Exemplifying the Integrations of the Relational Developmental System

By R. Lerner, W. Overton. Individuals as Producers of Their Own Development, 2008

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Over the past 35 years, developmental psychology has been transformed into developmental science (Lerner, 2006; cf., e.g., Bornstein & Lamb, 1984, 1988, 1992, 1999 with Bornstein & Lamb, 2005). Today, the cutting edge of the study of the human life span is framed by a developmental systems theoretical model, one that is informed by a postpositivist, relational metatheory that moves beyond classical Cartesian dichotomies, “avoids all splits,” and transforms fundamental antinomies into co-equal and indissociable complementarities (Overton, 2006). Throughout its history, the study of human development has been the captive of numerous fundamental antinomies (Overton, 1998, 2006). Whereas the original Cartesian splits were between mind and body or subject and object, the most prominent of contemporary split conceptions has been, of course, between nature and nurture or variants of this split, such as maturation versus experience or Journal of Adolescent Research Volume 23 Number 3 May 2008 245-255 © 2008 Sage Publications 10.1177/0743558408314385 http://jar.sagepub.com hosted at http://online.sagepub.com

Subfields: Education, Safety Research, Social Psychology

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Citations in the corpus

The End of the Beginning: Evidence and Absences Studying Positive Youth Development in a Global Context (2018, background): “…Research Review 1 3 Johanson and Edey 1981), and involve both organismic self-regulation (e.g., hypothalamic functioning, circadian rhythms) and intentional self-regulation (e.g., goal selection, resource recruitment, and executive functioning; Gestsdóttir and Lerner 2008; McClelland et al.”
A New Paradigm for Developmental Science: Relationism and Relational-Developmental Systems (2013, background): “…worldview and its midrange meta-theories–and to an examination of the paradigm that Lerner and I have argued (Lerner, 2006, 2011; Lerner & Overton, 2008; Overton & Lerner, 2012; Overton, 2006, 2010, 2012, in press-a, in press-b) better accommodates the new data emerging in…”
Resilience Theory and the Practice of Positive Psychology From Individuals to Societies (2015, background): “Consistent with a relational view of developmental systems (Lerner & Overton, 2008; Overton, 2013), lives are nested within multiple, often overlapping institutions.”
Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development (2016, background): “It is worth noting, however, that Lerner (2015; Lerner, Johnson, & Buckingham, 2015) includes Bronfenbrenner’s theory within the RDS paradigm, as indeed did Lerner and Overton (2008).”
The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct. (2011, background): “The question that needs answering, to paraphrase Lerner and Overton (2008) In practice, this means that research should be able to account for individual maturational processes that are both physical and cognitive at the same time as social and physical ecologies are changing.”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…to be embedded or ‘nested’ in the multiple and intersecting spheres of students’ lives, such as the classroom, school, family, community, and natural and built environment (see also Davis & Simmt, 2003; Davis & Sumara, 2006; Earls & Carlson, 2001; Eccles & Roeser, 2011; Lerner & Overton, 2008).”
The Study of Character Development: Towards Tests of a Relational Developmental Systems Model (2015, background): “…educators, practitioners, and parents should be optimistic that educational programs, or other promotion or optimization activities (e.g., media campaigns, or policy changes), can be effective tools to enhance character development [e.g., Hogan & Strasburger, 2008; Lerner & Overton, 2008].”
Emphasizing Intraindividual Variability in the Study of Development Over the Life Span (2010, background): “If the reader’s “inner ear” is beginning to detect rumblings that can be construed as leading to an emphasis on the general themes of relational developmental systems theory (e.g., Ford, 1987; Ford & Lerner, 1992; Lerner & Overton, 2008, Overton, 2006), we do not discourage that line of speculation.”