Muutke küpsiste eelistusi

E-raamat: Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach

Edited by , Edited by , Edited by , Edited by
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 54,59 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Psychosocial Development in Adolescence: Insights from the Dynamic Systems ApproachSuurem pilt
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

Over recent years, it has become clear that group-based approaches cannot directly be used to understand individual adolescent development. For that reason, interest in dynamic systems theory, or DST, has increased rapidly. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach covers state-of-the-art insights into adolescent development that have resulted from adopting a dynamic systems approach.

The first chapter of the book provides a basic introduction into dynamic systems principles and explains their consequences for the study of psychosocial development in adolescence. Subsequently, different experts discuss why and how we should apply a dynamic systems approach to the study of the adolescent transition period and psychological interventions. Various examples of the application of a dynamic systems approach are showcased, ranging from basic to more advanced techniques, as well as the insights they have generated. These applications cover a variety of fundamental topics in adolescent development, ranging from the development of identity, morality, sexuality, and peer networks, to more applied topics such as psychological interventions, educational dropout, and talent development.

This book will be invaluable to both beginner and expert-level students and researchers interested in a dynamic systems approach and in the insights that it has yielded for adolescent development.

Arvustused

Researchers studying adolescent development have often identified that one size does not fit all. For a long time we have lacked the proper tools to explore these individual processes in adolescent development. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach is a roadmap for encouraging wonder and discovery of these individual processes. Now it is time to make a difference and take seriously the individual processes when studying adolescent development. Dynamic Systems Approach (DSA) is the fundamental approach behind the roadmap. Like any forefront scientific investigation, DSA gives us new tools and methods to examine individual processes. It seems possible that widespread use of these techniques could spur a return to the kind of new approach that is now needed in adolescent research globally. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach is a much needed call to join an important new approach. It encourages us all to ask new questions. It inspires us to share the questions we ask every day. It motivates us to keep asking until we find routes to the answers. In a world where understanding diverse and individual pathways is essential, the DSA approach offers a richer way to solve these problems as a worldwide community of curious people who wonder about the fundamental new insights of the adolescent development.

Professor Katariina Salmela-Aro, Educational Sciences, University of Helsinki, Finland

