Journal articles: 'Developmental gender perspective'

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Kashiwagi, Keiko. "Gender Perspective in Developmental Psychology." TRENDS IN THE SCIENCES 7, no. 4 (2002): 8–11. http://dx.doi.org/10.5363/tits.7.4_8.

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Feingold, Alan. "Cognitive gender differences: A developmental perspective." Sex Roles 29, no. 1-2 (July 1993): 91–112. http://dx.doi.org/10.1007/bf00289998.

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Maccoby, Eleanor E. "Gender and Group Process: A Developmental Perspective." Current Directions in Psychological Science 11, no. 2 (April 2002): 54–58. http://dx.doi.org/10.1111/1467-8721.00167.

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Maccoby, Eleanor E. "Gender and Social Exchange: A Developmental Perspective." New Directions for Child and Adolescent Development 2002, no. 95 (2002): 87–106. http://dx.doi.org/10.1002/cd.39.

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Maccoby, Eleanor E. "Perspectives on gender development." International Journal of Behavioral Development 24, no. 4 (December 2000): 398–406. http://dx.doi.org/10.1080/016502500750037946.

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Two traditional perspectives on gender development—the socialisation and cognitive perspectives— are reviewed. It is noted that although they deal quite well with individual differences within each sex with regard to degree of sex-typing, they do not offer satisfactory explanations for some of the most robust gender dimorphisms: namely, gender segregation and the divergent patterns of interaction within all-male as compared with all-female dyads or groups. These patterns are briefly summarised, and their similarity to those found in nonhuman primates and other mammals is noted. It is argued that an ethological perspective, and its modern successor the psychobiological perspective, are needed, along with the more traditional perspectives, to provide a comprehensive account of gender development as it occurs in dyads and groups as well as within individual children.

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Chaplin, Tara M. "Gender and Emotion Expression: A Developmental Contextual Perspective." Emotion Review 7, no. 1 (December 5, 2014): 14–21. http://dx.doi.org/10.1177/1754073914544408.

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李, 想. "Gender Differences in Emotion Expression—Social Developmental Perspective." Advances in Psychology 07, no. 03 (2017): 359–65. http://dx.doi.org/10.12677/ap.2017.73046.

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Costos, Daryl. "Gender role identity from an ego developmental perspective." Sex Roles 22-22, no. 11-12 (June 1990): 723–41. http://dx.doi.org/10.1007/bf00292057.

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Fors Connolly, Filip, Mikael Goossen, and Mikael Hjerm. "Does Gender Equality Cause Gender Differences in Values? Reassessing the Gender-Equality-Personality Paradox." Sex Roles 83, no. 1-2 (December 4, 2019): 101–13. http://dx.doi.org/10.1007/s11199-019-01097-x.

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AbstractThe Gender-Equality-Personality Paradox (GEPP) is the finding that gender differences in personality are at their largest in the most gender equal countries. Previous known studies have not examined this relationship over time. Examining this linkage is crucial to our understanding of gender differences and personality development. In the present study, we contrast evolutionary perspectives predicting a gender divergence in personality due to progression in gender equality against biosocial perspectives predicting convergence. Using data from all eight rounds of the European Social Survey (n = 235,339) across 32 European countries, we report three findings. First, in accordance with the evolutionary perspective, country-level gender equality is positively associated with gender differences in basic human values. Second, in accordance with the biosocial perspective, we find evidence supporting gender convergence in basic human values. Third, contradicting both evolutionary and biosocial assumptions, we find no evidence that gender equality causes gender differences in values. We argue that there is a need to explore alternative explanations to the observed cross-sectional association between gender equality and personality differences, as well as gender convergence in personality over time.

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Smoll, Frank L., and Robert W. Schutz. "Quantifying gender differences in physical performance: A developmental perspective." Developmental Psychology 26, no. 3 (1990): 360–69. http://dx.doi.org/10.1037/0012-1649.26.3.360.

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Shields, Stephanie A. "Gender: An Intersectionality Perspective." Sex Roles 59, no. 5-6 (July 18, 2008): 301–11. http://dx.doi.org/10.1007/s11199-008-9501-8.

