Personal

Nancy L. Galambos
Professor and Associate Chair of Graduate Studies

Research Area: Developmental Science


E-mail:	galambos@ualberta.ca
Mail:	Department of Psychology University of Alberta Edmonton, Alberta CANADA T6G 2E9
Office Address:	P-567
Office Phone:	(780) 492-4607
Departmental FAX:	(780) 492-1768

SAVE THE DATE!!

Education Awards and Activities Funding Research Interests Research Projects

Publications Editorial Contributions Students Leisure

Link to School - Work Transitions (SWT) Project

Link to Youth Transitions Lab

Education:

Degree	Year	University
Ph.D.	1985	Penn State University
M.A.	1982	Penn State University
B.A.	1980	SUNY at Cortland

Awards and Activities:

2009/2010 Faculty of Arts Research Award, University of Alberta

For extraordinary contributions to research while at the rank of Full Professor

Chair, Local Organizing Committee, ISSBD 2012 Biennial Meeting

ISSBD 2012, Edmonton, July 8 - 12, 2012

Member, Scientific Advisory Council

Panel Analysis of Intimate Relationships and Family Dynamics (PAIRFAM), Germany

Funding:

Source	Project
Social Sciences and Humanities Research Council (2010-13)	Transitions to Adulthood: 25 Year Follow-up of the Class of 1985 (with H. Krahn)
M. S. I. Foundation (2010-2012)	Long-term Prognosis of Adolescent Depression: Potential Protective Factors (with I. Colman & A. Senthilselvan)
Canadian Institutes of Health Research (2004-07)	Transition to Adulthood - The Journey of Persons with Developmental Motor Disabilities (with J. Darrah & J. Magill-Evans)
Alberta Heritage Foundation for Medical Research (2004-06)	Transition to Adulthood - The Journey of Persons with Developmental Motor Disabilities (with J. Darrah & J. Magill-Evans)
Social Sciences and Humanities Research Council (2004-07)	Impact of Health Risk Behaviours on Academic Success in University (with J. Maggs)

Research Interests:

My research spans the areas of adolescents’psychosocial maturity, parent-adolescent relations, the family as a context for adolescent development, gender roles in adolescence, adolescent problem behaviors, and the transition to adulthood. Some questions from my laboratory have asked:

How do indicators of psychological well-being, such as depressive symptoms, self-esteem, and anger, change across the transition to adulthood?

How do students do in the transition from high school to their first year of university?

Do mental health trajectories in the transition to adulthood predict success at mid-life?

How do individuals with developmental motor disabilities experience the transition to adulthood?

What are the psychological, behavioral, and subjective hallmarks of maturity in adolescence?

How do parenting behaviors affect the development of internalizing and externalizing problems in adolescence?

What are the predictors and consequences of youth health and risk behaviors?

Do gender differences in some behaviors increase in adolescence?

Research Projects:

School - Work Transition (SWT) Project

Featured on CBC's The National (Generation X Survey)

The transition to adulthood is a time of opportunity and challenge, as young people are required to make choices that will be very important for their futures. As interesting and exciting a period as this is, we really do not know all that much about how people experience this transition. For example, while we know that some psychological problems, such as depression, are relatively high during this period compared to other portions of the lifespan, there are very few longitudinal studies that have tracked the psychological well-being of the same group of young people over the course of the transition to adulthood. I collaborate with Dr. Harvey Krahn (Department of Sociology, University of Alberta) on the School - Work Transition Project (SWT), analyzing data from a large group of young people who were high school seniors in Edmonton in 1985, and followed many times in subsequent years. The good news was that the general psychological well-being of individuals improved as they moved from age 18 to age 25. Specifically, depressive symptoms decreased, self-esteem increased, and expressions of anger decreased (Galambos, Barker, & Krahn, 2006). Furthermore, among women, less improvement in depressive symptoms from age 18 to 25 was linked to lower life satisfaction at age 32 (Howard, Galambos, & Krahn, 2010). In a parallel study, a large group of University of Alberta graduating seniors was followed for seven years. This sample was busy moving into the work force, gaining further education, marrying, and having children. We found that in this sample, depressive and angry symptoms also decreased over time. Becoming a parent, however, was associated with increases in anger, especially among mothers (Galambos & Krahn, 2008). Another study showed that life and career satisfaction at age 32 were linked in complex ways to depressive and angry symptoms in the early 20s. We are currently conducting a 25-year follow-up study of the high school senior class (SWT + 25) to learn about how earlier experiences shape lives upon entry into middle adulthood.

