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Handbook of Peer Interactions, Relationships, and Groups (Social, Emotional, and Personality Development in Context) PDF

672 Pages·2008·3.49 MB·English
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Handbook of Peer InteractIons, relatIonsHIPs, and GrouPs Social, Emotional, and Personality Development in Context Kenneth H. Rubin, Series Editor Handbook of Peer Interactions, Relationships, and Groups Edited by Kenneth H. Rubin, William M. Bukowski, and Brett Laursen Handbook of Peer Interactions, Relationships, and Groups ED i t E D b y kenneth H. rubin William M. bukowski brett laursen THE GUILFORD PRESS New York London © 2009 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microflming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data is available from the Publisher. ISBN 978-1-59385-441-6 About the Editors Kenneth H. Rubin, PhD, is Professor of Human Development and Director of the Cen- ter for Children, Relationships, and Culture at the University of Maryland. His research interests include children’s peer and family relationships and their social and emotional development. Dr. Rubin is the recipient of a Killam Research Fellowship (Canada Coun- cil) and an Ontario Mental Health Senior Research Fellowship, is past president of the International Society for the Study of Behavioral Development, and has published 11 books and over 240 peer-reviewed chapters and articles. He has twice served as an associ- ate editor of Child Development and has been on the editorial boards of numerous profes- sional journals. He has also been a member of the National Institute of Child Health and Human Development (NICHD) study section on Human Development and Aging, as well as the National Institute of Mental Health’s (NIMH) study section on Risk and Pre- vention. Dr. Rubin is currently principal investigator for an NIMH-funded longitudinal research project on friendship and psychosocial adjustment in middle childhood and adolescence, and is co-principal investigator for an NICHD-funded project, “Social Out- comes in Pediatric Traumatic Brain Injury.” He is a Fellow of the Canadian and American Psychological Associations and the Association for Psychological Science. William M. Bukowski, PhD, is Professor and University Research Chair in the Depart- ment of Psychology at Concordia University in Montreal, Quebec, Canada. He is also the Director of the interuniversity Centre for Research in Human Development, based in Quebec. His research program focuses on the factors that infuence the features and effects of peer relations in early adolescence. Dr. Bukowski is past editor of the Interna- tional Journal of Behavioral Development. Brett Laursen, PhD, is Professor of Psychology and Director of Graduate Training at Florida Atlantic University. His research focuses on parent–child and peer relationships during childhood and adolescence and the infuence of these relationships on individual social and academic adjustment. Dr. Laursen is a Fellow of the American Psychological Association (Division 7, Developmental) and a Fellow and Charter Member of the Asso- ciation for Psychological Science. He is currently editor of the Methods and Measures section of the International Journal of Behavioral Development. A Docent Professor of Social Developmental Psychology at the University of Jyväskylä, Finland, he is also a member of the Finnish Center of Excellence in Learning and Motivation Research. v contributors Kimberley A. Arbeau, MA, Department of Psychology, Carleton University, Ottawa, Ontario, Canada Steven R. Asher, PhD, Department of Psychology and Neuroscience, Duke University, Durham, North Carolina Thomas J. Berndt, PhD, Department of Psychological Sciences, Purdue University, West Lafayette, Indiana Karen L. Bierman, PhD, Department of Psychology, Penn State University, University Park, Pennsylvania Michel Boivin, PhD, School of Psychology, Laval University, Ste-Foy, Quebec, Canada Cathryn Booth-LaForce, PhD, Department of Family and Child Nursing, University of Washington, Seattle, Washington Julie C. Bowker, PhD, Department of Psychology, University at Buffalo, The State University of New York, Buffalo, New York Mara Brendgen, PhD, Department of Psychology, University of Quebec at Montreal, Montreal, Quebec, Canada B. Bradford Brown, PhD, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin Caroline B. Browne, BA, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina William M. Bukowski, PhD, Department of Psychology and Centre for Research in Human Development, Concordia University, Montreal, Quebec, Canada Marlene Caplan, PhD, Helen Arkell Dyslexia Centre, London, United Kingdom Xinyin Chen, PhD, Department of Psychology, University of Western Ontario, London, Ontario, Canada Janet Chung, MS, Department of Psychology, University of Western Ontario, London, Ontario, Canada Antonius H. N. Cillessen, PhD, Department of Psychology, University of Connecticut, Storrs, Connecticut, and Behavioral Science Institute, Radboud Universiteit Nijmegen, Nijmegen, The Netherlands vii viii Contributors W. Andrew Collins, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota Robert J. Coplan, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada Nicki R. Crick, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota Susanne Denham, PhD, Department of Psychology, George Mason University, Fairfax, Virginia Erin L. Dietz, BA, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin