Adolescent and Developmental Psychology

Lapsley, D. (2016). The plot thickens: Personality and its development. Human Development, 59, 37-48. DOI: 10.1159/000447251

Reilly, E., Stey, P. & Lapsley, D. (2016). A new look at the links between perceived parenting, socially-prescribed perfectionism and disordered eating. Personality and Individual Differences, 88, 17-20.

Morrell, H., Lapsley, D. & Halpern-Felsher, B. (2016) Subjective invulnerability and perception of tobacco-related benefits influence adolescent smoking behavior. Journal of Early Adolescence. 36, 679-703. DOI: 10.1177/0272431615578274

Lapsley, D. & Woodbury, R. D. (2016). Social cognitive development in emerging adulthood. In J.J. Arnett (Ed.), Oxford handbook of emerging adulthood (pp. 142-159). New York, NY: Oxford University Press.

Lapsley, D. (2014). The promise and peril of coming of age in the 21st century. Journal of Character Education, 10, 13-22.

Stey, P., Hill, P. & Lapsley, D. (2014). Factor structure and psychometric properties of a brief measure of dysfunctional individuation. Assessment, 21, 452-462.

D. K. & Stey, P.C.( March 2012). Id, ego, superego. In V.S. Ramachandran (Ed.), Encyclopedia of Human Behavior 2nd Ed. (pp. 393-399)

Lapsley, D.K. & Stey, P.C. (2011). Narcissism. In R. Levesque (Ed.), Encyclopedia of adolescence. (pp. 1835-1844) New York: Springer

Hill, P.L., Duggan, P. & Lapsley, D.K. (2011). Subjective invulnerability, risk behavior and adjustment in early adolescence. Journal of Early Adolescence, 32, 489-501.

Lapsley, D. & Hill, P. (2010). Subjective invulnerability, optimism bias and adjustment in emerging adulthood. Journal of Youth and Adolescence, 39, 847-857

Bowman, N. A., Brandenberger, J. W., Hill, P. L., & Lapsley, D. K. (2011). The long-term impact of college diversity experiences: Well-being and social concerns 13 years after graduation. Journal of College Student Development, 52, 729-739.

Lapsley, D.K. (2010) Separation-individuation. In I. Weiner & W.E. Craighead (Eds.), Corsini encyclopedia of psychology. New York: Wiley

Bowman, N., Brandenberger, J., Lapsley, D.K., Hill, P., & Quaranto, J. (2010). Serving in college, flourishing in adulthood: Does community engagement during the college years predict adult well-being. Applied Psychology: Health and Well-Being, 2(1), 14-34.

Hill, P.L., Jackson, J.J., Roberts, B.W., Lapsley, D.K. & Brandenberger, J. W. (2011). Change you can believe in: Changes in goal-setting during emerging and young adulthood predict later adult well-being. Social Psychological and Personality Science, 2 (2), 123-131.

Lapsley, D. & Hill, (2010). Subjective invulnerability, optimism bias and adjustment in emerging adulthood. Journal of Youth and Adolescence, 39, 847-857

Hill, P. L., Burrow, A. L., Lapsley, D. K., Brandenberger, J. W., & Quaranto, J. C. (2010) Collegiate purpose orientations and development in emerging and middle adulthood. Journal of Applied Developmental Psychology, 31, 173-179.

Lapsley, D.K. (2009). The self as legion. Human Development, 52 (5), 1-4.

Bronk, K.C., Hill, P.L., Lapsley, D.K., Talib, T.L. & Finch, W.H. (2009). Purpose, hope and life satisfaction in three age groups. Journal of Positive Psychology 4 (6) 500-510.

Hill, P. & Lapsley, D.K. (2010) Adaptive and maladaptive narcissism in adolescence. In C. T. Barry, P. Kerig, K. Stellwagen & T.D. Barry (Eds.), Implications of narcissism and Machiavellianism for the development of prosocial and antisocial behavior in youth. (pp. 89-105) Washington, D.C.: APA Press.

Rice, K. G., Leever, B. A., Noggle, C. A., & Lapsley, D. K. (2007). Perfectionism and depressive symptoms in early adolescence. Psychology in the Schools, 44, 139-156.

Aalsma, M., Lapsley, D.K. & Flannery, D. (2006). Narcissism, personal fables, and adolescent adjustment. Psychology in the Schools. 43, 481-491.

