Dynamic Systems Approach to Adolescent Development

Saskia Kunnen is Associate Professor of Developmental Psychology at the University of Groningen where she researches and teaches dynamic systems modelling and the application of dynamic systems theory in the field of identity development in adolescence and emerging adulthood.

• S. Kunnen, Introduction. S. Kunnen, P. van Geert, A Dynamic Systems Approach to Adolescent Development. Part 1. S. Kunnen, P. Van Geert, General Characteristics of a Dynamic Systems Approach. S. Kunnen, The Search for Process Characteristics. P. van Geert, H. Steenbeek, S. Kunnen, Monte Carlo Techniques: Statistical Simulation for Developmental Data. S. Kunnen, M. van Dijk, A. Lichtwarck-Aschoff, M. Visser, P. van Geert, The Search for Variability and Change. T. Hollenstein, Using State Space Grids for Understanding Processes of Change and Stability in Adolescence. Part 2. S. Kunnen, Toy Models and the Search for Mechanisms. S. Kunnen, The Art of Building Dynamic Systems Models. S. Kunnen, H. Bosma, A Logistic Growth Model: Stage-Wise Development of Meaning Making. P. van Geert, H. Steenbeek, S. Kunnen, Agent-Based Modeling in Developmental Psychology. S. Kunnen, A. Lichtwarck-Aschoff, P. van Geert, The Search for the Relations between Micro and Macro Development. S. Kunnen, Overview, Conclusions and Future Perspectives.

"The major strength of the book is the detailed explanation of the methods provided across the chapters. I would definitely recommend it to students and colleagues interested in studying development from a dynamic systems perspective." - Susan Branje, Associate Professor, Research Centre Adolescent Development, Utrecht University, The Netherlands"This book presents a strong case for adopting a dynamic systems approach and accessible explanations of ways to test relevant research questions. The author provides a clear overview of the assumptions underlying the methods described, allowing researchers to make informed decisions about the best methods for their own approach." - Dr Rachel Taylor, Principal Lecturer in Psychology, University of Glamorgan.