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M. DEROBERTIS holds a B.A. in philosophy from St. Peter's College and a Ph.D. in clinical psychology from Duquesne University. He has been a psychology instructor since 1996, currently teaching at Brookdale College. Prior to committing himself to teaching full-time, he worked as a psychotherapist and an addictions counselor. His professional interests include existential-phenomenological psychology, self-styled approaches to child development, psychological maltreatment, and philosophical anthropology. He is especially proud to have been a contributing literary editor for Father E. L. Murray's The Quest for Personality Integration: Reimaginizing Our Lives (Simon Silverman Phenomenology Center Publications, 2001). SummaryCharlotte Malachowski Bühler was a founder of humanistic psychology. This article reviews her theories of child and adolescent development. One purpose is to provide college instructors with material introducing a humanistic theory of development to students of child psychology. Bühler's ideas are compared to other developmental theories, especially psychoanalytic and behavioral theories. This is followed by a presentation of her ideas as they relate to specific stages of development inherent within her descriptions of human growth prior to adulthood. The article concludes with a summative account of Bühler's thoughts on the development of the self and some critical remarks regarding her work.As a college instructor, I have been teaching child psychology classes nearly every semester since 1997. The topics of the course never cease to arouse my enthusiasm, and teaching child psychol-48

Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow’s call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow’s dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas—particularly those affiliated with characteristics of psychological health (i.e., self-actualization) and the conditions that promote or inhibit it. We also explore Maslow’s adaptation of Goldstein’s concept of self-actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two-steps-forward-one-step-back contiguous dynamic that realistically characterizes the ongoing processes of being-in-becoming and psychological integration in human development/maturity and (b) emphasized being-in-the-world-with-others with the intent of facilitating the development of an ideal society by promoting protective factors that illustrate Maslow’s safety, belonging, and esteem needs. Finally, we dialogue with the extant literature to clarify common misgivings about Maslow’s ideas.

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