Richard M. Lerner – författare

The nature-nurture debate continues to stir controversy in the social and behavioral sciences. How much of human behavior and development can be attributed to biology and how much to the environment? Can either be said to “determine” human development? And what are the implications of each view for society? In this important study, a noted developmental psychologist contributes to this debate by confronting the difficult issue of “doctrines” of human development and the consequences for society of deriving political programs and public policy from them.Beginning with the premise that scientific ideas are not neutral but can be used for either good or evil, Richard Lerner considers the recent history of one such idea, biological determinism, which at times has had the backing of respected scientists, intellectuals, and political leaders. During this century, biological determinism has been coupled with political philosophies that hold that some people are inherently better than others. This has meant that certain groups of people—Jews, Blacks, Native Americans, women—have been stigmatized because of supposedly innate, even “biological,” differences, with sometimes disastrous consequences. The most notorious instance was Nazi Germany, where “racial science,” given legitimacy by the scientific community, became a cornerstone of the Nazi “Final Solution.”Meanwhile, theories of biological determinism continue to find adherents within the scientific community. Konrad Lorenz, who was awarded a Nobel Prize in 1973, was a critical figure in the development of the most recent manifestation of biological determinism—sociobiology. Lerner examines the work of Lorenz and current sociobiologists and the implications of their claims for modern society. He fears that biological determinism may again be co-opted to serve the political agenda of today’s reactionary politicians. In fact, Lerner notes, sociobiologists have had to face the fact that organizations such as the fascist National Front party in Britain and its counterparts in France and the United States have selectively seized upon sociobiology to fuel their notions of genetically superior and inferior races.

Developmental Assets and Asset-Building Communities examines the relationships of developmental assets to other approaches and bodies of work. It raises challenges about the asset-building approach and offers recommendations for how this approach can be strengthened and broadened in impact and research. In doing so, this book extends the scholarly base for the understanding of the character and scope of the systemic relation between young people's healthy development and the nature of developmentally attentive communities. The chapters in this volume present evidence that asset-building communities both promote and are promoted by positive youth development, a bi-directional, systemic linkage that - consistent with developmental systems theory - further civil society by building relationship and intergenerational places within a community that are united in attending to the developmental needs of children and adolescents.

Originally published in 1983, the purpose of this book was to discuss the relations between philosophy and developmental psychology, as those relations existed over the course of the history of the discipline and as they existed at that time. Although not all portions of developmental psychology are surveyed, major proponents of several key areas are represented (e.g. organismic developmental theory, stage theory, life-span-developmental psychology, and the ecological approach to development). In addition, discussion of many currently prominent issues are included (e.g. constancy and change in human development, the use of multivariate models and methods, the role of the context in individual development, and the use of developmental theory in public policy and political arenas). The diversity of approaches and of interests present in the book are representative of the breadth of theoretical and empirical interests found in developmental psychology at the time.

Originally published in 1983, the purpose of this book was to discuss the relations between philosophy and developmental psychology, as those relations existed over the course of the history of the discipline and as they existed at that time. Although not all portions of developmental psychology are surveyed, major proponents of several key areas are represented (e.g. organismic developmental theory, stage theory, life-span-developmental psychology, and the ecological approach to development). In addition, discussion of many currently prominent issues are included (e.g. constancy and change in human development, the use of multivariate models and methods, the role of the context in individual development, and the use of developmental theory in public policy and political arenas). The diversity of approaches and of interests present in the book are representative of the breadth of theoretical and empirical interests found in developmental psychology at the time.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications—extracts from books, key articles, research findings, and practical and theoretical contributions. Professor Richard M. Lerner has been prominent in the application of developmental science across the life span for half a century, investigating dynamic, relational development systems, and their potential impact on positive youth development (PYD) and social justice. In this collection, Professor Lerner presents the development of his theory of, and research about, relations between life-span human development and contextual or ecological change, exploring the mutually influential relations between humans and their peer, family, school, and community contexts.Including a specially written introduction, in which Professor Lerner reflects on the importance of mentorship and contextualises both the field and the evolution of his wide-ranging career, this collection will be a valuable resource for students and researchers of developmental psychology.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications—extracts from books, key articles, research findings, and practical and theoretical contributions. Professor Richard M. Lerner has been prominent in the application of developmental science across the life span for half a century, investigating dynamic, relational development systems, and their potential impact on positive youth development (PYD) and social justice. In this collection, Professor Lerner presents the development of his theory of, and research about, relations between life-span human development and contextual or ecological change, exploring the mutually influential relations between humans and their peer, family, school, and community contexts.Including a specially written introduction, in which Professor Lerner reflects on the importance of mentorship and contextualises both the field and the evolution of his wide-ranging career, this collection will be a valuable resource for students and researchers of developmental psychology.

