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Books on the topic 'Self processus in development'

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Published: 4 June 2021
Last updated: 18 February 2022

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1

Adejunmobi, A. Processes and problems of community organization for self-reliance. Ibadan: Nigerian Institute of Social and Economic Research, 1991.

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2

1936-, Ebeling Werner, ed. Evolution of complex systems: Self-organization, entropy, and development. Dordrecht, Holland: Kluwer Academic Publishers, 1989.

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3

McInerney, D. M., Herbert W. Marsh, and Rhonda Craven. Theory driving research: New wave perspectives on self-processes and human development. Charlotte, NC: Information Age Publishing, Inc., 2013.

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4

Oosterwegel, Annerieke, and Robert A. Wicklund, eds. The Self in European and North American Culture: Development and Processes. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0331-2.

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5

Handbook of self-regulatory processes in development: New directions and international perspectives. New York: Psychology Press, 2013.

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6

Mackall, Dandi Daley. Self-development. Chicago, Ill: Ferguson Pub., 1998.

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7

Dee, Hicks Mary, ed. Development first: Strategies for self-development. Minneapolis, Minn: Personnel Decisions International, 1995.

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8

Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.

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9

Directorate, Canada Human Resources Partnerships. Occupational standards development process =: Processus d'élaboration de normes professionnelles. Ottawa, Ont: Human Resources Development Canada = Développement des ressources humaines Canada, 2000.

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10

Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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11

Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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12

Self-development with astrology. Slough: Foulsham, 1990.

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13

Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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14

Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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15

Hall, Valerie. Management self-development: Secondary. Bristol: National Development Centre for Educational Management and Policy, 1990.

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16

Tingle, Nick. Self-development and college writing. Carbondale: Southern Illinois University Press, 2004.

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17

Pedler, Mike. Applying self development in organisations. [S.l.]: [s.n.], 1987.

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18

David, Megginson. Self-development: A facilitator's guide. London: McGraw-Hill, 1992.

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19

López, Kristine Jensen de, and Tia G. B. Hansen. Development of self in culture. Aalborg: Aalborg University Press, 2011.

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20

Hausmann, Ricardo. Economic development as self-discovery. Cambridge, MA: National Bureau of Economic Research, 2002.

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21

Peace, development, and self-reliance. Stanley, Rose-Hill, Mauritius: Editions de l'océan Indien, 1986.

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22

Pedler, Mike. Applying self-development in organisations. Sheffield: Employment Department Group, 1987.

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23

Lipscombe, B. P. Self-help and sustainable development. Oxford: Oxford Brookes University, 1995.

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24

Ameke, Chiatulah. Black empowerment/self development handbook. London: Inner London Probation Service, 1997.

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25

Rose, Chris, ed. Self Awareness and Personal Development. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35878-2.

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26

R, Gunnar Megan, Sroufe L. Alan, and Minnesota Symposium on Child Psychology (23rd : 1988 : University of Minnesota), eds. Self processes and development. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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27

Beeghly, Marjorie, Bruce D. Perry, and Edward Tronick. Self-Regulatory Processes in Early Development. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.3.

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In this chapter, we focus on the emergence of self-regulatory processes during infancy, as framed in biopsychosocial context. We begin with a brief review of the neurobiological underpinnings of early self-regulatory processes and how self-regulatory systems develop in early childhood. Next, given that infants come into the world highly dependent on caregiver support for their survival, we argue that the emergence of self-regulation occurs primarily in a relational context, and that the capacity for self-regulation reflects both self- and parent–infant co-regulatory processes. We also provide evidence to show that variations in these early self- and parent–infant regulatory processes are linked to children’s resilient or maladaptive functioning in later life. We illustrate our arguments with findings from developmental research on self-regulation in at-risk populations and in diverse contextual–cultural settings. After a brief discussion of the implications of this literature for practice, we conclude that the Mutual Regulation Model provides a useful framework for practitioners attending to the quality of the parent–infant relationship.
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28

Barrett, Karen Caplovitz, Nathan A. Fox, George A. Morgan, Deborah J. Fidler, and Lisa A. Daunhauer, eds. Handbook of Self-Regulatory Processes in Development. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203080719.

