Lifespan Development

This chronologically organized text presents development from a growth perspective, focusing on continuities and change throughout life. By illustrating the connections and relationships among all stages, Lifespan allows students to discover that human development is a lifelong process. The Second Edition offers an even stronger emphasis on the lifespan approach to development, as exemplified by four Lifelong Growth, Continuity and Change, Changing Meanings and Changing Vantage Points, and Developmental Diversity.

Michele Hoffnung is Professor of Psychology at Quinnipiac University.
She received her BA at Douglass College and her PhD at the University of Michigan. Her teaching has been in the areas of research methods, psychology of women, and adult development. She is editor of Roles Women Play: Readings Towards Women’s Liberation (1971) and author of What’s a Mother to Do? Conversations About Work and Family (1992) and numerous articles, essays, and book reviews.

Robert J. Hoffnung is Emeritus Professor of Psychology at the University of New Haven and Associate Clinical Professor of Psychiatry at the Yale University School of Medicine. Robert has taught about childhood, adolescence, and lifespan development; he has also done clinical work with children, adolescents, adults, and families. He received his BA at Lafayette College, his MA at the University of Iowa, and his PhD at the University of Cincinnati. He has published articles on educational, developmental, and mental
health interventions with children, adolescents and families.

Kelvin L. Seifert is Professor of Educational Psychology at the University of Manitoba. He received his BA at Swarthmore College and his PhD at the University of Michigan. Kelvin’s teaching has focused both on teacher education and on the education of adult learners outside of school settings. His current research focuses on how teachers and other adults form communities online in order to develop their own learning. He is author of Educational Psychology (1991), Constructing a Psychology of Teaching and Learning
(1999), and Contemporary Educational Psychology (2009), as well as articles and chapters about gender issues in teacher education and on the dynamics of online adult learning communities.

Rosanne Burton Smith obtained her PhD in Psychology from the University of Tasmania and also holds a Masters degree in Educational Psychology from the University of Exeter in the United Kingdom. Her professional work as a psychologist includes several years in Papua New Guinea, mainly in educational and occupational psychology, and later in the United Kingdom and New Zealand, working in the area of developmental disabilities. Her teaching and research interests include psychological assessment, developmental issues such as childhood anxiety and the effects of divorce on children and adolescents, children’s peer relationships, body image, dietary behaviour and gender differences. Rosanne has taught and supervised research at both undergraduate and postgraduate levels in the School of Psychology, University of Tasmania since 1989.

Alison Hine teaches and supervises undergraduate and postgraduate students in the areas of Developmental and Educational Psychology at the University of Western Sydney. She has received top ten standing in the UniJobs Lecturer of the Year for University of Western Sydney and was a national fi nalist in the awards in 2009. She holds a Masters degree in Educational and Developmental Psychology and has worked extensively with leading international researchers in these fi elds. Alison has researched, published and presented at international and national conferences in the areas of mentoring, adult metacognition, gifted and talented, thinking skills, intelligence and self-refl ection strategies. She maintains an active consultancy practice within these areas of interest, working with educators, administrators and business professionals. Alison also conducts workshops with parents and professionals in the areas of child and adolescent development, learning styles, motivation, intelligence, gifted and talented, and the development of thinking skills. Alison has 30 years of teaching experience and has taught extensively from preschool to tertiary education, specialising primarily in the areas of special education and gifted and talented.

Lynn Ward received her PhD from the University of Adelaide in 1995. She is a senior lecturer in the University’s School of Psychology. Since 1990 she has taught undergraduate courses in Developmental Psychology, Adult Development and Ageing, Cognitive Psychology, and Statistics, and a postgraduate course on Clinical Geropsychology. She was awarded a High Commendation in The Stephen Cole the Elder Prize for Excellence in Teaching from the University of Adelaide in 2003 and was a national finalist in the UniJobs Lecturer of the Year, 2009. Her teaching is informed by her research on resilience and successful ageing, emotional functioning in older adults, and factors that influence age-related changes in cognitive abilities.

Andrea Quinn's early background as a psychologist included working with children and families in contexts such as Indigenous education, behaviour management, mood disorders and acquired brain injury, domestic violence programs, and women’s health and wellbeing. Later, her professional work included consulting psychology services for government and private sector organisations in the areas of psychological assessment, leadership enhancement, individual and team development, and policy development. Andrea obtained her PhD from Griffi th University in Queensland, and has been teaching in academic roles since 1997. She has been recognised for her contribution to teaching and psychology with the University of Southern Queensland’s 2007 Dean’s Award for Outstanding Contribution to the Faculty of Sciences, being twice awarded Lecturer of the Year by Griffi th University’s School of Psychology in 2001 and 2000 (and Tutor of the Year in 2002), as well as being the recipient of the Zonta International Woman of Achievement Encouragement Award in 2005, and nominated in the same year for the APS President’s Award for Distinguished Contribution to Psychology in Australia.