Laurence Steinberg | |
|---|---|
 Professor Laurence Steinberg of Temple University | |
| Born | 1952 (age 71–72) |
| Nationality | American |
| Alma mater | Vassar College |
| Scientific career | |
| Fields | Developmental psychology |
| Institutions | Temple University |
| Doctoral students | Shelli Avenevoli |
Laurence Steinberg (born 1952) is an American university professor of psychology, specializing in adolescent psychological development. [1] [2]
Laurence Steinberg attended Johns Hopkins University from 1970 to 1971. He was educated at Vassar College, where he graduated in 1974 with honors. In 1977 he received his Ph.D. in developmental psychology is from Cornell University. From 1977 to 1983 he was an assistant and associate professor at University of California, Irvine and from 1983 to 1989 he was a professor at University of Wisconsin–Madison. [3] From 1988 he has been associated with Temple University in Philadelphia. [4]
Steinberg teaches at Temple University, where he is a Distinguished University Professor in the College of Liberal Arts and the Laura H. Carnell Professor of Psychology and Neuroscience. He is a Fellow of the American Psychological Association, the Association for Psychological Science, and the American Academy of Arts and Sciences. [5] Additionally, he has been a faculty scholar of the William T. Grant Foundation and was director of the John D. and Catherine T. MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice. [6] [7] Steinberg is a former president of both the Division of Developmental Psychology of the American Psychological Association and of the Society for Research on Adolescence.
His research has focused on a range of topics in the study of contemporary adolescence including adolescent brain development, risk-taking and decision-making, parent-adolescent relationships, adolescent employment, high school reform, and juvenile justice. Steinberg proposed the Dual Systems Model of adolescent brain development. He has also been a frequent consultant to state and federal agencies and lawmakers on child labor, secondary education, and juvenile justice policy, as well as an expert witness in criminal trials of juveniles and young adults accused of serious violent crimes.
In a New York Times request for comment about lowering the legal drinking age, Steinberg responded that it should be lowered from 21 to 19, but not to 18 as is more commonly debated. [8] In Canada and South Korea the legal drinking age is known to be 19 years old.
He believes that the age of maturity should ultimately remain 18, as any higher would result in too many adults being classified as children, and a lower number may result in too many immature individuals being classified as adults. Ultimately, he believes the age of maturity is somewhere between 15 and 22, on average. [9]
Steinberg has been the recipient of numerous honors, including the National Academy of Sciences' Henry and Bryna David Lectureship; the Society for Research on Adolescence's John P. Hill Award for Outstanding Contributions to the Study of Adolescence; the Society for Adolescent Medicine's Gallagher Lectureship; and the Association for Psychological Science's James McKeen Fellow Award. [6] Steinberg has also received several lifetime achievement awards from the American Psychological Association, including the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society, the Award for Distinguished Contributions to Research in Public Policy, the Award for Distinguished Contributions to Developmental Psychology (formerly known as the G. Stanley Hall Award). [4] [10] [11] In 2008 he was awarded the American Psychological Association's Presidential Citation. [12] In 2009, he was the first recipient of the Klaus J. Jacobs Research Prize for Productive Youth Development. [13] In 2014, he received the Elizabeth Hurlock Beckman Award, a national prize given to professors who have "inspired former students to make a contribution to society." [14]
Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood. Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier or end later. Puberty typically begins during preadolescence, particularly in females. Physical growth and cognitive development can extend past the teens. Age provides only a rough marker of adolescence, and scholars have not agreed upon a precise definition. Some definitions start as early as 10 and end as late as 30. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19.
In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.
Relational aggression, alternative aggression, or relational bullying is a type of aggression in which harm is caused by damaging someone's relationships or social status.
Teenage rebellion is a part of social development in adolescents in order for them to develop an identity independent from their parents or family and a capacity for independent decision-making. They may experiment with different roles, behaviors, and ideologies as part of this process of developing an identity. Teenage rebellion has been recognized within psychology as a set of behavioral traits that supersede class, culture, or race; some psychologists, however, have disputed the universality of the phenomenon. According to Terror Management Theory, the child's allegiance to parental authority and worldviews can weaken after the discovery that parents, like themselves and everyone else, are mortal. This realization creates an unconscious need for security that is broader than what the parents alone provide. This can lead to new cultural allegiances, in the search for a more enduring sense of meaning. Teenagers seek to perceive themselves a valued contributor to aspects of culture that more convincingly outlive or transcend the mortal individual's lifespan. However, since the parents also instill their cultural beliefs onto the child, if the child does not come to associate their parents' mortality with their cultural beliefs, the chances of rebellion decrease.
Paul B. Baltes was a German psychologist whose broad scientific agenda was devoted to establishing and promoting the life-span orientation of human development. He was also a theorist in the field of the psychology of aging. He has been described by American Psychologist as one of the most influential developmental psychologists.
Klaus Hurrelmann is professor of public health and education at the Hertie School in Berlin, Germany.