Howard, A. L., Galambos, N. L., & Krahn, H. J. (2010). Paths to success in young adulthood from mental health and life transitions in emerging adulthood. International Journal of Behavioral Development.

Galambos, N. L., & Krahn, H. J. (2008). Depression and anger trajectories during the transition to adulthood. Journal of Marriage and Family, 70, 15-27.

Galambos, N. L., Barker, E. T., & Krahn, H. J. (2006). Depression, self-esteem, and anger in emerging adulthood: Seven-year trajectories. Developmental Psychology, 42, 350-365.

Making the Transition Studies

Students who move right from high school into university face a number of new experiences in the arenas of academic work, making friends, establishing romantic partnerships, coping with autonomy and independence, and, for some, moving away from home. How well the student does in dealing with these challenges is likely important for future academic success. The Social Sciences and Humanities Research Council of Canada funded us to conduct two studies examining how well first-year students do during their transition to university -- and afterwards. Making the Transition I was a study conducted in fall of 2004, in which a sample of full-time first-year university students participated in a 14-day web-based daily diary study. These students logged onto the computer each night, and completed checklists telling us many things about their day, including, for example, what activities they engaged in, how they felt, how they slept, and the extent to which they socialized. With their permission, their academic records were tracked throughout their stay at the University of Alberta. The goal is to learn more about what kinds of daily experiences might have an impact on future academic success. We have found that first-year women students were three times more likely to report symptoms of binge eating if they lived away from their parents (Barker & Galambos, 2007). We also found interesting relations between sleeping and daily experiences. For example, more time on schoolwork, expecting a test, and alcohol use predicted less sleep that night whereas socializing predicted more sleep. On the other hand, less sleep predicted next-day increases in negative affect, decreases in time devoted to schoolwork, and a higher likelihood of socializing (Galambos, Dalton, & Maggs, 2009).

Galambos, N.L., Dalton, A.L., & Maggs, J.L. (2009). Losing sleep over it: Daily variation in sleep quantity and quality in Canadian students' first semester of university. Journal of Research on Adolescence, 19, 741-761.

Barker, E.T., & Galambos, N.L. (2007). Body dissatisfaction, living away from parents, and poor social adjustment predict binge eating symptoms in young women making the transition to university. Journal of Youth and Adolescence, 36, 904-911

Making the Transition II is a similar study. In this study, which began in fall of 2005, first-year students completed a web-based checklist at the end of every month across the academic year. They also completed a questionnaire at the end of their second, third, and fourth years of university to track how well they were doing. Official academic records were collected on these students with their permission. Again, we are interested in learning more about how the experiences of being a first-year student play into eventual success in university. We are grateful to these students for their commitment to our project, and for staying with us throughout the first subsequent years. We have recently written a paper showing that students slept worse when they were living away from home and when they were financially stressed. In addition, as stress and negative affect increased across months during their first year, poor sleep also increased. Spending time with friends was associated with better sleep in the first year (Galambos, Howard, & Maggs, in press). Making the Transition II data were also used as the basis for Andrea Dalton's Master's thesis. In this research, which has been published, we found interesting month-to-month relations between students' sexual behaviors and their positive and negative affect in the first year of university (Dalton & Galambos, 2009).

Galambos, N.L., Howard, A.L., & Maggs, J.L. (2011). Rise and fall of sleep quantity and quality with student experiences across the first year of university. Journal of Research on Adolescence, 21, 342-349.

Dalton, A. L., & Galambos, N. L. (2009). Affect and sexual behavior in the transition to university. Archives of Sexual Behavior, 38, 675-687.

