 333, 334
- Brief, A. P., 858
- Brier, S., 1100–1101
- Briggs, D., 414, 415
- Briggs, E., 943
- Brigham, J. C., 871, 872
- Bright, D., 868, 870
- Brim, O. G., Jr., 651, 654, 658, 660
- Briones, E., 558, 560
- Brkic, N., 574, 575
- Broadbent, D. E., 526, 528
- Broberg, A., 323, 324
- Broderick, C. B., 676, 677
- Brodie, E. D., 510, 512
- Brodie, M., 293, 294, 611, 612, 1119, 1120
- Brodsky, A. E., 276, 802, 803
- Brody, G. H., 896, 897, 919, 921
- Brodzinsky, D. M., 44, 46
- Brogli, K. R., 254, 257
- Bronfenbrenner, U., xli, xlv, xlix, l, 78, 79, 183, 184, 185, 186, 187, 188, 204, 205, 215, 356, 359, 532, 536, 651, 654, 709, 710, 711, 804, 805, 806, 860, 862, 865, 866, 901, 904, 906, 909, 941, 1002, 1004, 1008, 1013, 1024, 1108
- Brooks, C. M., 898, 901
- Brooks, J. L., 249, 250, 251, 1138, 1139
- Brooks, R., 318, 319, 320
- Brooks-Gunn, J., 22, 24, 25, 28–29, 30, 35, 38, 155, 157, 159, 188, 189, 190, 191, 192, 292, 355, 446, 448, 584, 586, 593, 595, 681, 683, 705, 706–707, 778, 779, 802, 803, 804, 806, 821, 823, 861, 863, 896, 897, 971, 972, 992, 993, 994, 1148–1149, 1151, 1174, 1175, 1177, 1178, 1185, 1186, 1187
- Broome, M. E., 199–200, 202
- Broughton, J. R., 492
- Brown, A., 723, 727
- Brown, A. L., 101, 104
- Brown, B., 735, 888, 890
- Brown, B. B., 1055
- Brown, E. S., 298
- Brown, G. W., 659, 660
- Brown, J. D., 32, 34
- Brown, J. L., 674, 676
- Brown, L. L., 298
- Brown, M., 546
- Brown, P. A., 276, 277
- Brown, R. E., 702–703, 704, 729, 730, 731
- Brown, R. T., 600, 601, 808, 812
- Brown, W. S., 492, 493
- Brownell, K. D., 84, 85, 162, 163, 164, 167, 168, 193, 194, 759
- Browning, K., 699, 702
- Bruce, J., 45, 46
- Bruce, M. L., 334, 335, 336
- Bruck, M., 214, 215, 478, 479, 637, 638
- Bruckel, S., 74, 76
- Bruckner, B., 37, 38
- Bruer, J. T., 303, 305
- Brumback, R. A., 582
- Brumberg, J. J., 1034, 1035
- Bruner, J., 309, 310–311, 312, 313
- Brunsma, D., 422, 423
- Brunsma, D. L., 561, 562, 563
- Brustad, R. J., 1050, 1051
- Bruzzese, J., 199–200, 202
- Bruzzese, J. M., 123, 124, 125
- Bryant, J., 663, 665
- Bryk, A. S., 699, 701
- Bryson, K., 445, 447
- Bryson, S. E., 137, 139
- Bryson, S. W., 194
- Bubb-Lewis, C., 165, 166–167, 168
- Buch, G., 132–133, 136–137
- Buchanan, C. M., xlv, l, 958, 959, 962, 1056, 1057, 1058, 1059
- Buchanan, G. M., 642, 644
- Buckley, K. W., 1131, 1133
- Buckley, M. A., 954, 955
- Budd, K. S., 461–462, 464
- Buech, B. V., 348, 349
- Buhrmeister, D., 992, 994
- Buijzen, M., 49, 50, 51
- Bukowski, W., 816, 819, 842, 845, 1013, 1015
- Bulik, C. M., 84, 85
- Bulotsky, R., 535, 536
- Bumbarger, B., 858, 859
- Burgess, E. D., 279, 280
- Burgoon, M., 69, 70
- Buriel, R., 578, 681, 683
- Burklow, K. A., 37, 38
- Burks, V. S., 219
- Burlew, A. K., 1032, 1033
- Burlingame, G. M., 261
- Burmedi, D., 254
- Burmeister, M., 712, 713, 714
- Burns, B., 1073, 1074
- Burns, P., 796, 798, 799
- Burr, J. A., 934, 938
- Burt, M. R., 735, 901, 904
- Burton, D., 1063, 1065
- Burton, L. C., 1126, 1129
- Burwinkle, T. M., 754, 755
- Busato, V. V., 1099, 1101
- Busch-Rossnagel, N. A., 93, 94, 95, 96, 99, 100, 444, 634, 635, 636, 679, 680
- Bush, T., 710, 711
- Bushman, B., 693, 695
- Bushman, B. J., 604, 605, 1120
- Bushway, S. D., 432, 433
- Buss, A. H., 63, 65
- Buss, D. M., 428, 431
- Buss, K., 297, 299
- Bussell, J. R., 558, 560
- Bussey, T. J., 491, 492
- Buswell, B. N., 506, 507
- Butcher, M. J., 667, 670
- Butler, 1047, 1048
- Butler, R., 764, 765
- Buyer, L. S., 723, 727
- Bynam, T. S., 621, 622
- Bynner, J., 558–559, 560
- Byrnes, J., 88
- Byrnes, J. P., 1146
- Caballero, B., 162, 164
- Cabrera, N., 460, 461
- Cacciola, J., 643, 644
