{"title":"Prelims","authors":"Melanie Killen, Martin D. Ruck","doi":"10.1159/000521051","DOIUrl":"https://doi.org/10.1159/000521051","url":null,"abstract":"<br />Human Development 2021;65:253–255","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Society News","authors":"Melanie Killen, Martin D. Ruck","doi":"10.1159/000521045","DOIUrl":"https://doi.org/10.1159/000521045","url":null,"abstract":"<br />Human Development 2021;65:342–344","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"99 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A variety of parent-child attachment measures, representing a range of conceptual approaches, have been adapted for use in middle childhood. A recent surge in studies using the new methods makes a comprehensive review of these measures timely. This systematic review of 67 studies covers representational and behavioral measures of parent-child attachment used with children 9–12 years old. This paper aims to evaluate parent-child attachment measures with an emphasis on understanding their theoretical bases in addition to considering the available validity evidence. Findings identify several independently well-validated representational measures, and they highlight a continued need to investigate direct comparisons of the measures, as very little research has considered how the measures relate to each other, both conceptually and empirically. Behavioral measures of attachment in middle childhood, which are relatively new, are identified as potentially important in developing a better understanding of attachment measurement in this age group.
{"title":"A Systematic Review of Representational and Behavioral Measures of Parent-Child Attachment Available for Middle Childhood","authors":"Marissa Gastelle, Kathryn A. Kerns","doi":"10.1159/000521393","DOIUrl":"https://doi.org/10.1159/000521393","url":null,"abstract":"A variety of parent-child attachment measures, representing a range of conceptual approaches, have been adapted for use in middle childhood. A recent surge in studies using the new methods makes a comprehensive review of these measures timely. This systematic review of 67 studies covers representational and behavioral measures of parent-child attachment used with children 9–12 years old. This paper aims to evaluate parent-child attachment measures with an emphasis on understanding their theoretical bases in addition to considering the available validity evidence. Findings identify several independently well-validated representational measures, and they highlight a continued need to investigate direct comparisons of the measures, as very little research has considered how the measures relate to each other, both conceptually and empirically. Behavioral measures of attachment in middle childhood, which are relatively new, are identified as potentially important in developing a better understanding of attachment measurement in this age group.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"1 - 29"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01Epub Date: 2021-09-17DOI: 10.1159/000519698
Melanie Killen, Kathryn M Yee, Martin D Ruck
Social justice refers to promoting fairness, equality, equity and rights across multiple aspects of society, including economic, educational, and workforce opportunities. A number of scholars across academia have called for a greater incorporation of social and racial justice approaches to the field of human development, and have asserted that social justice constitutes both a theoretical framework as well as a set of hypotheses to investigate and understand the human condition. The emergence, experience, and awareness of social injustice has to be much better understood from a psychological and developmental perspective. Four areas that reflect theoretical changes in human development research are discussed: a) socialization theories about race, b) ethnic/racial identity and development, c) developmental social identity and moral reasoning, and d) lay theories and social essentialism. Childhood is a period of intense change and development; human development research is uniquely positioned to promote change that will contribute to challenging social and racial injustice.
{"title":"Social and Racial Justice as Fundamental Goals for the Field of Human Development.","authors":"Melanie Killen, Kathryn M Yee, Martin D Ruck","doi":"10.1159/000519698","DOIUrl":"10.1159/000519698","url":null,"abstract":"<p><p>Social justice refers to promoting fairness, equality, equity and rights across multiple aspects of society, including economic, educational, and workforce opportunities. A number of scholars across academia have called for a greater incorporation of social and racial justice approaches to the field of human development, and have asserted that social justice constitutes both a theoretical framework as well as a set of hypotheses to investigate and understand the human condition. The emergence, experience, and awareness of social injustice has to be much better understood from a psychological and developmental perspective. Four areas that reflect theoretical changes in human development research are discussed: a) socialization theories about race, b) ethnic/racial identity and development, c) developmental social identity and moral reasoning, and d) lay theories and social essentialism. Childhood is a period of intense change and development; human development research is uniquely positioned to promote change that will contribute to challenging social and racial injustice.</p>","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 5-6","pages":"257-269"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8759609/pdf/nihms-1746622.