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KUMAR, UJJWAL, RAMESH CHANDRA BHARATI, RAVI KANT CHAUBEY, K. RAO, VED PRAKASH, and ABHAY KUMAR. "Gender perspective of conservation agriculture." Indian Journal of Agricultural Sciences 88, no. 8 (August 21, 2018): 1202–7. http://dx.doi.org/10.56093/ijas.v88i8.82535.

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Conservation agriculture (CA) technologies are the future of sustainable agriculture. Many research, and developmental organizations including farmers group are engaged in promoting CA technology for more than a decade. Gender has an important role in adoption and dissemination of CA technologies that include use of zero tillage, paddy transplanter, crop diversification and other interventions. Present study has been conducted in Madhubani district of Bihar state to analyse gender segregated key benefits, advantages, disadvantages, issues and the key decision processes and criteria for CA technology adoption. Data were collected through focus group discussions involving male and female farmers. Important advantages of CA technologies expressed by the farmers group were reduction of labour, time saving, better yield, cost saving, low tillage cost and reduction in drudgery. The key problems and issues affecting the performance of CA technologies included the weed control, poor germination, and limited skillsof machine operators. Labour saving, cost saving, enhanced productivity, time-saving, less irrigation requirement,and higher yield were among the most important factors that led to adoption of zero tillage in rice-wheat system.Preparation of mat nursery and trained operators for paddy transplanter were major criteria for adoption of mechanical paddy transplanter. Farmers were sceptical about the risk associated with CA technologies that included poor seed germination and weed infestation.

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MCMASTER, LOREN E., JENNIFER CONNOLLY, DEBRA PEPLER, and WENDY M. CRAIG. "Peer to peer sexual harassment in early adolescence: A developmental perspective." Development and Psychopathology 14, no. 1 (March 2002): 91–105. http://dx.doi.org/10.1017/s0954579402001050.

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The goal of this study was to examine sexual harassment in early adolescence. Available data indicate that peer to peer sexual harassment is prevalent in high school and is associated with psychosocial problems for both victims and perpetrators. For the present study, we adopted a developmental contextual model to examine the possibility that this behavior develops during the late elementary and middle school years and is linked to the biological and social changes that occur at this time. Youths from Grades 6–8 (N = 1,213) enrolled in seven elementary and middle schools in a large south-central Canadian city were asked to report on their sexual harassment behaviors with same- and cross-gender peers; their pubertal development, and the gender composition of their peer network. The results revealed that cross-gender harassment was distinct from same-gender harassment, increased in frequency from Grade 6 to Grade 8, and was linked to pubertal maturation and participation in mixed-gender peer groups. The implications of a developmental contextual model for understanding the emergence of this problematic behavior in adolescence are discussed.

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Shrestha, Milan. "Population and Development: Their Relationships with Gender in Perspective of Developmental Aspects." BSSS Journal of Social Work 13, no. 1 (June 30, 2021): 98–107. http://dx.doi.org/10.51767/jsw1307.

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The population, development, and gender are the crucial issues of developmental studies. Considering it, this paper aims to explain the inter-relationship between population, development, and gender. For these purposes, this paper adopted a descriptive and analytical research design with gathering quantitative data. The data were collected from the secondary sources and the researcher further reviewed several literatures. At that point, the data was analyzed and derived findings which were further discussed to obtaining results. This study explored that maximum utilization of population and available resources contribute to gender equity and prosperous development. Moreover, the gender equity and prosperity of the nation assisted to balance the population in terms of available resources. Thus, the balance among population, gender equity, and prosperous development are inter-related with each other.

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Taasoobshirazi, Gita, and Martha Carr. "Gender Differences in Science: An Expertise Perspective." Educational Psychology Review 20, no. 2 (January 22, 2008): 149–69. http://dx.doi.org/10.1007/s10648-007-9067-y.

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Gentry, Vickie, and Carl Gabbard. "Foot-Preference Behavior: A Developmental Perspective." Journal of General Psychology 122, no. 1 (January 1995): 37–45. http://dx.doi.org/10.1080/00221309.1995.9921220.

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Kessler, Klaus, Liyu Cao, Kieran J. O'Shea, and Hongfang Wang. "A cross-culture, cross-gender comparison of perspective taking mechanisms." Proceedings of the Royal Society B: Biological Sciences 281, no. 1785 (June 22, 2014): 20140388. http://dx.doi.org/10.1098/rspb.2014.0388.