- Cachelin, F. M., 84, 85
- Cahan, E. D., 597, 599
- Cairns, B. D., 63, 65, 66, 187, 188
- Cairns, R. B., xliv, xlv, xlvi, l, 63, 65, 66, 177, 187, 188, 357, 358, 359
- Calam, R., 689, 690, 1082, 1083
- Calderon, R., 499, 502
- Calderoni, M., 809, 812
- Caldwell, B. M., 352, 353
- Califano, J. A., Jr., 70, 73
- Calkins, J., 249, 251
- Calkins, S. D., 843, 845, 979, 980
- Call, V., 248, 250, 735
- Calvert, M., 1117
- Camino, L., 860, 863
- Camino, L. E., 1117
- Camp, C., 646, 647
- Camp, C. J., 271, 272
- Campbell, B., 35, 38, 161, 164
- Campbell, D. T., 100, 101, 467, 846, 847, 849
- Campbell, H. J., 662, 663, 665
- Campbell, J. R., 252
- Campbell, K., 21
- Campbell, S. B., 199, 202
- Campbell, V., 1128, 1129
- Campell-Forrester, S., 155
- Candela, T., 1129, 1130
- Candelaria, M. A., 362, 365
- Canestrari, R. E., 646, 647
- Canino, G., 635, 636
- Canino, G. J., 337, 340
- Cannon-Bowers, J. A., 292, 293
- Cantor, J., 684, 685, 693, 694, 695
- Cantor, N., 1098–1099, 1101, 1102
- Cantu, C., 826, 827
- Cantwell, D. P., 85–86, 87, 1021, 1022
- Caplan, L. J., 270, 273
- Capps, D., 237
- Capron, C., 552, 553
- Cargill, V. A., 541, 542
- Carlson, E. A., 816–817, 819
- Carlson, G. A., 499, 502
- Carlson, J. F., 328
- Carlson, S., 673, 676
- Carnagey, N. L., 694, 695
- Carnes, B., 661, 662
- Carney, M. A., 1071, 1072
- Carnine, D., 847, 849
- Carpenter, M., 135–136
- Carpenter, P. J., 997, 998
- Carraher, D. W., 1093, 1095
- Carraher, T. N., 1093, 1095
- Carroll, M. D., 753, 755, 756, 757
- Carson, C., 1160, 1163
- Carter, R. S., 786
- Carter, R. T., 539, 540, 566, 567, 1032, 1033
- Carter, S. M., 1100, 1101
- Casas, J. F., 63, 64, 65, 66, 817, 818, 819
- Casas, J. M., 1032, 1033
- Casey, A., 252
- Cash, T. F., 165, 166–167, 168
- Casper, L., 801, 802, 803
- Casper, L. M., 445, 447
- Caspi, A., 151, 153, 294, 295, 432, 433, 706, 708, 714, 1010, 1013
- Cassel, C., 661, 662
- Cassell, J., 410t, 411, 412
- Cassidy, J., 787, 788
- Cass-Lorente, C., 558, 560
- Castañeda-English, P., 423, 426
- Castellino, D. R., 648, 650
- Castellon, C., 643, 644
- Catalano, R. F., 40, 195, 196, 197, 354, 355, 946, 947, 1016, 1018, 1063, 1064, 1174, 1175, 1176, 1177, 1178
- Cattarin, J., 157, 160
- Catterall, J. S., 945, 946
- Catz, C. S., 675, 676
- Cauce, A. M., 210, 211, 212, 213, 547, 846, 849, 1028, 1029, 1122, 1123
- Cauffman, E., 77, 79, 324, 325, 327
- Caughy, M. O., 276
- Cazden, C. N., 798, 799
- Ceballo, R., 805, 806
- Cecchin, G., 676–677
- Ceci, S. J., 183, 186, 188, 213–214, 215, 478, 479, 637, 638, 1093, 1095
- Cen, G., 844–845
- Cerny, J. A., 1031, 1032
- Chadwick, O. F., 85, 87
- Chamberlin, R., 29, 30
- Chanan, G., 284, 286
- Chang, H. T., 492, 493
- Chang, Y. C., 541, 542
- Chao, R., 792, 793, 794
- Chapman, A. J., 401
- Chapman, P. D., 1085
- Charlop-Christy, M. H., 135–136
- Charness, N., 272, 273
- Charnov, E. L., 128–129, 460, 461, 628–629, 630
- Charter, R. A., 302, 303
- Chase-Lansdale, L., 22, 23, 24, 25, 28–29, 30, 446, 448, 1139
- Chase-Lansdale, P. L., 190, 191, 192, 234, 235, 593, 595, 788, 790, 1150, 1151
- Chaskin, R. J., 274, 275, 277
- Chassin, L., 255, 257
- Chatters, L. M., 802, 803
- Chavez, D., 578
- Chavira, V., 105–106, 107
- Chawarska, K., 262, 263
- Cheah, C. S. L., 792, 793, 794
- Chen, C., 27, 28, 786, 787
- Chen, H., 844–845
- Chen, X., 792, 794, 844–845
- Chen, Y., 105–106, 107
- Cherlin, A. J., 234, 235, 451, 453, 593, 595, 1139, 1150, 1151
- Chesler, M. A., 203
- Chess, S., 363–364, 365, 515, 516, 517, 518–519, 648, 650, 651, 654, 720, 721
- Cheung, Y. W., 417, 419
- Chi, M., 266, 269
- Childs, B., 152
- Chinman, M. J., 403
- Chir, B., 583, 586
- Chiriboga, D. A., 659, 660