What does it mean to find a gene or set of genes that are associated with ADHD, schizophrenia, or autism? Could we eradicate such diseases from our species through gene therapy? Is it possible to eradicate from our genome the genetic material that predisposes us to be too aggressive, too shy, less intelligent, or not active enough? Who has the political power and/or moral authority to make these decisions?The premise of Nature and Nurture is that the complexity of the transactions between nature and nurture--between genes and the environment from the cellular to the cultural level--make these questions incredibly complex and in need of careful attention by educators, scientists, the public, and policymakers. A product of the conference held at Brown University in 2001, this book suggests that genes and environments work together interactively in a complex and closely intertwined fashion. The contributors to this book--biologists, psychologists, psychiatrists, and economists--present knowledge that enables research and application to transcend the traditional question of whatever variance or significance is attributed to genetics versus environment in the development of a particular behavioral trait.This book presents a variety of views on the current status of knowledge about the ways in which dynamic, developmental, mutually interactive systems in the genetic and environmental domains operate. The chapters represent contributions from different perspectives.

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.

In the past fifty years, scholars of human development have been moving from studying change in humans within sharply defined periods, to seeing many more of these phenomenon as more profitably studied over time and in relation to other processes. The Handbook of Life-Span Development, Volume 1: Cognition, Biology, and Methods presents the study of human development conducted by the best scholars in the 21st century. Social workers, counselors and public health workers will receive coverage of of the biological and cognitive aspects of human change across the lifespan.

Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Thriving and Spirituality Among Youth empirically explores the connections between spirituality and positive youth development through the research of a set of scholars from the wide array of scientific fields including biology, sociology, and theology. This unique handbook shows how to foster positive development during adolescence, including youth contributions to families and communities in civil society. The material draws on research conducted with various populations including immigrant Hispanic, Chinese, Israeli, and Muslim-American youth. Social workers and mental health professionals will find a new, developmentally rigorous data base for a science of "adolescent spirituality."

To what extent are human beings capable of changing their physical characteristics and behavioural patterns over the course of their lives? This question has engaged scientists for decades: the fundamental issue is plasticity. In this wide-ranging book, Richard Lerner explores the relevant theory and empirical evidence in a variety of disciplines: molecular genetics, neuroanatomy, neurochemistry, evolutionary biology, anthropology, comparative and developmental psychology, and sociology. The processes studied by each of these disciplines show evidence of plasticity. Conclusions about plasticity have important implications for interventions aimed at enhancing human life, as well as for future research agendas. On the Nature of Human Plasticity will be a valuable resource for all those scientists concerned with human development at biological and social levels and for their students.

To what extent are human beings capable of changing their physical characteristics and behavioural patterns over the course of their lives? This question has engaged scientists for decades: the fundamental issue is plasticity. In this wide-ranging book, Richard Lerner explores the relevant theory and empirical evidence in a variety of disciplines: molecular genetics, neuroanatomy, neurochemistry, evolutionary biology, anthropology, comparative and developmental psychology, and sociology. The processes studied by each of these disciplines show evidence of plasticity. Conclusions about plasticity have important implications for interventions aimed at enhancing human life, as well as for future research agendas. On the Nature of Human Plasticity will be a valuable resource for all those scientists concerned with human development at biological and social levels and for their students.

