Emotions, Aggression, and Morality in Children: Bridging Development and Psychopathology - Hardcover

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William F. Arsenio, PhD, was a preschool teacher and early education advocate before beginning his graduate studies in psychology and child development. He received his doctoral degree from Stanford University in 1986, followed by a postdoctoral fellowship at University of California, Berkeley. He is currently professor of psychology and director of clinical research training at the Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, New York.
 
Dr. Arsenio is a fellow of the American Psychological Association. He has served on the editorial boards of Human Development and was a consulting editor for the Child Development monographs. He is currently an associate editor for Merrill-Palmer Quarterly, a consulting editor for Child Development, and an editorial board member for Early Education and Development and Merrill-Palmer Quarterly.
 
Dr. Arsenio is interested in how children and adolescents' affective tendencies and abilities influence their social competence, moral development, and aggression. An additional focus is on young children's affective competence and its connection with school adjustment and academic performance.
 
Elizabeth A. Lemerise, PhD, received her doctoral degree from The New School for Social Research in 1988, followed by a postdoctoral fellowship at Vanderbilt University. She is currently University Distinguished Professor of Psychology and director of the Social Development Laboratory at Western Kentucky University.
 
Dr. Lemerise is a coeditor of Social Development and was an editorial consultant for Child Development.
 
She is interested in how different kinds of emotion processes influence children's social information processing, with a focus on comparing the social information processing of children who vary in social adjustment. Additionally, Dr. Lemerise is interested in how children's participation in friend and enemy relationships influences their adjustment and social cognition.