List of illustrations
xiii
Notes on contributors xvi
1 Introduction to a dynamic systems approach to psychosocial development in adolescence
1(16)
Naomi M.P. de Ruiter
Mandy A.E. van der Gaag
Bertus F. Jeronimus
E. Sashia Kunnen
Ergodicity and the relevance of a dynamic systems approach for adolescent development
2(2)
How can we define dynamic systems based research?
4(5)
Assumptions
4(5)
Consequences of dynamic systems principles for research
9(2)
This book
11(6)
2 Systems in transition: the adolescent phase transition
17(15)
Tom Hollenstein
Tiffany Tsui
Self-organization and variability at different timescales
17(4)
The adolescent phase transition
21(2)
The adolescent phase transition (APT) design
23(5)
Analytical possibilities of an APT design
25(3)
APT in less-than-optimal designs
28(1)
Conclusion
28(4)
3 Matching methods to theory: using dynamic systems models to understand nested systems of adolescent development
32(19)
Nancy Darling
Ian Bums
Dynamic systems theory and the study of adolescent development
33(4)
Traditional developmental approach
34(1)
Dynamic systems modeling approach
34(1)
Data and theory in developmental and dynamic systems models
35(1)
Time
36(1)
Sampling couples in the study of adolescent attachment
37(6)
Modeling adolescent--teacher dyads in the context of peers
43(2)
Nested data
45(3)
Why model?
48(3)
4 A nonlinear dynamic systems approach to psychological interventions
51(18)
Gunter Schiepek
Helmut Scholler
Roswitha Carl
Wolfgang Aichhorn
Anna Lichtwarck-Aschoff
The common view on interventions: a linear input--output model
51(1)
Chaos and self-organization in human change dynamics
52(1)
Critical instabilities and order transitions
53(3)
Psychotherapy as dynamic support of clients' self-organizing processes
56(4)
The dynamic sensitivity of change processes
60(3)
Assessing and intervening with the SNS
63(2)
Conclusion
65(4)
5 Conflict dynamics and the transformation of the parent--adolescent relationship
69(14)
Jessica P. Lougheed
The parent--adolescent dyad as a temporal interpersonal emotion system
70(2)
Conflicts in parent--adolescent TIES
72(5)
Attractors
72(2)
Flexibility and rigidity
74(1)
Phase transitions
75(2)
Novel insights from the DS perspective
77(2)
Future directions for research and practical applications
78(1)
Conclusion
79(4)
6 The nature of adolescents' real-time self-esteem from a dynamic systems perspective: the socially embedded self-esteem model
83(17)
Naomi M.P. de Ruiter
Introduction
83(1)
Adolescent real-time self-esteem as situated in parent--child interactions
84(2)
Components of adolescents' self-esteem
86(1)
Components of parental behavior
86(1)
The self-organization of socially embedded self-esteem attractors across real time
87(1)
An empirical illustration: the emergence of embedded self esteem tendencies
88(3)
Participants
89(1)
General procedure
89(1)
Coding procedure
89(1)
Measures
89(1)
Components of adolescent self-esteem
89(1)
Components of parental behavior
90(1)
Analysis plan
90(1)
Case study results
91(3)
Self-esteem and parental behaviors as time series
91(1)
Quantitative output from the SOM
92(1)
Qualitative output from the SOM
93(1)
Conclusion
94(6)
7 Dynamic system perspectives on anxiety and depression
100(27)
Bertus F. Jeronimus
Nested systems
101(1)
Affect and emotions: the micro level
101(6)
Dynamic processes
106(1)
Mood episodes (meso level)
107(5)
Personality (macro level)
112(3)
Dynamic perspectives
114(1)
Conclusion
115(12)
8 Trajectories preceding student dropout: an intra-individual process approach
127(19)
Mandy A.E. van der Gaag
E. Saskia Kunnen
Paul L.C. van Geert
Introduction
127(1)
Tinto's process perspective on dropout
128(1)
Parallel processes of identity development
128(2)
Combining Tinto with identity: hypotheses on micro-level processes of dropout
130(1)
Present study
130(1)
Method
131(3)
Participants
131(1)
Procedure
131(1)
Measures
132(1)
Analysis
132(2)
Results
134(5)
Cluster analysis of individual trajectories
134(2)
Comparing trajectories of dropouts and persisters
136(1)
Decision tree
137(2)
Discussion
139(4)
Trajectories of commitment and exploration
139(1)
The relation between trajectory typologies and dropout
140(1)
The interesting role of variability in dropout processes
141(1)
Implications for practice
142(1)
Limitations
142(1)
Conclusion
143(3)
9 Identity development from a dynamic systems perspective
146(14)
E. Saskia Kunnen
A conceptual model of identity development: exploration and commitment
146(3)
Mechanisms at different lime levels: conflicts as the driving force of identity development
149(1)
Individual trajectories of identity development
150(4)
Ergodicity
154(2)
Conclusion
156(4)
10 Youth's sexual relationships and development: improving our understanding through a dynamic systems approach
160(17)
Daphne van de Bongardt
Research on youth sexuality: sketching dynamics in approach
160(2)
From risky to normative
160(1)
From individuals to contexts
161(1)
Longitudinal research on youth sexuality
162(2)
Summary of trends: macro, meso, and micro time development
162(2)
Dynamic systems approach in research on youth sexuality
164(2)
Future directions
166(5)
Multiple and interacting contexts
167(1)
Bidirectional development--context linkages
168(1)
Methodological considerations
169(2)
Concluding remarks: practical applicability
171(6)
11 Dynamic developmental complexity of moral motivation for adolescents and young adults
177(16)
Ulas Kaplan
Moral motivation dynamically reconceptualized
177(2)
Intrapersonal multiplicity in moral motivation
179(1)
A holistic approach to moral cognition and emotion
180(1)
From stages of reasoning to structures of motivation
181(2)
Moral development reconceptualized
183(1)
Moral self-regulation and multiple motivations
183(1)
Assessment of moral motivation
184(1)
Empirical evidence for multiple motivational structures
185(1)
Developmental relationships between multiple motivations
186(1)
Multiple motivations are related to specific moral judgments
187(1)
An iterative model for short-term moral motivation
188(1)
Implications and conclusion
189(4)
12 Social development and group processes: a social network application to bullying and network interventions
193(16)
Gijs Huitsing
Jan K. Dijkstra
Rene Veenstra
A social network approach to social development
194(2)
Social success and social network position
194(1)
The interplay between peer relationships and behavior
195(1)
Investigating the dynamics of networks
196(1)
Data requirements for longitudinal social network analysis
196(1)
R Siena for longitudinal social network analysis
197(2)
Bullying, victimization, and social networks
199(4)
Dynamics in bullying networks
199(3)
Descriptive insights of bullying networks
202(1)
Toward network interventions
203(1)
Conclusion
204(5)
13 Visualizing individual dynamics: the case of a talented adolescent
209(14)
Joske K. van der Sluis
Steffie van der Stem
Gert Stulp
Ruud J.R. den Hartigh
Inter-individual differences in sports performance
210(1)
Intra-individual dynamics
211(1)
The current study
212(1)
Method
213(1)
Participants
213(1)
Measures
213(1)
Procedure
214(1)
Visualization
214(1)
Results
215(2)
Variability of performance and psychosocial factors
215(1)
Dynamics of performance and psychosocial factors
215(2)
Discussion
217(1)
Conclusion
218(5)
14 Conclusion and discussion: what we can gain from a dynamic systems approach to psychosocial development in adolescence
223(16)
Mandy A.E. van der Gaag
Naomi M.P. de Ruiter
Bertus F. Jeronimus
E. Saskia Kunnen
General adolescent development from a dynamic systems perspective
223(2)
Domain-specific adolescent development from a dynamic systems perspective
225(3)
Using a dynamic systems approach for generating case-specific understanding and recommendations
228(1)
Commonalities
229(1)
Diversity
230(1)
How a dynamic systems approach has brought new insights to the study of adolescence
231(1)
Limitations and future directions
232(5)
Knowledge accumulation and generalization in the context of small samples and diversity
232(3)
The gaps in adolescent dynamic systems research: missing domains and the issue of timescales
235(2)
Concluding remarks
237(2)
Index 239
E. Saskia Kunnen is an Associate Professor of Developmental Psychology at the University of Groningen.

Naomi M.P. de Ruiter is an Assistant Professor of Social Sciences at the University College Groningen within the University of Groningen.

Bertus F. Jeronimus is an Assistant Professor of Developmental Psychology at the University of Groningen.

Mandy A.E. van der Gaag is a Postdoctoral Researcher of Developmental Psychology at the University of Groningen.
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97813516783392e.html
Märksõnad: