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  3. Cambridge Studies in Social and Emotional Development

The study of development has shifted from a focus on the child to an interest in development over the lifespan. Although developmental psychology used to be centred on cognitive growth, now social, clinical, and educational psychologists, child psychiatrists, anthropologists, sociologists, and students of animal behaviour are actively engaged in exploring the developmental roots of social behaviour and emotional experience. The purpose of this series of books is to highlight the best new work and, further, to help bridge the present gaps in communication among disciplines and between basic and applied researchers.

  • General Editors: Carolyn Shantz, Wayne State University
  • Editorial Boards: Nancy Eisenberg, Arizona State University, Robert N. Emde, University of Colorado, Willard W. Hartup, University of Minnesota, Lois W. Hoffman, University of Michigan, Franz J. Mönks, Katholieke Universiteit, Netherlands, Ross D. Parke, University of California, Riverside, Michael Rutter, Institute of Psychiatry, London, Carolyn Zahn-Waxler, National Institute of Mental Health

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17 results in Cambridge Studies in Social and Emotional Development

Developmental Contexts in Middle Childhood
  • Bridges to Adolescence and Adulthood
  • Edited by Aletha C. Huston, Marika N. Ripke
  • Published online:
    16 September 2009
    Print publication:
    12 June 2006
  • During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.

Parenting Representations
  • Theory, Research, and Clinical Implications
  • Edited by Ofra Mayseless
  • Published online:
    10 July 2009
    Print publication:
    10 April 2006
  • The study of parents from their own perspective not just as socializing agents of their children has been long neglected. This book summarizes and presents the new and surging literature on parenting representations namely parents' views, emotions and internal world regarding their parenting. Within this area, several prominent researchers typically coming from the attachment tradition suggested various ways of assessing parenting representations, mostly by way of semi-structured interviews. This book presents their conceptualizations and includes detailed descriptions of their interviews and their coding schemes. In addition, a review and summary of the growing number of findings in this domain and an integrated conceptualization that serves a theoretical base for future research are presented. Finally, the clinical implications of the study of parenting representations are discussed at large. Clinical notions and conceptualizations regarding parenting representations are presented and thoroughly discussed including detailed case studies that demonstrate among other things intergenerational transmission of representations.

Peer Relationships in Cultural Context
  • Edited by Xinyin Chen, Doran C. French, Barry H. Schneider
  • Published online:
    08 August 2009
    Print publication:
    03 April 2006
  • This book responds to the absence of a comprehensive consideration of the implications of culture for children's peer relationships. Although research in this field has burgeoned in recent years, cultural issues have often been overlooked. The chapters tap such issues as the impact of social circumstances and cultural values on peer relationships, culturally prescribed socialization patterns and processes, emotional experience and regulation in peer interactions, children's social behaviors in peer interactions, cultural aspects of friendships, and peer influences on social and school adjustment in cultural context. The authors incorporate into their discussions findings from research programs using multiple methodologies, including both qualitative (e.g., interviewing, ethnographic and observational) and quantitative (e.g., large scale surveys, standardized questionnaires) approaches, based on a wide range of ages of children in cultures from East to West and from South to North (Asia, South America, the Mid-East, Southern Europe, and ethnic groups in the US).

Developmental Psychology and Social Change
  • Research, History and Policy
  • Edited by David B. Pillemer, Sheldon H. White
  • Published online:
    03 December 2009
    Print publication:
    14 March 2005
  • What is the unique mission of developmental psychology? How has it evolved historically? What are its current challenges? The chapters in this collection present the view that research, history and policy are essential and interlocking components of a mature developmental psychology. Patterns of human development differ markedly across historical epochs, cultures and social circumstances. Major societal changes examined by contributing authors - the advent of universal compulsory schooling, the adoption of a one-child policy in China, US policy shifts in healthcare, welfare and childcare - present 'natural experiments' in social design. Authors challenge the idea of a clear distinction between basic and applied developmental research. In sharp contrast with the view that science is value-neutral, developmental psychologists have from the outset pursued the betterment of children and families through educational, childcare and health initiatives. An historical perspective reveals the beneficial, if sometimes contentious, interplay between empirical research and social programs and policies.

Emotion, Development, and Self-Organization
  • Dynamic Systems Approaches to Emotional Development
  • Edited by Marc D. Lewis, Isabela Granic
  • Published online:
    07 October 2009
    Print publication:
    31 July 2000
  • In the last twenty to thirty years, a new way to understand complex systems has emerged in the natural sciences - an approach often called non-linear dynamics, dynamical systems theory, or chaos theory. This perspective has allowed scientists to trace the emergence of order from disorder and complex, higher-order forms from interactions among lower-order constituents. This is called self-organization, and is thought to be responsible for change and continuity in physical, biological, and social systems. Recently, principles of self-organizing dynamic systems have been imported into psychology, especially developmental psychology, where they have helped us reconceptualize basic processes in motor and cognitive development. Emotion, Development, and Self-Organization is the first book to apply these principles to emotional development. The contributors address fundamental issues such as the biological bases of emotion and development, relations between cognition and emotion in real time and development, personality and individual differences, interpersonal processes, and clinical implications.

