By Dolores Pushkar, William M. Bukowski, Alex E. Schwartzman, Dale M. Stack, Donna R. White
This ebook arises from a convention held in November 1996 designed to ascertain how competence should be stronger within the varied levels ofthe lifespan. To this finish, we introduced jointly eminent researchers in numerous parts of human development―infancy, formative years, and maturity, together with the overdue grownup years. The convention was once in keeping with the basis that dialogue bobbing up from the interfaces of study and perform may elevate our wisdom of and stimulate the additional program of potent interventions designed to enhance competence. The editors desire to recognize the contributions of Concordia college and the Fonds pour los angeles Formation de Chercheurs et l’Aide a l. a. Recherche (FCAR) in delivering investment and different assistance towards the convention “Improving Competence around the Lifespan” and towards the e-book of this booklet. eventually, we want to exhibit our gratitude to the varied scholars linked to our Centre for his or her support and to Gail Pitts and Lesley Husband of the Centre for study in Human improvement for his or her suggestions. we're specifically thankful to Donna Craven, Centre for learn in Human improvement, for her heroic paintings on either the convention and the current quantity. lets no longer have met our objectives with no you.
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Additional info for Improving Competence Across the Lifespan: Building Interventions Based on Theory and Research
Sample text
If we can come to understand how emotions develop and how individuals differ, we will have come a long way in understanding the development of competence in children. REFERENCES Alessandri, S. , & Lewis, M. (1993). Parental evaluation and its relation to shame and pride in young children. Sex Roles, 29,5/6,335-343. Alessandri, S. , & Lewis, M. (1996). Differences in pride and shame in maltreated and non-maltreated preschoolers. Child Development, 67, 1857-1869. Barrett, K. C. (1995). A functionalist approach to shame and guilt.
What this suggests is that when girls are abused, they show more shame when they fail and less pride when they succeed than non-abused girls. Perhaps their emotional competence has been negatively affected by their socializing experience. The maltreated boys showed a different pattern. While boys, in general, show less shame than girls, they usually do not show less pride. Maltreated boys showed less shame when they failed and less pride when they succeeded than did non-maltreated boys and less than did both maltreated and non-maltreated girls.
Grant, K. , & Malcarne, V. (1994). When mom or dad has cancer: Markers of psychological distress in cancer patients, spouses, and children. Health Psychology, 13,507-515. Compas, B. , & Howell, D. C. (1996). When mom or dad has cancer: II. Coping, cognitive appraisals, and psychological distress in children of cancer patients. Health Psychology, 14. , Ungerer, J. , & Goodnow, J. J. (1 996). The impact of experience on children’s understanding of illness. Journal of Pediatric Psychology, 21,57-72.