Development Through Life: A Psychosocial Approach 12th Edition
Barbara M. Newman | Philip R. Newman
Development Through Life: A Psychosocial Approach 13th Edition
Barbara M. Newman | Philip R. Newman
ISBN-13: 9781337098144 | ISBN-10: 1337098140
© 2018 | Published |  800  Pages
Previous Editions: 2015

Binding Format:

Hard/Casebound Book or Journal
US $239.95
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Newman and Newman use a life-stage approach to present development across the life span, drawing on the psychosocial theory of Erik Erikson to provide a conceptual framework for the text. The authors address physical, intellectual, social, and emotional growth in 11 life stages, from the prenatal period through elderhood, focusing on the idea that development results from the interdependence of these areas at every stage, and placing special emphasis on how optimal development may be fostered throughout life. Updated with new research findings throughout, DEVELOPMENT THROUGH LIFE: A PSYCHOSOCIAL APPROACH, 13th Edition, provides a balanced view of normative patterns of development and diverse pathways, considering individual, family, cultural and societal factors that contribute to the diversity of life stories. The text is also available in MindTap®, a customizable digital learning solution that includes the textbook as well as interactive multimedia, activities, and assessments.

  • 1. The Development Through Life Perspective.
    2. Major Theories for Understanding Human Development.
    3. Psychosocial Theory.
    4. The Period of Pregnancy and Prenatal Development.
    5. Infancy (First 24 Months).
    6. Toddlerhood (Ages 2 and 3).
    7. Early School Age (4 to 6 Years).
    8. Middle Childhood (6 to 12 Years).
    9. Early Adolescence (12 to 18 Years).
    10. Later Adolescence (18 to 24 Years).
    11. Early Adulthood (24 to 34 Years).
    12. Middle Adulthood (34 to 60 Years).
    13. Later Adulthood (60 to 75 Years).
    14. Elderhood (75 Until Death).
    15. Understanding Death, Dying, and Bereavement.
    Appendix: The Research Process.

    • Each chapter starts with a case that illuminates one or more issues addressed in the chapter. These cases are followed by a set of questions labeled "Case Analysis: Using What You Know." The purpose of these cases is threefold: to bring to life individual experiences and narratives that help students become more personally attached to the concepts of the chapter; to provide a shared life experience that can serve as a basis for class discussion; and to encourage the application of concepts from the text and the course.
    • Two boxed features provide additional detail about key topics in the text, and include critical thinking questions to encourage students to evaluate and apply information. "Applying Theory and Research to Life" boxes help students to see the relevance of human development theory and research to issues in contemporary life. "Human Development and Diversity" boxes illustrate how differences in culture, ethnicity, family structure, economic resources, and disability can influence developmental pathways.
    • In addition to the opening cases, longer cases and short narratives throughout the chapters complement the more general descriptions of developmental issues. These cases highlight real life experiences, sometimes illustrating how people cope with challenges at various points in life, and sometimes illustrating the diversity of experiences that are possible at a certain period of life.
    • The organizing conceptual framework of psychosocial theory provides a useful approach by presenting a sequence of life stages with the various domains of physical, cognitive, social, and emotional development integrated within each stage. The text highlights the continuous interaction and integration of individual competencies with the demands and resources of culture. Psychosocial theory captures the sense of human development as unfolding and building across the life span, revealing changes in ego development that are reflected in self-understanding, social relationships, and worldview.
    • A strong multicultural perspective -- including discussions of cultural practices and reviews of cross-national and inter-ethnic research -- is interwoven throughout the text in the narrative, in application boxes, and in first-person accounts. The multicultural aspect of the text is a result of the psychosocial point of view, in which the social-cultural context of development is fundamental to the process of development.
    • Two chapters are devoted to the theories of development: one focuses on the major theorists such as Freud, Bandura, Mischel, Bronfenbrenner, Piaget, and Vygotsky, among others; a second is devoted to the psychosocial theories of Erikson and Havighurst that are used for the organizational framework of the book.
    • A chart on the inside cover of the book and at the end of Chapter 3, "Psychosocial Theory," provides a two-page overview of the organization of the text.
    • Each chapter begins with learning objectives that have been stated using the six thinking processes: remember, understand, apply, analyze, evaluate, and create. The objectives are restated at the opening of each section to help highlight the primary goal for that section, and again in the chapter summary to help students review and integrate chapter concepts.
    • A new four-color format and improved visual organization enhance readability and student engagement.
    • Retaining the basic structure and positive developmental emphasis of previous editions, the thirteenth edition is fine tuned to be even more clear, readable, and thought-provoking, while still capturing the complexities and novel concepts that make the study of human development so fascinating.
    • New research findings and recent census data are integrated throughout this completely updated edition. New are increased coverage of relevant findings from developmental neuroscience as well as highlighted emphasis on health, nutrition, and disability.
    • Each chapter closes with an "Applied Topic" that illustrates the relevance of theory and research to an issue of contemporary concern. This feature helps students translate and apply the content of the chapter to real-life situations facing individuals and families at each period of life. Topics include the role of parents in promoting optimal development in infancy, applying developmental issues to factors that account for patterns of adolescent alcohol and drug use, and the process of adjusting to retirement.
For more information about these supplements, or to obtain them, contact your Learning Consultant

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  • Barbara M. Newman (Ph.D., University of Michigan) is a professor emeritus in the Department of Human Development and Family Studies at the University of Rhode Island. She has also been on the faculty at Russell Sage College and The Ohio State University, where she served as department chair in Human Development and Family Science and as associate provost for Faculty Recruitment and Development. She has taught courses in life-span development, adolescence, family theories, and the research process. Dr. Newman's current research focus is on the sense of belonging among college students, with particular attention to students in minoritized groups. She is a member of a research team investigating the developing sense of purpose among students with disabilities. For fun, Dr. Newman enjoys reading, making up projects with her grandchildren, taking walks along Narragansett Bay and Block Island Sound, and spending time with her family.

    Philip R. Newman (Ph.D., University of Michigan) is a social psychologist whose research has focused on the transition to high school as well as on group identity and alienation. Together with Barbara Newman, he has worked on programs to bring low-income minority youths to college and to study the processes involved in their academic success. They are coauthors of 13 books, including a book on theories of human development, and numerous articles in the field of human development. Dr. Newman's current project is a book about how high schools impact the health and psychosocial development of adolescents. He has taught courses in introductory psychology, adolescence, social psychology, developmental psychology, counseling, and family, school, and community contexts for development. He served as the director for Research and Evaluation of the Young Scholars Program at The Ohio State University and as the director of the Human Behavior Curriculum Project for the American Psychological Association. He is a fellow of the American Psychological Association, the Society for the Psychological Study of Social Issues (SPSSI), and the American Orthopsychiatric Association. He home schooled his three children through elementary and middle school. For fun, Dr. Newman enjoys photography, reading mysteries, attending concerts and Broadway plays, and watching baseball.