- Chitwood, D., 544
- Chivira, V., 826, 827
- Chodorow, N. J., 345, 346, 348
- Chomsky, N., 265, 269
- Choudry, N., 1150, 1151
- Chow, N., 764, 765
- Christianson, S., 703, 704
- Christophersen, E. R., 1031, 1032
- Chun, K. M., 7
- Chun, M., 710, 712
- Chung, I., 40
- Church, R. L., 728, 729, 730, 731
- Chyou Niem, T., 791, 794
- Ciano, L., 1065, 1068–1069
- Ciano-Boyce, C., 503
- Cicchetti, D., 370, 371, 810, 812, 938, 939, 940, 942
- Cicirelli, V. G., 448, 450
- Cigoli, V., 677
- Ciner, E., 985, 986
- Clancy, M., 221, 223
- Clark, C., 534, 536
- Clark, N. M., 122, 123, 125
- Clark, S. M., 37, 38
- Clarke-Stewart, K. A., 682, 683, 777, 779
- Claxton, A. J., 255, 257
- Clayman, C. B., 705, 708
- Clayton, G. M., 1046
- Clayton, S. L., 29, 31
- Clements, D. H., 312
- Cleveland, H. H., 14, 15
- Clifford, D., 505
- Clipp, E. C., 740
- Clogg, C. C., 938
- Clotfelter, C. T., 219
- Coard, S. I., 57
- Coatsworth, J. D., 390, 391, 938, 939, 940, 942
- Cochran, S., 1176, 1178
- Cocking, R. R., xlii, li, 101, 104
- Cocozza, J. J., 301, 303
- Coe, C. L., 298
- Coffey, C. E., 582
- Coggins, K., 798, 799
- Cohen, C. P., 1108, 1109, 1110, 1111
- Cohen, H. C., 814, 816
- Cohen, J., 241, 242, 937, 938
- Cohen, K. M., 658, 952, 953
- Cohen, L. H., 1045, 1046
- Cohen, N. J., 703, 704
- Cohen, P., 937, 938
- Cohen, P. N., 445, 447
- Cohen, S., 1023, 1024, 1026, 1027
- Cohn, J. F., 364, 365
- Cohn, L. R., 561, 563
- Cohn, M., 1004
- Cohn, M. D., 709, 710, 712
- Coie, J. D., 64, 65, 219
- Colapietro, E., 475, 477
- Colby, A., 316, 317, 426, 428, 736, 738, 740, 850, 852, 923, 925
- Colditz, G. A., 755
- Cole, J. G., 585, 586
- Cole, O. J., 534, 536
- Cole, R., 446, 447
- Cole, T. J., 753, 755
- Coleman, C. C., 814, 816
- Coleman, J., 895, 897, 1006, 1008
- Coleman, L., 895, 897
- Coleman, L. M., 920, 921
- Coleman, P. K., 787, 788
- Coles, R., 36, 38, 925
- Coley, R. L., 22, 23, 24, 25, 29, 30, 234, 235, 593, 595, 788, 790, 1139, 1150, 1151
- Colgrove, R., 200, 202
- Colimore, K., 689, 690, 1082, 1083
- Coll, C. G., 113, 114
- Collard, R. R., 791, 794
- Colletti, R. B., 215, 217
- Collier, I., 147, 148
- Collins, D. L., 179, 180, 181
- Collins, J. L., 254, 257
- Collins, L., 932, 933
- Collins, W. A., 14, 15, 777, 779, 804, 806, 1034, 1035
- Collinson, D. L., 762, 763
- Collinson, M., 762, 763
- Colombo, J., 303, 305, 548, 549
- Combrinck-Graham, L., 455, 456, 457
- Comer, J. P., 212, 387, 390
- Comings, D. E., 895, 897
- Commander, N. E., 723, 727
- Compas, B. E., 821, 823
- Comstock, G., 689, 690, 1078, 1080
- Conant, C. L., 296, 297
- Conant, J., 823, 825
- Conforti, R. W., 665
- Conger, J. J., 741
- Conger, R. D., 14, 15, 275, 276, 277, 804, 805, 806, 896, 897
- Conley, D. J., 621, 622
- Connell, D., 870
- Conner, R. F., 1080, 1082
- Connors, M., 67, 68
- Conroy, W. A., 401
- Constantine, M. G., 566
- Contreras, J. M., 942, 943
- Convey, J., 1158, 1159
- Cook, A., 939, 942
- Cook, C. A., 983, 984
- Cook, D. A., 537, 540, 563, 566
- Cook, E. H., Jr., 137, 138, 139
- Cook, E. T., 980
- Cook, F. L., 594, 595
- Cook, T., 846, 847–848, 849
- Cook, T. D., 274, 275, 277, 467, 593, 595, 1080, 1082
- Coolahan, K. C., 534, 536, 815, 816
- Coolbaugh, K., 621, 622
- Cooley, C. H., 976, 977
- Cooney, R. S., 634, 636
- Cooper, C. R., 1034, 1035
- Cooper, H., 280, 455, 457, 1182, 1183
- Cooper, M. L., 71, 73
- Coovert, M. D., 157, 160
- Coplan, R. J., 843, 845
- Corbin, C. B., 21
- Cordray, D. S., 846, 849
- Corley, C. J., 621, 622
- Cornish, J. A. E., 1074, 1076
- Correy, B. L., 618, 620
- Corry, J., 1115, 1117
- Corsini, R. J., 401
- Corwyn, R. F., 1038, 1039
- Coryell, W., 151, 152