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29

L, Olson Sheryl, and Sameroff Arnold J, eds. Regulatory processes in the development of childhood behavioral problems. Cambridge: Cambridge University Press, 2009.

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30

Annerieke, Oosterwegel, Wicklund Robert A, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Research Workshop on the Self in European and North American Culture: Development and Precesses (1994 : Crete, Greece), eds. The self in European and North American culture: Development and processes. Dordrecht: Kluwer Academic Publishers, 1995.

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31

Oosterwegel, J. H. The Self in European and North American Culture: Development And Processes. Ingramcontent, 2012.

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32

Rotenberg, Ken J. Disclosure Processes in Children and Adolescents (Cambridge Studies in Social and Emotional Development). Cambridge University Press, 2006.

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33

Merry, Bullock, and International Society for the Study of Behavioral Development. Meeting, eds. The Development of intentional action: Cognitive, motivational, and interactive processes. Basel: Karger, 1991.

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34

Snyder, James. Coercive Family Processes and the Development of Child Social Behavior and Self-Regulation. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.10.

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This chapter (1) examines the multiple ways in which coercive processes may be manifested during family interaction in addition to their more blatant, aversive forms, including emotion dismissing, invalidating, intrusive/controlling social actions; (2) assesses the role of higher cognitive processing and control in coercive social interaction in the context of previous assumptions that coercive processes are primarily overlearned and automatic; (3) examines the utility of extensions of environmental main effects models of coercive processes by explicitly focusing on synergistic models that involve child temperamental self-regulatory capacities (reflecting underlying molecular genetic and neurobiological mechanisms); and (4) assesses the role of coercive family processes in relation to borderline features and trauma/PTSD.
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35

Self Processes and Development: The Minnesota Symposia on Child Psychology, Volume 23 (Minnesota Symposia on Child Psychology). Lawrence Erlbaum, 1990.

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36

(Editor), Heather Bouchey, and Cynthia Winston (Editor), eds. Social and Self Processes Underlying Math and Science Achievement : New Directions for Child & Adolescent Development, No. 106. Jossey-Bass, 2005.

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37

Martin, Jeffrey J. Identity Development. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0013.

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As athletes invest their time and energy into sport and it becomes a meaningful part of their self-concept they simultaneously develop an athletic identity. This chapter discusses psychological and sociological research on athletic identity development. One robust finding throughout the literature is that often athletes see themselves as athletes more strongly than the public does. The public’s reluctance to acknowledge that athletes with disabilities are real athletes reflects how disability sport is often marginalized. Research shows that sometimes former able-bodied athletes decline to participate in disability sport or seek out a sport different from the one they engaged in when able-bodied. Some athletes claim to be elite disability sport athletes in order to have an “elite” athletic identity. Other athletes with disabilities do not acknowledge disability sport and embrace an elite athlete identity. Within this context, the chapter incorporates relevant theory and psychological processes to identify plausible mechanisms underlying athletes’ decisions about whether to participate in sport and what to call themselves when they do.
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38

Sugden, David, and Helen Soucie. Motor development. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0004.

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The development of motor skills in the first two years of life are dramatic, and then become more subtle with time. Chapter 4 describes these changes, and explains how these changes take place. Analysis is done via neuro-maturational theories, information processing, and cognitive terms as well as more recent ecological and dynamical systems viewpoints. The bidirectional influence of other faculties like embodied cognition and movement show that motor development does not occur in isolation. Movement skills are essential to daily life and influence our social, emotional, and cognitive being. This process of evolution and refinement is a complex, dynamic, self-organizing system. Theoretical explanations of motor development involve the transaction of children’s resources, the environmental context, and the task at hand. Not all children develop typically, although the influencing parameters are the same for all; rather, it is the metrics within the parameters that differ.
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39

Hammond, Christopher J., Marc N. Potenza, and Linda C. Mayes. Development of Impulse Control, Inhibition, and Self-Regulatory Behaviors in Normative Populations across the Lifespan. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0082.