Lapsley, D.K. & Aalsma, M. (2005). An empirical typology of narcissism and mental health in late adolescence. Journal of Adolescence, 11, 173-191.

Dixon, F. & Lapsley, D.K. & Hanchon, T. (2004). An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48, 95-106.

Aalsma, M. & Lapsley, D.K. (2001). A typology of adolescent delinquency: Gender differences and implications for treatment. Criminal Behavior and Menthal Health, 11, 173-191.

Lapsley, D. & Edgerton, J. (2002). Separation-individuation, adult attachment style and college adjustment. Journal of Counseling and Development, 80, 485-493.

Rice, K.G. & Lapsley, D.K. (2001) Perfectionism, coping and emotional adjustment. Journal of College Student Adjustment, 42, 157-168

Lapsley, D.K., Aalsma, M.C. & Varshney, N.M. (2001). A factor analytic and psychometric examination of pathology of separation-individuation. Journal of Clinical Psychology, 57, 915-932.

Lapsley, D.K., Varshney, N.M. & Aalsma, M.C. (2000). Pathological attachment and attachment style in late adolescence. Journal of Adolescence, 23, 137-155.

Aalsma, M. & Lapsley, D.K. (1999). Religiosity and adolescent narcissism: Implications for values counseling. Counseling and Values, 44, 17-29

Lapsley, D.K. (1993). Towards an integrated theory of adolescent ego development: The "new look" at adolescent egocentrism. American Journal of Orthopsychiatry, 63, 562-571.

Rice, K., Cole, D. & Lapsley, D. (1990). Separation-individuation, family cohesion, and adjustment to college: Measurement validation and test of a theoretical model. Journal of Counseling Psychology, 37. 195-202.

Lapsley, D., Rice, K. & FitzGerald, D. (1990). Adolescent attachment, identity, and adjustment to college: Implications for the continuity of adaptation hypothesis. Journal of Counseling and Development, 68, 566-570.

Quintana,S. & Lapsley, D. (1990). Rapprochement in late adolescent separation-individuiation: A structural equations approach. Journal of Adolescence, 13,

Quintana, S. & Lapsley, D. (1989). Adolescent attachment and ego identity: A structural equations approach to the continuity of adaptation. Journal of Adolescent Research, 2, 393-409.

Lapsley, D., Rice,K. & Shadid, G. (1989). Psychological separation and adjustment to college. Journal of Counseling Psychology, 36, 286-294.

Lapsley, D., FitzGerald, D., Rice, K. & Jackson, S. (1989). Separation-individuation and the "new look" at the imaginary audience and personal fable: A test of an integrative model. Journal of Adolescent Research, 4, 483-505.

Lapsley, D. & Quintana, S. (1988). Mental capacity and role-taking. A structural equations approach. Merrill-Palmer Quarterly, 35, 143-165.

Lapsley, D. & Rice, K. (1988). The "new look" at the imaginary audience and personal fable: Toward a general model of adolescent ego development. In D. Lapsley and F.C. Power (Eds.), Self, ego, and identity: Integrative approaches. NY: Springer.

McDaniel, M., Lapsley, D. & Milstead, M. (1987). Testing the generality and automaticity of the self-reference effect. Journal of Experimental Social Psychology, 23, 269-284.

Lapsley, D., Milstead, M., Quintana, S., Flannery, D. & Buss, R. (1986). Adolescent egocentrism and formal operations: Tests of a theoretical assumption. Developmental Psychology, 22, 800-807.

Lapsley, D. & Murphy, M. (1985). Another look at the theoretical assumptions of adolescent egocentrism. Developmental Review, 5, 201-217.

Lapsley, D. (1985). Elkind on egocentrism. Developmental Review, 5, 227-236.

Lapsley, D., Enright, R. & Serlin, R. (1985). A theoretical perspective on the legislation of adolescence. Journal of Early Adolescence, 5, 441-466.

Moral Development and Moral-Character Education

Lapsley, D. & Kelley, K. (in press) On the Catholic identity of students and schools: Value propositions for Catholic education. Journal of Catholic Education.

