Newman and Newman take a chronological approach to the study of the life span, drawing on the psychosocial theory of Erik Erikson to provide a conceptual framework for the text. Newman and Newman address physical, intellectual, social, and emotional growth in all life stages, focusing on the idea that development results from the interdependence of these areas at every stage, and placing special emphasis on optimal development through life. The text is noted for its clear organization, providing instructors and students with a coherent structure for tracing development over the life span. The text integrates theory and research with application, making the rich material of development useful for emerging professionals. Each life stage chapter ends with an applied topic that helps students connect the developmental themes of that stage with critical societal issues. The use of case material throughout offers a way to balance information about general patterns of development with information about individual differences and life stories. Human diversity is introduced in the very first chapter and is a continuing theme, reflected in research coverage, theoretical analysis, illustrations, and boxes. Through a variety of pedagogical strategies including the illustrations and captions, points for further reflection, and case analysis, the Newmans have created a text that encourages the reader to engage in ongoing integration and critical analysis.
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Barbara M. Newman (Ph.D., University of Michigan) is a professor 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 just returned from a year long sabbatical with the Department of Psychology and the Center for Culture, Brain and Development at UCLA. She teaches courses in life-span development, adolescence, family theories, and the research process. Also an active researcher, Dr. Newmanís interests focus on parent-child relationships in early adolescence, factors that promote success in the transition to high school, and the use of the cohort sequential design as an approach to the study of development. Her current research, funded by the University of Rhode Islandís Research Foundation, is an analysis of the role of family, peer, and school support in the transition to high school. For fun, 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) has also just returned from a year long sabbatical at the University of California, Los Angeles, where he was associated with the Psychology Department and the Center for Culture, Brain and Development. He is involved in research on the transition to high school, and group identity and alienation. His newest projects include an analysis of issues related to disrupted transitions in adolescence and early adulthood, and a book about how high schools can meet the psychosocial needs 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. For fun, Newman enjoys photography, reading mysteries, attending concerts and Broadway plays, and watching baseball. He home schooled his three children through elementary and middle school. Together, the Newmans have 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 recent book on theories of human development, and numerous articles in the field of human development. They met by the Mason Hall elevator at the University of Michigan, fell in love at first sight, and have been married for 41 years.
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