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Impulsivity represents a complex multidimensional construct that may change across the lifespan and is associated with numerous neuropsychiatric disorders including substance use disorders, conduct disorder/antisocial personality disorder, and traumatic brain injury. Multiple psychological theories have considered impulsivity and the development of impulse control, inhibition, and self-regulatory behaviors during childhood. Some psychoanalytic theorists have viewed impulse control and self-regulatory behaviors as developing ego functions emerging in the context of id-based impulses and inhibitory pressures from the superego. Object relationists added to this framework but placed more emphasis on mother–child dyadic relationships and the process of separation and individuation within the infant. Cognitive and developmental theorists have viewed impulse control and self-regulation as a series of additive cognitive functions emerging at different temporal points during childhood and with an emphasis on attentional systems and the ability to inhibit a prepotent response. Commonalities exist across all of these developmental theories, and they all are consistent with the idea that the development of impulse control appears cumulative and emergent in early life, with the age range of 24–36 months being a formative period. Impulsivity is part of normal development in the healthy child, and emerging empirical data on normative populations (as measured by neuropsychological testing batteries, self-report measures, and behavioral observation) suggest that impulse control, self-regulation, and other impulsivity-related phenomena may follow different temporal trajectories, with impulsivity decreasing linearly over time and sensation seeking and reward responsiveness following an inverted U-shaped trajectory across the lifespan. These different trajectories coincide with developmental brain changes, including early maturation of subcortical regions in relation to the later maturation of the frontal lobes, and may underlie the frequent risk-taking behavior often observed during adolescence.
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40

Thriving in Childhood and Adolescence The Role of Self Regulation Processes JB CAD Single Issue Child Adolescent Development. Jossey-Bass, 2011.

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41

Lewis, Marc D. The Development of Emotion Regulation. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0004.

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This chapter examines the relation between normative advances and emerging individual differences in emotion regulation (ER), using principles from developmental cognitive neuroscience to integrate these seemingly disparate processes. Like several other theorists, I view corticolimbic development as a self-organizing stream of synaptic alterations, driven by experience rather than biologically prespecified. This conceptualization helps resolve ambiguities that appear when we try, but consistently fail, to neatly parse individual differences and developmental differences. At the neural level, increasingly specific patterns of synaptic activation converge in response to (or in anticipation of) recurrent emotions, creating synaptic networks that link multiple regions. These networks regulate emotions (in real time). But they also stabilize and consolidate with repetition, thus giving rise tohabitsthat are the hallmark of individual development. These configurations are progressively sculpted through individual learning experiences, but they also become increasingly effective with use, thereby expressing both individual trajectories and normative advances as they develop. In sum, experience-driven synaptic changes create a repertoire of individual solutions to universal challenges, shared among members of a culture or society. This description casts individual differences and age-related advances as dual facets of a unitary developmental process.
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42

Smith, Paul. The Development of a Taxonomy of the Life Skills Required to Become a Balanced Self-Determined Person. Univ of Toronto, 1985.

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43

Kağıtçıbaşı, Çiğdem, and Zeynep Cemalcılar. Context Shapes Human Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492908.003.0008.

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This chapter aims to provide a comprehensive perspective on human behavior by studying the role of the distal environment on developmental processes. Social class, or more specifically socioeconomic status, is an all-encompassing context that has great significance in engulfing human phenomena. This chapter first reviews extant psychological literature on the deleterious effects of low social class on development and presents three studies as cases in point, demonstrating the significant impact of the context and contextual change on behavior. Kağıtçıbaşı’s theory of family change proposes three models of family: family of interdependence, family of independence, and family of emotional interdependence. Parenting, however, directly reflects family characteristics. Thus family change theory has led to a theory of the autonomous-related self. The chapter also presents research illustrating the impact of the objective environment and in particular the detrimental effects of low socioeconomic status on various developmental, social, and academic outcomes of Turkish samples.
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44

Flanigan, Jessica. The Politics of Self-Medication. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190684549.003.0005.