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Being able to judge another person's visuo-spatial perspective is an essential social skill, hence we investigated the generalizability of the involved mechanisms across cultures and genders. Developmental, cross-species, and our own previous research suggest that two different forms of perspective taking can be distinguished, which are subserved by two distinct mechanisms. The simpler form relies on inferring another's line-of-sight, whereas the more complex form depends on embodied transformation into the other's orientation in form of a simulated body rotation. Our current results suggest that, in principle, the same basic mechanisms are employed by males and females in both, East-Asian (EA; Chinese) and Western culture. However, we also confirmed the hypothesis that Westerners show an egocentric bias, whereas EAs reveal an other-oriented bias. Furthermore, Westerners were slower overall than EAs and showed stronger gender differences in speed and depth of embodied processing. Our findings substantiate differences and communalities in social cognition mechanisms across genders and two cultures and suggest that cultural evolution or transmission should take gender as a modulating variable into account.

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Marler, Janet H., and Phyllis Moen. "Alternative Employment Arrangements: A Gender Perspective." Sex Roles 52, no. 5-6 (March 2005): 337–49. http://dx.doi.org/10.1007/s11199-005-2677-2.

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McLaren, Melissa. "3.8 Identical Twins, Fraternal Genders: A Family’s Perspective on Gender Transition." Journal of the American Academy of Child & Adolescent Psychiatry 57, no. 10 (October 2018): S125. http://dx.doi.org/10.1016/j.jaac.2018.07.572.

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Elenbaas, Laura, Michael T. Rizzo, and Melanie Killen. "A Developmental-Science Perspective on Social Inequality." Current Directions in Psychological Science 29, no. 6 (November 18, 2020): 610–16. http://dx.doi.org/10.1177/0963721420964147.

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Many people believe in equality of opportunity but overlook and minimize the structural factors that shape social inequalities in the United States and around the world, such as systematic exclusion (e.g., educational, occupational) based on group membership (e.g., gender, race, socioeconomic status). As a result, social inequalities persist and place marginalized social groups at elevated risk for negative emotional, learning, and health outcomes. Where do the beliefs and behaviors that underlie social inequalities originate? Recent evidence from developmental science indicates that an awareness of social inequalities begins in childhood and that children seek to explain the underlying causes of the disparities that they observe and experience. Moreover, children and adolescents show early capacities for understanding and rectifying inequalities when regulating access to resources in peer contexts. Drawing on a social reasoning developmental framework, we synthesize what is currently known about children’s and adolescents’ awareness, beliefs, and behavior concerning social inequalities and highlight promising avenues by which developmental science can help reduce harmful assumptions and foster a more just society.

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Van der Graaff, Jolien, Susan Branje, Minet De Wied, Skyler Hawk, Pol Van Lier, and Wim Meeus. "Perspective taking and empathic concern in adolescence: Gender differences in developmental changes." Developmental Psychology 50, no. 3 (2014): 881–88. http://dx.doi.org/10.1037/a0034325.

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Barrett, Anne, and Harry Barbee. "Variation in Subjective Aging by Sexual Minority Status." International Journal of Aging and Human Development 85, no. 1 (November 15, 2016): 44–66. http://dx.doi.org/10.1177/0091415016677975.

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The past few decades have seen increased scholarly attention to gay and lesbian individuals' aging experiences; however, few studies examine differences in subjective aging by sexual minority status. We identify four perspectives on the association between sexual minority status and subjective aging—double jeopardy, crisis competence, gender interactive, and limited salience perspectives. We examine each perspective’s predictions using data from the first wave of Midlife in the United States (1995–1996; MIDUS). Ordinary least square regression models reveal strongest support for the limited salience perspective, suggesting that sexual minority status has weaker effects on subjective aging than do other social factors, such as age, health, and gender. However, some results provide support for the gender interactive perspective, positing that the effect of sexual minority status on subjective aging varies by gender. Our study provides an organizational framework of theoretical perspectives that can guide further examinations of variation in aging experiences by sexual minority status.

