Diseases have a history, and understanding that history helps us understand how best to treat and control disease today. Today's students are confronted with a panoply of often-frightening illnesses and afflictions - the Biographies of Disease series provides students with the information that they need to understand the origin of various maladies, how they impact contemporary society, and how doctors and researchers from around the world are fighting to devise treatments to alleviate or cure these diseases. This volume, ADHD, examines Attention Deficit Hyperactivity Disorder, the controversial affliction with which millions of boys and girls are diagnosed every year.
Substance abuse, gambling, sexual promiscuity, violence, mental health problems, suicide: all are risky and dangerous consequences of adolescent instability. Through the implementation of psychological research and basic theories, Johnson and Malow-Iroff expertly assess each specific risk behavior as it correlates with demographics, socio-economic statuses, and cultural factors surrounding today's youth. In addition, this book provides resources for handling harmful situations facing adolescents, offering practical and straightforward methods to aid one in negotiating positive paths for those in distress. Parents, educators, and adolescents alike will only benefit from knowing the causes of adolescent risk-taking and the ways of preventing such behavior.
Each chapter is devoted to a specific risk that many adolescents take throughout their teenage years. These include: drug abuse, gambling, sex, violence, and suicide. Johnson and Malow-Iroff discuss the mental health problems that lead to dangerous activities. Each topic explains the causes that lead to these risky behaviors, ways to prevent them, and advice that will be useful to parents and educators in addressing these issues.
Originally published in 1981, this study presents Jung's theory of adult personality development, and analyses and interprets in its biographical and historical context the genesis and development of Jung's theory of the individuation process. Dr Staude argues that an in-depth study of Jung's life offers insights into the patterns and processes of adult development, and he focuses particularly on Jung's writings during and immediately after his mid-life transition. He shows how Jung articulated his hard-won insights into adult development in his books and essays and into his analytic practice, and considers how Jung's developmental theory relates to the changes he experienced in his own life and in his socio-historical environment. Dr Staude concludes that Jung's emphasis on impersonal universals of human psychic development complements and supplements the personal emphasis of ego development theory and provides the foundations for a more holistic understanding of adult developmental psychology.
Although adult development recently has begun to receive increased attention from researchers, current studies have been limited mainly to specific aspects of adult development and have not provided a clear view of the meaning of the whole of adult life. Broadening this focus, and at the same time concentrating on a specific occupational group, Jeffrey A. McNally presents the results of his three-year study of successful career Army officers. His inquiry, which draws on Daniel Levinson's theory of adult development, provides an analysis of the sequential patterns that characterize the development of the adult lives of successful career Army officers.
After reviewing Levinson's theory of how lives develop during adulthood, McNally looks at the developmental and transitional periods experienced by the Army officers he studied from pre-adulthood to their early forties. The study examines the impact of living and working within a highly ordered, systematic organizational structure such as the military upon the way in which these adult lives unfold. The author finds that, despite the unique aspects of a career in the military, his subjects experienced similar patterns and sequences to those predicted by Levinson's theory of adult development. Based on frequent, wide-ranging interviews over a three-year period of time--interviews which covered aspects of each subject's life from career to marriage, children, friends, religion, etc.--this work is the first to provide an in-depth picture of the military officer's life. A unique resource for the study of adult development and the profession of the military, this book will be of special interest to military officers and those interested in adult development and developmental psychology.
The author, a well-known development psychologist, challenges Piagetian theories of language development. Rondal studies verbal and nonverbal interactions between children and parents from a social-behavioristic perspective.
Since the end of the sixties, Piagetian general theory with its inherent power of unification has gradually given way to a multitude of more specific models which is in evidence today. In this volume the authors concentrate on three perspectives namely cognitive, perceptuo-motor and neuropsychological development and attempt to coordinate these traditionally separated views. Good illustrations of these theoretical connections can be found in different chapters although the persistent isolation of these three domains still remains. However the authors believe efforts in developmental psychology must continue in the direction of domain interaction, for theoretical concepts as well as methodological tools.
After Piaget proves that Jean Piaget's work is critical for understanding some of the most current proposals in the study of psychological development. It analyzes Piaget's legacy, moving beyond the harsh critiques that have circulated since he lost prominence. It also brings together new developments and research practices that have grown out of Jean Piaget's tradition, while providing a retrospective glance into the intellectual atmospheres of different periods at which the contributors encountered Piaget.
This book reveals the richness and coherence of the School of Geneva's research during the last decades before Piaget's death. Contributions from scholars who formed part of the School of Geneva during the 1970s and '80s demonstrate Piaget's influence on such diverse fields as infant development, ethnology, neuropsychology, semiotic development, and epistemology. After Piaget is part of Transaction's History and Theory of Psychology series.
Ageing is an activity we are familiar with from an early age. In our younger years upcoming birthdays are anticipated with an excitement that somewhat diminishes as the years progress. As we grow older we are bombarded with advice on ways to overcome, thwart, resist, and, on the rare occasion,
embrace, one's ageing. Have all human beings from the various historical epochs and cultures viewed aging with this same ambivalence?
well-being in the later decades of life, and this need is reflected in policies and action plans addressing our ageing populations from the World Health Organization and the United Nations. Looking to the future, Pachana considers advancements in the provision for our ageing populations, including
revolutionary models of nursing home care such as Green House nursing homes in the USA and Small Group Living homes in the Netherlands. She shows that understanding the process of ageing is not only important for individuals, but also for societies and nations, if the full potential of those
entering later life is to be realised.
ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and
enthusiasm to make interesting and challenging topics highly readable.
The psychology of aging usually focuses upon cognitive changes, with a particular focus on dementia and other forms of cognitive decline. But getting older is about more than simply changes to the brain and related health issues. Changes to our social and emotional lives are also hugely significant as we adapt across our lifespan.
The second edition of Aging and Development is the only textbook available that responds to the growing interest in social, personal and emotional development in older age. Ideally suited to complement texts on cognitive change, the book provides a holistic developmental perspective on aging. It highlights a range of issues, including the development of personal meaning and spirituality, improvements in emotional control, uses of reminiscence and life review, the importance of healthy attitudes to aging, as well as the maintenance of close personal relationships. It does not avoid the difficult issues of late life decline, but illustrates how even in circumstances of physical and mental frailty a positive sense of self can be created and enhanced.
Fully updated to provide the most cutting-edge overview on this burgeoning topic of interest, Aging and Development includes a glossary and list of useful websites both on the study of gerontology and the psychology of aging. It will be essential reading for all students of developmental psychology, as well as anyone either training to work or already working with older people.