ABOUT THE VOLUME EDITORS AND CONTRIBUTORS

DAVID A. CARLSON is a training and supervising analyst at the Western New England Psychoanalytic Institute and a clinical professor in the Yale Department of Psychiatry. Dr. Carlson has written about the evolution of psychoanalysis in New Haven in the time encompassed by the Yale Longitudinal Study.

JOHN DEMOS, presently retired, is the Samuel Knight Professor of History at Yale University. His most recent book is The Heathen School: A Story of Hope and Betrayal in the Age of the Early Republic (2014). He is also author of a number of pioneering works, beginning with A Little Commonwealth: Family Life in Plymouth Colony (1970); Entertaining Satan: Witchcraft and the Culture of Early New England (1982), Winner of the Bancroft Prize for American History by the American Historical Association in 1983; Past, Present, and Personal: The Family and the Life Course (1986); and The Un redeemed Captive: A Family Story from Early America (1994), Winner of the National Book Award and of the Ray Allen Billington Prize and the Francis Parkman Prize of the Organization of American Historians.

VIRGINIA DEMOS is a senior staff member and a past Erikson Scholar at the Austen-Riggs Institute. A clinical and developmental psychologist, infant researcher and teacher, she is assistant clinical professor of psychology in the Department of Psychiatry at Harvard Medical School. Dr. Demos has been a teacher of early development and a clinical supervisor for over twenty years in training hospitals and at the Harvard Graduate School of Education, where she was the director of the Program in Counseling and Consulting Psychology. She was also the director of a private psychotherapy clinic in Boston. Dr. Demos has published over twenty articles and book chapters on affective development in early childhood and the central role of affect in shaping psychic organization. In 1969 she published, with John Demos, a pathbreaking article in the Journal of Marriage and the Family entitled “Adolescence in Historical Perspective.” She has also edited a book, Exploring Affect: The Selected Writings of Silvan S. Tomkins (1995). She has received several research fellowships and is a founding member of the International Society for Research in Emotion (ISRE). She is currently on the board of the Children’s Health Program in Great Barrington, Massachusetts.

T. WAYNE DOWNEY is a child and adult psychoanalyst at the Yale Child Study Center who participated in the longitudinal study as a research assistant when he was an undergraduate at Yale.

ANDREW M. FEARNLEY is a lecturer in modern American history at the University of Manchester in the United Kingdom, with interests in the history of scientific methods, intellectual history, and the history of racial thought. He is currently working on his first book, provisionally entitled Making Methods Work: American Psychiatry and Concepts of Race, 1880–2000. He has also written on a number of other topics, including the history of suicide, the concept of periodization in modern American historiography, and the financial underpinnings of postwar activism.

DIANE E. KAPLAN was a senior member of the Yale Library archival staff and primarily responsible for the collection, cataloguing and maintenance of the Yale Longitudinal Study resource. She also brought considerable experience in the archiving of sensitive personal material and in considering ways to make such material available to scholars.

STEPHEN LASSONDE is dean of student life at Harvard University. He teaches courses on the history of childhood, education, family life, and aging in the United States. In 2005 he published Learning to Forget: Schooling and Family Life in New Haven’s Working Class, 1870–1940 (Yale University Press); and he served as Associate Editor of The Encyclopedia of Children and Childhood: In History and Society (MacMillan, 2004). Since 2002 he has published, “Family and Demography in Postwar America: A Hazard of New Fortunes?”; “Ten Is the New Fourteen: Age Compression and ‘Real’ Childhood”; and “Age, Schooling, and Life Stages.” He is currently at work on a book about changes in the ways that children in the United States have learned about and perceived authority over the course of the twentieth century.

LINDA C. MAYES is the Arnold Gesell Professor of Child Psychiatry, Pediatrics, and Psychology, Yale Child Study Center and special advisor to the dean, Yale University School of Medicine. Dr. Mayes coordinates the early childhood programs in the Center and oversees a neurobehavioral and psychophysiology laboratory at the Child Study Center. She is a member of the faculty of the Western New England Institute for Psychoanalysis and an adult and child psychoanalyst. She also coordinates the Anna Freud Centre-Yale Child Study Center Bridge Program. She has published widely in the developmental psychology, pediatrics, child psychiatry, and psychoanalytic literature. Her work focuses on stress-response and regulatory mechanisms in young children at both biological and psychosocial risk.

SAMUEL RITVO earned his medical degree from Yale School of Medicine in 1942 and was clinical professor of psychiatry at the Yale Child Study Center. He was author or coauthor of numerous publications on topics ranging from adolescent development, eating disorders, to child psychoanalysis, and the role of aggression in child development. He was a past-president of the American Psychoanalytic Association and of the Association for Child Psychoanalysis. Dr. Ritvo was one of the original therapist-researchers in the Yale Child Study Center’s Longitudinal Study.

DEBORAH WEINSTEIN is assistant director of the Pembroke Center for Teaching and Research on Women at Brown University. She has published The Pathological Family: Postwar America and the Rise of Family Therapy (Cornell University Press, 2013).