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Moretti, Marlene M., Candice Odgers, N. Dickon Reppucci, and Nicole L. A. Catherine. "SERIOUS CONDUCT PROBLEMS AMONG GIRLS AT RISK: TRANSLATING RESEARCH INTO INTERVENTION." International Journal of Child, Youth and Family Studies 2, no. 1/2 (January 31, 2011): 142. http://dx.doi.org/10.18357/ijcyfs21/220115431.

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<span style="font-size: small; font-family: Times New Roman;">Until recently, research on serious conduct problems focused primarily on boys and men. In the past decade, however, we have gained a better understanding of the unique and shared risk and protective factors for girls and boys, and the role of gender in relation to developmental pathways associated with such problems. In this paper we discuss findings from the Gender and Aggression Project on risk and protective factors for girls who are perpetrators but also victims of violence. We discuss our findings from a developmental perspective, with the goal of understanding how exposure to adversity and violence early in life places girls at risk for aggression and violence, among other problems, and how continued exposure to trauma and the disruption of interpersonal and self-regulatory developmental processes cascades into ever deeper and broader problems. This research points more clearly to the need for accessible, evidence-based, and developmentally sensitive intervention.</span>

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Karam, Charlotte M., and Dima Jamali. "Gendering CSR in the Arab Middle East: An Institutional Perspective." Business Ethics Quarterly 23, no. 1 (January 2013): 31–68. http://dx.doi.org/10.5840/beq20132312.

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ABSTRACT:This paper explores how corporations, through their Corporate Social Responsibility (CSR) activities, can help to effect positive developmental change. We use research on institutional change, deinstitutionalization, and institutional work to develop our central theoretical framework. This framework allows us to suggest more explicitly how CSR can potentially be mobilized as a purposive form of institutional work aimed at disrupting existing institutions in favor of positive change. We take the gender institution in the Arab Middle East as a case in point. Our suggestion is that the current context of the Arab Spring, which combined with increasingly obvious endogenous institutional contradictions, has created a fertile ground for shaping change processes within the gender institution. Finally, we provide concrete examples of CSR initiatives that regional corporate actors can engage in for positive developmental change supporting women.

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Wisniewski, A., and D. Sandberg. "Parenting Children with Disorders of Sex Development (DSD): A Developmental Perspective Beyond Gender." Hormone and Metabolic Research 47, no. 05 (February 23, 2015): e2-e2. http://dx.doi.org/10.1055/s-0034-1547252.

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Yu, Guoliang, Yongmei Wang, and Conghui Liu. "Improving Public Service Quality from a Developmental Perspective: Empathy, Attachment, and Gender Differences." Public Personnel Management 41, no. 5 (December 2012): 9–20. http://dx.doi.org/10.1177/009102601204100502.

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Wisniewski, A., and D. Sandberg. "Parenting Children with Disorders of Sex Development (DSD): A Developmental Perspective Beyond Gender." Hormone and Metabolic Research 47, no. 05 (February 5, 2015): 375–79. http://dx.doi.org/10.1055/s-0034-1398561.

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Santos, Carlos E. "A Developmental-Cultural Perspective on Boys’ Friendships and Emotionality." Sex Roles 65, no. 5-6 (June 2, 2011): 444–45. http://dx.doi.org/10.1007/s11199-011-0014-5.

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Jordan, Karen, and Emma Tseris. "Locating, understanding and celebrating disability: Revisiting Erikson’s “stages”." Feminism & Psychology 28, no. 3 (April 28, 2017): 427–44. http://dx.doi.org/10.1177/0959353517705400.

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The assumption of universal human developmental tasks is central to Erikson’s influential Eight Stages of Man. While grand developmental theories have been strongly critiqued from a feminist perspective, it is necessary for feminists to also consider the implications of Erikson’s theory from a critical disability perspective. Applications of Erikson’s theory have claimed that disabled people experience stagnated development because they are unable to complete the achievements required for full participation in adulthood. However, we argue that the positioning of disabled people as diminished adults is open to question, as it is based on narrowly defined notions of “autonomy”, “industry” and “initiative”. Additionally, constructions of disabled adults as “dependent” or “vulnerable” render invisible the systematic exclusion of disabled people from social and economic opportunities. Human service workers who adopt normative developmental understandings may not realize the potential for “well-intentioned” disability services to cause harm through paternalism and a culture of low expectations. It is essential that universalized models of adulthood are deconstructed from both feminist and critical disability perspectives, in order to locate, understand and celebrate diverse developmental experiences. We offer some ideas about how this deconstruction might be enacted within a university education context.

