List Price : $173.20Price : $120.99 as of 2012-09-08 01:36 AM
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0205788599 / 9780205788590 Development Through the Lifespan (with MyDevelopmentLab with E-Book Student Access Code Card)
Package consists of:
0205669115 / 9780205669110 MyDevelopmentLab with E-Book Student Access Code Card
0205687938 / 9780205687930 Development Through the Lifespan
About the Text:A best-selling text unparalleled in its approach to teaching human development, Berk’s Development Through the Lifespan is relied upon in classrooms worldwide for its clear, engaging writing style, exceptional cross-cultural focus, rich examples, and long-standing commitment to presenting the most up-to-date scholarship while also offering students research-based, practical applications that they can relate to their personal and professional lives.
Laura Berk, renowned professor and researcher, has revised the text with new pedagogy, a heightened emphasis on the interplay between biology and environment, and an enhanced focus on many social policy issues, while emphasizing the lifespan perspective throughout. The latest theories and findings in the field are made accessible to students in a manageable and relevant way. Berk’s signature storytelling style invites students to actively learn beside the text’s “characters.” Students are provided with an especially clear and coherent understanding of the sequence and underlying processes of human development, emphasizing the interrelatedness of all domains—physical, cognitive, emotional, social—throughout the text narrative and in special features.
Berk also helps students connect their learning to their personal and professional areas of interest. Her voice comes through when speaking directly about issues students will face in their future pursuits as parents, educators, health care providers, social workers, and researchers. As members of a global and diverse human community, students are called to intelligently approach the responsibility of understanding and responding to the needs and concerns of both young and old.
While carefully considering the complexities of human development, Berk presents classic and emerging theories in an especially clear, engaging writing style, with a multitude of research-based, real-world, and cross-cultural examples. Strengthening the connections among developmental domains and of theory and research with applications, this edition's extensive revision brings forth the most recent scholarship, representing the changing field of human development.
Visit the Preview Website to see sample chapters, get information on the supplements (including sample videos and on-line simulations), and much more: http://www.pearsonhighered.com/berkls5epreview
About MyDevelopmentLab:
MyDevelopmentLab is an easy-to-use learning management system. Students complete an online self-assessment, and the results generate a customized self-study plan, including a variety of tools to help them master the material. MyDevelopmentLab then reports these results to the instructor. It is an interactive and instructive multimedia resource that can be used as a supplement to a traditional lecture course or can be used to completely administer an online course. Its power lies in its design as an all-inclusive tool, combining an online version of the textbook plus multimedia tutorials, simulations, biographies, and controlled assessments to completely engage students and reinforce learning.
New in Berk's MyDevelopmentLab for Development Through the Lifespan, 5/e
NEW!Now contains Virtual Child
NEW! Careers in Lifespan Development explains how studying lifespan development is essential for a wide range of career paths. Features 28 career overviews and contains interviews with actual practitioners, educational requirements, typical day-to-day activities, and links to websites for additional information.
The production of MyDevelopmentLab that accompanies Laura Berk’s textbooks was overseen in its entirety by the author.
