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4 results

  • Chapter 17 - Braiding Together Interdisciplinary Threads across the Life Span: A Research Tapestry

  • Edited by Frank Kessel, University of New Mexico
  • Book:
    Pillars of Developmental Psychology
    Published online:
    14 February 2025
    Print publication:
    20 February 2025, pp 183-196

  • Summary

    While my research life course is not typical, I have been able to focus on developmental psychology in full. Studying change and continuity, risk and resilience, timing/tempo and transitions, babies to boomers. Topics include self-recognition, social cognition, puberty, pregnancy, sexuality, depression, aggression, and parenting. Poverty, inequality, family structure, neighborhood, and immigration contexts are of interest. Policy-oriented research focuses on federal policies (subsidized childcare, Head Start and Early Head Start, income transfers, housing) as well as prevention programs. My greatest pleasure has been the amazing scholars and students from psychology as well as economics, sociology, demography, endocrinology, pediatrics, biologists, and social workers.

  • 10 - Prosocial Development across the Lifespan

  • from Part I - Development of Prosociality
  • Edited by Tina Malti, University of Toronto, Maayan Davidov, The Hebrew University of Jerusalem
  • Book:
    The Cambridge Handbook of Prosociality
    Published online:
    25 May 2023
    Print publication:
    08 June 2023, pp 189-206

  • Summary

    In this chapter, we review existing literature on the development of prosociality throughout the lifespan by highlighting the different factors/motives underlying individuals’ prosocial actions and their beneficial effects across time. First, we define the concept of prosociality and discuss the main theoretical issues related to its study from a lifespan perspective. Next, we review key empirical findings on prosociality by considering three main developmental phases (infancy and childhood, adolescence and young adulthood, adulthood and older adults) and we underline how an analysis of the main motives/factors operating in each phase can help explain the variability in prosocial development. Based on our review, we also offer some guidelines for the design of intervention actions that are developmentally appropriate and meaningful for the targeted age groups. Finally, we conclude by identifying potential gaps in the literature and we indicate promising directions for future studies.

  • Caring for people who take care: What is already done?

  • Carolina Oliveira, Gabriela Fonseca, Neide P. Areia, Luciana Sotero, Ana Paula Relvas
  • Journal:
    Palliative & Supportive Care / Volume 20 / Issue 5 / October 2022
    Published online by Cambridge University Press:
    27 August 2021, pp. 720-730
  • Objective

    The growing prevalence and impact of cancer on the family system calls for a palliative care approach with the family as the unit of care. This study aimed at providing an overview of the intervention programs that have been developed to offer support to the family caregivers of oncologic patients receiving palliative care.

    Method

    Sixteen articles were included in the final review, encompassing (i) studies focused on intervention programs with family caregivers of cancer patients in palliative care, (ii) studies including a pre- and post-test evaluation of the intervention program, (iii) and studies whose cancer patients were at least 18 years old.

    Results

    A great heterogeneity was verified with respect to care settings, number of sessions, outcome measures, or timing of assessment within the reviewed programs. These findings mirrored the complexity of the palliative care approach, which is difficult to standardize. Nonetheless, some interventions with different features accomplished good and sometimes similar results. The studies’ main outcomes were clustered in five categories: psychological symptomatology, general quality of life, caregiving role, family relational variables, and bereavement/grief. Moreover, 44% of the main outcomes were psychological symptomatology of family caregivers, with an emphasis toward anxiety and depression. Also shown was a growing emergence of technology use among these interventions.

    Significance of results

    Results revealed a scarcity of family-oriented programs and lack of certified mental health professionals as interventionists. Future studies and interventions should focus on the positive outcomes of the caregiving experience and must acknowledge the cultural differences when trying to replicate programs. Considering that there is no precise formula for dealing with terminal illness and grief, we submit that family-centered and systemic lenses are excellent approaches for support during this adjustment process. In conclusion, the present study advocates for increased investment in the field, underscoring the importance of family caregivers’ mental health.

  • Chapter 18 - Social Networks

  • from Part III - Environments
  • Edited by Linda Mayes, Yale University, Connecticut, Michael Lewis
  • Book:
    The Cambridge Handbook of Environment in Human Development
    Published online:
    05 October 2012
    Print publication:
    27 August 2012, pp 359-384

  • Summary

    This chapter describes the disadvantages faced by children from poverty and the gap in outcomes between poor and non-poor children in all domains of development. It illustrates how the risks poor children are exposed to be often confounded and that their effects are cumulative. The chapter reviews the research evidence for direct effects of early care and education programs on the development of poor children, including a discussion of the mechanisms that transmit effects and interaction of program characteristics with child and family characteristics. It discusses two-generation programs and indirect effects on child outcomes via changes in the family and home environment. Given the importance of the home environment and the interaction among home and educational environments, many programs take a two-generational approach. Finally, the chapter describes several instruments used to measure the environments where early child care, education, and intervention occur.