I. Understanding Development1. The Challenge2. A Perspective on Development3. Inception4. The Follow-Up StrategyII. Development and Adaptation5. Adaptation in Infancy6. Adaptation in the Toddler Period: Guided Self-Regulation7. Adaptation in the Preschool Period: The Emergence of the Coherent Personality8. Adaptation in Middle Childhood: The Era of Competence9. Adaptation in Adolescence: Autonomy with Connectedness10. The Transition to AdulthoodIII. Development and Psychopathology11. The Developmental Process12. Behavioral and Emotional Disturbance13. Clinical Implications14. The Tasks AheadAppendix A. Longitudinal Study AssessmentsAppendix B. Life Stress ScaleAppendix C. 12-Month InterviewAppendix D. Tool Problem-Solving Task Ratings: 24 MonthsAppendix E. Teacher Nomination ProcedureAppendix F. Capacity for Vulnerability: Camp Reunion RatingAppendix 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.
"Four stars for this remarkable book!" - Eleanor E. Maccoby, Stanford University "A marvelously written account of an impressively in-depth exploration of the experiences and circumstances that build persons over time...There are not many 30-year studies out there, but beyond simply being rare, this study is rich in theory and inspiring to anyone who has ever wondered what makes a person who he/she is." - Journal of Child Psychology and Psychiatry "This is a comprehensive, well-conceived and constructed longitudinal developmental study that makes a significant contribution to the understanding of development and its problems. It will be most welcome not only to students of child development, but to all practitioners of psychological disciplines dealing with development and its outcomes." - Bulletin of the Menninger Clinic "If you want to be informed on the most up to date, profound thinking about development, this is the one book that should be read...Woven throughout the book is a presentation of the cutting edge theoretical perspective on development...Useful as supplementary reading in an advanced undergraduate or graduate-level course on developmental theory, or a more general course on human development." - Journal of Child and Family Studies