Concepts and theories of human development, 3rd ed.

2002

307 citations recorded by the source corpus.

Subfields: Safety Research

View Paper: https://www.semanticscholar.org/paper/7b4141dd3b09f02c992ea93ca11b46cb5a3ca0c0

Citations in the corpus

• Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation (2008, unknown): “Theories of self-regulation share the central belief that individuals are important producers of their own development, but theoretical approaches vary in regard to how they view and explain the regulation process [Brandtstädter, 1999; Lerner, 2002].”
• Adolescents’ Negative Experiences in Organized Youth Activities (2007, unknown): “Developmental systems theory posits that positive development occurs in and through a young person’s participation in meaningful relationships (Lerner, 2002, 2004).”
• The definition and preliminary measurement of thriving in adolescence (2009, unknown): “…time that is optimal for a given individual’s fused relations with her or his contexts (per discussion of developmental continuity and discontinuity in Lerner, 2002); and (3) Reflects both where a young person is currently in their journey to idealized personhood, and whether they are on the…”
• Differing profiles of developmental experiences across types of organized youth activities. (2006, unknown): “…activities, positive development, adolescence Ecological theory suggests that people should view the different settings in young people’s lives as distinct learning environments that provide differing structures of opportunity for development (Bronfenbrenner, 1979; Lerner, 2002; Whiting, 1980).”
• Positive Youth Development Processes , Philosophies , and Programs (2012, unknown): “…diverse and complex such that some means may be found (by researchers and/or practitioners) to couple individual and context in manners that enhance the probability of change for the better, of promoting more positive features of human development (J. Lerner et al., 2009; Lerner, 2002, 2004).”
• Human development in times of social change: Theoretical considerations and research needs (2004, unknown): “Studies on the influence of social change on attitudes and behaviour can be informative for those who want to optimise human development in spite of constraints provided by ecological deficiency (e.g., poverty; e.g., Lerner, 2002).”
• A New Paradigm for Developmental Science: Relationism and Relational-Developmental Systems (2013, unknown): “Relational-Developmental-Systems represents an extension (Lerner, 2006, 2011; Lerner & Overton, 2008; Overton & Lerner, 2012; Overton, 2006, 2010, 2012) of the original developmental systems “theory” described by Ford and Lerner (1992) and Gottlieb (1996) (see also, Lerner, 2002).”
• The Bioecological Model of Human Development (2007, unknown): “This claim is called into question, however, by alternative explanations and evidence based on the bioecological model (see also Lerner, 1995, 2002, 2004a).”
• Exemplifying the Integrations of the Relational Developmental System (2008, unknown): “Requests for information should be sent to Richard M. Lerner, Institute for Applied Research in Youth Development, Tufts University, Medford, MA 02155; e-mail: richard.lerner@tufts.edu Invited Commentary innate versus acquired (Garcia Coll, Bearer, & Lerner, 2004; Lerner, 2002).”
• Positive Youth Development A View of the Issues (2005, unknown): “These diverse roots of the PYD perspective have been integrated and supported by contemporary developmental systems theories (Lerner, 2002).”
• Positive Development in a Disorderly World (2011, unknown): “Richard Lerner (2002) and others describe how many different ‘‘living systems’’ (e.g., families, friendships, and other institutions) potentially contribute to youth’s developmental processes.”
• Is youth spiritual development a universal developmental process? An international exploration (2012, unknown): “In concert with developmental systems theory (Lerner, 2002; Warren et al., 2012) and the theory of positive youth development (Benson, Scales, Hamilton, & Sesma, 2006), we posited that the person–context relationship is bi-directional, with persons both actively accessing (and changing) their contex”
• Exploring the foundations and functions of adolescent thriving within the 4-H Study of Positive Youth Development: A view of the issues☆ (2009, unknown): “These diverse roots of the PYD perspective have been integrated and supported by contemporary developmental systems theories (Lerner, 2002).”
• Self-Presentation and Gender on MySpace. (2008, unknown): “Identity forms over time from the bidirectional interaction between the individual and his or her context (Lerner, 2002).”
• Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development (2007, unknown): “…↔ context relations “adaptive developmental regulations” (see too Heckhausen, 1999) and, in the context of different developmental systems models (see Lerner, 2002, 2006), these relations between developing people and their multi-level context have been used in theory and research about…”
• The Dangerous Myth of Emerging Adulthood: An Evidence-Based Critique of a Flawed Developmental Theory (2014, unknown): “Although definitions of what constitutes ‘‘development’’ and ‘‘stages’’ vary (Lerner, 2002), such a class-based assertion would be like claiming that only those who are more affluent experience childhood or adulthood.”
• An appraisal of athlete development models through citation network analysis (2010, unknown): “How can we accomplish such a feat when we fail to link the relationships among phenomena and processes of the experienced world? Moore et al. (2005) suggest that what constitutes a field of research is more than just an amassed collection of articles; a field has structure and its structure is a pro”
• A Motivational Theory of Life-Span Development (2010, unknown): “Indeed, the active and goal-oriented role of individuals in their own development is a central proposition of the widely accepted organismic model of development (Lerner, 2002; Reese & Overton, 1970; von Bertalanffy, 1968).”
• Youth Perceptions of Life at School: Contextual Correlates of School Connectedness in Adolescence (2006, unknown): “…school connectedness and link it to developmental support were drawn from developmental ecological models (Bronfenbrenner & Morris, 1998, in press;Lerner,2002,2004, inpress), socialcapital theory (Coleman, 1988; Putnam, 2000; Sampson, Morenhoff, & Earls, 1999), and youth development theories…”