The Development of Romantic Relationships in Adolescence
  • Edited by Wyndol Furman, B. Bradford Brown, Candice Feiring
  • Published online:
    05 October 2014
    Print publication:
    13 September 1999
  • Although innumerable songs, poems, plays and movies have been written about adolescent romantic relationships, no scientific book has been written on that topic. Numerous volumes exist on adult romantic relationships and on adolescent sexuality, but this volume, first published in 2000, was the first to examine adolescent romantic relationships. A group of eminent investigators met to discuss the topic and were charged with the task of writing about their conceptualization of these relationships and of romantic experiences in adolescence. The papers cover the full range of aspects of romantic relationships, and examine general processes and individual differences within the general context of adolescent development. Each paper contains numerous provocative ideas that are designed to stimulate research on the topic.

Mothers at Work
  • Effects on Children's Well-Being
  • Lois Hoffman, Lisa Youngblade
  • Published online:
    06 July 2010
    Print publication:
    28 June 1999
  • This important 1999 volume examines the effects of the mother's employment on family life and children's well-being. It starts with a thorough review of previous research on this topic and then reports the results of a study designed to answer the key questions that emerge. The study focuses on 448 families, with an elementary school child, living in an industrialized city in the Midwest. They include both one-parent and two-parent families, African Americans and Whites, and a broad range of economic circumstances. Extensive data have been obtained from mothers, fathers, children, teachers, classroom peers, and school records. The analysis reported reveals how the mother's employment status affects the father's role, the mother's sense of well-being, and childrearing patterns and how these, in turn, affect the child. The book provides an intimate picture of urban life and how families cope with mothers' employment.

The Developmental Course of Marital Dysfunction
  • Edited by Thomas N. Bradbury
  • Foreword by Robert L. Weiss
  • Published online:
    13 October 2009
    Print publication:
    13 August 1998
  • How do marriages become unhappy? How do marriages change? What are the theories and methods that can best illuminate our understanding of marital development? This 1998 volume comprehensively explores how marriages develop and deteriorate, and in doing so, brings together leading scholars to present research on the longitudinal course of marriage. The chapters share a common focus on the early phases of marriage but address a diverse array of topics, including marital conflict, personality, social support, the transition to parenthood, violence, ethnicity, stress, alcohol use, commitment and sexuality. Implications of this research for alleviating marital distress are also noted. The book concludes with six provocative analyses by prominent scholars in the areas of sociology, clinical psychology, social psychology and developmental psychology.

Comparisons in Human Development
  • Understanding Time and Context
  • Edited by Jonathan Tudge, Michael J. Shanahan, Jaan Valsiner
  • Published online:
    04 May 2010
    Print publication:
    28 November 1996
  • This important volume deals with the issue of how to make comparisons in the field of human development. In their comparisons of various social groups, social scientists generally focus on what the differences are, rather than elucidating how and why the groups differ. Comparisons in Human Development examines ways in which different disciplines have treated comparisons and development and provides empirical examples that take a comparative, developmental approach to human activity and thought. Contributors share the view that the study of development must be concerned with processes that operate over time and are regulated by their physical, biological, social and cultural contexts. Development is understood in systemic terms, with multidirectional influences that cross levels of analysis, including the cellular, the individual, the family, and the cultural and historical.

Social Motivation
  • Understanding Children's School Adjustment
  • Edited by Jaana Juvonen, Kathryn R. Wentzel
  • Foreword by Bernard Weiner
  • Published online:
    22 October 2009
    Print publication:
    13 September 1996
  • How are children's social lives at school related to their motivation to achieve and how do motivational and social processes interact to explain children's adjustment at school? This volume, first published in 1990, features work by leading researchers in educational and developmental psychology and provides perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. Relations of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this volume provide new insights into the complex processes contributing to school success.

Developmental Science
  • Edited by Robert B. Cairns, Glen H. Elder, Elizabeth Jane Costello
  • Published online:
    09 November 2009
    Print publication:
    28 August 1996
  • Developmental Science provides an account of the basic principles of the new developmental synthesis. A group of eminent scientists from social and biological sciences believes that a fresh, interdisciplinary orientation is required to achieve progress on critical issues of behavioral theory, method, and application. They formed the Carolina Consortium on Human Development in 1987 as an advanced institute for the study of development. This book is the outgrowth of this long term collaboration. In addition to the collaborative statement, individual chapters outline implications of the orientation for method and theory in traditional disciplines. The chapters address specific developmental issues, varying across time frames, methodologies, disciplines, cultures and even species. They provide an inside look at the basic issues that confront modern social and behavioral study of development, including its strengths and problems.

Emotional Development
  • The Organization of Emotional Life in the Early Years
  • L. Alan Sroufe
  • Published online:
    16 September 2009
    Print publication:
    26 January 1996
  • In the past, researchers have treated the development of the emotions and the task of emotional regulation as two separate topics, the former emphasizing 'normative' questions and the latter emphasizing 'individual' differences. Until now, understanding the first topic has never been seen as relevant for the second. This is the area pioneered by Emotional Development. This book presents the early phases of emotional life from a developmental perspective. It argues that emotional generation hinges on the developing ability to express arousal or 'tension' in accordance with one's context. It reveals the common core processes underlying the emergence of specific emotions and the capacity for emotional regulation. It explains the timing of emotional emergence, why emotions function as they do, and also explores individual styles of emotional regulation. Close ties between emotional development, cognitive, social and CNS development are discussed, too.