Transition to Adulthood for Persons with Motor Disabilities

In the past, persons born with motor challenges received most of their rehabilitation when they were children. Usually the goal was to improve their movement abilities. Very little attention was given to preparing them for other aspects of adulthood such as living on their own, establishing relationships, or finding a satisfying job. We do not know very much about how persons with developmental motor disabilities manage as adults, especially in the areas of employment and personal success. Based in the Faculty of Rehabilitation Medicine at the University of Alberta, this study (Transitions to Adulthood: The Journey of People with Developmental Motor Disabilities) consisted of 76 young adults (ages 20 to 30) with motor disabilities and 72 young adults without physical disabilities. They participated in face-to-face interviews and questionnaires.The goal was to identify characteristics of the individual, the family, and the community that may influence employment for young adults and how they feel about themselves. An additional sample of 30 mothers of young adults with motor disabilities were interviewed concerning their children's transition to adulthood. Results for the young adults have been published (Darrah, Magill-Evans, & Galambos, 2010; Galambos, Darrah, & Magill-Evans, 2007; Galambos, Magill-Evans, & Darrah, 2008; Magill-Evans, Galambos, Darrah, & Nickerson, 2008).

Magill-Evans, J., Darrah, J., & Galambos, N.L. (2011). The parenting journey of mothers of young adults with multiple impairments. Journal of Developmental and Physical Disabilities, 23, 183-193.

Darrah, J., Magill-Evans, J., & Galambos, N. L. (2010). Community services for young adults with motor disabilities -- a paradox. Disability and Rehabilitation, 32, 223-229.

Magill-Evans, J., Galambos, N.L., Darrah, J., & Nickerson, C. (2008). Predictors of employment for young adults with developmental motor disabilities. Work: A Journal of Assessment, Prevention and Rehabilitation, 31, 433-442.

Galambos, N.L., Magill-Evans, J., & Darrah, J. (2008). Psychosocial maturity in the transition to adulthood for persons with and without motor disabilities. Rehabilitation Psychology, 53, 498-504.

Galambos, N.L., Darrah, J., & Magill-Evans, J. (2007). Subjective age in the transition to adulthood for persons with and without motor disabilities. Journal of Youth and Adolescence, 36, 825-834.

Healthy Youth Survey

Based at the University of Victoria, the Healthy Youth Survey is following a random, community-based sample of youth who were 12 to 18 years old when the study began in 2003. The study assesses a wide variety of youth behaviors and experiences including health and risk behaviors, injuries, family relationships, relations with peers and romantic partners, and views of themselves. In two consecutive studies, we have looked at the associations of adolescents' dating, sex, and substance use behaviors with their subjective age (or how old they feel). In the first study, based on 2003 data, we found that youth who felt older than their chronological ages were more likely to be dating an older partner and to be sexually experienced. Furthermore, smoking (in boys), higher alcohol use, and higher drug use were also related to feeling older (Arbeau, Galambos, & Jansson, 2007). In the second study, based on 2003 and 2005 data, we were able to determine that dating, sex, and alcohol and drug use seemed to precede increases in subjective age, that is, adolescents who engaged in these activities earlier on felt older later on. Feeling older, however, did not predict increases in dating, sex, and alcohol and drug use (Galambos, Albrecht, & Jansson, 2009).

Galambos, N.L., Albrecht, A.K., & Jansson, S.M. (2009). Dating, sex, and substance use predict increases in adolescents' subjective age across two years. International Journal of Behavioral Development, 33, 32-41.

Arbeau, K.J., Galambos, N.L., & Jansson, S.M. (2007). Dating, sex, and substance use as correlates of adolescents' subjective experience of age. Journal of Adolescence, 30, 435-447.

Victoria Adolescence Project

Have you ever heard of adolescents who “grow up too fast”? Have you told some adolescents to “grow up”? Drawing on theory and research pertaining to adolescents’ maturity, we have identified three groups of adolescents that we call adultoids (or pseudomatures), immatures, and matures (Galambos & Tilton-Weaver, 2000). Adultoids are adolescents who score low on psychological maturity, high in problem behavior, and feel older or more mature than they are. In other words, they appear to be older but in fact, demonstrate pseudomaturity. Immatures are low in psychological maturity, low in problem behavior, and feel younger than they are. Matures are high in psychological maturity and low in problem behavior, and they feel only slightly older than they are. Intrigued by these groups of adolescents, I established the Victoria Adolescence Project (1998 - 2002).

We learned that in a school-based sample of adolescents, 25% were adultoids, 30% were immatures, and 44% were matures. Moreover, there were differences among these groups in adolescents’ pubertal status, the social context (presence of older siblings and friends), and adolescents’ desired age, involvement in pop culture, school and peer involvement, and close friendships. The results showed, too, that parents do have some awareness of their adolescents’ maturity status (Galambos, Barker, & Tilton-Weaver, 2003). We also identified some cognitive correlates of maturity status (Galambos, MacDonald, Naphtali, Cohen, & de Frias, 2005). Adultoids may be adolescents who are caught in a maturity gap, defined by asynchrony among different aspects of maturity. Immatures may be experiencing a maturity gap of their own in that they are young in many respects, lagging behind their peers. The profile for mature adolescents suggests that the different aspects of their maturity are in synchrony.