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Patients can advocate for rights of self-medication in several ways. First, patients should be included in the process of drug development and should not be prohibited from developing and testing treatments on their own or privately funding medical research. Second, patients can use social media to advocate for access to new drugs and drug approval. Third, patients have a moral right to engage in civil disobedience and to illegally access and distribute pharmaceuticals. Fourth, citizens should support large-scale patient activism, such as the ACT UP and right to try movement. Fifth, officials should advocate for political reforms to protect patients’ rights of self-medication, even if such reforms lack democratic support.
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45

Lerner, Jacqueline V., Jennifer Brown Urban, Edmond P. Bowers, Selva Lewin-Bizan, and Steinunn Gestsdottir. Thriving in Childhood and Adolescence : the Role of Self Regulation Processes: New Directions for Child and Adolescent Development, Number 133. Wiley & Sons, Incorporated, John, 2011.

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46

Lerner, Jacqueline V., Jennifer Brown Urban, Edmond P. Bowers, Selva Lewin-Bizan, and Steinunn Gestsdottir. Thriving in Childhood and Adolescence : the Role of Self Regulation Processes: New Directions for Child and Adolescent Development, Number 133. Wiley & Sons, Incorporated, John, 2011.

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47

Lerner, Jacqueline V., Jennifer Brown Urban, Edmond P. Bowers, Selva Lewin-Bizan, and Steinunn Gestsdottir. Thriving in Childhood and Adolescence : the Role of Self Regulation Processes: New Directions for Child and Adolescent Development, Number 133. Wiley & Sons, Incorporated, John, 2011.

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48

Magolda, Marcia Baxter, and Kari B. Taylor. Developing Self-Authorship in College to Navigate Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.34.

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Many emerging adults find themselves navigating the complex transition from adolescence to adulthood while enrolled in college. The key to navigating the demands of college (and emerging adulthood) is not simply what decisions one makes but also how one makes them. This chapter foregrounds college student development research regarding the developmental capacities that underlie young adults’ decision-making processes. Drawing upon two longitudinal studies of college student and young adult development, the authors show how young adults move from uncritically following external formulas learned in childhood toward gaining the capacity for self-authorship—a journey that involves developing internal criteria for crafting one’s identities, relationships, and beliefs and yields the ability to navigate external demands. The authors emphasize that diverse combinations of personal characteristics, experiences, and meaning-making capacities yield diverse pathways toward self-authorship. They also highlight how higher education can promote self-authorship and explore further research to better understand self-authorship’s relevance across cultures.
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49

King, Patricia M., and Karen Strohm Kitchener. Cognitive Development in the Emerging Adult. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.14.

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This chapter examines cognitive development in emerging adulthood by focusing on two concepts: cognitive complexity and development. More specifically, it explores how complex cognitive abilities enable emerging adults to better cope with the demands of adult life through the aid of complex thinking that results from cognitive development. To understand cognitive development, the chapter first outlines several conditions that make a cognitive change developmental in nature. It then discusses three cognitive processes, namely, cognition, metacognition, and epistemic cognition, with emphasis on the theory and research related to each. In addition, it considers age-related issues of cognitive development. William G. Perry Jr.’s seminal work on students’ intellectual and ethical development in the college years is also examined, together with the concepts of self-evolution and self-authorship. Finally, the chapter discusses the dynamic development theory developed by Fischer et al. and its implications for understanding epistemic development.
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50

Coyne, Sarah M., and Jamie M. Ostrov, eds. The Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.001.0001.

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The Development of Relational Aggression provides a rich and detailed literature review on developmental processes associated with the perpetration of relational aggression (and related terms of indirect aggression and social aggression) across childhood, adolescence, and emerging adulthood (with a brief mention of relational aggression in adulthood). Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, substance use, eating pathology, depression, and anxiety. This volume begins by providing an overview of the field, including a discussion of definitions, developmental trajectories, methodology, and theoretical approaches. Additionally, the volume examines the biobehavioral and evolutionary processes associated with this type of behavior. The book also examines a number of risk factors and socializing agents and contexts (e.g., family, peers, media, school, culture) that lead to the development of relational aggression over time. An understanding of how these behaviors develop will help inform intervention strategies to curb the use of relational aggression in schools, peer groups, and family relationships, which are addressed in an extended chapter.
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