Back when I was in graduate school, one of my professors introduced to me to the field of human development throughout the lifespan and ever since then, I have been fascinated by it.As a child psychotherapist, I had studied childhood development extensively and came to understand that patterns of human interaction began very early on.For the first two months or so of life, the interaction between caretaker and infant is pretty much a one way street.The mother's (or any primary caretaker) job is to regulate the infant by learning the infant's signals, soothing the infant and ministering to her needs.But, the very first time the infant coos, smiles and makes those expressions that we as humans are hard-wired to respond to spontaneously (usually in the form of profound vocalizations such as "Aww." and baby talk as well as exaggerated facial expressions) - the two-way street of human interaction begins and never ends.These successful, consistent back and forth interactions between baby and caretaker are the building blocks of language and social-emotional development.When these interactions go well and increase in complexity over time, the baby, in essence, feels like a competent baby and the mother like a competent mother.When they don't go well -because the infant, for example, may have developmental delays or disorders - caretakers can begin to feel disheartened and discouraged.Fortunately, with good developmental psychotherapy, these problems can improve.Some significantly.But even worse are the devastating effects on parents whose children are eventually identified as attachment-disordered.Several years ago, we learned about the importance of the first three years of life through the very sad lesson taught to us by the children adopted from Romania.Many of these children, because of the lack of loving, soothing human contact and reciprocal interactions in the warehouse style orphanages, had a myriad of irreversible learning and behavioral problems, and a profound lack of capacity for reciprocal relationships.They were consistently on a one-way street- one that was expected to lead only to them.More than anything, we as human beings need - and thrive on - reciprocal relationships throughout the life cycle.And when we don't experience them, we feel the urge to sever the ties.Did you ever start a friendship with someone and after a time, found yourself feeling used? You carefully plan get-togethers ; they cancel with little notice .You give generously of your resources and time; they offer little in return.Eventually you give up on the relationship.Without reciprocity, relationships cannot last.And this is as true in business and professional relationships as it is in love and friendship relationships.No matter what your business, no matter if it lives online or offline, you will have to build reciprocity into it.How do we accomplish this, especially in a time when we are all so busy and so much of what we do is done virtually?Here are just a few suggestions for your colleague or client/customer relationships..If you have an online business or have at least a part of it online, offer a free report, a list of tips, an e-book or audio that is substantive.In order to get someone to trust us with her email address, we have to give something worthwhile in return.When networking - whether in person or online - do so with the intention of building relationships, not just collecting names and business cards.Remember details about a person and when you follow up with them or see them again, ask about those details.How was your trip?, how as your daughter's wedding?, I remember you were trying to find 'X', I saw something like that in.Recommend colleagues as resources .Edify others .Acknowledge birthdays, special occasions and achievements .Acknowledge others and extend gratitude.If asked to be interviewed for an audio or written piece by a colleague, return the favor .Determine ways to joint venture and create win-win partnerships.Volunteer to help them out.Building reciprocity into your business is a means of strengthening your relationships with colleagues as well as with your clients and customers.
As many as eighty percent of American homes use asphalt shingles; their popularity is due to low installation cost, excellent insulation properties and looks.Despite these qualities, this substance is prone to stains and discoloration caused by the growth of microorganisms.It not only ruins the look of the roof but can also shortens its lifespan and causes costly repairs.Therefore, one may wonder how to deal these type of stains.Following are some pertinent answers.Staining Agents.Before tackling the removal of such stains, it is important to first understand how they develop in order to properly address the problem.Discoloration on asphalt shingles can be caused by various microscopic growths, such as moss, algae and fungus.Warm Climates - These microbes generally thrive in places with warm humid climates as such conditions support growth.Shady Trees - Even roofs that are not in warm humid areas can suffer from these problems; ones that are situated directly under tree branches can develop moss, algae and fungus as well.The shade from the trees along with the rotting leaves deposited on the roof can create an ideal environment for microbes to thrive.Additives - Some asphalt shingles use crushed limestone as an additive.While this material helps to strengthen the shingles, it also promotes the growth of microbes, particularly algae as it is attracted to calcium carbonate.While such discoloration may seem like a simple aesthetic problem, the growth of these microorganisms can actually hasten the deterioration of a roof and cut its lifespan as much as in half, causing costly repairs and the need for replacement sooner than expected.Safety First.Before tackling any stain removal job, keep in mind that such a job can be very physically demanding.There is a great risk of falling when climbing onto a roof, especially those with steep slopes.Severe microbe growth even increases the risk of falling as it makes a roof slippery.Therefore, before climbing onto this structure, it is important to first think of physical capabilities.If the job seems too risky, it would be better to consider a professional to do the job.Stain Removal Tips.The growths that cause such dirty stains can be easily removed using chemicals.There are plenty of solutions that can be used in this process.The two most common chemicals are sodium chloride and trisodium phosphate.The ratio is usually one quart of sodium chloride and one quarter cup of trisodium phosphate mixed with one gallon of water.The mixture should be sprayed directly over the area and left on for fifteen to twenty minutes which is the proper amount of time for chemicals to have an effect on the microbes.It may take as many as two to three applications for stubborn growth to be completely eradicated; however, it should be remembered that even though a roof may be clear of these pesky growths, they may eventually come back.For a long-lasting solution, insert copper or zinc strips along the ridge of the building top.The metal disperses residue during a rainfall which is toxic to microbes, upsetting their growth.If trees are the cause of the growth, be sure the branches that hang over the roof are removed or at least cleaned regularly to clear off any debris so it does not become a breeding ground for microbes.Stains caused by microbial growth are an eyesore and can shorten the life span of a roof; therefore, they should be addressed immediately.Hopefully this article has provided some helpful information regarding both immediate and long-term solutions for the discoloration on roofs which is caused by the continued development of moss, algae, and fungus!