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Torill Meland, Aud, Elsa Kaltvedt, and Elin Reikerås. "Toddlers’ play in ECEC institutions from a gender perspective." European Early Childhood Education Research Journal 27, no. 2 (February 22, 2019): 241–56. http://dx.doi.org/10.1080/1350293x.2019.1580335.

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Zahn-Waxler, Carolyn. "Warriors and worriers: Gender and psychopathology." Development and Psychopathology 5, no. 1-2 (1993): 79–89. http://dx.doi.org/10.1017/s0954579400004272.

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AbstractAntisocial behaviors in females may differ from more prototypically “male” patterns of aggression, violence, and criminality that dominate criteria for conduct problems in diagnostic systems. This raises questions of how to define and investigate conduct problems in females as well as how to identify differential childhood antecedents. A developmental psychopathology perspective is advanced as one useful approach to understanding adaptive and maladaptive social patterns in males and females that may lead to different developmental trajectories and influence the forms of psychopathology that develop. The utility of de-emphasizing serious physical aggression as one important criteria for conduct problems is questioned. Recommendations that particular forms of deviance in females be considered as markers of their antisocial patterns (e.g., somatic complaints, friendlessness, underachievement) are also called into question. Rather than adopt sex-specific criteria to assess conduct problems, it is necessary to expand and broaden the diagnostic categories to include serious externalizing problems regardless of whether they occur in males or females.

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Arabit García, Javier, María Paz Prendes Espinosa, and José Luis Serrano Sánchez. "La enseñanza de STEM en Educación Primaria desde una perspectiva de género." Revista Fuentes 1, no. 23 (2021): 64–76. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12266.

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The aim of this study is to identify the needs of 141 students and 67 teachers from seven Primary Education schools in relation to STEM teaching, detecting possible gender differences and similarities. This objective is part of the european CREATEskills project. On the basis of an exploratory and non-experimental research design, two validated questionnaires were used through a dual procedure (expert judgment and pilot study). The results indicate that teachers demand additional resources and training for STEM teaching, while students prefer to use digital resources and conduct experimental work. In relation to gender differences, female teachers adopted a more critical view of STEM teaching in comparison to male teachers, but no significant gender differences were identified among students.

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LaFreniere, Peter. "A functionalist perspective on social anxiety and avoidant personality disorder." Development and Psychopathology 21, no. 4 (October 14, 2009): 1065–82. http://dx.doi.org/10.1017/s0954579409990046.

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AbstractA developmental–evolutionary perspective is used to synthesize basic research from the neurosciences, ethology, genetics, and developmental psychology into a unified framework for understanding the nature and origins of social anxiety and avoidant personality disorder. Evidence is presented that social anxiety disorder (social phobia) and avoidant personality disorder may be alternate conceptualizations of the same disorder because they have virtually the same symptoms and genetic basis, and respond to the same pharmacologic and psychotherapeutic interventions. A functionalist perspective on social anxiety is formulated to (a) explain the origins of normative states of anxiety, (b) outline developmental pathways in the transition from normative anxiety to social anxiety and avoidant personality disorders, and (c) account for the processes leading to gender-differentiated patterns of anxiety-related disorders after puberty.

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Noam, Gil G., Katherine Paget, Gayle Valianta, Sophie Borst, and John Bartok. "Conduct and affective disorders in developmental perspective: A systematic study of adolescent psychopathology." Development and Psychopathology 6, no. 3 (1994): 519–32. http://dx.doi.org/10.1017/s0954579400006088.

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AbstractThis study examined the relationship of psychiatric diagnoses to gender, IQ, and ego development level in an inpatient sample of 269 adolescents. It was found that adolescents with an affective disorder diagnosis, in contrast to those with a diagnosis of conduct or mixed affective-conduct disorder, were more likely to (a) be female, (b) have higher IQ scores, and (c) have higher ego development levels. No significant age differences were found between groups. Comparisons between the single diagnosis and mixed disorder groups indicated that the mixed disorder group is characterized by the most severe symptoms found in each of the pure affective and conduct disordered groups. A relationship between type of DSM-III diagnosis and ego development level in adolescence was demonstrated after controlling for the effects of age, gender, and IQ. These results are offered as an explication of the developmental dimensions inherent in DSM-III psychiatric diagnoses.