Lapsley, D. (2021) The developmental science of phronesis. In M. DeCaro & M.S. Vaccarezza (Eds)., Practical wisdom: Philosophical and psychological perspectives. London: Routledge

Lapsley, D., LaPorte, E. & Kelley, K. (in press). Moral cognition in adolescence and emerging adulthood. In L. Crockett, G. Carlo & J. Schulenberg (Eds.), APA handbook of adolescence and young adult development. Washington, DC. American Psychological Association.

Lapsley, D. (in press). Phronesis, virtues and the developmental science of character. Human Development

Lapsley, D. (in press). Moral formation in the family: A research agenda in time future. In D. Laible, G. Carlo & L. Padilla-Walker (Eds)., Oxford handbook of parenting and moral development. New York. Oxford University Press.

Lapsley, D. & Hardy, S. (in press) Identity formation and moral development in emerging adulthood. In L. Padilla-Walker & L. Nelson (Eds)., Flourishing in the third decade of life. New York: Oxford University Press.

Lapsley,D. (2017). Situationism and the Pyrrhic defense of character education. In C. Miller & W. Sinnott-Armstrong (Eds.), Moral Psychology Vol 5: Virtues and Vices. Cambridge, MA: MIT Press

Lapsley, D. (2016) Moral self-identity and the social-cognitive theory of virtue. In L. Annas, D. Narvaez & N. Snow (Eds). Advances in virtue development: Integrating perspectives (pp. 34-68).Oxford, UK: Oxford University Press.

Lapsley, D. (2016). On the prospects for Aristotelian character education. Journal of Moral Education, 45, 502-515

Lapsley, D. & Woodbury, R. (2016). Moral character development for teacher education. Action in Teacher Education. 38, 194-206. (Invited paper with invited peer commentary)

Woodbury, R. & Lapsley, D. (2016) On preparing moral educators: A reply to commentators. Action in Teacher Education, 38, 221-225.

Lapsley, D. (2016) Teaching moral development. In M. Cecil Smith & Nancy DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 287-304). Charlotte, NC: Information Age Publishing.

Lapsley, D. (2015). Moral identity and developmental theory. Human Development, 58, 164-171. DOI: 10.1159/000435926

Lapsley, D. & Carlo, G. (2014). Moral development at the crossroad: New trends and possible futures. Developmental Psychology, 50, 1-7.

Lapsley, D. & Stey, P. (2014). Moral self-identity as the aim of education. In L. Nucci, D. Narvaez & T. Krettenauer (Eds.), Moral and character education 2ndEd. (pp. 84-100). New York: Routledge

Lapsley, D. & Yeager, D. (2013). Moral-character education. In I. Weiner (Ed.), Handbook of psychology (Vol. 7, Educational Psychology, W. Reynolds & G. Miller, Vol. Eds.), pp. 147-177. New York: Wiley

Lapsley, D., Holter, A., & Narvaez, D. (2013). Teaching for character: Three strategies for teacher education. In M. Sanger & R. Osgulthorpe (Eds.), The Moral Work of Teaching: Preparing and Supporting Practitioners (pp. 115-128). New York: Teachers College Press.

Stey, P., McKeever, M. & Lapsley, D. (2013). Moral judgment in adolescents: Age differences in applying and justifying three principles of harm. European Journal of Developmental Psychology, 10, 206-

Lapsley, D., & Narvaez, D. (2011). Moral criteria and character education: A reply to Welch. Journal of Moral Education, 40 (4):527-531.

Lapsley, D.K. (2010). Moral agency, identity and narrative in moral development. Human Development, 53, 87-97.

Lapsley, D.K. & Hill, P. (2009). The development of the moral personality. In D. Narvaez & D.K. Lapsley (Eds.), Personality, identity and character: Explorations in moral psychology (pp. 185-213). Cambridge, UK: Cambridge University Press.

Lapsley, D.K. & Narvaez, D. (2008). “Psychologized morality” and ethical theory, or, Do good fences make good neighbors? In. F. Oser & W. Veugeler (Eds.) Getting involved: Global citizenship development and sources of moral values (pp. 279-292). Sense Publishers

Hill, P. & Lapsley, D.K. (2009). The ups and downs of the moral personality: Why it’s not so black and white. Journal of Research in Personality 43(3), 520-523.

Hill, P. & Lapsley, D.K. (2009). Persons and situations in the moral domain. Journal of Research in Personality43(2), 245-246.

