Social and Emotional Development, a new four-volume collection from Psychology Press, brings together the most influential and fundamental research in the area, providing readers with a vital overview of the basic theory and the empirical database regarding social and emotional development. The collection editors present a general developmental picture of the state-of-the-art in each area of social and emotional development. They have also written integrative commentaries (appearing as an introduction at the start of each volume) to situate the collected research topics in their historical and intellectual context, and to provide a snapshot of current issues in the field.
The collection is an ideal introduction to social and emotional development for advanced undergraduates and graduate students, and will serve as an important reference for instructors. Indeed, teachers who are planning courses intended for advanced undergraduates and graduate students will find these volumes to be an ideal way of providing a comprehensive and in-depth coverage of research on social and emotional development. The chronological organization of three of the four volumes will allow instructors to use all three or to choose the book that best fits the needs of their course. The models-and-methods volume can be used in a similarly flexible or focused manner.
For anyone interested in social and emotional development, this new Major Work constitutes a 'mini library' on the history of, and current debates in, social and emotional development. Beyond its immediate relevance to those working in developmental psychology, the collection will be of interest to individuals from disciplines including: counselling and school psychology, human development, family studies, kinesiology, sport psychology, educational psychology, sociology, anthropology, criminal justice (especially the collected material on aggression), child psychiatry, social work, early childhood education, and public policy.
William M. Bukowski is a Professor in the Department of Psychology at Concordia University, Canada where he holds a University research chair. Broadly defined, his research interest is the features and effects of peer relations among school-age and early adolescent boys and girls. He is especially interested in: (a) the extent to which experiences with peers protect at-risk children from negative outcomes; and (b) the personal and contextual factors that underlie variability in the effects of the peer system.
Brett Laursen is a Professor in the Department of Psychology at Florida Atlantic University, USA. His main research interest is in the developmental processes related to interpersonal relationships during adolescence. He is especially interested in the positive and negative effects of conflict in adolescent relationships.
Kenneth H. Rubin is the Director of the Center for Children, Relationships, and Culture at the University of Maryland, USA where he is a Professor in the Department of Human Development. He directs a large research programme on the antecedents and consequences of peer relations during childhood and early adolescence. He is among the most productive and widely cited developmental psychologists in the world.
