Psychology

Journals and Book Series for which Clark Psychology Faculty Have Editorial Roles


British Journal of Development Psychology

British Journal of Development Psychology

Edited by Margaret Harris, Oxford Brookes University, UK
Associate Editor, Nancy Budwig, Clark University, MA

The British Journal of Developmental Psychology publishes innovative, ground-breaking work in many different areas of developmental psychology. Full-length, empirical, conceptual, review and discussion papers, as well as brief reports are welcomed. The journal is one of the Journals of the British Psychological Society which is Europe’s largest Society journals publisher in psychology.

cover of Culture and Psychology

Culture and Psychology

Edited by Jaan Valsiner, Clark University, MA

Sage Publishing Company, London

Culture and Psychology is the leading international journal in the area of cultural Psychology. It brings together scholars from approximately 30 countries to focus on the links between theory and empirical evidence on the cultural organization of human lives. It is an interdisciplinary journal with emphases on anthropology, sociology and history, as well as Psychology. For more information, email cultpsy@clarku.edu.

Valsiner is also the founding editor of International Journal of Idiographic Science and chief editor of Integrative Psychological and Behavioral Science.

Journal of Adolescent Research

Journal of Adolescent Research

Edited by Jeffrey Jensen Arnett, Clark University, MA

For over 20 years, the Journal of Adolescent Research (JAR) has been the must-read publication for all academics, practitioners, policy-makers, and journalists interested in a global perspective (not just North America) on adolescence (ages 10-18) and emerging adulthood (ages 18-25).

Articles are emphasized that combine both quantitative and qualitative methods, use a systematic qualitative or ethnographic approach, break new theoretical ground, or use a new methodological approach.

The Journal of Adolescent Research also includes book reviews, and a new column called "Editorial Essays," in which a prominent scholar will discuss an important issue in a looser format than the rest of the journal (opinion pieces, commentary, and wit & wisdom).

Every informative issue of JAR includes original, theoretical and research articles on topics such as sexual behavior, perceptions of adulthood, drug and alcohol abuse, environmental contexts, educational issues, ethnic identity, and resilience.

Narrative Inquiry cover

Narrative Inquiry

Edited by Michael G. W. Bamberg, Clark University, MA) and Allyssa McCabe, UMASS Lowell, MA)

John Benjamins Publishing Company, Publishers

Narrative Inquiry is devoted to providing a forum for theoretical, empirical and methodological work on narrative.

Michael G. W. Bamberg is also the Book Series Editor for Studies in Narrative (John Benjamins).

New Directions for Child and Adolescent Development

New Directions for Child and Adolescent Development

Editor-in-Chief, Lene Arnett Jensen, Clark University, MA

The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each volume focuses on a specific new direction or research topic, and is edited by an expert or experts on that topic.

Any topic in the domain of child and adolescent development can be the focus of a volume. Topics can include social, cognitive, educational, emotional, biological, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. Volumes deal with infancy, childhood, adolescence, emerging adulthood, or bridge across these age periods; or occasionally stretch into adulthood.

From Past to Future

Edited by Jaan Valsiner, Clark University, MA

From Past to Future is charting a new role for the study of psychology's history for contemporary and potential future research in the discipline. Each issue of the journal is dedicated to a specific idea (or person) from psychology's past, which is analyzed as to how it can lead to further development of the discipline. Contributions of Karl Bühler, Tamara Dembo, Karl Duncker, Alexander Chamberlain and Zing-Yang Kuo have been featured in From Past to Future.

Advances in Child Development within Culturally Structured Environments

Edited by Jaan Valsiner, Clark University, MA

Contributors aim to integrate social and cognitive development research on the developing child within his/her environment. In the present context, "social" and "cognitive" development are not two separate or haphazardly intermingled domains, but are united into one: all cognitive development is social in its nature (as it is guided, although not determined, by the cultural environment), and all social development involves psychological processes that are cognitive in their nature.

Perspectives in Ethology

Perspectives in Ethology

Edited by Nicholas S. Thompson, Clark University, MA

For the last three decades Perspectives in Ethology has provided a forum for new perspectives on the evolution of human and animal social behavior.

The Heinz Werner Lecture Series

The series generally takes place biennially, and lectures are subsequently published. Some past lecturers and topics include:

  • L. von Bertalanffy "Organismic Psychology and Systems Theory"
  • J. Piaget "On the Development of Memory and Identity"
  • J. Bruner "Cognitive Growth in Infancy and Childhood"
  • B. Kaplan "Rationality and Irrationality in Development"
  • L. Kohlberg "The Meaning and Measurement of Moral Development"
  • R. Lewontin "Inside and Outside: Gene, Environment and Organism"
  • B. Shore "What Culture Means, How Culture Means"
  • S. White "Developmental Psychology as a Human Enterprise"

Clark Working Papers on Developmental Psychology

The series consists of original articles in psychological development addressing theoretical issues and analyses, provocative empirical findings and new directions in methodology. It is a medium through which faculty and students can share their interests in development with each other and with the wider academic community, and a vehicle for soliciting feedback on work in progress.