List Price : $126.95Price : $112.46 as of 2012-09-07 01:36 PM
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The combined features that distinguish this text from other titles can be summarized with an acronym: CARE C utting edge research A pplied developmental science R eadability E ssential knowledge Written by respected child, adolescent, and adulthood development experts, this authoritative and chronologically organized text presents an integrated perspective on lifespan development. The authors write in an engaging manner, synthesizing biological, social, cultural, and socioeconomic influences as opposed to organizing content around developmental themes. Incorporation of classic and cutting-edge research includes extensive coverage of new research in developmental neuroscience, which has transformed the study of lifespan development by introducing brain maturation. At the same time, the text emphasizes the application of developmental psychology to real world problems, focusing on the ways in which knowledge of child development can inform social policy and practice in the fields of child care, education, mental health, and family life. The text also examines the many fascinating changes that take place through adulthood to help students answer the important question: Who will I become tomorrow? And with a separate epilogue that focuses on death and dying, the book takes students on a developmental journey from our first breath to our last. Reflecting the authors' combined expertise, the broad array of real-life examples resonate with students from different backgrounds and fields of study, and with different occupational goals in mind. With its distinctive and effective combination of cutting-edge research, applications, readability, and essential knowledge, this text helps students understand and appreciate what today's scientists are discovering about human development across the lifespan, how they study the process, and how this knowledge can be used to improve the lives of infants, children, adolescents, and adults around the world.
According to Weenolsen (1988) loss can be characterized as anything that destroys some aspect of life or self.According to Worden (2002) grief can be characterized as the experience of someone who has lost an important relationship or even an attachment to another person.These concepts can be directly related to the loss of a parent.Losing a parent can be extraordinarily difficult due to the loss of support and characteristics which identify the position and role of a parent as being very special (Despelder & Strickland, 2005).The grieving processes can mean different changes for those within different roles.Older adults who lose their parents do not process or grieve as a child who has lost their parent.I feel that both of these specific roles and experiences are of greatest importance.Issues of culture also maintain consistent changes across societies in how one works through or expresses the loss of their loved ones.Support for children and adults is a very important part of the grieving process and should be connected to characteristics of who children and adults are within their roles and how they respond to such loss.Due to modern technology only about 4 % of children experience the loss of a parent before the age of 18 yrs (Archer, 1999).In comparison, in the late 1700's to early 1800's many children were without parents, making life much more difficult for children (Fox & Quitt, 1980).One cannot discuss the loss of a parent to a child without discussing segments of attachment and other developmental theory.Attachment according to Davies (2004) is a special emotional relationship between two people.According to Archer (1999), Bowlby indicated that children are able to grieve and mourn when attachment processes become solidified around the age of six months to one year of age (Archer, 1999; Worden, 2002).According to Weenolsen (1988) reactions related to grief and mourning begin within the early stages of infancy and learning when the child begins to understand their control over the environment, slowly gaining differentiation and losing their dependency.The mourning of this loss in dependency through the child's ability to gain control over their environment does manifest crying and seeking out behaviors that train the child to respond in this manner to gain access to their care giver (Weenolson, 1988).This instinctive response will be further utilized during future separations and loss (Weenolsen, 1988).Rando (1988) also claims that infants mourn when their nurturance is withdrawn and the mother (primarily) must assist in re-establishing the nurturing connection, thus reducing separation.These theoretical