- Cosmides, L., 9, 11, 428, 431
- Costa, A., 1087
- Costa, F. M., 876, 877, 944, 947
- Costa, P. T., Jr., 1097–1098
- Costello, J., 228, 229, 230
- Costello, J. E., 85, 87
- Costeloe, K., 574, 575
- Côte, J. E., 47, 49, 299, 300, 301, 345, 348, 409, 557, 558, 559, 560
- Cote, L. R., 170, 172, 444, 574, 575
- Cothern, L., 946, 947
- Coulton, C. J., 274, 277
- Courgeau, D., 550, 551, 553
- Courtenay, B. C., 1046
- Covington Katz, P., 580
- Cox, J. L., 869, 870
- Cox, K., 70, 73
- Cox, M., 1150, 1151
- Coy, K., 979, 980
- Coyle, K., 3, 993, 994
- Coyne, J. C., 659, 660
- Craig, I. W., 714
- Cramer, P., 165, 168
- Crandall, C. S., 161, 164
- Craney, J. L., 150, 151, 152
- Crano, W. D., 69, 70, 281, 283
- Crase, S. J., 22, 24, 25, 789, 790
- Cravens, H., 77, 79
- Crawford, I., 503
- Crawford, P. B., 705–706, 708
- Creasey, G. L., 814, 815
- Cremin, L., 966, 968
- Crews, J., 1128, 1129
- Crick, F. H. C., 507, 509, 512
- Crick, N., 1019, 1020
- Crick, N. R., 63, 64, 65, 66, 817, 818, 819, 1050, 1051
- Crissey, M. S., 1111, 1114
- Crocker, J. P., 1160, 1163
- Crockett, L., 36, 38, 1001
- Crockett, L. J., 821, 823
- Cronin, P., 151, 153
- Croninger, R. G., 174, 175, 177
- Crook, C. K., 667, 669, 670
- Crook, T. H., 270, 273
- Crooks, C. V., 373, 374, 376
- Crosby, J. R., 1085
- Crosnoe, R., 1053, 1054, 1055
- Cross, S. I., 1121, 1123
- Cross, W., 421, 423
- Cross, W. E., 907, 909
- Cross, W. E., Jr., 537, 540, 561, 563
- Crouter, A. C., 273, 276, 506, 507, 681, 683
- Crow, S., 194
- Crowe, M. B., 1042
- Crozier, J., 219
- Crump, A. D., 1069, 1070, 1072
- Cryer, D., 239, 240
- Crystal, D., 27, 28
- Csapo, B., 472, 473
- Csikszentmihalyi, M., xliv, l, 316, 317, 855, 857, 858, 860, 861, 862, 1176, 1178
- Cuellar, I., 573, 575
- Cully, M., 86, 87
- Culp, R. E., 549
- Cumberland, A., 395, 397, 979, 980
- Cumming, J. L., 1050, 1051
- Cunningham, T. H., 147, 148
- Curci, A., 703, 704
- Cureton, P. A., 463
- Curley, J., 221, 223
- Curry, H., 505
- Curtin, S. C., 583, 586
- Curtiss, S., 304, 305
- Cutrona, C. E., 276, 277, 1023, 1024
- Cyphers, L., 842
- Cypress, B. K., 499, 502
- Czaja, S. J., 710, 711
- Czuchta, D., 811, 812
- Daag, A., 11
- Dailard, C., 2, 3
- Dalbert, C., 618, 619, 620
- Dale, P. S., 631, 632, 633
- Dalla, R. L., 788, 790
- Dalton, M. A., 255, 257
- Dalton, R. J., 849, 852
- Dalton, T. C., 77, 79
- Daly, M., 430, 431
- Damasio, H., 490, 492
- Damon, W., xlix, l, 315, 316, 317, 859, 862, 923, 925, 968, 977
- Daniel, J. H., 919, 921
- Daniel, P. A., 667, 669, 670
- Daniels, S. R., 19–20, 21, 126, 127
- Danziger, S. K., 446, 448
- Dardess, J., 790, 791, 794
- Darling, N., 365, 1182, 1183
- Darling-Hammond, L., 97, 98
- Darwin, C., 428, 431, 549–550, 552
- Dasen, P. R., 607
- Dattilio, F. M., 677
- d'Avernas, J. R., 877
- Davidson, L., 245, 777, 779, 853, 854, 859, 862
- Davidson, W. S., 373, 375
- Davies, G., 429, 431
- Davies, M., 617
- Davies, M. W., 52, 55
- Davies, P. T., 318, 320, 1145, 1146
- Davies, W. H., 74, 76
- Davis, C., 35, 38
- Davis, G. A., 959, 961, 962
- Davis, R. B., 160, 162, 163, 164
- Davis, S. L., 639, 640
- Davison, K. K., 155, 159, 160, 161, 164
- Dawkins, R., 550–551, 552
- Dawson, D. A., 70, 73
- Dawson, G., 137, 138, 139
- Day, J. D., 1015, 1018
- Dayton, J. M., 542
- Dear, R., 902, 904
- de Baessa, Y., 423, 426
- de Benedictis, T., 50, 51
- Deberstein, P., 492, 493
- Deblinger, J., 820
- DeCasper, A. J., 631, 633
- Deci, E. L., 386, 856, 859
- Deck, M. D., 1074, 1076
- DeComo, R., 620, 621, 622
- DeCuir, W. J., 302, 303
- Dedmon, S. E., 979, 980
- Degirmencioglu, S. M., 274, 275, 277
- Dejong, 166, 168
- de Jong, H. L., 9, 11
- DeJong, J. M., 785, 787
