Items related to Risk and Resilience: Adolescent Mothers and Their Children...
In 1984, a longitudinal study was launched at the University of Notre Dame to evaluate the social and psychological consequences of teenage parenting. Interwoven Lives: Adolescent Mothers and Their Children (2001) described, in detail, the development of these adolescent mothers and their children across the first eight years of life. Major delays were first noticed in children's patterns of attachment at age 1 and their IQ and personal adjustment scores at age 3. By age 8, school-related problems were found in 70% of the children. With these data as the backdrop, this companion volume, Risk and Resilience, identifies major risk factors associated with long-term developmental delays as well as the processes that led to resilience in some of the mothers and children.
This new volume traces the children's development at ages 8, 10, and 14. The editors focus on identifying risk and protective factors associated with important life course trajectories as the mothers entered early adulthood and their children became adolescents. Relatively unexplored protective factors - such as religiosity, patterns of father involvement, and romantic relationships - were found to positively influence development for both teenage mothers and their children. This new text also addresses:
- New methodological approaches with an emphasis on the use of hierarchical linear and structural equation modeling and dynamical systems analyses
- Implications for prevention and intervention programs
- Intellectual, educational, and socioemotional outcome data
- The "dark side" of rearing children in poverty
- The multiple risks related to adolescent parenting and their profound impact on children's development
- How resilience emerges in children's lives and the specific factors that promote it.
Risk and Resilience appeals to researchers in developmental psychology and family processes as well as agency and government professionals charged with public policy and service delivery.
"synopsis" may belong to another edition of this title.
About the Author:
Professor John Borkowski received his Ph.D. from the University of Iowa in 1965 and taught at Oberlin College before joing the Department of Psychology at Notre Dame in 1967. He received the Andrew J. McKenna Family Chair in 1991 and is the recipient of the Career Research Scientist Award from the Academy on Mental Retardation, the Edgar Doll Award from the American Psychological Association, and Notre Dame’s Faculty and Research Achievement Awards. He is currently engaged in two multisite longitudinal projects designed to understand and reduce the incidence of child abuse and neglect in at-risk mothers. A third major longitudinal project, undertaken by Professor Borkowski, has followed children born to adolescent mothers in the late 1980s as they enter their turbulent teenage years. His research programs on adolescent parenting and child neglect are supported by the National Institute of Child Health and Human Development. Professor Borkowski has published more than 150 research papers and chapters and is the co-author of six psychology texts, including Interwoven Lives: Adolescent Mothers and Their Children (2001; Erlbaum) andParenting and the Child’s World (2002; Erlbaum).
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant from Promoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as project director for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate.Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book,Interwoven Lives: Adolescent Mothers and Their Children, that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master’s and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with the longitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book,Interwoven Lives.
Review:
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant from Promoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as project director for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate.Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book,Interwoven Lives: Adolescent Mothers and Their Children, that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master’s and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with the longitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book,Interwoven Lives.
“This volume offers an outstanding example of methodologically sophisticated, theory-driven, developmentally informed, longitudinal research...it is a model for other studies to emulate...I urge readers to relish the richness of this volume, and to savor the important new knowledge to be gained about pathways to a more resilient set of outcomes for us all.” - Marsha Seltzer, Ph.D., University of Wisconsin/Madison, USA
"Borkowski and colleagues' current text, Risk and Resilience: Adolescent Mothers and Their Children Grow Up... offers up interesting and thought-provoking questions and answers regarding what exactly happens to adolescent mothers and their children when they grow up. This is certainly a timely issue... This book would be an excellent addition to any undergraduate class on developmental psychology and would me especially welcome in graduate-level classes in psychology, sociology, and public policy." - F. Richard Ferraro, PsycCRITIQUES
"About this title" may belong to another edition of this title.
- PublisherPsychology Press
- Publication date2007
- ISBN 10 0805850546
- ISBN 13 9780805850543
- BindingHardcover
- Edition number1
- Number of pages312
- EditorBorkowski John G., Farris Jaelyn R., Whitman Thomas L., Carothers Shannon S., Weed Keri
Top Search Results from the AbeBooks Marketplace
Stock Image
Risk and Resilience: Adolescent Mothers and Their Children Grow Up
Published by
Psychology Press
(2007)
ISBN 10: 0805850546
ISBN 13: 9780805850543
Used
Hardcover
Quantity: 1
Seller:
Rating
Book Description hardcover. Condition: Very Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or limited writing/highlighting. We ship orders daily and Customer Service is our top priority!. Seller Inventory # S_372845978
Buy Used
US$ 157.51
Convert currency