This volume presents the reader with a stimulating rich tapestry of essays exploring the nature of action and intentionality, and discussing their role in human development. As the contributions make clear, action is an integrative concept that forms the bridge between our psychological, biological, and sociocultural worlds. Action is also integrative in the sense of entailing motivational, emotional, and cognitive systems, and this integration too is well represented in the chapters. Action is defined, and distinguished from behavior, according to its intentional quality. Thus, a constantly recurring theme in the volume involves the dialectic of action-intentionality, and specifically the questions of how and when these concepts are to be distinguished. For action theorists, action—as distinguished from behavior—constitutes the fundamental mechanism of human development. This commitment is detailed in several essays that explore the life-span implications of action. This timely volume will be must reading for all who want to learn about, or stay current with, contemporary action theoretical approaches to human development. – Willis F. Overton, Temple University The present volume advances the view that we cannot go far in understanding development over the life span without paying heed to self-reflective processes. In a reciprocal way, self-reflection links developmental change in the ways in which the person constructs his or her own development over the life span. Development, action, and intentionality exist, then, in an intimate relationship: As development forms the social and historical settings within which intentional activity is embedded, thus become indispensable categories for developmental theory and research. Due to their potential to integrate culture, history, and personality, action-theoretical concepts have made strong inroads in many areas of social and behavioral research. Within the field of developmental psychology, researchers have come to recognize that developmental patterns, and their variation across historical and social contexts, cannot easily be reduced to invariant laws. Instead, they reflect the agency of both the culture and the person. Issues of intentional self-development gain particular importance within the developmental settings of modernity. Under conditions of cultural acceleration, globalization, and pluralization of life forms, normative "scripts" and timetables of development have become blurred, and people are increasingly forced to take a planful, self-monitoring, and optimizing stance toward their own behavior and development. As will become evident throughout this ground-breaking book, an action perspective on development covers a broad spectrum of theoretical approaches. Concepts such as "personal goals," "personal projects," "life themes," "meaning," "life planning," "compensation," or "intentional self-development" have become the nuclei of innovative research programs. The chapters collected in this volume, by scholars on the forefront of action theory and research, provide an indication of the promise that these notions hold for life-span developmental psychology, motivation research, and research on aging.

Service learning, as defined by the editors of this book, is the generation of knowledge that is of benefit to the community as a whole. This seventh volume in the Outreach Scholarship book series contributes to the discussion of how service learning functions as a critical cornerstone of outreach scholarship. The sections and chapters of this book marshal evidence in support of the idea that undergraduate service learning, infused throughout the curriculum and coupled with outreach scholarship, is an integral means through which higher education can engage the people and institutions of communities in a manner that perpetuate civil society.

A consistently identified criticism about contemporary higher education is that academia is not playing a visible role in contributing to the improvement of the lives of people in the community, as the lives are lived on a day-to-day basis. However, there has been a long tradition of such "Outreach Scholarship" in America, and this focus is gaining renewed attention, at least in part, because policy makers and philanthropic organizations are pressing universities and colleges to use their learning resources in ways that more directly benefit society. Universites have listened to, and continue to heed, such appeals. This book illustrates such work by presenting several dozen exemplary "success stories" of community-university partnerships that serve to enhance the lives of children, youth, and families. These illustrations are drawn from collaborations across the breadth of the nation and reflect the work of many diverse colleges and universities.The book should be useful to two broad audiences: individuals, in and out of academia, in decision-making roles that directly impact what gets done or does not get done in colleges and universities; and persons outside academia who are concerned with creating positive change across a wide-range of issues pertinent to the lives of youth, families, and communities. It should guide universities and communities to work together to promote positive development in the diverse children, families, and communities of our nation.

This text describes the dimensions of diversity which characterize the contemporary American family and discusses the implications for public policy and associated intervention programs linked to this diversity. The authors contend that if the programs and policies available to support families are to be most useful, they need to reflect the diversity of the families they intend to help. Beginning with a discussion of the historical and contemporary context of the American family, the text focuses on child poverty and argues that this topic may be studied within the context of developmental systems theory. This theory systematically links the development of individuals to variations in their physical and social ecology, and is used as a framework for discussing: contemporary challenges faced by parents charged with rearing adolescents, and the familial and societal issues that arise when the adolescents being reared are parents themselves; current policy issues that arise from welfare debates in the USA and from recently-enacted welfare reform legislation; and the importance for our nation of developing a comprehensive national youth policy.The authors draw implications for the design, delivery and evaluation of diversity-sensitive policies and programs for families and youth, and offer a vision of how to link scholars, policy makers, and community members in multi-professional and multi-institutional collaborations promoting the positive development of American families and youth. This text is relevant to scholars and policy makers interested in human development, particularly of children and adolescents. In addition, it should be essential reading for practitioners and policy makers in government, private industry, and public and private social service organizations.

The editors present scholarship aimed at changing the character of graduate and undergraduate education in human development-related disciplines. The essays offer a new vision for reforming the nature of higher education by promoting co-learning and collaboration between universities and the communities they serve. The volume is derived from the papers and discussions from the Third National Conference on Applied Developmental Science.