- Delaney, M., 938
- Delange, C., 374, 375
- DelBello, M. P., 150, 151, 152
- DeLeon, P. H., 613
- Delgado, R., 906, 909
- de Lima, M. P., 1097–1098
- Delli Carpini, M., 1169, 1170
- Deloria, V., Jr., 411, 412
- deLosa, P., 162–163, 164
- DeLuca, M. C., 729, 731
- Delucchi, K., 50, 51
- Delvaux, M., 499, 502
- Delworth, U., 1075, 1076
- De Ment, T., 578
- Demiriz, S., 379, 382
- Demo, D. H., 953
- de Montigny, C., 712, 714
- Dempster-McClain, D., 183
- Deng, S., 254–255, 257
- Denicoff, K. D., 151, 153
- Dent, C. W., 1062, 1063, 1064, 1065
- Deramo, M., 503
- Derivan, A., 151, 152
- Des Jarlais, D., 543, 544
- Des Jarlais, D. C., 280
- Desmarais, S., 318, 320
- De Smedt, G., 151, 152
- Desmond, R. J., 689, 690, 1082, 1083
- DesRosiers, F. S., 679, 680
- DeTecco, D., 877
- de Tocqueville, A., 5, 6
- Deutsch, F. M., 189, 192
- Deutsch, N., 176–177
- Deutsch, N. L., 126, 127
- Devereux, P., 1028, 1029
- Devich-Navarro, M., 421, 422, 423
- Devine, P., 621, 622
- DeVos, G. A., 791, 794
- DeVries, M., 532, 536
- Dewey, J., 966, 968, 990, 991
- De Wolff, M. S., 128, 129
- Diament, S., 985, 986
- Diamond, L. M., 319, 320
- Diana, M. S., 318, 319, 320
- Diaz, T., 1063, 1064
- Dibble, E., 151, 152–153
- Dichtelmiller, M. D., 702
- Dichtelmiller, M. L., 97, 98, 102, 104, 700, 702
- Dick, D. M., 705, 708
- Dickerson, C., 429, 431
- Dickert, N., 279, 280
- DiClemente, R., 1063, 1064
- Diener, E., 855, 857, 858, 859
- Dietz, W. H., 161, 163, 164, 753, 755, 757
- Dill, J. R., xlii, xlv, l, 78, 79, 93, 96, 468, 471, 474, 477, 728, 730, 1016, 1018, 1090, 1091
- Dinçer, Ç., 379–380, 382
- Dionne, G., 631, 633
- Dishion, T. J., 1054, 1055, 1186, 1187
- Diversi, M., 898, 899, 900–901, 904
- Dixon, R. A., 270, 273, 725, 727
- Dixon, S., 113, 114
- Dizon, M. R., 748, 749
- Djuric Bjedic, Z., 574, 575
- Dodge, K. A., 39, 40, 64, 65, 219, 429, 431, 804, 806, 1019, 1020
- Dolan, J., 414, 415
- Dolgin, M., 200, 202
- Dombro, A. L., 700, 702
- Dominitz, J., 594, 595
- Dominowski, R. L., 723, 727
- Domitrovich, C., 858, 859
- Donahoe, J. W., 143, 144
- Donelson, E., 921
- Donnellan, M. B., 971, 972
- Donovan, J. E., 875, 876, 877
- Donovan, M., 158, 160
- Doorey, M., 401
- Doosje, B., 105, 106, 107
- Dorbritz, J., 1009, 1013
- Dorey, S. E., 1126, 1129
- Dorfman, A., 97, 98, 102, 104, 700, 702
- Dorn, L. D., 200, 202
- Dorsel, V. P., 143, 144
- Dosch, H. G., 552, 553
- Douglas, J. M., 541, 542
- Dovidio, J., 800
- Dovidio, J. F., 871, 872, 1014, 1015
- Dowin, S., 252
- Dowling, E. M., xlviii, li, 16, 19, 22, 25, 859, 862, 865, 867, 915, 916, 917, 924, 925, 1047, 1160, 1163
- Downes, S. M., 910
- Downey, E. P., 800
- Doyle, A. B., 318, 320
- Drago, S., 215, 217
- Drake, D., 341, 343, 344
- Draper, P., 429, 430, 431, 707, 708, 895, 897
- Drebing, C., 237
- Drew, C., 1126, 1130
- Drew, J. B., 1024
- Drillien, C. M., 184, 186, 188
- Driscoll, A. K., 248, 250, 735
- Drossman, D. A., 499, 502
- Drotar, D., 810, 812
- Dryfoos, J., 290
- Dryfoos, J. G., xli, l, 944, 945, 946, 947, 1164, 1168
- Duane, E. A., 333, 334
- Dubas, J. S., 821, 823
- Dubé, E. M., 319, 320
- Duberstein, P., 450
- DuBois, D. L., 1182, 1183, 1184
- Dubowitz, H., 789, 790
- Duffet, A., 441, 442
- Duffy, J., 29, 30
- Dumenci, L., 1145, 1147
- Duncan, G. J., 39, 40, 190, 191, 192, 593, 595, 778, 779, 802, 803, 1138, 1139
- Duncan, O. D., 1037, 1039
- Dunlosky, J., 726, 727
- Dunn, J., 737, 738, 996, 998
- Durant, R. H., 919, 921
- Durlack, J. A., 1177, 1178
- Durlak, J. A., 972
- Durran, M., 1032, 1033
- Duryea, E. J., 1052, 1053
- Dusenbury, L., 1063, 1064
- Duster, T., 92, 443, 444, 469, 471, 807, 808
- Dutton, D. G., 373, 375