Galambos, N. L., MacDonald, S.W.S., Naphtali, C., Cohen, A., & de Frias, C.M. (2005). Cognitive performance differentiates selected aspects of psychosocial maturity in adolescence. Developmental Neuropsychology, 28, 473-492.

Galambos, N.L., Barker, E.T., & Tilton-Weaver, L.C. (2003). Who gets caught at maturity gap? A study of pseudomature, immature, and mature adolescents. International Journal of Behavioral Development, 27, 253-263.

Galambos, N.L., & Tilton-Weaver, L.C. (2000). Adolescents’ psychosocial maturity, subjective age, and problem behavior: In search of the adultoid. Applied Developmental Science, 4, 178-192.

Canada's National Population Health Survey

Have you ever wondered what proportion of adolescents are engaged in activities that are potentially risky? We analyzed data from Canada’s National Population Health Survey (NPHS) to assess the prevalence and comorbidity of multiple risk behaviors (e.g., smoking, binge drinking) (Galambos & Tilton-Weaver, 1998). This research, funded by Health Canada, found that although it is common for adolescents and young adults to report engaging in a single risk behavior, a small but significant proportion of young people place themselves at risk by engaging in several such behaviors.

In another study based on NPHS data, we examined predictors of depressive symptoms and Major Depressive Episode (MDE) among adolescents who were ages 12 to 19 at the start of this longitudinal study (Galambos, Leadbeater, & Barker, 2004). We found that across a four-year period, decreases in social support and increases in smoking were linked to increases in levels of depressive symptoms. Moreover, young people who smoked were 1.4 times more likely than nonsmokers to suffer a Major Depressive Episode two and/or four years later.

Galambos, N.L., Leadbeater, B.J., & Barker, E.T. (2004). Gender differences in and risk factors for depression in adolescence: A four-year longitudinal study. International Journal of Behavioral Development, 28, 16-25.

Galambos, N.L., & Tilton-Weaver, L.C. (1998). Multiple-risk behavior in adolescents and young adults. Health Reports, 10, 9-20.

Two-Earner Family Study

Some of my earliest research was based on the Two-Earner Family Study, which was a 3 ½-year longitudinal study of dual-earner families with adolescent children. Funded largely by the Social Sciences and Humanities Research Council of Canada, my graduate students and I investigated work-family spillover models -- how parents’ work situations influenced or spilled over into their levels of stress and well-being, the quality of parenting, and ultimately, adolescent self-image and problem behavior. Through a series of studies, this research demonstrated the importance of maintaining balanced workloads for the quality of family life and parent and adolescent well-being (e.g., Galambos & Maggs, 1991; Galambos, Sears, Almeida, & Kolaric, 1995).

We also examined to what extent three parenting behaviors ( support, psychological control, and behavioral control) predicted trajectories of externalizing (e.g., antisocial behavior) and internalizing (e.g., depressed affect) problems across early adolescence. We found that among adolescents with deviant peers, parents’ firm behavioral control seemed to bring to a halt the upward trajectory in externalizing problems that these adolescents would normally show (Galambos, Barker, & Almeida, 2003).

Galambos, N.L., Barker, E.T., & Almeida, D.M. (2003). Parents do matter: Trajectories of change in externalizing and internalizing problems in early adolescence. Child Development, 74, 578-594.

Galambos, N.L., Sears, H.A., Almeida, D.M., & Kolaric, G.C. (1995). Parents' work overload and problem behavior in young adolescents. Journal of Research on Adolescence, 5, 201-223.

Galambos, N.L., & Maggs, J.L. (1991). Out-of-school care of young adolescents and self-reported behavior. Developmental Psychology, 27, 644-655.

Publications:

Books and Edited Volumes:

Arnett, J.J., & Galambos, N.L. (Eds.). (2003). New directions for child and adolescent development: Exploring cultural conceptions of the transition to adulthood (No. 100). San Francisco: Jossey-Bass.

