• Chapter 1: Introduction to Adolescence
• Chapter 2: Physical Development
• Chapter 3: Cognitive and Intellectual Development
• Chapter 4: Social and Moral Development
• Chapter 5: Identity and Self-Perceptions
• Chapter 6: Families
• Chapter 7: Technology and Media
• Chapter 8: Peers
• Chapter 9: Motivation, Classrooms and Schools
• Chapter 10: Sexuality and Romantic Relationships
• Chapter 11: Mental Health, Coping Strategies, and Problems
• Chapter 12: Moving into Adulthood

• INTRODUCTION
• DEFINING ADOLESCENCE
• THE LIVES OF ADOLESCENTS
• FRAMEWORKS FOR CONCEPTUALIZING ADOLESCENT DEVELOPMENT
• STRUCTURE OF THE BOOK

• INTRODUCTION
• PHYSIOLOGICAL DEVELOPMENT IN PUBERTY
• DEVELOPMENT OF THE BRAIN DURING ADOLESCENCE
• HOW PHYSICAL DEVELOPMENT AFFECTS SOCIAL AND COGNITIVE CHANGE
• BODY IMAGE AND EATING DISORDERS
• PHYSICAL HEALTH AND WELL-BEING
• ADOLESCENT HEALTH AND SCHOOL HEALTH SERVICES
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• PIAGET’S THEORY OF COGNITIVE DEVELOPMENT: IMPLICATIONS FOR ADOLESCENTS
• VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT
• INTEGRATING PIAGET AND VYGOTSKY
• ADOLESCENT COGNITIVE DEVELOPMENT IN THE 21ST CENTURY
• MEMORY
• INTELLIGENCE
• METACOGNITION
• LIMITATIONS OF ADOLESCENTS’ COGNITIVE ABILITIES
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• MORAL DEVELOPMENT DURING
• PERSPECTIVE TAKING
• RELIGIOSITY DURING ADOLESCENCE
• VOLUNTEERING AND SERVICE LEARNING
• ACADEMIC CHEATING
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• THEORIES, CONCEPTUALIZATIONS, AND DEFINITIONS OF IDENTITY
• GENDER IDENTITY
• ETHNIC AND CULTURAL IDENTITY
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• CHANGING CIRCUMSTANCES OF ADOLESCENTS AND FAMILIES IN SOCIETY
• THE FAMILY SYSTEM DURING ADOLESCENCE
• PARENTING STYLES
• ATTACHMENT AND AUTONOMY
• CONFLICT WITH PARENTS
• PARENTAL INVOLVEMENT IN ADOLESCENT LEARNING
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• TECHNOLOGY AND MEDIA USE
• MEDIA AND ADOLESCENT DEVELOPMENT
• MEDIA EFFECTS
• SOCIAL MEDIA
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• FRIENDS
• PEER GROUPS
• CROWDS
• POPULARITY
• BULLYING, AGGRESSION AND VICTIMIZATION
• SUPPORTING STUDENTS’ PEER RELATIONSHIPS AT SCHOOL
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• MOTIVATION
• CLASSROOMS
• SOCIOECONOMIC STATUS, ETHNICITY AND SCHOOLING
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• WHAT IS HEALTHY SEXUAL DEVELOPMENT?
• RATES OF SEXUAL ACTIVITY
• ROMANTIC RELATIONSHIPS IN ADOLESCENCE
• WHERE ADOLESCENTS GET THEIR INFORMATION ABOUT SEX
• PROBLEMS ASSOCIATED WITH ADOLESCENT SEXUAL BEHAVIOR
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• INTERNALIZING DISORDERS COMMON AMONG ADOLESCENTS
• EXTERNALIZING DISORDERS MOST COMMON DURING ADOLESCENCE
• SUBSTANCE USE ABUSE AMONG ADOLESCENTS
• RECOMMENDATIONS FOR EDUCATORS

• INTRODUCTION
• EMERGING ADULTHOOD
• TRANSITIONS INTO COLLEGE
• TRANSITIONS INTO THE WORKFORCE
• TRANSITIONS INTO THE MILITARY
• RECOMMENDATIONS FOR EDUCATORS

From reviews of the text:

“This text conveys the experience of classroom teachers with many concrete examples, realistic vignettes, and helpful guidelines for what educators can do.  The content is organized around many real-world issues and educational applications of the adolescent experience. The research support is comprehensive and current.  What Educators Can Do sections are very practical and applicable.  Students will enjoy this feature.”