positions seem to be consistent with Attachment Theory in that it is the separation that initiates reactions.Furthermore, one could not understand or comprehend separation if one did not realize their own ability in controlling environmental circumstances in order to meet ones needs.It seems apparent that regarding reaction or understanding the meaning of death by children one would require sufficient cognitive ability.The loss of a parent and the response is also due to what Bowlby characterizes as the loss of the child's "safe haven" or "secure base" to explore the world (Davies, 2004).One could hypothesize that this disruption of security would effect a child's exploration during toddler development, and at times hinder needed environmental interactions.According to Archer (1999) reactions by children during the mourning process due to the loss of a parent include; pining, preoccupation, yearning, seeking or calling.According to Littlewood (1992), Bowlby clarified that this reaction to loss as instinctive; and the seeking of the lost object (the parent) although fruitless, it is performed anyway.Although many reactions due to many types of circumstances are chosen by children as a response to emotional distress; these responses are considered specific to the loss of a parent (Archer, 1999).Furthermore, many of the emotional disturbances can bring with them depressive and anxious symptomatology; as well as sleep disturbances (Archer, 1999).Children age 2 to 5 yrs.Of age seem to ask many questions regarding the parental loss (Rando, 1988) They may display regressive behaviors, obsession over questions and circumstances, and may display anxiety and anger toward the deceased (Rando, 1988).There may also lay feelings of guilt and responsibility for the loss of the parental figure (Despelder & Strickland, 2005).Some of these reactions were clearly represented in my four year old son Jonathan who lost his grandmother this past year; he seemed to obsess over the funeral and what he had witnessed.Ages 8 to 12 yrs.May feel helpless and experience reawakened feelings of childlessness (Rando, 1988).Children at this age may seek to repress such feelings, putting them at risk for complicated grief reactions (Rando, 1988).This would be consistent with Eric Erickson's stages of psycho-social development in regards to the stage of "industry vs.Inferiority." According to Longress (2000) and Anderson, Carter & Lowe (1999) there is a push for the child to become "industrious" and confident during this stage of development.It seems clear that admitting ones childish and helpless feelings would be difficult during this period.According to Worden (2002) when a death of a parent occurs in childhood or adolescents the child may not mourn effectively and this may create problems with depression and inabilities to maintain close relationships with others (p.159).According to Rando (1988) depression, denial and anger are feelings that seek to counter act the helplessness, dependency and powerlessness that adolescents are feeling.This response seems consistent when examining Erickson's psycho-social stages (Berger, 2001; Longress, 2000; Anderson et.Al., 1999).During adolescents there is a pursuit to find ones "identity", and the parent is a role modeling figure who can assist with guiding and encouraging this process (Berger, 2001; Longress, 2000; Anderson et.Al., 1999).It is understandable how an adolescent may feel powerless, helpless, dependent, and even angry due to the death of their parental figure.In regards to meaning, Fiorini & Mullen ( Article ) clarify that it is very important to characterize the meanings of grief and loss through a developmental lens.According to Worden (2002), Murry Bowen clarified that one must understand the role and position of the dying parent within the family system, and the level of adaptive abilities of family members during and after the loss of a parent.I feel, as a social worker it is important with this information to better understand what this systemic loss means to the developing child within the family system.To many children the loss of a parent means a loss of stability, security, nurturing, and affection (Despelder & Strickland, 2005).According to Worden (2002) there are needed cognitive processes and concepts that must be developed before grief can be fully understood by children.The factors are as follows;.1.Understanding time; and what forever means.2.Transformation process.3.Irreversibility concept.4.Causation.5.Concrete Operations.According to Worden (2002).Figure 1.1.According to Archer (2002) children before the age of 5yrs.Believe that death is reversible.Many young children up to this point maintain a figurative representation