Richard M. Lerner's work presents a powerful and emotive treatise on the crisis facing America's youth. Drawing on a wide range of statistical evidence to support his arguments, he graphically demonstrates the risks of drug and alcohol abuse, unsafe sexual practices, teenage pregnancy, school drop out and academic underachievement, delinquency, crime, and violence facing American youth at historically unprecedented levels. . . . This is an authoritative, well-researched piece of work that takes a refreshing and positive look to the future of action research in collaboration with empowered communities to provide for needs and treasure the community resources that have in the past been paid scant attention. America's Youth in Crisis is both forward thinking and imaginative and will challenge researchers, policymakers, and practitioners faced with the crisis of American youth. --Heather Leitch in Journal of Adolescence "Lerner's work presents a powerful and emotive treatise on the crisis facing America's youth. Drawing on a wide range of statistical evidence to support his arguments he graphically demonstrates the risks of drug and alcohol abuse, unsafe sexual practices, teenage pregnancy, school drop-out and academic under-achievement, deliquency, crime and violence facing American youth at historically unprecedented levels. Lerner calls for a comprehensive and integrated national policy on youth to address these risk factors which he sees as threatening the very fabric of American society. This is an authoritative, well-researched piece of work which takes a refreshing and positive look to the future of action research in collaboration with empowered communities to provide the needs, and treasure the community resources which have in the past been paid scant attention. It is both forward-thinking and imaginative and will challenge researchers, policy-makers and practitioners faced with crisis of American youth." --Heather Leitch in Journal of Adolescence Our nation's youth are at risk for drug and alcohol abuse, unsafe sexual practices, teen pregnancy, academic underachievement, delinquency, and crime and violence. What can be done to prevent these problems from occurring? Outlining a vigorous "call to arms," this volume describes the steps needed to overcome these potential problems by enhancing academic researchers' responsiveness to the needs of the community and encouraging them to apply the results of research findings to community outreach. After reviewing the problems that beset today's youth, Lerner offers a model, developmental contextualism, that provides a theoretical framework for viewing child and adolescent development in relation to specific features of environmental "context" such as family, neighborhood, society, culture, etc. This model is used to describe the problems and the potentials that are associated with the bidirectional relationships between youth and their contexts. Lerner asserts that by altering the context in which youth live, researchers can test the effectiveness of policies and/or programs in creating desired changes in children's and adolescents' behavior and development. Researchers and practitioners interested in child and adolescent development, family studies, child and family policy, and program evaluation will find this thought-provoking book useful in their studies and programs. "Brief and often abstract, the book first describes the crises facing America's children and adolescents... The ideas proposed by Lerner could transform programs for America's youth and revitalize applied research." --Choice "One of the nation's most eminent developmental psychologists has applied his mastery of adolescent research and theory to a new challenge. In America's Youth in Crisis he focuses his attention on solutions, showing how research and outreach come together in successful prevention programs." --Graham B. Spanier, Chancellor, University of Nebraska-Lincoln

