Lifespan Development: A Topical Approach, 1st Australasian Edition

ISBN: 9781118389324

Lifespan Development: A Topical Approach, 1st Australasian Edition is designed and written to help undergraduate psychology students understand human development, from conception right up until the end of life, all within an Australasian context. Covering the latest local and international research in this ever-changing field, Lifespan Development will prepare you for both your course and your career. Features include: a huge collection of accompanying online resources, cross-cultural and indigenous issues unique to the multicultural societies of Australia and New Zealand, and interviews with real practitioners in the field.


  • Multicultural View boxed features throughout the text highlight issues of development from a cross-cultural or multicultural perspective.
  • Theory in Practice boxed features throughout the text provide interviews with practitioners and examples of theory in an Australian context.
  • Focusing On boxed features provide expanded coverage of selected developmental topics by highlighting a timely local issue for Australia or New Zealand.
  • What do you think?‘ questions cover key issues and concepts of development.
Michele Hoffnung is Professor of Psychology at Quinnipiac University. She received her BA at Douglass College and her PhD at the University of Michigan. Her teaching has been in the areas of research methods, psychology of women, and adult development. She is editor of Roles Women Play: Readings Towards Women’s Liberation (1971) and author of What’s a Mother to Do? Conversations About Work and Family (1992) and numerous articles, essays, and book reviews.

Robert J. Hoffnung Emeritus Professor of Psychology at the University of New Haven and Associate Clinical Professor of Psychiatry at the Yale University School of Medicine. Robert has taught about childhood, adolescence, and lifespan development; he has also done clinical work with children, adolescents, adults, and families. He received his BA at Lafayette College, his MA at the University of Iowa, and his PhD at the University of Cincinnati. He has published articles on educational, developmental, and mental health interventions with children, adolescents and families.

Kelvin L Seifert is Professor of Educational Administration, Foundations and Psychology at the University of Manitoba. He received his BA at Swarthmore College and his PhD at the University of Michigan. Kelvin’s teaching has focused both on teacher education and on the education of adult learners outside of school settings. His current research focuses on how teachers and other adults form communities online in order to develop their own learning. He is author of Educational Psychology (1991), Constructing a Psychology of Teaching and Learning (1999), and Contemporary Educational Psychology (2009), as well as articles and chapters about gender issues in teacher education and on the dynamics of online adult learning communities.

Rosanne Burton Smith obtained her PhD in Psychology from the University of Tasmania and also holds a Masters degree in Educational Psychology from the University of Exeter in the United Kingdom. Her professional work as a psychologist includes several years in Papua New Guinea, mainly in educational and occupational psychology, and later in the United Kingdom and New Zealand, working in the area of developmental disabilities. Her teaching and research interests include psychological assessment, developmental issues such as childhood anxiety and the effects of divorce on children and adolescents, children’s peer relationships, body image, dietary behaviour and gender differences. Rosanne has taught and supervised research at both undergraduate and postgraduate levels in the School of Psychology, University of Tasmania since 1989. Rosanne retired from teaching in 2007, but continues as an Honorary Research Associate at the School of Psychology, University of Tasmania.

Alison Hine teaches and supervises undergraduate and postgraduate students in the areas of Developmental and Educational Psychology at the University of Western Sydney. She has received a top ten standing in the UniJobs Lecturer of the Year for the University of Western Sydney in two consecutive years, and was a national finalist in the awards in 2009. She holds a Masters degree in Educational and Developmental Psychology, and has worked extensively with leading international researchers in these fields. Alison has researched, published and presented at international and national conferences in the areas of mentoring, adult metacognition, gifted and talented, thinking skills, intelligence, and self-reflection strategies. Recently, Alison has researched and published in the areas of e-learning and metacognition, self-efficacy and procrastination. She maintains an active consultancy practice within these areas of interest, working with educators, administrators and business professionals. Alison also conducts workshops with parents and professionals in the areas of child and adolescent development, learning styles, motivation, intelligence, gifted and talented, and the development of thinking skills. Alison has 30 years of teaching experience and has taught extensively from preschool to tertiary education, specialising primarily in the areas of special education and gifted and talented.

Lynn Ward received her PhD from the University of Adelaide in 1995. She is a senior lecturer in the University’s School of Psychology. Since 1990 she has taught undergraduate courses in Developmental Psychology, Adult Development and Ageing, Cognitive Psychology, and Statistics, and a postgraduate course on Clinical Geropsychology. She was awarded a High Commendation in The Stephen Cole the Elder Prize for Excellence in Teaching from the University of Adelaide in 2003 and was a national finalist in the UniJobs Lecturer of the Year, 2009. Her teaching is informed by her research on resilience and successful ageing, emotional functioning in older adults, and factors that influence age-related changes in cognitive abilities.

Cat Pausé received her PhD from Texas Tech University in 2007. She is a Human Development Lecturer and Fat Studies researcher at Massey University. Her research focuses on issues of fat identity construction, maintenance and revision. Cat’s current projects include an autoethnographic exploration of coming out as fat and collecting data on fat attitudes in students enrolled in initial teacher education. During her doctoral work, she studied under Dr Gwendolyn T Sorell on the Adult Identity Development Project (AIDP). The AIDP collects data on adult identity development, maintenance and revision — ranging from parental identity, work identity, sibling identity, friendship identity, spiritual identity, weight identity and body identity. Cat also maintains a presence in the Fatosphere with her blog, Tumblr, and radio show/podcast, ‘Friend of Marilyn’.

Karen Swabey is a senior lecturer in Health and Physical Education Pedagogy in the Faculty of Education at the University of Tasmania. Before entering the university sector in 1994, she had an extensive career in primary, secondary and senior secondary teaching and school leadership in Tasmania, in both state and independent schools. Karen is currently the Deputy Head of School of the Faculty of Education and, as such, is responsible for staffing issues. Her undergraduate teaching currently focuses on health and physical education pedagogy, specifically social and emotional well-being, and human development. At the postgraduate level, Karen coordinates two health and physical education units, and also supervises a number of research higher degree students. Her areas of research interest are in social and emotional well-being and student preparedness for teacher education. Karen’s publication output includes book chapters, academic journal articles and peer-reviewed conference papers. She is also a Consulting Editor for the Australian Journal of Teacher Education, and reviews for a number of international journals.

1. Studying development
2. Theories of development
3. Biological foundations, genetics, prenatal development and birth
4. Physical development and functioning
5. Physical development: nutrition, health and illness
6. Motor development
7. Sensation, perception and attention
8. Cognitive development: Piaget and beyond
9. Cognitive development: memory and information processing
10. Language development
11. Self and personality
12. Social development: family influences
13. Social development: peer and other influences
14. Gender and sexuality
15. Emotional development
16. Moral development
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