I. Understanding Development
1. The Challenge
2. A Perspective on Development
3. Inception
4. The Follow-Up Strategy
II. Development and Adaptation
5. Adaptation in Infancy
6. Adaptation in the Toddler Period: Guided Self-Regulation
7. Adaptation in the Preschool Period: The Emergence of the Coherent Personality
8. Adaptation in Middle Childhood: The Era of Competence
9. Adaptation in Adolescence: Autonomy with Connectedness
10. The Transition to Adulthood
III. Development and Psychopathology
11. The Developmental Process
12. Behavioral and Emotional Disturbance
13. Clinical Implications
14. The Tasks Ahead
Appendix A. Longitudinal Study Assessments
Appendix B. Life Stress Scale
Appendix C. 12-Month Interview
Appendix D. Tool Problem-Solving Task Ratings: 24 Months
Appendix E. Teacher Nomination Procedure
Appendix F. Capacity for Vulnerability: Camp Reunion Rating
Appendix 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
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