- Dweck, C. S., 1019, 1020, 1021
- Dye, T., 898, 900
- Dyer, R., 484, 485, 486
- Dynarski, M., 39, 40
- Dyrenforth, S., 161, 164, 165, 169
- Dzuka, J., 620
- Earles, J., 613
- Earnest, M. B., 155, 159
- East, P., 648, 650
- Eastin, M., 162, 164
- Ebbeling, C. B., 20, 21, 756, 757
- Ebert, L., 942, 943
- Ebrahim, S. H., 716, 718
- Eccles, J. S., xlv, l, 8, 9, 88, 126, 127, 147, 273, 277, 281, 282, 283, 366, 367, 368, 383–385, 386–387, 472, 473, 506–507, 761, 763, 780–781, 785, 786, 851, 852, 865, 866, 958, 959, 962, 1018, 1020, 1021, 1054, 1055, 1056–1057, 1058, 1059, 1101, 1173, 1174, 1175, 1186, 1187
- Edelman, P., 943
- Edin, K., 593, 595
- Egan, H., 463
- Egan, M., 1126, 1130
- Egeland, B., 462, 463, 598, 599, 816–817, 819
- Ehrlich, M., 723, 727
- Ehrlich, R. M., 811, 812
- Ehrlich, T., 850, 852
- Eiden, R. D., 584, 586
- Eisdorfer, C., 710, 711
- Eisen, M., 639, 640
- Eisenberg, L., 353
- Eisenberg, M. E., 160, 161, 164
- Eisenberg, N., 395, 396, 397, 737, 738, 853, 854, 884, 885, 977, 978, 979, 980
- Eisenbruch, M., 913, 914
- Eitel, P., 1069, 1070, 1072
- Ekblad, S., 913, 914
- El-Ahmadi, A., 703, 704
- El-Bassel, N., 1189
- Elder, G. H., Jr., 14, 15, 87, 89, 183, 188, 190, 192, 348, 356, 358, 359, 651, 654, 740, 804, 805, 806, 861, 862, 896, 897, 1010, 1013
- Elder, M., 201, 202
- Elefthery, D. G., 887, 890
- Eley, T. C., 631, 633
- Eliason, S. R., 938
- Elkind, D., 393, 394, 401, 805, 806, 819, 820, 922, 925
- Ellemers, N., 105, 106, 107
- Elliot, A. J., 1100, 1101
- Elliott, D. S., 63, 66
- Ellis, B. J., 429, 431
- Ellis, D. A., 73, 74, 76
- Ellis, J., 59, 61
- Ellis, R., 200, 202
- Ellison, D., 998
- El-Najjar, S., 323, 324
- Elshout, J. J., 1099, 1101
- Ely, M., 427, 428
- Emanuel, E., 279, 280
- Embry, L., 547
- Emery, R. E., 366, 367, 368
- Emig, C. A., 1138, 1139
- Emmons, R. A., 917, 918
- Endicott, J., 151, 152, 869, 870
- Enerson, H. L., 863, 866
- Engelmann, M. D., 261, 263
- Engen, T., 666, 667, 670
- English, A., 42, 43
- English, K., 814, 816
- Engstler, H., 1010, 1013
- Ennett, S. T., 256, 257
- Enright, R. D., 394
- Ensari, H., 381, 382
- Ensing, D. S., 920, 921–922
- Epner, J. E., 43
- Epperson, C., 868, 870
- Epstein, A. S., 33, 34
- Epstein, D., 463
- Epstein, J., 784, 785
- Epstein, J. L., 289, 290
- Epstein, L. H., 21
- Epstein, M. A., 639, 640
- Epstein, W., 724, 727
- Epston, D., 456, 457
- Erickson, F., 1137
- Erickson, M. F., 598, 599
- Erikson, E., 231, 233, 916, 1096, 1097, 1098
- Erikson, E. H., 106, 107, 123, 125, 345, 348, 406, 407, 408, 409, 555–556, 557, 567, 568, 777, 779, 860, 861, 862, 918–919, 921, 1056, 1059
- Erny, P., 59–60, 61, 62
- Eron, L. D., 693, 695
- Espeland, P., 147
- Esplin, P. W., 434, 478, 479, 1085, 1086
- Esposito, C., 391, 392
- Esters, I. G., 599, 601–602
- Estes, C., 710, 711
- Eth, S., 1121, 1123
- Ettema, J. S., 49, 51, 1081, 1082
- Eubanks, J., 694, 695
- Evans, A. C., 179, 181
- Evans, I. M., 841, 842
- Evans, K., 277, 280
- Evans, R. B., 488, 490, 530, 531
- Evans, R. I., 733, 830, 833, 1063, 1064
- Evans, V. J., 248, 250, 735
- Evinger, J. S., 492, 493
- Ey, S., 821, 823
- Eyer, D., 169, 170
- Eyler, J., 990, 991
- Ezell, E., 371, 372
- Fabes, R., 737, 738
- Fabes, R. A., 395, 396, 397, 853, 854, 884, 885, 979, 980
- Fabian, L. J., 157, 159
- Faedda, G. L., 151, 153
- Fairbanks, L., 1122, 1123
- Fairburn, C. G., 84, 85, 193, 194, 759
- Faison, N., 859, 862, 1169–1170
- Falender, C. A., 1074, 1075, 1076
- Falgout, K., 920, 921–922
- Falicov, E. J., 634, 635, 636
- Falk, B., 97, 98
- Falstein, E. I., 957
- Fan, S., 317, 320
- Fantini, A. E., 147, 148
- Fantuzzo, J., 369, 370, 372, 533, 534, 535, 536, 814, 815, 816
- Faraone, S. V., 151, 152
- Faravelli, C., 333, 334
- Farkas, S., 441, 442
- Farmer, P., 66, 67, 68
- Farrington, D. P., 328, 329, 330, 331, 332, 458, 459, 460, 946, 947
- Fasano, A., 215, 217
- Fathi, L., 380, 382
- Fauber, R., 805, 806
- Faucette, N., 21
- Fauth, R. C., 190, 192
- Fawcett, S. B., 402, 403
- Faye, E., 1123, 1125
- Fear-Fenn, M. B., 761, 763
- Featherman, D. L., 651, 654
- Fechner, P. Y., 894, 897
- Fein, D., 136
- Feinberg, L., 1032, 1033
- Feinman, J., 1028, 1029
- Feldlaufer, H., 1058, 1059
- Feldman, D., 1104, 1105, 1140, 1141
- Feldman, R., 462, 464
- Feldman, R. S., 1120, 1122, 1123
- Feldman, S. S., 27, 28
- Feldstein, M., 1139, 1141
- Felicio, D., 163, 164
- Felix-Ortiz, M., 105, 107
- Felner, R. D., 210, 212, 961, 962, 1028, 1029
- Felton, B. J., 1025, 1027
- Fenichel, E., 102, 104, 241, 242, 700, 702, 768
- Fennig, C., 317–318, 319, 320
- Fenson, L., 631, 632, 633
- Fenton, R. E., 56, 57, 469, 471
- Ferber, T., 354, 355, 834, 835, 859, 863, 898, 899, 900–901, 902–903, 904, 1181
- Ferdinandsen, K., 467, 471
- Ferguson, L. L., 63, 65
- Fernandez, T., 576, 577, 578
- Ferrari, M., 997, 998
- Ferraro, K. F., 1044, 1046
- Ferrer-Wreder, L. A., 558, 560
- Ferris, R., 334, 335, 336
- Feshbach, N. D., 63, 66
- Fetterman, D. M., 426, 428, 880, 881, 883
- Fetzer, J. E., 1047
- Feuerstein, R., 691, 693
- Feuerstein, S., 691, 693
- Feyerherm, W., 620, 621–622
- Fidell, L. S., 934, 938
- Fiduccia, D., 775, 776
- Field, J., 1006, 1008
- Field, T., 868, 869, 870
- Field, T. M., 583, 584, 585, 586
- Fielding, M., 1150, 1151
- Fields, J., 801, 802, 803
- Fiene, R., 241, 242
- Fienup-Riordan, A., 745, 746
- Fifer, W. P., 631, 633
- Figueredo, A. J., 370, 372, 374, 376
- Filipek, P. A., 137, 138, 139
- Findling, R. L., 151, 152
- Fine, G. A., 1054, 1055
- Fine, R., 485, 486
- Finer, N., 755
- Fink, A., 879, 881, 882, 883
- Fink, J., 177
- Finkelhor, D., 604, 605
- Finkelstein, J., 869, 870
- Finn-Stevenson, M., xlv, li, 388, 391, 1156, 1157
- Fiori-Cowley, A., 868, 870
- Fisch, G., 756, 757
- Fisch, S. M., 611, 612, 1078, 1080, 1081, 1082
- Fischer, K., 942, 943
- Fischer, K. W., 267–268, 269, 346, 348, 973, 975, 977
- Fischer, P. M., 49, 51
- Fischer, S. A., 337, 340
- Fischhoff, B., 122, 123, 125, 324, 325–326, 327
- Fishbein, H., 871, 872
- Fishbein, M., 541, 542
- Fisher, C. B., xli, xlii, xliii, xlv, xlvi, xlviii, l, li, 22, 23, 25, 56, 57, 78, 79, 87, 88, 89, 92, 99, 101, 108, 110, 119, 199–200, 201, 202, 279, 280, 354, 355, 356, 359, 387, 388, 390–391, 397, 443, 444, 467, 468, 469, 470, 471, 474, 475, 476, 477, 633, 634, 636, 728, 730, 807, 808, 852, 854, 861, 862, 865, 866, 867, 898, 900, 1014, 1015, 1016, 1018, 1042, 1090, 1091, 1137, 1153
- Fisher, J. O., 462, 463
- Fisher, L., 710, 711, 712
- Fishhaut, E., 1137
- Fisk, A., 644, 647
- Fisman, S., 998
- Fitzgerald, D. P., 1100, 1102
- Fitzgerald, H. E., 73, 74, 75, 76, 728, 729, 730, 731, 768
- Fitzgerald, J. P., 634, 636
- Fitzgerald, L., 682, 683
- Fitzgerald, L. F., 372, 375
- Fitzgerald, L. L., 943
- Fivaz-Depeursinge, E., 455, 457
- Fivush, R., 267, 269, 433, 434, 637, 638
- Fix, M., 349, 351
- Flack, J. M., 307, 308
- Flaherty, E. M., 718
- Flammer, A., 319, 320
- Flanagan, C., 27, 28, 257, 258, 259, 472, 473, 859, 860, 862, 863, 958, 959, 962, 1056, 1057, 1058, 1059, 1169–1170
- Flanagan, D. P., 599, 601
- Flavell, J. H., 830, 833
- Flaxman, E., 1182, 1184
- Flay, B. R., 847, 849, 1063, 1065, 1164, 1168
- Fleeson, W., 658, 660
- Flegal, K. M., 753, 755, 756, 757, 759
- Fleming, A., 189, 192
- Fletcher, J. C., 200, 202
- Flint, J., 508, 511
- Flisher, A. J., 333, 334
