EMILY ABBEY

ASSISTANT PROFESSOR OF DEVELOPMENTAL PSYCHOLOGY
Ph.D., Developmental Psychology;
M.A., Psychology;
B.A., Psychology

Year Joined RCNJ: 2007

Convening Group:

• Psychology

Courses Offered:

• Introduction to Psychology; Child Development; Developmental Psychology; Fieldwork with Children

Teaching Interest:

• My teaching interests include exploring theories of development, and relating such theories to phenomenon, focusing especially on the cultural guiding of human thought and action over the life course.

Research Interest:

• Working from a developmental and cultural psychological standpoint, my research focuses on spiritual and moral growth in later adulthood. It builds from the seminal studies of Lawrence Kohlberg as well as James Fowler, while trying to go beyond stage-theoretic descriptions to offer a processes-based account of how growth occurs.

Recent Publications:

• Abbey, E & Diriwächter, R. (Eds.) (2008). Innovating genesis: Microgenesis and the constructive mind in action. Charlotte, NC: Information Age Publishing.
• Abbey, E. & Falmagne, R. (2008). Models of tension work within the complex self. Culture & Psychology, 14, 95-113.
• Abbey, E. (2007). Perpetual uncertainty of cultural life: Becoming reality. In J. Valsiner & A. Rosa (Eds.), Cambridge Handbook of Socio-Cultural Psychology. Cambridge, UK: Cambridge University Press
• Abbey, E. (2007). From dualism to duality: A cultural psychological approach to cognition. Anthropological Psychology, 18, 14-17.
• Abbey, E. (2006). Triadic frames for ambivalent experience. Estudios de Psicología, 27, 33-40.
• Abbey, E. & Valsiner, J. (2005). The making of somebody else: Diagnostic labels, educational practice and meaning-making. European Journal of School Psychology, 3, 83-99.