Richard M. Lerner's work presents a powerful and emotive treatise on the crisis facing America's youth. Drawing on a wide range of statistical evidence to support his arguments, he graphically demonstrates the risks of drug and alcohol abuse, unsafe sexual practices, teenage pregnancy, school drop out and academic underachievement, delinquency, crime, and violence facing American youth at historically unprecedented levels. . . . This is an authoritative, well-researched piece of work that takes a refreshing and positive look to the future of action research in collaboration with empowered communities to provide for needs and treasure the community resources that have in the past been paid scant attention. America's Youth in Crisis is both forward thinking and imaginative and will challenge researchers, policymakers, and practitioners faced with the crisis of American youth. --Heather Leitch in Journal of Adolescence "Lerner's work presents a powerful and emotive treatise on the crisis facing America's youth. Drawing on a wide range of statistical evidence to support his arguments he graphically demonstrates the risks of drug and alcohol abuse, unsafe sexual practices, teenage pregnancy, school drop-out and academic under-achievement, deliquency, crime and violence facing American youth at historically unprecedented levels. Lerner calls for a comprehensive and integrated national policy on youth to address these risk factors which he sees as threatening the very fabric of American society. This is an authoritative, well-researched piece of work which takes a refreshing and positive look to the future of action research in collaboration with empowered communities to provide the needs, and treasure the community resources which have in the past been paid scant attention. It is both forward-thinking and imaginative and will challenge researchers, policy-makers and practitioners faced with crisis of American youth." --Heather Leitch in Journal of Adolescence Our nation's youth are at risk for drug and alcohol abuse, unsafe sexual practices, teen pregnancy, academic underachievement, delinquency, and crime and violence. What can be done to prevent these problems from occurring? Outlining a vigorous "call to arms," this volume describes the steps needed to overcome these potential problems by enhancing academic researchers' responsiveness to the needs of the community and encouraging them to apply the results of research findings to community outreach. After reviewing the problems that beset today's youth, Lerner offers a model, developmental contextualism, that provides a theoretical framework for viewing child and adolescent development in relation to specific features of environmental "context" such as family, neighborhood, society, culture, etc. This model is used to describe the problems and the potentials that are associated with the bidirectional relationships between youth and their contexts. Lerner asserts that by altering the context in which youth live, researchers can test the effectiveness of policies and/or programs in creating desired changes in children's and adolescents' behavior and development. Researchers and practitioners interested in child and adolescent development, family studies, child and family policy, and program evaluation will find this thought-provoking book useful in their studies and programs. "Brief and often abstract, the book first describes the crises facing America's children and adolescents... The ideas proposed by Lerner could transform programs for America's youth and revitalize applied research." --Choice "One of the nation's most eminent developmental psychologists has applied his mastery of adolescent research and theory to a new challenge. In America's Youth in Crisis he focuses his attention on solutions, showing how research and outreach come together in successful prevention programs." --Graham B. Spanier, Chancellor, University of Nebraska-Lincoln

This interdisciplinary volume presents international research and theories focusing on the development of the individual across the life span. Centering on "family" as the key context influencing, and being influenced by the developing person, the contributors to this volume discuss an array of theoretical models, methodological strategies, and substantive foci linking the study of individual development, the family system, and the broader context of human development. The volume presents continuing empirical research and theories in the realm of individual and family development and features a developmental, contextual view from a process-oriented vantage point.

Comprised of papers written by members of the Social Science Research Council Subcommittee on Child Development in Life-Span Perspective, this book provides a representation of the current status of the relation between child development and the life- span. It suggests the possible synthesis of these two fields from both conceptual and empirical evidence. Theories and methods concerning the social, psychological, and anatomical influences on children's cognitive development through adolescence are highlighted.

Comprised of papers written by members of the Social Science Research Council Subcommittee on Child Development in Life-Span Perspective, this book provides a representation of the current status of the relation between child development and the life- span. It suggests the possible synthesis of these two fields from both conceptual and empirical evidence. Theories and methods concerning the social, psychological, and anatomical influences on children's cognitive development through adolescence are highlighted.

This serial publication continues to review life-span research and theory in the behavioral and social sciences, particularly work done by psychologists and sociologists conducting programmatic research on current problems and refining theoretical positions. Each volume introduces excellent peer-reviewed empirical research into the field of life-span development while presenting interdisciplinary viewpoints on the topic. Often challenging accepted theories, this series is of great interest to developmental, personality, and social psychologists.

This volume continues the tradition of the Life-Span Development Series, presenting overviews of research programs on a variety of developmental topics. Research and theory in life-span development have given increased attention to the issues of constancy and change in human development and to the opportunities for, and constraints on, plasticity in structure and function across life. Acknowledging the need for and existence of interconnection between age and developmental periods, it focuses on conditions for possibly discontinuous development that emerge at later periods. Contributors to this series are sensitive to the restrictive consequences of studying only specific age periods, such as old age, infancy, or adolescence. Each scholar attempts to relate the facts about one age group to similar facts about other age groups, and to move toward the study of transformation of characteristics and processes over the life span.

The final volume in this significant series, this publication mirrors the broad scientific attention given to ideas and issues associated with the life-span perspective: constancy and change in human development; opportunities for and constraints on plasticity in structure and function across life; the potential for intervention across the entire life course (and thus for the creation of an applied developmental science); individual differences (diversity) in life paths, in contexts (or the ecology) of human development, and in changing relations between people and contexts; interconnections and discontinuities across age levels and developmental periods; and the importance of integrating biological, psychological, social, cultural, and historical levels of organization in order to understand human development.