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Handbook of Adolescent Development Research and Its Impact on Global Policy

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Of 1.2 billion adolescents in the world today, 90% live in low- and middle-income countries. These adolescents not only face many challenges but also represent a resource to be cultivated through educational opportunities and vocational training to move them toward economic independence, through initiatives to improve reproductive health, and through positive interpersonal relationships to help them avoid risky behaviors and make positive decisions about their futures. This volume tackles the challenges and promise of adolescence by presenting cutting-edge research on adolescent social, emotional, behavioral, cognitive, and physical development; promising programs from different countries to promote adolescents’ positive development; and policies that can advance adolescents’ rights within the framework of international initiatives, such as the Convention on the Rights of the Child and Sustainable Development Goals, which are guiding the international development agenda through 2030. This volume seeks to provide actionable strategies for policymakers and practitioners working with adolescents. Disconnects between national-level policies and local services, as well as lack of continuity with early childhood responses, present a significant challenge to ensuring a coherent approach for adolescents. Increasingly, adolescent participation and demands for rights-based approaches are seen and often unfortunately conflated with violence. This volume adopts a positive framing of adolescence, representing young people as opportunities rather than threats, and a valued investment both at individual and societal levels, contributing to a positive shift in discourses around young people.

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Child and Adolescent Development

• First Online: 28 January 2017

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• Rosalyn H. Shute 3 &
• John D. Hogan 4  

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For school psychologists, understanding how children and adolescents develop and learn forms a backdrop to their everyday work, but the many new ‘facts’ shown by empirical studies can be difficult to absorb; nor do they make sense unless brought together within theoretical frameworks that help to guide practice. In this chapter, we explore the idea that child and adolescent development is a moveable feast, across both time and place. This is aimed at providing a helpful perspective for considering the many texts and papers that do focus on ‘facts’. We outline how our understanding of children’s development has evolved as various schools of thought have emerged. While many of the traditional theories continue to provide useful educational, remedial and therapeutic frameworks, there is also a need to take a more critical approach that supports multiple interpretations of human activity and development. With this in mind, we re-visit the idea of norms and milestones, consider the importance of context, reflect on some implications of psychology’s current biological zeitgeist and note a growing movement promoting the idea that we should be listening more seriously to children’s own voices.

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Shute, R.H., Hogan, J.D. (2017). Child and Adolescent Development. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_4

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