Lynda Randall, CSU Fullerton

“The biggest strengths [of this text] are the focus on educators and how they can facilitate growth and development and enhance learning among adolescents. I believe this is an excellent text for educators…”

Farah Ibrahim, University of Colorado Denver

“I love the organization and the pull back to the classroom application, especially that it is woven in versus saved for the end of each chapter.  That is very appealing to me as it will be to any current teacher who feels that some books are too rooted in theory. . . .  This is much more accessible that most textbooks, and it has much more likelihood of being read and read carefully by students in the class.  It seems more practical and meaningful versus a book that merely mentions the classroom applications.”

Steve Kucinski, Ohio State University & Otterbein University

“The key strengths of the chapters and the book overall is the focus on educators. . . .  I like the clear, consistent writing style throughout all of the chapters. . . . I would likely give serious attention to adopting this text because of the attention to secondary educators. . . .”

M Cecil Smith, West Virginia University

Text features and benefits include:

Each chapter in the book includes specific features to help teachers, future teachers, and other readers who are interested in education make the connection between adolescent development and education.

• Chapter opening scenarios of adolescent development in educational settings. Each chapter begins with two or three brief scenarios that illustrate the chapter's content in the context of teaching and schools. The purpose of these scenarios is to help frame the material in each chapter within real-world situations and to help readers begin to think about what the issues discussed in the chapter might look like in educational settings. See the beginning of any chapter for examples.
• What Can Educators Do guidelines. Following most of the major sections within each chapter, there is a set of practical applications for educators. These applications are closely tied to the material presented in the preceding section of the chapter and link the content of adolescent development to the real world of schools. These practical ideas give middle and high school teachers concrete ways to effectively work with and facilitate the development of their students. See pages 117-119, 125-127, and 135-137 for some examples.
• Recommendations for Educators sections. At the end of each chapter, there is a feature titled Recommendations for Educators. This feature offers a set of recommendations for educators related to the material presented in the chapter. These sections provide another mechanism for linking the content of adolescent development to the real world of schools and, perhaps most importantly, provide practical ideas to help adolescents (and their teachers) navigate the challenges and opportunities of adolescence. See pages 137-138 and 197-198 for examples.
• In -Depth boxes. Each chapter includes at least two In-Depth boxes that make explicit connections between concepts from the chapter and examples from contemporary society. These In-Depth boxes offer instructors an excellent opportunity to use current topics to generate thoughtful classroom discussions that encourage students to apply what they are learning in class and from the book. See In Depth 7.1– Cell Phones in Schools and Classrooms on page 173 and In Depth 10.1– It Gets Better on page 280 for examples. 
• Separate chapter on technology and media–Chapter 7: Technology and Media. We now live in a world in which adolescents are constantly connected to their friends, their families, and literally the entire world. Rather than seeing technology as an enemy and a burden, the authors examine its role in the social and academic lives of adolescents and offer a realistic portrayal of ways in which educators can acknowledge and incorporate new technologies into academia (in a balanced way). See Chapter 7, pages 170-199.

MyLab Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.

Designed to bring readers more directly into the world of adolescents and into the world of the teachers who work with them, integrated media and assessments throughout the eText help readers see the very real impact that developmental psychology concepts have on working with adolescents. These digital learning and assessment resources also provide practice using developmental psychology concepts in teaching situations, help students see how well they understand the concepts presented in the book and the media resources, and help students think about and process more deeply chapter content. The online resources in the MyLab Education with Enhanced Pearson eText include:

• Video Examples. Embedded videos throughout the eText provide illustrations of adolescent development concepts in action. These video examples show students and teachers working in classrooms, as well individual students or teachers describing their thinking or experiences.
• Self-Checks. Throughout the chapters readers will find MyLabE ducation: Self-check Quizzes. These are meant to help readers assess how well they have mastered the chapter's learning outcomes. The self-checks are made up of self-grading multiple-choice items that not only provide feedback on whether questions are answered correctly or incorrectly, but also provide rationales for both correct and incorrect answers. 
• Application Exercises. Tied to specific chapter learning outcomes, these scaffolded analysis exercises challenge readers to use chapter content to reflect on teaching and learning in real classrooms. Once readers provide their own answers to the questions, they receive feedback in the form of model answers written by experts.
• My Virtual Child is an interactive website that helps students integrate their course work with their practical “experiences” in raising a virtual child through adolescence.