Disclosure Processes in Children and Adolescents
  • Edited by Ken J. Rotenberg
  • Published online:
    29 August 2009
    Print publication:
    28 April 1995
  • To be known, and to know others, is critical to all social relationships. This topic of 'disclosure processes' not only pertains to people's disclosure of daily thoughts and emotions, but to their disclosure of many controversial problems in contemporary society, such as divorce, AIDS and sexual abuse. The bulk of research has focused on disclosure processes in adults and relatively little attention has been given to that phenomena in children and adolescents. The collection of chapters in this book redresses the balance by systematically examining disclosure processes in children and adolescents. This covers the knowledge of how, to whom, and the conditions under which children and adolescents reveal their personal thoughts and emotions.

Children in Time and Place
  • Developmental and Historical Insights
  • Edited by Glen H. Elder, Jr, John Modell, Ross D. Parke
  • Published online:
    03 May 2011
    Print publication:
    29 January 1993
  • Each generation of American children across the tumultuous twentieth century has come of age in the different world. How do major historical events - such as war or the depression - influence children's development? Children in Time and Place brings together social historians and developmental psychologists to explore the implications of a changing society for children's growth and life chances. transitions provide a central theme, for historical transitions to the social transitions of children and their developmental experiences.

The Development of Emotion Regulation and Dysregulation
  • Edited by Judy Garber, Kenneth A. Dodge
  • Published online:
    26 March 2010
    Print publication:
    31 May 1991
  • This volume provides a developmental perspective of the regulation and dysregulation of emotion, in particular, how children learn about feelings and how they learn to deal with both positive and negative feelings. Emotion regulation involves the interaction of physical, behavioural and cognitive processes in response to changes in one's emotional state. The changes can be brought on by factors internal to the individual (e.g. biological) or external (e.g. other people). Featuring contributions from leading researchers in developmental psychopathology, the volume concentrates on theories and data concerning the development of emotion regulation with an emphasis on both intrapersonal and interpersonal processes. Original conceptualizations of the reciprocal influences among the various response systems - neurophysiological-biochemical, behavioral-expressive, and subjective-experiential - are provided, and the individual chapters address both normal and psychopathological forms of emotion regulation, particularly depression and aggression, from infancy through adolescence. This book will appeal to specialists in developmental, clinical and social psychology, psychiatry, education, and others interested in understanding the developmental processes involved in the regulation of emotion over the course of childhood.

The Roots of Prosocial Behavior in Children
  • Nancy Eisenberg, Paul Henry Mussen
  • Published online:
    31 December 2009
    Print publication:
    25 August 1989
  • What kinds of childbearing practices foster the development of helping, sharing, and other prosocial behaviours? What roles do biology and culture play in the development of prosocial behaviour? In this book, Nancy Eisenberg and Paul Mussen review and summarize scholarly research that has been devoted to the development of prosocial behaviour in children, and examine the variety of influences that contribute to children's prosocial development, including the media, parents, peers, biology, culture, personal characteristics, as well as situational determinants. The authors argue that prosocial behaviour can be learned and is modifiable, and they suggest ways that parents, teachers, and other can enhance prosocial development. In addition, the authors attempt to communicate the advances in the study of prosocial development that have taken place over the last decade. The book highlights some questions that have not yet been addressed adequately by researchers, and suggests areas for future work.

Altruism and Aggression
  • Social and Biological Origins
  • Edited by Carolyn Zahn-Waxler, E. Mark Cummings, Ronald J. Iannotti
  • Published online:
    04 August 2010
    Print publication:
    31 October 1986
  • In this timely collection, biological and behavioral scientists address questions emerging from new research about the origins and interconnections of altruism and aggression within and across species. They explore the genetic underpinnings of affiliative and aggressive orientations as well as the biological correlates of these behaviors. They consider environmental variables - family patterns, child rearing practices - that influence prosocial and antisocial behaviors. And they examine internal processes such as empathy, socio-inferential abilities, and cognitive attributions, that regulate 'kindness' and 'selfishness'. The first section focuses on biological, sociobiological, and ethological approaches. It explores the utility of animal models for understanding both human and infrahuman social behavior. The second section focuses on the development, socialization, and mediation of altruism and aggression in children. Several concerns underly both sections. These include the role of attachment processes, separation distress, reciprocal interchanges, and social play in determining the quantity and quality of aggressive and affiliative interactions; the function of emotions (e.g. empathy, guilt, and anger) as instigators of altruism and aggression; and the nature of sex differences. Several chapters present data on emotions that mediate altruism and aggression and also on patterns of association between prosocial and antisocial behaviors. The authors take an ethological perspective, placing special importance on the need to explore altruism and aggression in the real lives and natural habitats of humans and other animals.