within their minds of the lost parent and do not completely understand the permanency of the circumstance until cognitive maturation takes place (Despelder & Strickland, 2005; Rando, 1988).This would validate findings by Piaget in regards to object permanence and development of the cognitive processes of children (Berger, 2001).According to Archer (2002), Speece and Brent indicated that children from the age of 5 to 7yrs.Of age begin to understand the irreversibility of death.Furthermore, according to Archer (2002) children less than 7 to 8 yrs.Of age however, represented a lack of understanding regarding the word "death." This is consistent with Piaget according to Archer (2002) and Berger (2001), that in order to understand such a concept as death and irreversibility, ones conceptual thought must be sufficiently developed.Up to the age of 9 yrs.Of age however, most children attribute the death of their parent to outside forces, such as God and other (Carey, 1985).According to Rando (1988) although children 8 to 12 yrs.Of age may have a more clear perception of what death is and understand the irreversibility of the process, they may also refuse to accept it.Adolescent understanding and meaning regarding the death of a parent can be characterized as one of frightening shock and in-depth spiritual examinations.The adolescent is capable of these processes due to what Piaget termed the Formal Operating Stage of development (Longress, 2000; Berger, 2001).A questioning of spirituality and ones mortality can also be associated with Erickson's stages of development in regards to adolescents finding and understanding their social and human identities within this stage (Longress, 2000; Berger, 2001; Anderson et.Al., 1999).According to Littlewood (1992) it was indicated by studies from Anderson (1949), Bunch (1971) and Birtchnell (1975) that adults who lose parents react with tendencies to.Have increases regarding..1.Suicide ideation.2.Rates of suicide.3.Rates of clinical depression.According to Littlewood (1992).Figure 1.2.Reactions and feelings related to the loss of a parent as an adult differ according to ones age (Rando, 1988).Adults in their twenties and thirties continue to view their parents as significant support structures, and losing them my feel as if one has been robbed.Feelings of childishness and regression is common and should not be repressed or ignored (Rando, 1988).One may find themselves utilizing their attachments to others such as children, friends, etc.In order to work through the grieving process (Rando, 1988).According to Rando (1988) it should be understood that the emotional nature of the relationship between the adult and parent will effect how the adult works through the grieving process.With this information one could hypothesize that the more an adult is undifferentiated in their identity in regards to the emotional parental relationship; the more difficulty they will have with separation (McGoldrick, 1998).This also would be consistent with Attachment Theory and the reactions associated with separation in regards to utilizing other constructed attachments in the absence of the parental primary (Davies, 2004).According to Littlewood (1992) a study by Sanders (1980) regarding grieving scales indicated that parents who lose their parents reacted high in two areas..1.Increased death anxiety.2.Loss of control.According to Littlewood (1992).Figure 1.3.According to Littlewood (1992) the increased anxiety is the result of the adult child feeling as if the are next in the generational line to experience death.The loss of control represents the loss of an important and unique relationship between the adult child and parent that sustained significant support features for the child (Littlewood, 1992; Despelder, 2005).From a gender prospective, it is believed according to Porter & Stone (1995) woman seem to indicate greater problems within the realm of relationships after a significant loss; men report greater work related problems through out the grieving process.The meaning of losing our parents can different for many adults depending on the importance of the adult child / parent relationship (Rando, 1988).The parent has been the most significant and most influential force within the lives of their children; to lose this special relationship, is to lose a great deal in regards to support, the past and childhood connections, and an interpretation of circumstances within the world (Rando, 1988).These changes according to Rando (1988) & Despelder (2005) may place an adult in the position and process of no longer viewing themselves as a child; thus called the "developmental push." According to Despelder (2005), Rando (1988) & Littlewood (1992), the