Conger, J.J., & Galambos, N.L. (1997). Adolescence and youth: Psychological development in a changing world (5th ed.). New York: Addison Wesley Longman.

Lerner, J.V., & Galambos, N.L. (Eds). (1991). Employed mothers and their children. New York: Garland.

Lerner, R.M., & Galambos, N.L. (Eds.). (1984). Experiencing adolescents: A sourcebook for parents, teachers, and teens. New York: Garland.

Articles:

Galambos, N.L., Howard, A.L., & Maggs, J.L. (2011). Rise and fall of sleep quantity and quality with student experiences across the first year of university. Journal of Research on Adolescence, 21, 342-349.

Magill-Evans, J., Darrah, J., & Galambos, N.L. (2011). The parenting journey of mothers of young adults with multiple impairments. Journal of Developmental and Physical Disabilities, 23, 183-193.

Howard, A.L., Galambos, N.L., & Krahn, H.J. (2010). Paths to success in young adulthood from mental health and life transitions in emerging adulthood. International Journal of Behavioral Development, 34, 538-546.

Darrah, J., Magill-Evans, J., & Galambos, N.L. (2010). Community services for young adults with motor disabilities: A paradox. Disability and Rehabilitation, 32, 223-229.

Galambos, N.L., Dalton, A.L., & Maggs, J.L. (2009). Losing sleep over it: Daily variation in sleep quantity and quality in Canadian students' first semester of university. Journal of Research on Adolescence, 19, 741-761.

Dalton, A.L., & Galambos, N.L. (2009). Affect and sexual behavior in the transition to university. Archives of Sexual Behavior, 38, 675-687.

Barker, E.T., & Galambos, N.L. (2009). Exploring criterion confounding in the measurement of binge eating symptoms and negative affect. Journal of Psychopathology and Behavioral Assessment, 31, 43-50.

Galambos, N.L., Albrecht, A.K., & Jansson, S.M. (2009). Dating, sex, and substance use predict increases in adolescents' subjective age across two years. International Journal of Behavioral Development, 33, 32-41.

Galambos, N.L., Magill-Evans, J., & Darrah, J. (2008). Psychosocial maturity in the transition to adulthood for persons with and without motor disabilities. Rehabilitation Psychology, 53, 498-504.

Magill-Evans, J., Galambos, N.L., Darrah, J., & Nickerson, C. (2008). Predictors of employment for young adults with developmental motor disabilities. Work: A Journal of Assessment, Prevention and Rehabilitation, 31, 433-442.

Galambos, N.L., & Krahn, H.J. (2008). Depression and anger trajectories during the transition to adulthood. Journal of Marriage and Family, 70, 15-27.

Galambos, N.L., & Martinez, M.L. (2007). Poised for emerging adulthood in Latin America: A pleasure for the privileged. Child Development Perspectives, 1, 109-114.

Barker, E.T., & Galambos, N.L. (2007). Body dissatisfaction, living away from parents, and poor social adjustment predict binge eating symptoms in young women making the transition to university. Journal of Youth and Adolescence, 36, 904-911.

Galambos, N.L., Darrah, J., & Magill-Evans, J. (2007). Subjective age in the transition to adulthood for persons with and without motor disabilities. Journal of Youth and Adolescence, 36, 825-834.

Albrecht, A.K., Galambos, N.L., & Jansson, S.M. (2007). Adolescents' internalizing and aggressive behaviors and perceptions of parents' psychological control: A panel study examining direction of effects. Journal of Youth and Adolescence, 36, 673-684.

Brown, N.R., Williams, R.L., Barker, E.T., & Galambos, N.L. (2007). Estimating frequencies of emotions and actions: A web-based diary study. Applied Cognitive Psychology, 21, 259-276.

Arbeau, K.J., Galambos, N.L., & Jansson, S.M. (2007). Dating, sex, and substance use as correlates of adolescents' subjective experience of age. Journal of Adolescence, 30, 435-447.

Galambos, N. L., Barker, E. T., & Krahn, H. J. (2006). Depression, self-esteem, and anger in emerging adulthood: Seven-year trajectories. Developmental Psychology, 42, 350-365.

Barker, E.T., Williams, R.L., & Galambos, N.L. (2006). Daily spillover to and from binge eating in first-year university females. Eating Disorders: The Journal of Treatment and Prevention, 14, 229-242.

