Search results

This chapter uses Sandra Bem’s scholarship to demonstrate the intersections between developmental and social psychological approaches to understanding masculinity and femininity.

To highlight Sandra Bem’s contributions, we examined masculinity and femininity, broadly defined, from a socio-developmental theoretical perspective, conceptualizing gender development as embedded within a socio-historical context.

Our review of the literature illustrates that both age and social contextual features influence femininity and masculinity and more specifically that in childhood, adolescence, and early adulthood, femininity and masculinity vary depending on the sex (same- vs. other-sex) of those in the social context. Along with demonstrating the current utility and extensions of Sandra Bem’s research, we also emphasize the feminist and social justice applications of her body of work.

Weaknesses in the existing methodology where instruments are designed based on the assumption that masculinity and femininity are stable traits rather than characteristics that vary are discussed. Limitations to research focused on either social or developmental perspectives are highlighted and suggestions for a more integrative approach are provided.

Similar to how Sandra Bem’s work showed that sex and gender need not be linked, research and theory on the developmental and contextual specificity of gender also demonstrate that there is freedom in the expression of gender.

Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace interactions can result in functional and dysfunctional outcomes (Côté, 2005; Diefendorff, Richard, & Yang, 2008). Research on the regulation of negative emotions has additionally been conducted in social psychology, developmental psychology, neuropsychology, health psychology, and clinical psychology. A close reading of this broader literature, however, reveals that the conceptualization and use of the term “emotion regulation” varies within each research field as well as across these fields. The main focus of our chapter is to make sense of the term “emotion regulation” in the workplace by considering its use across a broad range of psychology disciplines. We then develop an overarching theoretical framework using disambiguating terminology to highlight what we argue are the important constructs involved in the process of intrapersonal emotion generation, emotional experience regulation, and emotional expression regulation in the workplace (e.g., emotional intelligence, emotion regulation strategies, emotion expression displays). We anticipate this chapter will enable researchers and industrial and organizational psychologists to identify the conditions under which functional regulation outcomes are more likely to occur and then build interventions around these findings.

This article aims to provide a brief overview of the field now known as “evolutionary developmental robotics (evo-devo-robo)”, which is based on the concept and principles of evolutionary and development principles such as evolutionary developmental psychology, evolutionary developmental biology (evo-devo) and evolutionary cognitive neuroscience.

Evo-devo-robo is a new field bringing together developmental robotics and evolutionary robotics to form a new research area. Basic concepts and the origins of the field are described, and then some basic principles of evo-devo-robo that have been developed so far are discussed.

Finally, some misunderstand concepts and the most promising future research developments in this area are discussed.

Basic concepts and the origins of the field are described, and then some basic principles of evo-devo-robo that have been developed so far are discussed. Finally, some misunderstood concepts and the most promising future research developments in this area are discussed.

The essays by Sauer and Cassidy have argued that significant questions can be raised philosophically and historically about the guiding assumptions of economic behaviour. One can also argue that these assumptions offer a partial view of human being with an accompanying loss of the sense of the whole person. Economics tends to reduce the multiform and rich notion of person to simply a datum of economic activity. In this essay, I will argue that there is a need to re‐examine basic assumptions about what it means to be fully human. I will do this from the perspective of developmental psychology, because developmental psychology has empirically based theories that produce expectations about humanity and the future that are very different from those ascribed by economics. This essay will examine developmental theory, particularly that of Robert Kegan, to show its relevance to providing a direction for economics.

The purpose of this paper is to inform the reader about the currently employed theories, research, and interventions in developmental criminology, with a particular emphasis on parental influences.

As well as evoking the classical theories and relevant research in psychology and developmental criminology fields, some of the significant recent contributions are also evaluated to reveal how parenting is linked to youngsters’ delinquency in the extant literature.

While parental factors do not directly affect delinquency of children and adolescents, it is an effectual mediator.

Not a systematic (statistical) review, rather a hermeneutic one with righteous justifications.

Evidence-based suggestions, regarding the allocation of time and resources for the modification of implicated parenting factors in planning preventative and interventional programs, are made.

This review is an up-to-date instructional source that presents the major developmental criminology theories including the recent ones.

While well-being and resilience in the workplace continue to be important areas of research, the role age plays in well-being and resilience at work and associated positive work outcomes is often ignored. In most studies age is simply treated as a control variable. In this chapter, we outline the importance of considering age in well-being and resilience research by focusing on how age may impact both of these variables and drawing on research from both the organizational psychology and developmental psychology literature. Theoretical models of these relationships are put forth, and future research directions are discussed.

During the past decade, the winds and raucous waves of positive psychology have altered the landscape and brought new life to the profession and discipline of psychology. Since Seligman and Csikszentmihalyi (2000) proffered the positive psychology manifesto at the turn of the century, an amazing plethora of books, articles, research investigations, grants, awards, and applications for improving human welfare and society at large have emerged (see Donaldson, 2011a). Sheldon, Kashdan, and Steger (2011) fully described this impressive groundswell of positive psychology activity in their recent edited volume on Designing positive psychology: Taking stock and moving forward. This rapid growth of scholarly activity has also spawned new professional societies such as the International Association of Positive Psychology (http://www.ippanetwork.org/Home/), scholarly journals including the Journal of Positive Psychology (http://www.tandf.co.uk/journals/titles/17439760.asp) and Journal of Happiness Studies (http://www.springer.com/social+sciences/well-being/journal/10902), and top tier graduate programs such as the Masters of Applied Positive Psychology at the University of Pennsylvania and the MA and PhD programs in Positive Organizational Psychology and Positive Developmental Psychology at Claremont Graduate University. All of these efforts share the desire to better organize and foster the continued growth and impact of positive psychology.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.

This paper aims to introduce the Platt 3p model (P3p), an innovative framework aiming to address the mental health needs of young people. The model comprises three dimensions: past, present and potential, on which any mental health intervention should act to improve mental health outcomes.

A conceptual analysis is made that uses an interdisciplinary approach to draw on existing research and theories from psychology, developmental science and educational interventions to create the P3p model.

The P3p model presents a multi-layered approach that considers subjective, individual and group-level variables that should be considered in comprehensive mental health interventions. It accommodates systemic barriers and individual differences, thus creating the potential for more targeted, effective interventions.

Though every effort has been made to provide a robust theoretical foundation, the model has yet to be empirically validated. Future research is taking place to apply the model in school settings to assess its practical efficacy.

The P3p model is novel in its integrative approach, fusing elements from disparate theories into a singular framework. This flexibility allows for person-centred, adaptable interventions that are tailored to individual needs.