loss of the mother is usually more severe for adults than the loss of a father.This information is based on two primary factors..1.The mother is usually the most nurturing.2.The mother is usually the last parent to experience death.Despelder (2005), Rando (1988) & Littlewood (1992) Figure 1.4.Losing a parent within adulthood also means "not having a home" to go back to which can leave a person feeling alone and frightened (Rando, 1988).It seems clear that the death of a parent and its meaning can be commonly stated as a process that will force the adult child to redefine themselves, their roles, and expectations for their lives and the lives of their family of procreation.According to Irish, Lundquist and Nelsen (1993) how cultures react and define meaning of death and loss of a parent varies.When examining the behaviors and perceptional meanings of death in various societies of the world, differences are evident between collectivistic / naturalistic cultures and individualistic / modernized cultures (Kalish, 1977).One primary difference that can be identified is the blame and reasons for ones death across cultures.Within modern societies death can be attributed to internal body failures due to poor nutrition and health maintenance (Kalish, 1977).Within our modernized society we may blame the person or parent for creating internal processes that led to their own deaths; like smoking, poor eating habits, etc.(Kalish, 1977).Within other cultures, especially isolated societies external agents would be to blame for the death of a parent, such as evil spirits or magic (Kalish, 1977).Other grief differences across cultures include examples of muted grief, excessive grief, somatization, and excessive grief (Irish et.Al., 1993).According to Irish et.Al., (1993) in Bali if one does not remain emotionally calm and mute their grief process after the death of a parent or any loved one, sorcery and magic may place a person vulnerable to harm.Irish et.Al., (1993) indicates Wikan's (1988) investigation of Egyptian culture expressed excessive grief through constant suffering and bereavement over an extended period of time.According to Oltjenbruns (1998) a study comparing scores upon the Grief Experience Inventory between Mexican students and Anglo students expressed that Mexican student's results expressed much higher somatization scores, thus indicating that Mexican culture seems to express greater amounts of somatization due to loss.Violent grief and rage seem to be expressed across most cultures; the initiation of this rage or violence seems to be connected to external circumstances; such as other cultures or other people who caused the death of a loved one (Irish et.Al., 1993; Kalish, 1977; Archer, 1999).According to Rando (1977) if children do not resolve their grief; complications can develop, such as; psychosomatic illness, psychological disturbances, adjustment disorders and behavior issues (p.1999).One strategy according to Rando (1977) is for a therapist to facilitate the withdrawal of attachment from the deceased and make attempts to redirect the emotional energies in another primary figure in the child's life.This process of course would include identifying primary support structures that assist in sustaining the child's emotional, psychological, and social well being (Littlewood, 1992).Support structures could be identified as either formal or informal processes (Littlewood, 1992).It seems to be important to utilize professional support to assist a child as well as family before, during and after the death of a significant loved one, such as a parent (Littlewood, 1992).During these processes it would also be useful according to Littlewood (1992) to utilize informal supports; such as family members and others to assist with reducing psychological and emotional distress within the child or adults.It would seem that a therapist would be obligated to assess the roles, expectations and culture of the family and children before initiating any informal or formal interventions.According to Rando (1977) children may at times act as if they are playing death games or acting out the funeral activities; however this is their way of coping and taking a break from their grief.Because children also have difficulty expressing their feelings, thoughts, and memories of the lost parent, it is important that a therapist assist with facilitating emotional expression (Rando, 1977; Despelder, 2005).Ways of gaining a child's attention and assisting them with expressing this emotion is to utilize book readings by authors who have written stories that relate to childhood grief (Despelder, 2005).Other strategies a therapist could utilize is art therapy and support group interventions