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Haffey, Martha, and Phyllis Malkin Cohen. "Treatment Issues for Divorcing Women." Families in Society: The Journal of Contemporary Social Services 73, no. 3 (March 1992): 142–48. http://dx.doi.org/10.1177/104438949207300302.

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The authors introduce a gender-focused perspective on divorce. They note that men and women are treated unequally in marital separation; identify and point out how three normative, gender-specific developmental patterns place women in vulnerable positions during marital breakup; and present treatment interventions that are growth producing and mobilizing to women during marital crisis.

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Palmer, Laura. "Life Span Developmental Theory from a Feminist Perspective." Psychology of Women Quarterly 29, no. 2 (June 2005): 224. http://dx.doi.org/10.1111/j.1471-6402.2005.184_6.x.

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KIEFER, AMY K., and DIANA T. SANCHEZ. "Scripting sexual passivity: A gender role perspective." Personal Relationships 14, no. 2 (June 2007): 269–90. http://dx.doi.org/10.1111/j.1475-6811.2007.00154.x.

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Linden, Pamela L. "Book Review: Aggression, Antisocial Behavior, and Violence Among Girls: A Developmental Perspective." Affilia 21, no. 3 (August 2006): 353–54. http://dx.doi.org/10.1177/0886109906288925.

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Schnoll, Jessica S., Jennifer Connolly, Wendy J. Josephson, Debra Pepler, and Emily Simkins-Strong. "Same- and Cross-Gender Sexual Harassment Victimization in Middle School: A Developmental-Contextual Perspective." Journal of School Violence 14, no. 2 (September 17, 2014): 196–216. http://dx.doi.org/10.1080/15388220.2014.906311.

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Greenglass, Esther R., Ronald J. Burke, and Mirka Ondrack. "A Gender-role Perspective of Coping and Burnout." Applied Psychology 39, no. 1 (January 1990): 5–27. http://dx.doi.org/10.1111/j.1464-0597.1990.tb01035.x.

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Xue, Zhiying. "The Affiliation between Feminist Intellectual Paradigms in IPE and Post-positivism." SHS Web of Conferences 148 (2022): 03020. http://dx.doi.org/10.1051/shsconf/202214803020.

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The development of feminist IPE theory has been profoundly influenced by new schools of thought that have emerged since the Second World War, and in turn has had an impact on the world’s political economy. The critique of positivism in particular has led to an increased emphasis on post-positivist theory, and this paper argues that post-positivist ideas are consistent with the developmental lineage of feminist IPE and have guided feminist IPE. Feminist theory represents a new research path that has added a gender perspective to the field of IPE. Feminist theory has developed over the course of a complex and long process. In the sphere of IPE, feminist theory has addressed issues ranging from a critique of the absence of female perspectives on gender inequality in international relations to an attempt to bring gender issues into the global sphere more broadly. Whether from an intellectual paradigm or epistemological perspective, experience and integration have been longstanding themes in feminism. This article examines the intimate links between feminist IPE theory and post-positivist theory, analyses the content of feminism’s existing paradigms and processes of knowledge construction, and explores the development , current status and limitations of feminist IPE theory.

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Mello, Zena R., and Frank C. Worrell. "The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents." Journal for the Education of the Gifted 29, no. 3 (March 2006): 271–89. http://dx.doi.org/10.1177/016235320602900302.

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Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and high school students. Time perspective was measured using the Zimbardo Time Perspective Inventory (ZTPI; Zimbardo & Boyd, 1999). Regression analyses yielded several significant results: An increase in age was associated with present hedonism, females had fewer negative thoughts about the future than males, and academic achievement was negatively associated with present fatalistic attitudes and positively associated with future positive attitudes. Findings support the examination of time perspective as a multidimensional construct including past, present, and future orientations in academically talented populations. Implications of these results for educational and developmental theory and practice are discussed.

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Barron, Karin. "The importance of a gender perspective in educational research." European Journal of Special Needs Education 12, no. 2 (June 1997): 107–15. http://dx.doi.org/10.1080/0885625970120202.

