The findings in this book are the results of a monumental five-year study of a group of exceptionally talented teenagers, examining the role that personality traits, family interactions, education, and the social environment play in a young person's motivation to develop his or her talent. Diagrams.
The findings in this book are the results of a monumental five-year study of a group of exceptionally talented teenagers, examining the role that personality traits, family interactions, education, and the social environment play in a young person's motivation to develop his or her talent. Diagrams.
This qualitative study explores how middle managers who thrived during Hurricane Katrina used their workplace social support systems. An emphasis was placed on identifying the sources and types of support received before, during, and after the Katrina crisis. Significant challenges exist today for organizations on the basis of societal, political, environmental, and technological trends. Among those trends are predictions of greater numbers and intensities of weather-related crises triggered in part by global weather pattern shifts and global warming. These challenges create a compelling need for leaders to effectively plan for and manage crises to assure organizational survival. Middle managers, in particular, play a critical role in terms of planning for and recovering organizational functioning after a crisis. Yet relatively little is known about how they subjectively experience adversity and receive social support in the workplace. This study draws upon three bodies of literature including thriving, social support and crisis management. The participants in this study were 14 middle managers employed by organizations in the greater New Orleans area impacted in 2005 by Hurricane Katrina. Industries represented include health care, higher education, seaports, and defense contracting. Participants were nominated by a senior leader in their organization based on criteria for thriving. Data were collected through semi-structured interviews about participants' experiences before, during and after the Katrina crisis and the types of social support they received from each of five workplace sources. After identifying two core experiences for each participant, the data were coded and analyzed to determine the workplace sources and type of received social support. Sixteen themes were identified that explained how participants received support from leaders, peers, subordinates, other internal as well as external supports. Four support patterns were identified based on the most important source of support for the participants. These support source patterns included a peer-focused, leader-focused, subordinate-focused and leader-external focused. Role modeling was identified as a source of received support for some participants as well as the role of work teams in providing social network support. Practical implications of the study findings were identified along with suggestions for future research.
On the basis of a theologically grounded understanding of the nature of persons and the self, Jack O. Balswick, Pamela Ebstyne King and Kevin S. Reimer present a model of human development that ranges across all of life's stages. This revised second edition engages new research from evolutionary psychology, developmental neuroscience and positive psychology.
The Development of Children and Adolescents, by Penny Hauser-Cram, J. Kevin Nugent, Kathleen Thies, and John F. Travers, provides an integrated view of child development. Presenting the most pertinent research for each developmental stage and linking this to practical applications in the areas of Parenting, Policy, and Practice, this balanced approach emphasizes the relationship between research and theory and applications. The rich media program, including WileyPLUS with Real Development promotes active learning and allows for increased understanding and comprehension of the course content. Real Development, authored by Nicole Barnes, Ph.D., Montclair State University and Christine Hatchard, Psy.D., Monmouth University, uses authentic video showcasing real families, along with activities and assessments that put students in the place of a professional, to gain an understanding of key concepts. Through the combination of text and media, students are engaged in meaningful learning that deepens and enriches their understanding of developmental concepts. WileyPLUS sold separately from text.
`This is an impressive work... and will provide the advanced reader with a rich source of theory and evidence. There is a huge amount to be got from the book and I suspect it will become a key work' - J Gavin Bremner, Department of Psychology, Lancaster University The Handbook of Developmental Psychology is a comprehensive, authoritative yet frontier-pushing overview of the study of human development presented in a single-volume format. It is ideal for experienced individuals wishing for an up-to-date survey of the central themes prevalent to developmental psychology, both past and present, and for those seeking a reference work to help appreciate the subject for the first time. The insightful contributions from world-leading developmental psychologists successfully and usefully integrate different perspectives to studying the subject, following a systematic life-span structure, from pre-natal development through to old age in human beings. The Handbook then concludes with a substantive section on the methodological approaches to the study of development, focusing on both qualitative and quantitative techniques. This unique reference work will be hugely influential for anyone needing or wishing for a broad, yet enriched understanding of this fascinating subject. It will be a particularly invaluable resource for academics and researchers in the fields of developmental psychology, education, parenting, cultural and biological psychology and anthropology.
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