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Este libro es un hito importante porque reúne los aspectos centrales de la producción intelectual de las dos últimas décadas en el fértil campo de investigación, que ha caracterizado lo que podríamos llamar la Escuela Cali-Barcelona de la psicología del desarrollo. Creo que este esfuerzo sistemático por comprender el desarrollo desde los mejores modelos científicos disponibles cumple con los requisitos necesarios para justificar esta clasificación como "escuela". La rigurosa exploración de nuevos modelos formales está firmemente enraizada en las tradiciones piagetianas» de las que la escuela se alimenta, con una coherencia y una comprensión hasta las consecuencias que escapan a las hordas de empíricos alrededor del mundo que siguen recurriendo a las "situaciones piagetianas".

Adolescent psychology.

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This book has been written to apply to the study of the adolescent the recent findings of psychology in systematic form. Since G. Stanley Hall produced his two large volumes on adolescence, much material on the subject has been published. Many of the studies have been highly colored by opinion or tinged with a sentimental bias; others have been marked by their detachment. The present writer has attempted to bring together the more reliable portions of this mass of literature and from them to evolve a more unified, systematized, and coherent approach to the various problems of adolescence that have caught the attention of student, parent, and teacher. Where the field is extensive, it has been necessary to limit the presentation so that many valuable data have been omitted; however, the studies reviewed and analyzed are representative, and have been chosen for their clarity, objectivity, and direct applications. The aim of this volume is twofold. My experience has led me to believe, first, that such formulations as are presented here will be welcomed by the many students in college classes who are still in the latter stage of adolescence. These students are seeking information concerning a multitude of psychological problems, and especially the personality problems which are discussed in Part II. For those, also, who are intrusted with the care and guidance of adolescents, this material should be of valuable help. Engrossed in the various duties of the home, and of both vocational and avocational pursuits, parents and even teachers too often forget the difficulties of the youths about them. I hope that this book may give them a more appreciative vision of adolescents and a fuller recognition of the importance of their transition from childhood to adulthood. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Adolescent psychology.

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The studies in this book focus on factors that challenge the developmental paths of adolescents. The themes are: online experience (i.e., the overuse of screens, the proliferation of inappropriate videos, or parental pressures for children to remain always connected), the difficulties of pandemic times (i.e., coping with anxiety or illness), and two conditions of great fragility (that of being a migrant refugee minor, or an adolescent with severe mental disorder). These topics illustrate the multiple adolescent development pathways that inspire the plural title of the volume: Adolescences. Each author suggests protective factors (personal, family, educational, and friendship-related) that can contribute to promoting a healthy developmental outcome.

Adolescent psychology.

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This book aims to provide students in courses in adolescent development with a selection of the original contributions of specialists who have created or expanded the knowledge of the field. The book is so designed that it can be used either as a basic textbook or in conjunction with another text. The topics and organization of this book follow closely those of the most widely used textbooks. The authors included are those repeatedly cited in the texts; here, however, their contributions are presented in original form. The book lends itself, therefore, to use as a basic textbook by those instructors who prefer having their students read original materials, and who, through their lectures and class discussions, elaborate and integrate the reading materials. On the other hand, when used with a text, this book eliminates the necessity of compiling lists of assignments for outside readings and simplifies the student's task of fulfilling these assignments--especially where library facilities are limited or course enrollments very large. For the convenience of both instructor and student, suggestions are given in pages x-xi, correlating the selections in this volume with the chapters of a number of well-known textbooks. These correlations are merely suggested; the instructor may, of course, wish to follow his own pattern of reading assignments.

Adolescent psychology.

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"In 1880 the high school population of this country consisted of only 110,000 boys and girls. By 1900 this number had increased to 519,000; in 1920 to 2,199,000; and at the close of 1927 probably to 4,000,000. In addition, the private secondary school enrollment in 1927 must have been considerably in excess of a quarter of a million. That is to say, almost one-half of the nation's population of teen age were attending high school institutions in 1927. In many respects the high school group represents the most important investment made by any community. The advantages which these boys and girls receive involve considerable personal sacrifice for many parents, and lay a heavy burden on the taxpayers. This group of young people will determine the nature of community and national life in this Western hemisphere during the years to come, because of the superior fitness for leadership conferred upon it by a high school training. They have been called "the hope of the world." There are distinctive features connected with a boy's high school life which need to be studied more carefully, if teachers, parents, and social workers are to understand his personality correctly. It is not alone the magic word "education" which accounts for the value of a high school career; it is rather a number of factors--family, religious, leadership, athletic, social, vocational, etc.--which go into the re-making of the boy's childish personality. It is for the purpose of lending a hand at this interesting, but intricate business, that the church, the Young Men's Christian Association, the Boy Scouts and similar organizations arrange their programs and attempt to bring their influence to bear. The idea of instituting the present detailed inquiry, with the object of discovering the facts responsible for the unique contribution which the Hi-Y Club makes to the enrichment of the personality of its members, originated in a few striking letters from high school boys themselves. As a result, the method of extended correspondence with a group of these individuals as a source of data for personality studies was given an extensive test. The Hi-Y movement is part of the Christian Citizenship movement among teen age boys. Its object is to "create, maintain and extend throughout the school and community, high standards of Christian character." While these group clubs of high school boys may put on athletic and social programs at times, the main purpose is devotional training and character formation. The boys who are leaders in this work are assembled in state camps and conferences periodically for special training and to fit them to exercise this leadership in the school more effectively. About three hundred different high school boys participated in this experiment voluntarily, and of course with varying degrees of enthusiasm"--

Adolescent psychology.