In psychology, maturity can be operationally defined as the level of psychological functioning one can attain, after which the level of psychological functioning no longer increases much with age. However, beyond this, integration is also an aspect of maturation, such as the integration of personality, where the behavioral patterns, motives and other traits of a person are gradually brought together, to work together effectively with little to no conflict between them, as an organized whole, e.g., bringing a person's various motives together into a purpose in life. Case in point: adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life's purpose, directedness, and intentionality, which contributes to the feeling that life is meaningful.
Melanie Killen is a developmental psychologist and Professor of Human Development and Quantitative Methodology, and Professor of Psychology (Affiliate) at the University of Maryland, and Honorary Professor of Psychology at the University of Kent, Canterbury, UK. She is supported by funding from the National Institute of Child Health and Human Development (NICHD), and the National Science Foundation (NSF) for her research. In 2008, she was awarded Distinguished Scholar-Teacher by the Provost's office at the University of Maryland. She is the Director of the Social and Moral Development Lab at the University of Maryland.
Richard M. Lerner is professor of Human Development at Tufts University, occupying the Bergstrom Chair in Applied Developmental Science. Also at Tufts, he directs the Institute for Applied Research in Youth Development.
Arnold J. Sameroff is an American developmental psychologist. He researches and writes about developmental theory and the factors that contribute to mental health and psychopathology, especially related to risk and resilience. Together with Michael Chandler he is known for developing the transactional model of development. He is one of the founders of the field of developmental psychopathology.
Daniel Offer was a psychiatrist and scholar who challenged prevailing beliefs that adolescence is inherently a time of storm and stress. His Offer Longitudinal Study was one of the first studies of typical youth over time and demonstrated that most pass through adolescence adequately happy and connected to families and others. This contribution shifted fundamentally how adolescent development was understood scientifically and provoked recognition that theory from patient populations was inadequate. He is also remembered for his scholarship on normality, the viability of memory, the Offer Self Image Questionnaire and for fostering the field of adolescent developmental studies.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. He is also known as the author of the 1980s G.I. Joe public service announcements.
Tina Malti is a Canadian-German child psychologist of Palestinian descent. She currently holds an Alexander von Humboldt Professorship for Early Child Development and Health as the first child psychologist and female psychologist in the award's history. She directs the Alexander von Humboldt Research Group for Child Development as research chair at Leipzig University. She is also a professor of psychology at the University of Toronto and founding director of the Centre for Child Development, Mental Health, and Policy at the University of Toronto.
Stephen P. Hinshaw is an American psychologist whose contributions lie in the areas of developmental psychopathology and combating the stigma that surrounds mental illness. He has authored more than 325 scientific articles and chapters as well as 14 authored and edited books. Currently, he is Professor in the Department of Psychology at the University of California, Berkeley, and Professor In Residence and Vice Chair for Child and Adolescent Psychology in the Department of Psychiatry at the University of California, San Francisco. His work focuses on child and adolescent mental disorders, clinical interventions, mechanisms of change in psychopathology, and stigma prevention efforts, with a specialization in ADHD and other neurodevelopmental disorders.
The dual systems model, also known as the maturational imbalance model, is a theory arising from developmental cognitive neuroscience which posits that increased risk-taking during adolescence is a result of a combination of heightened reward sensitivity and immature impulse control. In other words, the appreciation for the benefits arising from the success of an endeavor is heightened, but the appreciation of the risks of failure lags behind.
Nancy E. Hill is an American developmental psychologist. She is the Charles Bigelow Professor of Education at the Harvard Graduate School of Education. Hill is an expert on the impact of parental involvement in adolescent development, cultural influences on minority youth development, and academic discourse socialization, defined as parents' academic beliefs, expectations, and behaviors that foster their children's academic and career goals.
BJ Casey is an American cognitive neuroscientist and expert on adolescent brain development and self control. She is the Christina L. Williams Professor of Neuroscience at Barnard College of Columbia University where she directs the Fundamentals of the Adolescent Brain (FAB) Lab and is an Affiliated Professor of the Justice Collaboratory at Yale Law School, Yale University.
Deborah Lowe Vandell is a developmental psychologist and an expert on the impact of early child care on children's developmental trajectories and the benefits of children's participation in afterschool programs and other organized activities. She is the Founding Dean of the University of California, Irvine School of Education and Chancellor Professor of Education and Psychology.
Jennifer Woolard is a developmental psychologist known for work within the juvenile justice system. Woolard is professor of psychology and adjunct professor of law at Georgetown University. She is involved in the Youth In Custody Practice Model Initiative at the Center for Juvenile Justice Reform at Georgetown University's McCourt School of Public Policy, which seeks to adopt evidence-based developmentally-appropriate practices within juvenile correctional institutions.
Amanda Sheffield Morris is an American developmental scientist, known primarily for her work on parenting, emotion regulation, and the neuroscience of adversity and resilience in terms of optimal child and adolescent development. She is currently the Regents Professor of Psychology at Oklahoma State University.
Laurence Steinberg, a developmental psychologist at Temple University in Philadelphia, is one of the leading experts in the United States on adolescent behavior and adolescent brain biology.
Laurence Steinberg, Ph.D., is the Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University.
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