to express emotional and psychological processes (Despelder, 2005).Processes and supports for adults who have lost their parents and others are important processes that will assist adults through the grieving process.When assisting adults in coping with the loss of their parent it is important to understand that there are gender differences in coping with loss (Archer, 1999).According to Archer (1999) women tend to utilize greater emotional expression and emotional components to cope with the loss of a parent.Men it is believed, utilize problem solving strategies throughout their grieving process (Archer, 1999).According to Gallagher, Lovett, Hanley-Dunn, & Thompson (1989) woman seem to utilize cognitive process in order to work through the grieving process, where as men were indicated as utilizing "keeping busy" types of activities.One could hypothesize that a therapist would have to develop therapeutic interventions that would utilize these innate way's of coping according to one's layered identity, such as with gender.With this knowledge, Worden (2002) clarifies that a counselor should primarily seek goals that facilitate acknowledging the reality of the loss, to help the person with expressed and latent affect, to assist with problems related to readjustment and to assist the person with remembering the deceased while feeling good about moving on within their own lives (p.52).In concluding, one must understand that with the loss of a parent, the roles and expectations of those left behind will have dramatic effect upon them and the ways in which a social workers must intervene.It becomes apparent that through out the grieving process for children or adults primary considerations must be applied.Gaining better understandings of child and adult reactions and meanings of parental loss, examining the information through a cultural and gender perspective and utilizing coping and support processes to assist the bereaved is of great importance.________________________________________________________.References.Anderson, R.E.Carter, I., & Lowe, G.R., (1999).Human Behavior in the Social.Environment; A Social Systems Approach.5th ed.New York. Aldine De Gruyter Inc.Archer, J.(1999).The Nature of Grief; The Evolution and Psychology of Reactions to.Loss.New York. Routledge.Berger (2001).The Developing Person Through the Life Span.New York,. Worth.Publishers.Carey, S.(1985).Conceptual Change in Childhood.Cambridge, MA. MIT Press.Davies, D.(2004).Child Development; A Practitioners Guide.2nd Edition.New York..Guilford Press.Despelder, L.A.& Strickland, A.L.(2005) The Last Dance; Encountering Death and Dying.7th Edition.New York. McGraw-Hill.Fox, V.C., & Quitt, M.H.(1980).Loving, Parenting, and Dying. the Family Circle in.England and America, Past and Present.New York. Psychohistory Press.Gallagher, D., Lovett, S., Hanley-Dunn, P.And Thompson, L.W.(1989).Use of.Select coping strategies during late-life spousal bereavement.In D.A.Lund (ed.),.Older Bereaved Spouses. Research with Practical Implications (pp.111- 121).New York. Hemisphere.Irish, D.P., Lundquist, K.F., & Nelsen, V.J.(1993).Ethnic Variations in Dying,.Death, and Grief; Diversity in Universality.Philadelphia. Taylor & Francis.Kalish, R.A.(1977).Death and Dying; Views from Many Cultures.New York. Bay.Wood Publishing Company.Littlewood, J.(1992).Aspects of Grief; Bereavement in Adult Life.New York..Routledge.Longress, J.E.(2000).Human Behavior in the Social Environment.3rd Edition.New.York. Peacock Inc.McGoldrick, M.(1998).Re-Visioning Family Therapy; Race, Culture, and Gender in Clinical Practice, New York.NY. Guilford Press.Oltjenbruns, K.A., (1998).Ethnicity and the Grief Response. Mexican American vs.Anglo American College Students.Journal of Death Studies, 22 (2), 141-155.Porter, L.S.& Stone, A.A.(1995).Are there really gender differences in coping? A.Reconsideration of previous data and results from a daily study.Journal of Social.And Clinical Psychology, 14, 184-202.Rando, T.A.(1988).Grieving; How to Go on Living When Someone You Love Dies.Canada. Lexington Books.Weenolsen, P.(1988).Transcendence of Loss over the Life Span.New York. Book.Crafters.Worden, J.W.(2002).Grief Counseling and Grief Therapy.3rd Edition.New York..Springer Publishing Company.
Quick Look Nursing : Growth and Development Through the Lifespan includes chapters in biological, psychological and social information that includes information on genetics, fetal development, cognition and information processing, roles of families, peers, school and society and many other chapters. The Second Edition includes all the new key learning features such a Closer Look, Warnings, Questions to Ask, key terms, and an updated glossary and references.
