Call for Papers: Mindfulness, Compassion and Human Development
- July 1, 2013: 2-page proposal deadline
- November 1, 2013: full article submission deadline
Editors: Robert W. Roeser and Jacquelynne S. Eccles
A growing body of evidence suggests that training in contemplative practices can facilitate the development of positive human qualities like mindfulness, empathy and compassion. New studies are documenting the neural and psychological mechanisms that underlie these positive human qualities, and some attention has been devoted to the social mechanisms by which they are developed and sustained.
Only a handful of empirical studies have explicitly adopted a developmental perspective on the use of contemplative practices to develop these qualities and optimize human development across the lifespan, however.
The goal of this special section is to showcase empirical research papers that redress this imbalance by focusing on key developmental questions such as:
- What is the normative developmental course of mindfulness and compassion; and how can we validly and reliably measure these constructs across time in children, adolescents and adults? For instance, with regard to mindfulness, when does the ability to become aware of one's thoughts, feelings, and sensory experiences become possible? What are the developmental manifestations of compassion and how does this construct change over time? Are there periods of relatively greater plasticity in the development of these positive human qualities? Why?
- What are the interpersonal manifestations of mindfulness and compassion in the everyday contexts of human development? For instance, are there mindful and compassionate forms of parenting or teaching? What are the distinguishing features of these forms of socialization? How can we measure the social and behavioral features of mindfulness and compassion in naturalistic settings? Are there more and less age-appropriate ways of teaching mindfulness and compassion during childhood, adolescence and adulthood?
- Can mindfulness and compassion training facilitate the ability of key socialization agents (parents, teachers, mental health professionals) to foster optimal development in children, youth, and young adults, particularly those facing developmental challenges that present unique social-emotional challenges? Is there any evidence that training socialization agents directly provides indirect benefits for the children and adolescents in their care?
Potential contributors should submit a 2-page proposal for such an article by July 1, 2013.
The special section editors will then select appropriate proposals and invite submission of full articles, which will then go through the normal review processes for Developmental Psychology.
The full articles will be due no later than November 1, 2013.
Submit manuscripts using the Developmental Psychology Manuscript Submission Portal.
Inquiries, including questions about appropriate topics, may be sent electronically to Robert W. Roeser or Jacquelynne S. Eccles.
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