Preface |
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x | |
Acknowledgments |
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xiii | |
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1 Attachment Relationships During Infancy |
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1 | (55) |
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The Early Roots of Attachment Theory |
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3 | (3) |
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The Attachment Behavioral System |
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6 | (2) |
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How Are Infants Prepared to Develop Attachment Relationships? |
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8 | (2) |
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How Are Parents Prepared to Develop Attachments to Their Children? |
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10 | (1) |
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The Neurobiological Basis of Parent--Child Interactions |
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11 | (2) |
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Stages in the Development of Attachment |
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13 | (3) |
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How Are Attachment Relationships Evaluated and Described? |
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16 | (3) |
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What Contributes to the Development of Attachment Relationships? |
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19 | (9) |
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19 | (4) |
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23 | (3) |
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Genetic and Environmental Influences on Attachment Security |
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26 | (2) |
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What Are the Developmental Consequences of Early Attachment Relationships? |
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28 | (4) |
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Attachment Relationships Beyond Infancy |
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32 | (7) |
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Why Was Attachment Security Initially Studied Only In Infancy? |
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32 | (3) |
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Developments in the Measurement of Attachment Security |
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35 | (4) |
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Is There Stability or Instability in Attachment Patterns? |
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39 | (2) |
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The Effects of Child Care on Attachment Relationships |
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41 | (3) |
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The Development of Multiple Attachments |
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44 | (3) |
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The Neuroscience of Attachment Relationships |
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47 | (5) |
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Clinical Implications of Attachment Theory and Research |
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52 | (4) |
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2 Infant Individuality and the Origins of the Self |
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56 | (60) |
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57 | (2) |
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How is Temperament Defined and Measured? |
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59 | (5) |
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What Are the Biological Underpinnings of Temperament? |
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64 | (2) |
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Is There Stability in Temperament Over Time? |
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66 | (4) |
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How Does Temperament Influence Development and Does it Predict Later Behavior? |
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70 | (2) |
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72 | (1) |
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73 | (1) |
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73 | (2) |
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Perspectives on Emotions and Emotional Development |
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75 | (3) |
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78 | (3) |
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81 | (2) |
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83 | (3) |
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86 | (7) |
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Early Emotion Regulation and Later Development |
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93 | (4) |
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Relationships and Emotional Development |
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97 | (2) |
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The Development of the Autonomous Self |
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99 | (1) |
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Developmental Changes in Aspects of the Self |
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100 | (13) |
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Attachment Relationships and the Developing Self |
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113 | (3) |
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116 | (45) |
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117 | (1) |
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Theoretical Perspectives For Studying Sibling Relationships |
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118 | (8) |
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Sibling Relationships Across Different Developmental Periods |
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126 | (4) |
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The Transition to Becoming a Sibling |
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126 | (2) |
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128 | (1) |
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128 | (1) |
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129 | (1) |
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What Happens to Sibling Relationships Over Time? |
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130 | (1) |
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How Are Sibling Relationships Described and Measured? Conflict, Rivalry, and So Much More |
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131 | (5) |
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Measurement Approaches For the Study of Sibling Relationships |
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136 | (3) |
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136 | (2) |
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Self-Report Measures and Multiple Perspectives on Sibling Relationships |
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138 | (1) |
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Why Are Siblings So Different? |
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139 | (3) |
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Differential Parental Treatment and Its Effects on Siblings |
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142 | (5) |
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Other Influences on Sibling Relationship Quality |
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147 | (1) |
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Sibling Relationships and Their Effects on Social and Emotional Development |
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148 | (3) |
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Sibling Relationships and Friendships |
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151 | (5) |
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Now, What About Only Children? |
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156 | (5) |
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4 Peer Relations and Friendship During Childhood |
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161 | (33) |
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What Makes Peer Relationships a Unique Context For Studying Social, Emotional, and Cognitive Development? |
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163 | (1) |
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Developmental Changes in Peer Interactions |
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163 | (4) |
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Developing Friendships in Childhood |
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167 | (3) |
