Lifespan Development, Third Australasian edition, explores human physical, cognitive and social development within an Australian and New Zealand context.
Lifespan Development, Third Australasian edition, explores human physical, cognitive and social development within an Australian and New Zealand context. Building on the successful first and second editions, the resource’s comprehensive theory coverage includes the latest local and international research in this ever-evolving field, and is perfectly complemented by numerous physical and mental health applications within local psychological, allied health and educational settings.
This edition includes enhanced coverage of developmental theories, and increased integrated coverage of cross-cultural and Indigenous issues unique to the multicultural societies of Australia and New Zealand. It is an ideal resource offering for undergraduate students in both countries in order to enhance understanding of human development Â— from conception through to the end of life.
Michele Hoffnung is Professor of Psychology at Quinnipiac University. She received her BA at Douglass College and her PhD at the University of Michigan. Her teaching has been in the areas of research methods, psychology of women, and adult development. She is editor of Roles Women Play: Readings Towards Women's Liberation (1971) and author of What's a Mother to Do? Conversations About Work and Family (1992) and numerous articles, essays, and book reviews. Robert J. Hoffnung is Emeritus Professor of Psychology at the University of New Haven and Associate Clinical Professor of Psychiatry at the Yale University School of Medicine. Robert has taught about childhood, adolescence, and lifespan development; he has also done clinical work with children, adolescents, adults, and families. He received his BA at Lafayette College, his MA at the University of Iowa, and his PhD at the University of Cincinnati. He has published articles on educational, developmental, and mental health interventions with children, adolescents and families. Kelvin L. Seifert is Professor of Educational Administration, Foundations and Psychology at the University of Manitoba. He received his BA at Swarthmore College and his PhD at the University of Michigan. Kelvin's teaching has focused both on teacher education and on the education of adult learners outside of school settings. His current research focuses on how teachers and other adults form communities online in order to develop their own learning. He is author of Educational Psychology (1991), Constructing a Psychology of Teaching and Learning (1999), and Contemporary Educational Psychology (2009), as well as articles and chapters about gender issues in teacher education and on the dynamics of online adult learning communities. Alison Hine teaches and supervises undergraduate and postgraduate students in the areas of developmental and educational psychology at the University of Western Sydney. She has received a top ten standing in the UniJobs Lecturer of the Year for the University of Western Sydney for two consecutive years, and was a national fi nalist in the awards in 2009. She holds a Masters degree in Educational and Developmental Psychology, and has worked extensively with leading international researchers in these fields. Alison has researched, published and presented at international and national conferences in the areas of mentoring, adult metacognition, gifted and talented, thinking skills, intelligence, and self-refl ection strategies. In her career, Alison has had the privilege of meeting and dialoguing with B. F Skinner, Jerome Bruner, Howard Gardner, David Perkins and Robert Sternberg. Recently, Alison has researched and published in the areas of e-learning and metacognition, self-effi cacy and procrastination. She is researching in the area of fi rst-year university student engagement and motivation and the emerging area of dance psychology, creativity, experiencing 'flow' and optimal performance, and maintains an active consultancy practice within these areas of interest, working with educators, administrators and business professionals. Alison also conducts workshops with parents and professionals in the areas of child and adolescent development, learning styles, motivation, intelligence, gifted and talented, and the development of thinkings kills. Alison has 35 years of teaching experience and has taught extensively from preschool to tertiary education, specialising primarily in the areas of special education and gifted and talented. Lynn Ward received her PhD from the University of Adelaide in 1995, and is a senior lecturer in the University's School of Psychology. Since 1990 she has taught undergraduate courses in developmental psychology, adult development and ageing, cognitive psychology, and statistics, and a postgraduate course on clinical geropsychology. Her research supervision has covered diverse developmental topics including cross-cultural ageing, capacity assessment, resilience in parents, help-seeking in rural communities, leadership development, and health habits in older adults. She was awarded a Barbara Kidman Fellowship at the University of Adelaide in 2014, a High Commendation in the Stephen Cole the Elder Prize for Excellence in Teaching from the University of Adelaide in 2003, and was a national fi nalist in the UniJobs Lecturer of the Year in 2009. Her teaching is informed by her research on resilience and successful ageing, emotional functioning in older adults, and factors that influence age-related changes in cognitive abilities. Cat Pause is a Senior Lecturer in Human Development and Fat Studies Researcher at Massey University. Her research focuses on the construction, revision and maintenance of spoiled identities and the effects on the health and wellbeing of marginalised populations, specifi cally fat individuals. She has published in top journals such as Human Development , Feminist Review , HERDSA and Narrative Inquiries in Bioethics , and her co-edited book Queering Fat Embodiment was released by Ashgate in late 2014. Cat hosted the 'Fat Studies: Refl ective Intersections' conference in 2012, and guest edited an issue on intersectionality for the Fat Studies Journal . Her work has been featured on The Huffi ngton Post , Yahoo , NPR and 20/20 . Karen Swabey is an Associate Professor in Health and Physical Education Pedagogy in the Faculty of Education at the University of Tasmania and is the Head of School. Before entering the university sector in 1994, she had an extensive career in primary, secondary and senior secondary teaching and school leadership in Tasmania, in both state and independent schools. At the postgraduate level, Karen coordinates a number of units relating to coaching and mentoring and health and wellbeing, and also supervises a number of research higher degree students. Her areas of research interest are in social and emotional wellbeing and student preparedness for teacher education. Karen's publication output includes book chapters, academic journal articles and peer-reviewed conference papers. She is also a Consulting Editor for the Australian Journal of Teacher Education, and reviews for a number of international journals. Karen Yates is a lecturer with the College of Healthcare Sciences at James Cook University in Cairns. She is a registered nurse and registered midwife, with a strong interest and background in midwifery clinical care, education and maternity service provision. Karen teaches in both undergraduate and postgraduate nursing and midwifery programs, including coordinating a firstyear nursing lifespan development subject with over 500 students enrolled across five campuses. She received her PhD in 2011 from James Cook University. Karen has a keen interest in nursing and midwifery education and the use of technology in teaching and learning. Her research interests include midwifery and new graduate nurse workforce issues, enhancing active learning for students enrolled across multiple campuses or in distance mode, and the use of technology and social media to enhance teaching and learning. Rosanne Burton Smith obtained her PhD in Psychology from the University of Tasmania and also holds a Masters degree in Educational Psychology from the University of Exeter in the United Kingdom. Her professional work as a psychologist includes several years in Papua New Guinea, mainly in educational and occupational psychology, and later in the United Kingdom and New Zealand, working in the area of developmental disabilities. Her teaching and research interests include psychological assessment, developmental issues such as childhood anxiety and the effects of divorce on children and adolescents, children's peer relationships, body image, dietary behaviour and gender differences. Rosanne has taught and supervised research at both undergraduate and postgraduate levels in the School of Psychology, University of Tasmania since 1989. Rosanne retired from teaching in 2007, but continues as an Honorary Research Associate at the School of Psychology, University of Tasmania.
PART 1 Beginnings
1 Studying development 3
2 Theories of development 33
3 Biological foundations, genetics, prenatal development and birth 65
PART 2 The first two years of life
4 Physical and cognitive development in the first two years 111
5 Psychosocial development in the first two years 159
PART 3 Early childhood
6 Physical and cognitive development in early childhood 193
7 Psychosocial development in early childhood 235
PART 4 Middle childhood
8 Physical and cognitive development in middle childhood 273
9 Psychosocial development in middle childhood 311
PART 5 Adolescence
10 Physical and cognitive development in adolescence 349
11 Psychosocial development in adolescence 389
PART 6 Early adulthood
12 Physical and cognitive development in early adulthood 435
13 Psychosocial development in early adulthood 481
PART 7 Middle adulthood
14 Physical and cognitive development in middle adulthood 529
15 Psychosocial development in middle adulthood 577
PART 8 Late adulthood
16 Physical and cognitive development in late adulthood 625
17 Psychosocial development in late adulthood 675
PART 9 Endings
18 Dying, death and bereavement 717
G Glossary G-1
R References R-1
NI Name index NI-1
SI Subject index SI-1
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