- Flor, D., 919, 921
- Flowers, N., 961, 962
- Floyd, R. L., 716, 718
- Flynn, C. A., 126, 127
- Flynn, T., 646, 647
- Foehr, U. G., 293, 294, 611, 612, 1119, 1120
- Folen, R., 613
- Folkman, S., 855
- Fong, R., 89, 90, 91
- Fong, T. P., 89, 90, 91
- Fontaine, R., 219
- Ford, D., 258, 259, 1170, 1171
- Ford, D. H., 267, 269, 344, 348, 939, 941
- Ford, D. L., 22, 25, 349, 350, 351, 356, 359, 652, 654
- Ford, D. Y., 514, 515
- Ford, M. E., 1019, 1021
- Forehand, R., 796, 799, 805, 806
- Forehand, R. L., 705, 706, 708
- Foreman, D. M., 201, 202
- Forrester, J., 484, 486
- Forster, J. L., 255, 257
- Fortenberry, J. D., 876, 877
- Foshee, V. A., 256, 257
- Foss, J. W., 271, 272
- Foster, G. D., 163, 164
- Foster, S. E., 70, 73
- Foster, W., 22, 25, 861, 863, 1174, 1175, 1177, 1178
- Foster, W. H., 70, 73
- Fouad, N. A., 1032, 1033
- Fountain, H., 80, 81
- Fourastie, J., 204, 205
- Fowler, J. W., 918–919, 921, 922, 925
- Fox, L. H., 761, 763
- Fox, N. A., 843, 845
- Fozard, J. L., 983, 984
- Fracasso, M. P., 634, 636, 794, 796
- Francis, D. P., 541, 542
- Frank, D. A., 92, 443, 444, 469, 471, 807, 808
- Frank, L. K., 76, 79
- Frank, M., 1156, 1157
- Frankel, F., 1021, 1022
- Franzetta, K., 31, 32, 34, 248, 251
- Fraser, B., 122, 125
- Frazier, J., 150, 151, 152
- Frederick, C., 1121, 1122, 1123
- Frederickson, N., 1021, 1022
- Fredricks, J. A., 126, 127
- Freedman, B., 838
- Freedman, J. L., 199–200, 202
- Freedman, S., 249, 250
- Freedman-Doan, K., 386, 387
- Freeman, D. H., Jr., 280
- Freeman, H. E., 879, 883
- Freeman, J. V., 753, 755
- Freeman, T., 998
- French, S. E., 958, 959, 960, 961, 962
- Frensch, P. A., 603, 605
- Freud, A., 230, 232, 233, 484, 485, 486
- Freud, S., 487, 488, 489, 490, 886, 887, 1060, 1061
- Freund, A. M., 709, 711, 916–917
- Frick, P. J., 432, 433
- Friedland, S. J., 699, 701
- Friedman, B. N., 156, 157, 158, 159
- Friedman, J. M., 895, 897
- Friedman, R. D., 215, 637, 638
- Friedman, R. J., 1122, 1123
- Friedman, S., 544
- Friedman, S. B., 809, 812
- Friedman, T., 427, 428
- Frierson, T., 684, 685
- Friesen, B. J., 846, 849
- Fritcsh, M., 920, 922
- Fromberg, D. P., 842, 845
- Frome, P. M., 780–781
- Frost, L. A., 135–136
- Fry, P. S., 1045, 1046
- Fry, R., 645, 647
- Frye, M. A., 151, 153
- Fu, V. R., 792, 794
- Fuhrer, R., 1024
- Fujiura, G. T., 351, 353
- Fuligni, A., 27, 28
- Fuligni, A. S., 190, 192
- Fulingi, A. J., 913, 914
- Funanage, V. L., 895, 897
- Fung, H., 792, 794
- Furby, L., 325–326, 327
- Furman, W., 992, 994
- Furnham, A., 618, 620
- Furrow, J. L., 492, 493
- Furstenburg, F. F., Jr., 15, 19, 22, 24, 25, 189, 192, 740
- Furth, H. G., 209, 1158, 1159
- Fusco, R. A., 370, 372
- Futterman, A., 334, 335, 336
- Futterman, D., 658
- Futterman, R., 383–385, 387
- Fyrberg, D., 469, 471
- Gabel, K., 579, 580
- Gaddis, E., 549
- Gadian, D. G., 552
- Gaertner, S., 800, 871, 872
- Gaertner, S. L., 1014, 1015
- Gage, F. H., 551, 553
- Gagnon, D., 602, 605
- Gagnon, J., 35, 36, 38, 47, 49
- Gaines, S. O., Jr., 537, 540
- Galambos, N. L., 505–506, 507, 517, 519, 648, 649, 650, 682, 683, 1150, 1151
- Galassi, J. P., 955
- Galasso, L., 943
- Galbraith, J., 147
- Galda, L., 813, 816
- Galen, B. R., 63, 66
- Galinsky, E., 241, 242
- Gallagher, B., 331, 332
- Gallagher, L. A., 863, 864, 866, 990, 991
- Gallagher-Thompson, D., 334, 335, 336
- Galley, L., 472, 473, 1169, 1170
- Galperín, C., 444
- Galston, W., 1169, 1170
- Gamble, W. C., 788, 790
- Gambone, M. A., 176, 177
- Gans, H., 415, 416, 419
- Garbarino, J., 804, 805, 806
- Garbutt, B., 167, 169
- Garcia, R., 824, 825
- García Coll, C., xli, l, 226, 510, 511, 535, 536
- Gardner, H., 96, 98, 109,