Thomas J. Dishion, PhD, Child and Family Center, Department of Psychology, and Department of School Psychology, University of Oregon, Eugene, Oregon Nancy Eisenberg, PhD, Department of Psychology, Arizona State University, Tempe, Arizona Richard A. Fabes, PhD, School of Social and Family Dynamics, Program in Family and Human Development, Arizona State University, Tempe, Arizona Wyndol Furman, PhD, Department of Psychology, University of Denver, Denver, Colorado Scott D. Gest, PhD, Department of Human Development and Family Studies, Penn State University, University Park, Pennsylvania Sandra Graham, PhD, Department of Education, University of California–Los Angeles, Los Angeles, California John D. Guerry, BA, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Laura D. Hanish, PhD, School of Social and Family Dynamics, Program in Family and Human Development, Arizona State University, Tempe, Arizona Willard W. Hartup, EdD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota Dale F. Hay, PhD, School of Psychology, Cardiff University, Cardiff, Wales, United Kingdom Alice Y. Ho, MA, Department of Education, University of California–Los Angeles, Los Angeles, California Claire Hofer, PhD, Department of Psychology, Arizona State University, Tempe, Arizona Nina Howe, PhD, Department of Education, Concordia University, Montreal, Quebec, Canada Carollee Howes, PhD, Psychological Studies in Education, University of California–Los Angeles, Los Angeles, California Celia Hsiao, MS, Department of Psychology, University of Western Ontario, London, Ontario, Canada Noah Simon Jampol, BA, Department of Human Development, University of Maryland, College Park, Maryland Amy E. Kennedy, PhD, Department of Human Development, University of Maryland, College Park, Maryland Kathryn A. Kerns, PhD, Department of Psychology, Kent State University, Kent, Ohio Contributors ix Margaret Kerr, PhD, Department of Behavioural, Social, and Legal Sciences, Örebro University, Örebro, Sweden Melanie Killen, PhD, Department of Human Development, University of Maryland, College Park, Maryland Thomas A. Kindermann, PhD, Department of Psychology, Portland State University, Portland, Oregon Gary W. Ladd, EdD, School of Social and Family Dynamics, Department of Psychology, Arizona State University, Tempe, Arizona Brett Laursen, PhD, Department of Psychology, Florida Atlantic University, Fort Lauderdale, Florida Peter E. L. Marks, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota Carol Lynn Martin, PhD, School of Social and Family Dynamics, Program in Family and Human Development, Arizona State University, Tempe, Arizona Melissa A. McCandless, BA, Department of Psychological Sciences, Purdue University, West Lafayette, Indiana Kristina L. McDonald, PhD, Department of Human Development, University of Maryland, College Park, Maryland Felicia Meyer, MA, Department of Psychology and Centre for Research in Human Development, Concordia University, Montreal, Quebec, Canada Nazanin Mohajeri-Nelson, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota Clairneige Motzoi, MA, Department of Psychology and Centre for Research in Human Development, Concordia University, Montreal, Quebec, Canada Dianna Murray-Close, PhD, Department of Psychology, University of Vermont, Burlington, Vermont Alison Nash, PhD, Department of Psychology, State University of New York at New Paltz, New Paltz, New York Kätlin Peets, PhD, Department of Psychology, University of Turku, Turku, Finland Timothy F. Piehler, MS, Child and Family Center, Department of Psychology, University of Oregon, Eugene, Oregon C. J. Powers, MS, Department of Psychology, Penn State University, University Park, Pennsylvania Mitchell J. Prinstein, PhD, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Gwen Pursell, MA, Department of Psychology, Florida Atlantic University, Fort Lauderdale, Florida Diana Rancourt, MS, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Amanda J. Rose, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri x Contributors Linda Rose-Krasnor, PhD, Department of Psychology, Brock University, St. Catharines, Ontario, Canada Hildy Ross, PhD, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada Kenneth H. Rubin, PhD, Department of Human Development, University of Maryland, College Park, Maryland Adam Rutland, PhD, Centre for the Study of Group Processes, Department of Psychology, University of Kent, Canterbury, United Kingdom Christina Salmivalli, PhD, Department of Psychology, University of Turku, Turku, Finland, and Centre for Behavioural Research, University of Stavanger, Stavanger, Norway António José Santos, PhD, Institute of Applied Psychology, Unit for the Study of Developmental and Educational Psychology, Lisbon, Portugal Rhiannon L. Smith, BA, Department of Psychological Sciences, University of Missouri, Columbia, Missouri Håkan Stattin, PhD, Department of Behavioural, Social, and Legal Sciences, Örebro University, Örebro, Sweden April Z. Taylor, PhD, Department of Child and Adolescent Development, California State University–North Ridge, North Ridge, California Julie Vaughan, MA, Department of Psychology, Arizona State University, Tempe, Arizona Brian E. Vaughn, PhD, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama Frank Vitaro, PhD, School of Psychoeducation, University of Montreal, Montreal, Quebec, Canada Kathryn R. Wentzel, PhD, Department of Human Development, University of Maryland, College Park, Maryland

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