Laurence Steinberg - Böcker

The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.

The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.

The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.

What should we do with teenagers who commit crimes? Are they children whose offenses are the result of immaturity and circumstances, or are they in fact criminals?“Adult time for adult crime” has been the justice system’s mantra for the last twenty years. But locking up so many young people puts a strain on state budgets—and ironically, the evidence suggests it ultimately increases crime. In this bold book, two leading scholars in law and adolescent development offer a comprehensive and pragmatic way forward. They argue that juvenile justice should be grounded in the best available psychological science, which shows that adolescence is a distinctive state of cognitive and emotional development. Although adolescents are not children, they are also not fully responsible adults. Elizabeth Scott and Laurence Steinberg outline a new developmental model of juvenile justice that recognizes adolescents’ immaturity but also holds them accountable. Developmentally based laws and policies would make it possible for young people who have committed crimes to grow into responsible adults, rather than career criminals, and would lighten the present burden on the legal and prison systems. In the end, this model would better serve the interests of justice, and it would also be less wasteful of money and lives than the harsh and ineffective policies of the last generation.

In the burgeoning research literature on adolescents, the relative paucity of work examining ethnic variations in developmental processes is a glaring gap, particularly because approximately one third of American young people now come from an ethnic minority background. A primary factor in this research imbalance has been the lack of training in methods and research instruments needed to properly study ethnically diverse populations. This book was developed in response to this need.Its chief objective is to present recent theoretical, conceptual, and methodological advances in the study of ethnicity and development during adolescence. The chapters address fundamental and enduring issues concerning the incorporation of ethnicity into research designs. Topics such as demographics, "ethnicity-friendly" research paradigms, and practical challenges that arise throughout the research cycle are addressed by scholars who have "been there" and learned how to successfully study the effects of race and ethnicity on developmental processes and outcomes. Established scholars and newcomers to research, working both in academic and applied settings with adolescents as their focus, will find this book a valuable resource.

In the burgeoning research literature on adolescents, the relative paucity of work examining ethnic variations in developmental processes is a glaring gap, particularly because approximately one third of American young people now come from an ethnic minority background. A primary factor in this research imbalance has been the lack of training in methods and research instruments needed to properly study ethnically diverse populations. This book was developed in response to this need.Its chief objective is to present recent theoretical, conceptual, and methodological advances in the study of ethnicity and development during adolescence. The chapters address fundamental and enduring issues concerning the incorporation of ethnicity into research designs. Topics such as demographics, "ethnicity-friendly" research paradigms, and practical challenges that arise throughout the research cycle are addressed by scholars who have "been there" and learned how to successfully study the effects of race and ethnicity on developmental processes and outcomes. Established scholars and newcomers to research, working both in academic and applied settings with adolescents as their focus, will find this book a valuable resource.

As a well-respected researcher, Laurence Steinberg connects current research with real-world application, helping students see the similarities and differences in adolescent development across different social, economic, and cultural backgrounds.  Through an integrated, personalized digital earning program, students gain the insight they need to study smarter, stay focused, and improve their performance.

Temperament has been a central element of the on-going effort to describe the distinctiveness of persons at every stage of development. Many researchers have examined the relations of temperament to emotions, behavior, and adjustment generally. Fewer studies have focused primarily on the nature and structure of temperament, however, and even fewer have examined the developmental course of temperament. This Monograph reports a significant exception. The authors undertook theoretically relevant behavioral, biological, and self-report assessments of a sample of 14-to-17 year olds who had been classified into one of four temperamental groups at 4 months of age. Infant temperamental categories were based on observed behavior to a battery of unfamiliar stimuli. The infants classified as high reactive (20 percent of the sample) displayed vigorous motor activity and frequent crying. Those classified as low reactive (40 percent) displayed minimal motor activity and crying. About 25 percent of the infants, called distressed, showed minimal motor activity but cried frequently, and 10 percent, characterized by vigorous motoricity but little crying, were called aroused.Previous evaluations of these children at 14 and 21 months, and 4, 7, and 11 years had revealed that those children initially classified as high reactive were most likely to be avoidant of unfamiliar events at the early ages and emotionally subdued, cautious, and wary of new situations at the later ages. By contrast, initially low-reactive children had been the least avoidant of unfamiliarity in the second year and most emotionally spontaneous and sociable at the later ages. At age 11 years, assessments also had revealed that initially high-reactive children were more likely than the low-reactive participants to display right hemisphere activation in the EEG, a larger evoked potential from the inferior colliculus, larger event related waveforms to discrepant scenes, and greater sympathetic tone in the cardiovascular system. In the follow-up of these individuals reported here, adolescents (14-17 years of age) who had been classified as high reactive in infancy were more likely than initially low reactive participants to display sympathetic tone in the cardiovascular system, to combine a fast latency with a large magnitude of the evoked potential from the inferior colliculus, and to show shallower habituation of the event-related potential to discrepant visual events.Moreover, compared to their low-reactive agemates, initially high reactive adolescents more often reported being subdued in unfamiliar situations, experiencing a dour mood and anxiety over the future, and being religious. An important finding is that behavior and biology were more clearly dissociated in adolescence than at earlier ages. However, infant temperamental category at 4 months remained a powerful predictor of behavior in adolescence, suggesting that the features that characterize the two temperamental biases by initially high- and low-reactive are not completely malleable to the profound effects of brain growth and experience.