9781593851583

The Development of the Person The Minnesota Study of Risk and Adaptation from Birth to Adulthood

by ; ; ;
  • ISBN13:

    9781593851583

  • ISBN10:

    1593851588

  • Format: Hardcover
  • Copyright: 2005-04-04
  • Publisher: The Guilford Press

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $1.26
    Check/Direct Deposit: $1.20
    PayPal: $1.20
List Price: $65.00 Save up to $42.25
  • Rent Book $22.75
    Add to Cart Free Shipping

    TERM
    PRICE
    DUE
    IN STOCK USUALLY SHIPS IN 24 HOURS.
    HURRY! ONLY 1 COPY IN STOCK AT THIS PRICE

Supplemental Materials

What is included with this book?

Summary

The definitive work on a groundbreaking study, this essential volume provides a coherent picture of the complexity of development from birth to adulthood. Explicated are both the methodology of the Minnesota study and its far-reaching contributions to understanding how we become who we are. The book marshals a vast body of data on the ways in which individuals' strengths and vulnerabilities are shaped by myriad influences, including early experiences, family and peer relationships throughout childhood and adolescence, variations in child characteristics and abilities, and socioeconomic conditions. Implications for clinical intervention and prevention are also addressed. Rigorously documented and clearly presented, the study's findings elucidate the twists and turns of individual pathways, illustrating as never before the ongoing interplay between developing children and their environments.

Author Biography

L. Alan Sroufe, PhD, is the William Harris Professor of Child Development at the University of Minnesota, where he is also Adjunct Professor of Psychiatry. He is a member of the Society for Research in Child Development and is on the editorial boards of three professional journals. An internationally recognized expert on early attachment relationships, emotional development, and developmental psychopathology, Dr. Sroufe has published six books and more than 100 articles.

Byron Egeland, PhD, is the Irving B. Harris Professor of Child Development at the University of Minnesota and Codirector of the Irving B. Harris Training Center for Infant and Toddler Development. He is on the board of directors of a number of national organizations, including Prevent Child Abuse America. Dr. Egeland is widely published in the areas of child maltreatment, developmental psychopathology, and prevention programs for high-risk families.

Elizabeth A. Carlson, PhD, is a Research Associate and Instructor in the Institute of Child Development at the University of Minnesota. She has published numerous papers on early experience and emotional and behavioral disturbance, the internalization of experience, and the mutual influence of representation and experience. Dr. Carlson is internationally recognized as a trainer in infant attachment assessment.

W. Andrew Collins, PhD, is Morse-Alumni Distinguished Teaching Professor of Child Development and Psychology at the University of Minnesota. He has written widely on mass media influence, parent/n-/adolescent and peer relationships during adolescence, and romantic relationships in early adulthood. Dr. Collins currently serves as Chair of the Scientific Advisory Board for the NICHD Study of Early Child Care and Youth Development.

Table of Contents

PART I. UNDERSTANDING DEVELOPMENT
The Challenge
3(20)
Why Comprehensive Longitudinal Research?: The Example of Early Experience
7(5)
Outline of the Minnesota Study
12(7)
Key Claims and Guide to the Book
19(4)
A Perspective on Development
23(23)
Conceptual and Theoretical Supports
27(11)
Synthesis: An Organizational Perspective on Development
38(2)
Implications for Assessment
40(5)
Conclusion
45(1)
Inception
46(18)
Initiation of the Study
49(5)
Assessments in the Infancy Period
54(8)
Conclusion
62(2)
The Follow-Up Strategy
64(23)
Salient Issues of Adaptation
65(5)
The Assessments
70(11)
Assessments of Caregivers and Caregiving Context
81(2)
Overview
83(1)
A Note on Ethics
84(3)
PART II. DEVELOPMENT AND ADAPTATION
Adaptation in Infancy
87(19)
The Foundations of Caregiving Quality
91(4)
Continuity and Change in Maltreatment: Breaking the Cycle of Abuse
95(1)
Attachment Quality
96(4)
Infant Characteristics and Attachment
100(3)
Changing Attachment
103(1)
Conclusion
104(2)
Adaptation in the Toddler Period: Guided Self-Regulation
106(15)
Predicting Toddler Adaptation
108(5)
Continuity of Care
113(6)
Conclusion
119(2)
Adaptation in the Preschool Period: The Emergence of the Coherent Personality
121(27)
Assessments at Age 31/2: The Person Emerges
123(3)
Assessments at Ages 41/2--5 Years: The Coherent Person
126(10)
Patterns of Adaptation
136(5)
Internalizing the Caregiving Relationship
141(5)
Context and Changing Adaptation
146(1)
Conclusion
147(1)
Adaptation in Middle Childhood: The Era of Competence
148(26)
Plan for the Chapter
151(1)
The Summer Camp Study: Constructing Social Competence
151(6)
Competence in the Elementary School Setting
157(10)
The Developmental Process
167(5)
Conclusion
172(2)
Adaptation in Adolescence: Autonomy with Connectedness
174(24)
Plan for the Following Chapters
176(2)
Quality of Care in Early Adolescence
178(1)
The Camp Reunion Study
179(3)
Age 16 Assessments
182(11)
Adolescent Risk Behavior
193(4)
Conclusion
197(1)
The Transition to Adulthood
198(21)
Global Adjustment in Early Adulthood
200(2)
Social Relationship Outcomes
202(7)
Educational Outcomes
209(4)
Work Outcomes
213(1)
Conclusion
214(5)
PART III. DEVELOPMENT AND PSYCHOPATHOLOGY
The Developmental Process
219(20)
Continuity and Change
220(4)
The Fate of Early Experience Following Developmental Change
224(1)
Resilience
225(4)
The Dynamics of Development
229(8)
Conclusion
237(2)
Behavioral and Emotional Disturbance
239(26)
A Developmental Model of Disturbance
239(3)
Implications of a Developmental Model
242(2)
Early Experience and Later Disturbance
244(5)
Developmental Pathways to Some Prominent Child Disturbances
249(14)
Conclusion
263(2)
Clinical Implications
265(22)
Conceptualizing Disturbance
266(6)
Classification and Etiology
272(5)
Intervention
277(8)
Conclusion
285(2)
The Tasks Ahead
287(18)
Ongoing Issues in Social Relationships
289(5)
Current Work on Behavioral and Emotional Disturbance
294(4)
Development of the Self: Adult State of Mind Regarding Attachment
298(3)
Looking Back and Looking Forward
301(2)
Conclusion: In the End . . . We Come to the Beginning
303(2)
Appendix A Longitudinal Study Assessments 305(16)
Appendix B Life Stress Scale 321(2)
Appendix C 12-Month Interview 323(3)
Appendix D Tool Problem-Solving Task Ratings: 24 Months 326(4)
Appendix E Teacher Nomination Procedure 330(2)
Appendix F Capacity for Vulnerability: Camp Reunion Rating 332(2)
Appendix G Selected References by Topic 334(9)
References 343(30)
Index 373

Rewards Program

Write a Review