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Well-Being: Positive Development Across the Life Course (Crosscurrents in Contemporary Psychology Series) Hardcover – January 1, 2003


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Editorial Reviews

Review

This volume takes a developmental perspective across the life course, describing foundational strengths for well-being-the capacities that can be actively developed, supported, or learned. These foundational strengths-problem solving, emotional regulation, and physical safety--are the positive underpinnings of early child health and development, as well as ongoing well-being across the life course. Working together and blending their respective disciplinary perspectives and expertise, 53 experts in psychology, sociology, child development, and medicine have contributed to the book.
Adolescence

This book provides a comprehensive review of relevant research within the context of well-being. Such a review is an impressive task, and the authors take into account findings from up-to-date research....This book is strongly recommended to researchers interested in studying well-being, and to practitioners in the sectors of developmental psychology, education and social policies. The great range of topics covered, the complex and broad picture provided, and the ideas about paths to continue or to leave are however especially relevant for readers with sufficient theoretical and methodological sophistication.
ICD

This book is strongly recommended to researchers interested in studying well-being, and to practitioners in the sectors of developmental psychology, education and social policies. The great range of topics covered, the complex and broad picture provided, and the ideas about paths to continue or to leave are however especially relevant for readers with sufficient theoretical and methodological sophistication.
International Journal of Research

About the Author

Marc H. Bornstein serves as Senior Investigator and Head of Child and Family Research at the Eunice Kennedy Shriver National Institute of Child Health and Human Development and Editor of Parenting: Science and Practice. He received his Ph.D. from Yale University, and has since focused on studying aspects of cognitive, emotional, and language development across the lifespan and on parent-child relationships in cross-cultural contexts. He has held academic appointments at several prestigious universities around the world, including Princeton University, New York University, University College London, and the Sorbonne. Dr. Bornstein is the author of several hundred articles on infant development and parent-child relationships as well as the textbooks Development in Infancy and Developmental Science: An Advanced Textbook.

George Bornstein has written five critical books on nineteenth- and twentieth-century literature. A longtime student of material textuality, he has produced several major editions of modernist works, including two volumes on Yeats's early poetry for the Cornell Yeats Series and the collection "Under the Moon: Unpublished Early Poetry by W. B. Yeats." He has held fellowships from the American Council of Learned Societies, the National Endowment for the Humanities, and the Guggenheim Foundation, and serves as current president of the Society for Textual Scholarship. He is currently C. A. Patrides Professor of Literature at the University of Michigan, Ann Arbor.

Marc H. Bornstein serves as Senior Investigator and Head of Child and Family Research at the Eunice Kennedy Shriver National Institute of Child Health and Human Development and Editor of Parenting: Science and Practice. He received his Ph.D. from Yale University, and has since focused on studying aspects of cognitive, emotional, and language development across the lifespan and on parent-child relationships in cross-cultural contexts. He has held academic appointments at several prestigious universities around the world, including Princeton University, New York University, University College London, and the Sorbonne. Dr. Bornstein is the author of several hundred articles on infant development and parent-child relationships as well as the textbooks Development in Infancy and Developmental Science: An Advanced Textbook.

Corey L. M. Keyes is a sociologist and social psychologist. He received his PhD in Sociology from the University of Wisconsin, Madison, and has been a member of the Emory University faculty since 1997 where he holds joint appointments in the Department of Sociology and in the Department of Behavioral Sciences and Health Education of the Rollins School of Public Health, and is an adjunct faculty in the Department of Psychology. Dr Keyes is a leader in the new field of 'positive psychology' and has published a new model of 'complete health' along with initial measurements of optimal, complete health found in the US adult population.

"Robert V. Kail" is Professor of Psychological Sciences at Purdue University. His undergraduate degree is from Ohio Wesleyan University and he received his Ph.D. from the University of Michigan. Kail has served as Associate Editor of the journal "Child Development" and is currently Editor of the "Journal of Experimental Child Psychology." He received the McCandless Young Scientist Award from the American Psychological Association and was named a fellow in the American Psychological Society. He was also named the Distinguished Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University. His research interests are in the area of cognitive development and focus on the causes and consequences of developmental change in the speed of information processing. Kail has also written "The Development of Memory in Children," and, with John C. Cavanaugh, "Human Development." Away from the office, he enjoys flying his Cessna 172, playing soccer with his daughter, and working out.

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Applied Developmental Science Institute in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a Ph.D. in 1971 from the City University of New York. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and American Psychological Society. Prior to joining Tufts University, he held administrative posts at Michigan State University, Pennsylvania State University, and Boston College, where he was the Anita L. Brennan Professor of Education and the Director of the Center for Child, Family, and Community Partnerships. In 1994-95, he held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. He is author or editor of 55 books and more than 360 scholarly articles and chapters. He edited Volume 1 ("Theoretical Models of Human Development") for the fifth edition of the "Handbook of Child Psychology". He is the founding editor of the "Journal of Research on Adolescence" and "Applied Developmental Science". He is known for his theory of, and research about, relations between life-span human development and contextual or ecological change. Lerner has done foundational studies of adolescents' relations with their peer, family, school, and community contexts and is a leader in the study of public policies and community-based programs aimed at the promotion of positive youth development. With Sage, he authored "America's Youth in Crisis: Challenges and Options for Programs and Policies" (1995), co-edited the four-volume "Handbook of Applied Developmental Science", and is co-editing the two-volume "Encyclopedia of Applied Developmental Science".

Social Development, Arizona State University.

Martin E.P. Seligman, Ph.D., the Robert A. Fox Professor of Psychology at the University of Pennsylvania, works on positive psychology, learned helplessness, depression, ethnopolitical conflict, and optimism. Dr. Seligman's work has been supported by the National Institute of Mental Health, the National Science Foundation, the Guggenheim Foundation, the Mellon Foundation, and the MacArthur Foundation. He is the director of the Positive Psychology Network and scientific director of Foresight, Inc., a testing company that predicts success in various walks of life.
He was for fourteen years the Director of the Clinical Training Program of the University of Pennsylvania and was named a "Distinguished Practitioner" by the National Academies of Practice. In 1995, he received the Pennsylvania Psychological Association's award for "Distinguished Contributions to Science and Practice."

Ellen Winner is Professor of Psychology at Boston College and Senior Research Associate at Project Zero, Harvard University. She is also the author of Gifted Children: Myths and Realities.

Lisa Freund, Ph.D., is the associate chief for neurobiological research in the CDB Branch and directs the research program on Behavioral Neuroscience, Psychobiology, and Developmental Cognitive Psychology.

WILLIAM M. BUKOWSKI is associate professor and chair of the Department of Psychology of Concordia University, Montreal. ANTONIUS H. CILLESSEN is assistant professor in the Department of Psychology of the University of Connecticut.

Daniel Hart served a tour of duty for the U.S. Army in Vietnam. He was also a decorated veteran of a large metropolitan police force before turning to writing full time.
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