coverage of Personality and Religiosity and to The Self in Late Adulthood
Reorganized and updated Late Adulthood and Social Contexts to include Social Support in Older Adulthood, Aging in the Social World, Neighborhoods, Residential Communities, Nursing Homes, and Aging in Place
Updated and retitled Residing at Home as Aging in Place
Updated coverage of Friendships and Sibling Relationships
Updated and integrated coverage of Marriage, Divorce, and Cohabitation
Updated Sexuality and Elder Abuse
New Brain and Biological Influences on Development: Neurological Risk for Financial Abuse
Updated and retitled Ethical and Policy Applications of Lifespan Development: Social Security as Lives in Context: Social Security
Updated coverage of Deciding to Retire, Transition to Retirement and Adjustment, and Influences on Retirement Adjustment
New Chapter 19
New coverage of death and dying
In the electronic edition of the book you have purchased, there are several icons that reference links (videos, journal articles) to additional content. Though the electronic edition links are not live, all content referenced may be accessed at . This URL is referenced at several points throughout your electronic edition.
Acknowledgments
Many have contributed to these books—and I am very grateful. I am fortunate to work with a talented team. I thank Marian Provenzano for feedback and editorial suggestions on this edition. I am appreciative to Nathan Davidson and Gail Buschman for sharing their expertise in design, photos, and figures. Sara Harris wears many hats and has provided invaluable support in constructing ancillaries, videos, and more. I thank Matthew Isaak for providing the student multimedia resources. Thanks to Rachel Flores for her assistance with the glossary and references. Thanks to Gillian Dickens for sharing her copyediting expertise. At SAGE, I thank Olivia Weber-Stenis for overseeing production, Sheryl Adams and Katherine Hepburn for their work in marketing, and Zach Valladon for his speedy email replies and work in securing and consolidating reviews. I am very grateful for Lucy Berbeo’s exceptional project management skills, insight, and warmth (not to mention her lists!). Thanks to Lara Parra for her work as editor extraordinaire, leader, advocate, and friend. I thank my students for asking the questions and engaging in the discussions that inform these pages. I am especially appreciative of those who have shared their feedback and helped me to improve this book. Thank you to the many instructors who have reviewed and provided feedback on these chapters. Arielle Catalina Bliss provided a range of support throughout this project, for which I am grateful.
Finally, I thank my family, especially my parents, Phil and Irene Kuther, for their emotional support and wisdom. I am also grateful for the support of my Martell family, Fred and Joan, and Freddy and Julia. Most of all, I am thankful for the extraordinary patience, encouragement, and unwavering optimism of my husband, Fred. Without your love and support, none of this would be possible.
SAGE thanks the following expert reviewers, who provided detailed recommendations in their areas of expertise with a focus on multicultural and cross-cultural findings and diversity in development.
Cassendra Bergstrom completed her PhD in educational psychology at the University of Northern Colorado (UNC), where she is now an assistant professor. She held a postdoctoral research position working on a National Science Foundation grant through the Math and Science Teaching Institution, also at UNC. Dr. Bergstrom’s research focuses on the intersection of motivation and learning environments, with a recent focus on equity. Her publications and presentations stem from research projects on the topics of transformative experience, goal orientation, and problem-based learning (PBL) environments. Dr. Bergstrom currently teaches undergraduate psychology courses, as well as graduate courses in educational psychology.
Jessamy Comer is a lecturer at Rochester Institute of Technology in Rochester, New York. She has been teaching developmental psychology for over a decade, as well as many other undergraduate and graduate courses. Her area of research interest and specialization is in parent–child relationships, particularly during adolescence. She earned her BA degree in psychology from Baylor University in Waco, Texas, and she earned her MA and PhD in developmental psychology from the University of Rochester in Rochester, New York. She is also a recipient of the Helen and Vincent Nowlis Award for Excellence in Teaching.
Kathy Erickson is a University of Arizona faculty member teaching in the human services and family studies departments. Professor Erickson earned a master’s degree in holistic psychology, with an emphasis in mindfulness and addiction. She has an undergraduate degree in counseling with a minor in holistic education. For two decades, Kathy worked with adolescents in education and social services settings. She introduced students to biofeedback and mindfulness techniques to help them develop mechanisms to alleviate and manage stress. She is committed to the value of integrating mindfulness throughout all aspects of one's life as well as in the courses she teaches.
Flora Farago is an assistant professor of human development and family studies at Stephen F. Austin State University, with a background in developmental psychology and early childhood education. Her teaching and research interests center on children’s prejudice and stereotype development, as well as antibias curricula surrounding race and gender. Dr. Farago is particularly interested in the link between research and community activism. She collaborates with colleagues and organizations nationally and internationally, including the Indigo Cultural Center, the Jirani Project, and the Girl Child Network, to promote racial and gender equity.
Merranda Romero Marín is an associate professor in the Department of Family and Consumer Science at New Mexico State University, where she teaches courses ranging from lifespan development to multicultural family life education and clinical courses in marriage and family therapy. Dr. Romero Marín is a licensed psychologist and a licensed marriage and family therapist specializing in the treatment of posttraumatic stress disorder (PTSD). Her areas of research include understanding the impact of poverty on children and family systems, the effects of trauma on family and community systems, multicultural counseling, and individual and family resilience.
Sarah Savoy is an associate professor of psychology at Stephen F. Austin State University, where she teaches courses in developmental, social, and health psychology. Dr. Savoy’s research concerns topics such as social and cognitive processes that contribute to the development of disordered eating as well as stigma related to eating disorders and obesity.
Robert S. Weisskirch, MSW, PhD, is a professor of human development in the Liberal Studies Department at California State University, Monterey Bay. His research interests focus on language brokering, ethnic identity and acculturation, developmental perspectives on romantic relationships, how technology affects relationships (i.e., parent–adolescent relationships, sexting, and romantic relationships), and pedagogy of adolescent development. He received his PhD in human development from the University of California, Davis; a Master of Social Work from San Diego State University; and a Multiple Subjects Teaching Credential and BA in psychology from the University of California, Irvine.
SAGE wishes to thank the following reviewers for their valuable contributions to the development
