Handbook of adolescent psychology (2nd edition)
Handbook of adolescent psychology (2nd edition)
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青少年心理学手册（第二版）
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发表时间：
2007
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通讯作者：
E. Hjelmquist
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作者：
E. Hjelmquist
发展是在背景下进行的。因此，我将这一审查放在1980年出版的手册第一版的背景下。毫无疑问，从那时起，青春期心理学作为一个科学研究领域，无论在数量上还是范围上都发生了根本性的变化。这一新版本是青春期心理学现状亟需的全面概述。这种方法与之前的方法不同，我会说更成熟。在第一版[1]中，有像“青春期的心理动力学方法”和“青春期的生物学方法”这样的章节。这种不同“学派”之间的划分不再，实际上从来就不是，可行的，在新版中找不到。相反，我们遇到了更具综合性的雄心，这是在不断增加的信息中导航所必需的(新版增加了250页)。有没有可能对关于青春期的非常广泛的研究给出一个连贯的描述？这本书是一项值得称赞的努力，包括前沿成果和观点，分25章介绍。我们处在一大堆理论观点、方法论方法和海量数据中。然而，青春期的核心含义是一个逃避的数字。威廉·戴蒙在前言中证明了这一点，他在对大约20名青少年研究人员进行的非正式调查中得出了这样的结论：“什么是青春期？”相当多的人把青春期作为起点，但对青春期的结束有更多不同的看法，大致是这样的：“对成人角色的稳定个人承诺”。当然，就像所有的发展心理学一样，青春期心理学一只脚研究生物学，另一只脚研究社会背景和文化，这并不令人惊讶。因此，由于人类基因组的错综复杂及其与环境条件的相互作用的不断揭开，先天培育问题必然一如既往地成为热门话题。同样清楚的是，在新版中，在前一版中专门用了一章的纵向方法，现在正在结出硕果，提供了对青少年犯罪、精神病理学和药物滥用等方面的发展的重要见解。然而，令人惊讶的是，在儿童中，以及在某种程度上，成年人中，关于“心理理论”发展的非常富有成效的研究似乎并没有进入青少年认知的领域。新版还包括了典型的西方社会视角之外的其他观点(其中一章适当地提到了玛格丽特·米德的著名/臭名昭著的《萨摩亚的成长》[2]，这当然是分析非西方文化的早期例子)。其中一章是关于“全球化”的，进一步强调西方心理学必须拓宽其视野，超越“标准”的文化。一种有趣的可能性是，全球化和现代化的进程实际上意味着，西方的青春期模式和理论将显得比以前更重要和更相关。许多非西方社会的快速转型给个人和家庭带来了巨大的压力，包括养育子女的做法，以及在直到最近还是传统的背景下进入成年人和社会成员的角色。从这个意义上说，如果青春期心理学渴望在时间和空间上保持相关性，它将面临巨大的挑战。这本手册的雄心与这些挑战并驾齐驱，知名研究人员是贡献者。然而，从这个角度来看，遗憾的是，这些章节几乎都是由北美的研究人员撰写的，除了一些欧洲撰稿人。然而，这是一本关于青春期心理学的开创性书籍，写得很好，受到强烈推荐。
Development occurs in context. Therefore I put this review in the context of the first edition of the handbook, appearing 1980. Undoubtedly, since then, adolescent psychology as a field of scientific study has transformed radically, quantitatively and in scope. This new edition is a much needed comprehensive overview of the current status of adolescent psychology. The approach is different compared to the previous one, and I would say more mature. In the first edition [1] there were chapters like ‘‘The psychodynamic approach to adolescence’’ and ‘‘The biological approach to adolescence’’. This kind of divide between different ‘‘schools’’ is no longer, actually never was, viable, and is not found in the new edition. Instead we meet more integrative ambitions, necessary for navigating in the ever increasing information (250 more pages in the new edition). Is it possible at all to give a coherent picture of the very extensive research on adolescence? This book is a laudable effort to do this and includes frontier results and views, presented in 25 chapters. We are in a bevy of theoretical viewpoints, methodological approaches and oceans of data. Yet, the core meaning of adolescence is an escaping figure. This is demonstrated in the foreword by William Demon, in the results of his informal inquiry to about 20 adolescent researchers: ‘‘What is adolescence?’’ Quite a few gave ‘‘puberty’’ as a starting point but were more varied about the end of adolescence, amounting to something like: ‘‘a stable personal commitment to an adult role’’. It is no surprise, of course, that adolescent psychology thus has one foot in biology and the other foot in social contexts and culture, just like all developmental psychology. The nature-nurture issue is therefore as topical as ever, necessarily, among other things as a consequence of the continuous unravelling of the intricacies of the human genome and its interaction with environmental conditions. It is also clear that in the new edition, the longitudinal approach, devoted a chapter in the previous edition, now is bearing fruit, offering important insights into among other things the development of delinquency, psychopathology, and drug abuse. It is surprising though, that the very productive research on the development of ‘‘theory of mind’’, among children, and also to some extent adults, seems not to have entered the scene of adolescent cognition. The new edition also includes other than the typical Western society perspective (the famous/infamous ‘‘Coming of age in Samoa’’ by Margaret Mead [2], appropriately referred to in one of the chapters, is of course an early example of an analysis of a non-Western culture). One of the chapters is on ‘‘globalization’’, further stressing that Western psychology must broaden its perspectives beyond the ‘‘standard’’ cultures. An interesting possibility is that the process of globalization and modernization actually implies that Western models and theories of adolescence will appear as more important and relevant than previously. The rapid transformation of many non-Western societies puts enormous strains on individuals and families, including child rearing practice and the entrance into the roles as adult and member of society in contexts that until recently were traditional. In this sense adolescent psychology faces tremendous challenges if it aspires to relevance in time and space. The ambitions of the handbook are abreast with these challenges, with renowned researchers as contributors. In this perspective, it is a pity, though, that the chapters are written almost exclusively by North American researchers, with the exception of some European contributors. Nevertheless, this is a seminal book on adolescent psychology, well written and highly recommended.