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Gervais, Jean, Richard E. Tremblay, Lyse Desmarais-Gervais, and Frank Vitaro. "Children’s persistent lying, gender differences, and disruptive behaviours: A longitudinal perspective." International Journal of Behavioral Development 24, no. 2 (June 2000): 213–21. http://dx.doi.org/10.1080/016502500383340.

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Background: Although lying by children can be a serious problem for parents and educators, there are hardly any longitudinal data to help understand its development. The aim of this study was to understand the stability of consistent lying from 6 to 8 years of age, and its association with other behaviour problems rated concurrently and subsequently. Methods: Teachers and mothers rated lying and disruptive behaviours of a population sample of boys ( N = 549) and girls ( N = 579) for three consecutive years when the children were 6, 7, and 8. Teachers also rated children’s disruptive behaviours at ages 10 and 11. Results: Mothers tended to rate their children as lying more often than teachers did. Girls were rated by both adults and across ages, as lying less than boys. The number of consistent liars (i.e., lying according to both adults at a given age) was the same at different ages. Persistent liars (consistent liars from ages 6 to 8) were rated more disruptive concurrently and subsequently by teachers. However, their disruptive behaviours did not increase from ages 6, 7, and 8 through ages 10 and 11 compared to other groups. Conclusions: Lying is common for 6- to 8-year-old children, but more frequent for males. Frequent lying, as reported by mothers and teachers, appears to become persistent by 7 years of age. Persistent lying was concurrently associated to disruptive behaviour problems. Some patterns of lying were also predictive of increases in disruptive behaviour but this finding was inconsistent and suggested the need for further research. Future studies need also to focus on the content of the lies, and their timing, to understand their function.

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Mowbray, Carol T., Sandra E. Herman, and Kelly L. Hazel. "Gender and Serious Mental Illness: A Feminist Perspective." Psychology of Women Quarterly 16, no. 1 (March 1992): 107–26. http://dx.doi.org/10.1111/j.1471-6402.1992.tb00243.x.

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Perhaps in reaction to criticisms of “woman as problem” formulations, psychological literature has nearly ignored women with serious mental illnesses (SMI), although epidemiological research indicates that women are overrepresented in these diagnoses. Data are presented on characteristics, functioning, and services received for a sample of nearly 2,500 SMI clients. Statistical clustering of clients with similar profiles produced four out of six clusters with significant differences in proportions of female versus male clients represented. The results indicate that the extent to which SMI clients display gender-related symptoms and behaviors is a significant factor in clinician perceptions and in service utilization. However, results also show substantial overlap in gender composition of the clusters. Discussion centers on the quality of care and appropriateness of services for female clients. Future research is suggested, utilizing a feminist understanding of women's diversity and of sociopolitical factors related to mental health.

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Norona, Jerika C., Spencer B. Olmstead, and Deborah P. Welsh. "Betrayals in Emerging Adulthood: A Developmental Perspective of Infidelity." Journal of Sex Research 55, no. 1 (July 17, 2017): 84–98. http://dx.doi.org/10.1080/00224499.2017.1342757.

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Hentges, Rochelle F., and Ming-Te Wang. "Gender Differences in the Developmental Cascade From Harsh Parenting to Educational Attainment: An Evolutionary Perspective." Child Development 89, no. 2 (February 8, 2017): 397–413. http://dx.doi.org/10.1111/cdev.12719.

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Zucker, Kenneth J. "52.3 PERSISTENCE AND DESISTENCE IN CHILDREN AND ADOLESCENTS WITH GENDER VARIANCE: A COMPARATIVE-DEVELOPMENTAL PERSPECTIVE." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S80. http://dx.doi.org/10.1016/j.jaac.2016.07.750.

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Inglehart, Ronald, and Pippa Norris. "The Developmental Theory of the Gender Gap: Women’s and Men’s Voting Behavior in Global Perspective." International Political Science Review 21, no. 4 (October 2000): 441–63. http://dx.doi.org/10.1177/0192512100214007.

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Angold, A. "Puberty onset of gender differences in rates of depression: a developmental, epidemiologic and neuroendocrine perspective." Journal of Affective Disorders 29, no. 2-3 (November 1993): 145–58. http://dx.doi.org/10.1016/0165-0327(93)90029-j.

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Journal articles on the topic 'Developmental gender perspective'

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