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170 | (3) |
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What Influences Children's Friendship Choices? |
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173 | (1) |
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Children's Understanding of Friendships |
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174 | (1) |
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Individual Differences in Peer Status and Friendship Quality |
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175 | (5) |
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Peer Status: What Happens When Children Are Accepted or Rejected? |
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175 | (3) |
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178 | (2) |
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The Effects of Friendships on Children's Socio-Emotional Functioning |
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180 | (4) |
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The Links Between Children's Relationships With Parents and Peers |
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184 | (7) |
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Some Final Considerations |
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191 | (3) |
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5 The Development of Empathy, Prosocial Behavior, and Morality |
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194 | (42) |
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196 | (1) |
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196 | (4) |
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Empathy and Perspective Taking |
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200 | (1) |
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Perspective Taking and Relationships |
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201 | (1) |
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202 | (1) |
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The Development of Prosocial Behavior |
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203 | (2) |
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Individual Differences in Prosocial Behavior |
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205 | (1) |
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What Are the Origins of Individual Differences in Prosocial Behavior? |
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206 | (6) |
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What Happens When Children Do Not Develop a Concern For Others? |
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212 | (1) |
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213 | (1) |
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214 | (4) |
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How Are Moral Emotions Socialized? |
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218 | (3) |
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221 | (8) |
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229 | (7) |
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6 Adolescent Social Relations |
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236 | (42) |
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The Context of Adolescence |
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237 | (2) |
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The Adolescent in the Family |
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239 | (3) |
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Parenting and Its Impact on Adolescent Adjustment |
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242 | (3) |
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Peer Relationships in Adolescence |
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245 | (3) |
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The Nature of Adolescent Friendships |
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248 | (4) |
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The Broadened Social World of Adolescents |
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252 | (5) |
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Attachment Relationships in Adolescence |
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257 | (1) |
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How Do Emerging Cognitive, Social, and Emotional Competencies Impact Adolescent Attachments? |
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258 | (2) |
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The Hierarchy of Attachment Relationships in Adolescence |
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260 | (2) |
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The Measurement of Attachment Relationships in Adolescence |
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262 | (5) |
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Early and Later Attachment Security |
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267 | (3) |
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Adolescent Attachment and Social and Emotional Functioning |
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270 | (3) |
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Attachment Relationships and Friendships During Adolescence |
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273 | (5) |
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7 Adolescent Identity and the Consolidation of the Self |
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278 | (53) |
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The Development of Autonomy and the Self |
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279 | (5) |
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The Development of Self-Concept |
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284 | (2) |
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Self-Descriptions of Adolescents |
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286 | (2) |
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Internal Representations of the Self |
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288 | (3) |
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291 | (5) |
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Factors Influencing Self-Esteem |
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293 | (2) |
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What Are the Consequences of Self-Esteem? |
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295 | (1) |
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296 | (1) |
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Identity Formation and Adjustment in Adolescence |
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297 | (5) |
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Attachment and Identity Development |
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302 | (1) |
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Contextual Influences on Identity Development |
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303 | (2) |
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Recent Developments in the Study of the Self and Identity |
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305 | (2) |
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307 | (2) |
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309 | (5) |
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Biological Influences on Gender and Sexuality |
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310 | (1) |
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Gender, Sexuality, and Identity in Adolescence |
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311 | (3) |
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314 | (3) |
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Self-Disclosure and Authenticity in Adolescent Relationships |
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317 | (1) |
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Emotional Development and the Self During Adolescence |
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318 | (1) |
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Emotion Regulation in Adolescence |
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319 | (3) |
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The Role of Mentalization in Emotion Regulation |
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322 | (2) |
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Emotion Regulation and Empathy in Adolescence |
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324 | (2) |
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The Self, Empathy, Moral Emotions, and Moral Behavior |
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326 | (3) |
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What Comes Next in Emerging Adulthood? |
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329 | (2) |
References |
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331 | (103) |
Index |
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434 | |