Part I:Understanding Development. The Challenge. A Perspective on Development. Inception. The Follow-up Strategy. Part II: Development and Adaptation. Adaptation in Infancy. Adaptation in the Toddler Period: Guided Self-regulation. Adaptation in the Preschool Period: The Emergence of the Coherent Personality. Adaptation in Middle Childhood: The Era of Competence. Adaptation in Adolescence: Autonomy with Connectedness. The Transition to Adulthood. Part III: Development and Psychopathology. The Developmental Process. Behavioral and Emotional Disturbance. Clinical Implications. The Tasks Ahead. Appendix A. Longitudinal Study Assessments. Appendix B. Life Stress Scale. Appendix C. 12-Month Interview. Appendix D. Tool Problem-Solving Task Ratings: 24 Months. Appendix E. Teacher Nomination Procedure. Appendix F. Capacity for Vulnerability: Camp Reunion Rating. Appendix G. Selected References by Topic.
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-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.
This is the book that developmental psychologists and clinicians
have been awaiting for more than 25 years - even if they didn't
know it. We finally have a systematic prospective study from birth
to young adulthood of nearly 200 people, using state-of-the-art
measures and including all the probable variables affecting
development. At the same time, the authors keep an eye on the
clinical implications of this developmental sweep. This book is a
monumental achievement. It not only summarizes a decades-long
programmatic study, but will also be the starting point for the
next generation of developmental research with clinical relevance.
Essential reading for all in the field. - Daniel Stern, MD,
Department of Psychology, University of Geneva, Switzerland, and
Department of Psychiatry, Weill Medical College of Cornell
University
This is the book that developmental psychologists and clinicians
have been awaiting for more than 25 years - even if they didn't
know it. We finally have a systematic prospective study from birth
to young adulthood of nearly 200 people, using state-of-the-art
measures and including all the probable variables affecting
development. At the same time, the authors keep an eye on the
clinical implications of this developmental sweep. This book is a
monumental achievement. It not only summarizes a decades-long
programmatic study, but will also be the starting point for the
next generation of developmental research with clinical relevance.
Essential reading for all in the field. - Daniel Stern, MD,
Department of Psychology, University of Geneva, Switzerland, and
Department of Psychiatry, Weill Medical College of Cornell
UniversityFour stars for this remarkable book! It offers a detailed
picture of a varied set of children as they move from infancy to
adulthood, noting how early interactions between parent and child
play out in subsequent social relationships. It shows how each
developmental phase adds new relational elements, which
nevertheless emerge from, and depend on, what came before. It
identifies some of the childhood roots of pathology, while also
highlighting the kinds of parent-child interactions that underlie a
child's growing competence and emotional well-being. Any serious
teacher or student of psychosocial development will want to have
this book within arm's reach. - Eleanor E. Maccoby, PhD, Stanford
UniversityThe Minnesota Study is one of the classic longitudinal
studies in the history of the field of developmental psychology.
Moreover, the theoretical approach utilized has been extremely
influential in the emergence of the discipline of developmental
psychopathology. Developmental and clinical psychologists,
developmental psychopathologists, educators, and social policy
advocates all will profit from and be interested in this work.
Likewise, it is an excellent text for advanced undergraduate and
graduate courses in developmental psychology and psychopathology. -
Dante Cicchetti, PhD, Mt. Hope Family Center, Rochester, New York
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