The Wiley-Blackwell Handbook of Childhood Social Development. Группа авторов

Чтение книги онлайн.

Читать онлайн книгу The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов страница 35

The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов

Скачать книгу

style="font-size:15px;">      168 Rutter, M. (2006). Genes and behavior. Blackwell.

      169 Rutter, M., Kreppner, J., & O'Connor, T. (2001). Specificity and heterogeneity in children's responses to profound institutional privation. British Journal of Psychiatry, 179, 97–103.

      170 Ryan, J. P., Hong, J. S., Herz, D., & Hernandez, P. M. (2010). Kinship foster care and the risk of juvenile delinquency. Children and Youth Services Review, 32(12), 1823–1830.

      171 Salmivalli, C., & Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national rollout in Finland. International Journal of Conflict and Violence, 6, 294–302.

      172 Sameroff, A. (2009). The transactional model. In A. Sameroff (Ed.), The transactional model of development: How children and contexts shape each other (pp. 3–21). American Psychological Association.

      173 Sameroff, A. J., & Chandler, M. J. (1975). Reproductive risk and the continuum of caretaking causality. In Horowitz, F. D. (Ed.), Review of Child Development Research (Vol. 4, pp. 187–244). Chicago: University of Chicago Press.

      174 Sawyerr, A., & Bagley, C. (2017). Child sexual abuse and adolescent and adult adjustment: A review of British and world evidence, with implications for social work, and mental health and school counselling. Advances in Applied Sociology, 7, 1–15.

      175 Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype →environment effects. Child Development, 54, 424–435.

      176 Schaefer, D. R., Simpkins, D. D., Vest, A. E., & Price, C. D. (2011). The contribution of extracurricular activities to adolescent friendships. Developmental Psychology, 47, 1141–1152.

      177 Schermerhorn, A. C., Chow, S.‐M., & Cummings, E. M. (2010). Developmental family processes and interparental conflict: Patterns of microlevel influences. Developmental Psychology, 46(4), 869–885.

      178  Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181–192.

      179 Sears, R. (1975). Your ancients revisited: A history of child development. In E. M. Hetherington (Ed.), Review of child development research (Vol. 5, pp. 1–80). Chicago: University of Chicago Press.

      180 Sedlak, A.J., Mettenburg, J., Basena, M., Petta, I., McPherson, K., Greene, A., & Li, S. (2010). Fourth National Incidence Study of Child Abuse and Neglect (NIS‐4): Report to Congress, executive summary. Office of Planning, Research and Evaluation. https://www.acf.hhs.gov/opre/report/fourth‐national‐incidence‐study‐child‐abuse‐and‐neglect‐nis‐4‐report‐congress‐executive

      181 Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods. National Academy Press.

      182 Smetana, J. G., Jambon, M., & Ball, C. (2014). The social domain approach to children’s moral judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 23–45). Psychology Press.

      183 Smith, P. K., Kwak, K., & Toda, Y. (Eds.). (2016). School bullying in different cultures: eastern and western perspectives. Cambridge University Press.

      184 Steensma, T. D., & Cohen‐Kettenis, P. T. (2015). More than two developmental pathways for children with gender dysphoria? Journal of the American Academy of Child and Adolescent Psychiatry, 54, 147.

      185 Susman, S., Skara, S., & Ames, S. L., (2008). Substance abuse among adolescents. Substance Use and Misuse, 43, 1802–1828.

      186 Tangney, J. P., & Dearing, R. L. (2002). Shame and guilt. New York: Guilford Press.

      187 Thelen, E. (1989). Self‐organization in developmental processes: Can systems approaches work? In M. Gunnar & E. Thelen (Eds.), Systems and development. Minnesota symposium in child psychology (Vol. 22, pp. 77–117). Erlbaum.

      188 Thomas, A., Chess, S., & Birch, H. G. (1968). Temperament and behavior disorders in children. New York University Press.

      189 Thompson, R. A. (2013). Attachment theory and research: Precis and prospect. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology. Vol 2. Self and other (pp. 191–216). Oxford University Press.

      190 Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), 177–191.

      191 Trickett, P. K., & Putnam, F. W. (1998). Developmental consequences of child sexual abuse. In P. K. Trickett & C. J. Schellenbach (Eds.), Violence against children in the family and the community (pp. 39–56). American Psychological Association.

      192 UNESCO. (n.d.). School violence and bullying. UNESCO. https://en.unesco.org/themes/school‐violence‐and‐bullying

      193 Vaillancourt, T. (2018). Introduction to the special issue: The neurobiology of peer victimization. Merrill‐Palmer Quarterly, 64, 1–11.

      194 Valiente, C., Lemery‐Chalfant, K., & Swanson, J. (2009). Children’s responses to daily social stressors: Relations with parenting, children’s effortful control, and adjustment. Journal of Child Psychology and Psychiatry, 50, 707–717.

      195 Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36(6), 699–710.

      196 Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81, 737–756.

      197 Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after‐school programs (and elsewhere). New Directions for Youth Development, 105, 121–129.

      198  Van Lier, P. A. C., & Koot, H. M. (2010). Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth‐grade elementary school. Development and Psychopathology, 22, 569–582.

      199 Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: Testing a dual‐perspective theory. Child Development, 78, 1843–1854.

      200 Vygotsky, L. S. (1978). Mind in society. M. Cole, V. John‐Steiner, S. Scribner, & E. Souberman (Eds.). Harvard University Press.

      201 Wachs, T. D. (1983). The use and abuse of environment in behavior‐genetic research. Child Development, 54, 396–407.

      202 Walker‐Barnes, C. J., & Mason, C. A. (2001). Ethnic differences in the effect of parenting on gang involvement and gang delinquency: A longitudinal, hierarchical linear modeling perspective. Child Development, 72, 1814–1831.

      203 Waters, E., Merrick, S., Treboux, D., Crowell, J., & Albersheim, L., (2000). Attachment security in infancy and early adulthood: A twenty‐year longitudinal study. Child Development, 71, 684–689.

      204 Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological

Скачать книгу