Narvaez, D. & Lapsley, D.K. (2009). Moral identity, moral functioning and the development of moral identity. In D.M. Bartels, C.W. Bauman, Skitka, L.J. & Medin, D.L. (Eds). Moral judgment and decision-making: The psychology of learning and motivation: Advances in research and theory. (pp. 237-274). San Diego, CA: Elsevier Academic Press.

Lapsley, D. K., & Hill, P. L. (2008). On dual processing and heuristic approaches to moral cognition. Journal of Moral Education, 37, 313-332.

Lapsley, D. K. & Narvaez, D. (2006). Character education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.

Narvaez, D., Lapsley, D.K., Hagele, S. & Lasky, B. (2006). Moral chronicity and social information processing. : Tests of a social cognitive approach to the moral personality. Journal of Research on Personality, 40, 966-985.

Lapsley, D. (2005). Moral stage theory. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 37-66). Mahwah, NJ: Lawrence Erlbaum Associates

Narvaez, D., & Lapsley, D. (2005). The psychological foundations of everyday morality and moral expertise. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 140-165). Notre Dame: IN: University of Notre Dame Press.

Lapsley, D., & Narvaez, D. (2005). Moral psychology at the crossroads. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 18-35). University of Notre Dame Press.

Lapsley, D. & Narvaez, D. (2004). A social-cognitive view of moral character. In D. Lapsley & D. Narvaez (Eds.), Moral development: Self and identity (pp. 189-212). Mahwah, NJ: Erlbaum.

Mucherah, W., Lapsley, D.K., Miels, J. & Horton, M. (2004). An intervention to improve socio-moral climate in elementary school classrooms: An evaluation of Don’t Laugh at Me. Journal of Research on Character Education, 3, pp. 45-58

D.K. & Lasky, B.M. (2001). Prototypic moral character. Identity, 1, 345-364.

Enright, R., Bjerstedt, A., Enright, W., Levy, V., Lapsley, D. & Buss, R. (1984). Distributive justice development. Cross-cultural, and longitudinal evaluations. Child Development, 55, 1737-1751.

Lapsley, D. & Serlin, R. (1984). On the alleged degeneration of the Kohlbergian research program. Educational Theory, 34, 157-169.

Educational and General Psychology

Biggs, A., Stey, P., Davoli, C., Lapsley, D. & Brockmole, J.R. (2014). Knowing where to draw the line: Perceptual differences between risk-takers and non-risk-takers. PLoS ONE, 9.3

Lapsley, D. (2011). Developing and framing meaningful problems. In. C. Conrad & R.C. Serlin (Eds.), SAGE Handbook for Research in Education (2nd Ed). SAGE.

Finch, W.H., Lapsley, D.K. & Baker-Boudissa, M. (2009). A survivor analysis of student mobility and retention in Indiana charter elementary schools. Education Policy Analysis Archives, 17 (18), 1-15.

Lapsley, D., Finch, H.W. & Baker-Boudrissa, M. (2007). A longitudinal analysis of academic achievement in Indiana charter schools. Charter School Review, 1 (2), 3-16

Dixon, F.A., Lapsley, D. & Hanchon, T.A. (2004). An empirical typology of perfectionism in gifted children. Gifted Child Quarterly, 48, 95-106.

Serlin, R. & Lapsley, D. (1990). Meehl on theory appraisal. Psychological Inquiry, 1, 169-172.

Serlin, R. & Lapsley, D. (1985). Rationality in psychological research: The good-enough principle. American Psychologist, 40, 73-83.

Serlin, R. & Lapsley, D. (1992). Rational theory appraisal in psychological research and the good-enough principle. In G. Keren & C. Lewis (Eds.), A handbook for data analysis in the behavioral sciences: Methodological issues. (pp. 199-228). Lawrence Erlbaum, Hillsdale, N.J.

Other Writing

Lapsley, D. (1985). On the dialectics of liberation theology. Counseling and Values, 31, 51-63.

Lapsley, D.K. (2008). Strangers, mentors and Freud. In F. Pajares & T. Urdan (Eds.), The ones we remember: Scholars describe the teacher who made a difference. Greenwich, CT: Information Age Publishers

Lapsley, D.K.(1996): Me and Bob; Pop Psych 101 [Bob Dylan: The artist as hero and as selfobject]. Diverge Magazine,Vol. 1