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39824536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nancy Budwig – Clark University, Worcester, MA, USA Audun Dahl – University of California, Santa Cruz, CA, USA Melanie Killen – University of Maryland, College Park, MD, USA Daniel Lapsley – University of Notre Dame, Notre Dame, IN, USA Charlie Lewis – Lancaster University, Lancaster, UK Larry Nucci – University of California, Berkeley, CA, USA Barbara Rogoff – University of California, Santa Cruz, CA, USA Sylvia Rojas-Drummond – Universidad Nacional Autonoma de Mexico, Mexico City, Mexico Geoffrey Saxe – University of California, Berkeley, CA, USA Diana T. Slaughter Kotzin – The University of Pennsylvania, Los Angeles, CA, USA Judith Smetana – University of Rochester, Rochester, NY, USA Elliot Turiel – University of California, Berkeley, CA, USA David C. Witherington – University of New Mexico, Albuquerque, NM, USA Philip Zelazo – University of Minnesota, Minneapolis, MN, USA Human Development
Nancy Budwig - Clark University, Worcester, MA, USA Audun Dahl - California University, Santa Cruz, CA, USA Melanie Killen - University of Maryland, University of College Park, MD, USA Daniel Lapsley - University of Notre Dame, Notre Dame, IN, USA Charlie Lewis - University, Lancaster, UK Larry Nucci - University of California, Berkeley, CA, USA Barbara Rogoff - University of California, Santa Cruz, CA, USA Sylvia ro哈斯- drummond - University of Nacional Autonoma de Mexico City, Mexico，墨西哥Geoffrey Saxe -美国加州大学伯克利分校Diana T. Slaughter Kotzin -美国加州洛杉矶宾夕法尼亚大学Judith Smetana -美国纽约州罗切斯特罗切斯特大学Elliot Turiel -美国加州伯克利加州大学David C. Witherington -美国新墨西哥州阿尔伯克基新墨西哥大学Philip Zelazo -美国明尼苏达州明尼阿波利斯明尼苏达大学人类发展部
{"title":"Contents Vol. 65, 2021","authors":"","doi":"10.1159/000521048","DOIUrl":"https://doi.org/10.1159/000521048","url":null,"abstract":"Nancy Budwig – Clark University, Worcester, MA, USA Audun Dahl – University of California, Santa Cruz, CA, USA Melanie Killen – University of Maryland, College Park, MD, USA Daniel Lapsley – University of Notre Dame, Notre Dame, IN, USA Charlie Lewis – Lancaster University, Lancaster, UK Larry Nucci – University of California, Berkeley, CA, USA Barbara Rogoff – University of California, Santa Cruz, CA, USA Sylvia Rojas-Drummond – Universidad Nacional Autonoma de Mexico, Mexico City, Mexico Geoffrey Saxe – University of California, Berkeley, CA, USA Diana T. Slaughter Kotzin – The University of Pennsylvania, Los Angeles, CA, USA Judith Smetana – University of Rochester, Rochester, NY, USA Elliot Turiel – University of California, Berkeley, CA, USA David C. Witherington – University of New Mexico, Albuquerque, NM, USA Philip Zelazo – University of Minnesota, Minneapolis, MN, USA Human Development","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"I - IV"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
roni dagan, J. Pukander, Sakari H. Paloheimo, Markku M. Sipilä, J. Paupe, M. Sarbeji, P. Scheinmann, C. Delacourt, M. Sorin, J. Ramet, D. Pierard, P. Vandenberghe, K. D. Boeck, G. Syrogiannopoulos, D. Edwards, K. Stoeckel, W. Cullmann
{"title":"Author Index / Subject Index","authors":"roni dagan, J. Pukander, Sakari H. Paloheimo, Markku M. Sipilä, J. Paupe, M. Sarbeji, P. Scheinmann, C. Delacourt, M. Sorin, J. Ramet, D. Pierard, P. Vandenberghe, K. D. Boeck, G. Syrogiannopoulos, D. Edwards, K. Stoeckel, W. Cullmann","doi":"10.1159/000239098","DOIUrl":"https://doi.org/10.1159/000239098","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"346 - 346"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000239098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64560837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We review theoretical and empirical evidence that helps us understand how a developmental competency, namely ethnic-racial identity (ERI), can promote positive youth development and, in doing so, can help address ethnic-racial disparities resulting from systemic racism. We review this work from a risk and resilience perspective, elucidating different mechanisms of promotion and protection in the context of ethnoracially based risk. Understanding the conditions under which (and the mechanisms by which) certain ERI domains promote and inhibit adjustment can help us support ERI development among youth of color. Ultimately, we argue that ERI development among youth of color is one important avenue toward reducing ethnic-racial disparities in key developmental outcomes and, thus, disrupting cycles of inequity caused and perpetuated by systemic racism.
{"title":"Ethnic-Racial Identity and Adolescents’ Positive Development in the Context of Ethnic-Racial Marginalization: Unpacking Risk and Resilience","authors":"A. Umaña‐Taylor, Deborah Rivas‐Drake","doi":"10.1159/000519631","DOIUrl":"https://doi.org/10.1159/000519631","url":null,"abstract":"We review theoretical and empirical evidence that helps us understand how a developmental competency, namely ethnic-racial identity (ERI), can promote positive youth development and, in doing so, can help address ethnic-racial disparities resulting from systemic racism. We review this work from a risk and resilience perspective, elucidating different mechanisms of promotion and protection in the context of ethnoracially based risk. Understanding the conditions under which (and the mechanisms by which) certain ERI domains promote and inhibit adjustment can help us support ERI development among youth of color. Ultimately, we argue that ERI development among youth of color is one important avenue toward reducing ethnic-racial disparities in key developmental outcomes and, thus, disrupting cycles of inequity caused and perpetuated by systemic racism.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"76 15","pages":"293 - 310"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41248043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：