Galambos, N. L., MacDonald, S.W.S., Naphtali, C., Cohen, A., & de Frias, C.M. (2005). Cognitive performance differentiates selected aspects of psychosocial maturity in adolescence. Developmental Neuropsychology, 28, 473-492.

Galambos, N.L., Turner, P.K., & Tilton-Weaver, L.C. (2005). Chronological and subjective age in emerging adulthood: The crossover effect. Journal of Adolescent Research, 20, 538-556.

Barker, E.T., & Galambos, N. L. (2005). Adolescents' implicit theories of maturity: Ages of adulthood, freedom, and fun. Journal of Adolescent Research, 20, 557-576.

Galambos, N.L., Leadbeater, B.J., & Barker, E.T. (2004). Gender differences in and risk factors for depression in adolescence: A four-year longitudinal study. International Journal of Behavioral Development, 28, 16-25.

Tilton-Weaver, L.C., & Galambos, N.L. (2003). Adolescents' characteristics and parents' beliefs as predictors of parents’ peer management behaviors. Journal of Research on Adolescence, 13, 269-300.

Galambos, N.L., Barker, E.T., & Almeida, D.M. (2003). Parents do matter: Trajectories of change in externalizing and internalizing problems in early adolescence. Child Development, 74, 578-594.

Galambos, N.L., Barker, E.T., & Tilton-Weaver, L.C.   (2003). Who gets caught at maturity gap? A study of pseudomature, immature, and mature adolescents. International Journal of Behavioral Development, 27, 253-263.

Barker, E.T., & Galambos, N.L. (2003). Body dissatisfaction in adolescent girls and boys: Risk and resource factors. Journal of Early Adolescence, 23, 141-165.

Tilton-Weaver, L.C., Vitunski, E.T., & Galambos, N.L. (2001). Five images of maturity in adolescence: What does “grown up” mean? Journal of Adolescence, 24, 143-158.

Galambos, N.L., & Leadbeater, B.J. (2000). Trends in adolescent research for the new millennium. International Journal of Behavioral Development, 24, 289-294.

Galambos, N.L., & Tilton-Weaver, L.C. (2000). Adolescents’ psychosocial maturity, subjective age, and problem behavior: In search of the adultoid. Applied Developmental Science, 4, 178-192.

Galambos, N.L., & Turner, P.K. (1999). Parent and adolescent temperaments and the quality of parent-adolescent relations. Merrill-Palmer Quarterly, 45, 493-511.

Galambos, N.L., Kolaric, G.C., Sears, H.A., & Maggs, J.L. (1999). Adolescents’ subjective age: An indicator of perceived maturity. Journal of Research on Adolescence, 9, 309-337.

Turner, P.K., Runtz, M.G., & Galambos, N.L. (1999). Sexual abuse, pubertal timing, and subjective age in adolescent girls: A research note. Journal of Reproductive and Infant Psychology, 17, 111-118.

Galambos, N.L., & Tilton-Weaver, L.C. (1998). Multiple-risk behavior in adolescents and young adults. Health Reports, 10, 9-20.

Lerner, R.M., & Galambos, N.L. (1998). Adolescent development: Challenges and opportunities for research, programs, and policies. Annual Review of Psychology, 49, 413-446.

Galambos, N.L., & Sears, H.A. (1998). Adolescents’ perceptions of parents’ work and adolescents’ work values in two-earner families. Journal of Early Adolescence, 18, 397-420.

Galambos, N.L., Sears, H.A., Almeida, D.M., & Kolaric, G.C. (1995). Parents' work overload and problem behavior in young adolescents. Journal of Research on Adolescence, 5, 201-223.

Maggs, J.L., Almeida, D.M., & Galambos, N.L. (1995). Risky business: The paradoxical meaning of problem behavior for young adolescents. Journal of Early Adolescence, 15, 344-362.

Kolaric, G.C., & Galambos, N.L. (1995). Face-to-face interactions in unacquainted female-male adolescent dyads: How do girls and boys behave? Journal of Early Adolescence, 15, 363-382.

Maggs, J.L., & Galambos, N.L. (1993). Alternative structural models for understanding adolescent problem behavior in two-earner families. Journal of Early Adolescence, 13, 79-101.

Almeida, D.M., Maggs, J.L., & Galambos, N.L. (1993). Wives' employment hours and spousal participation in family work. Journal of Family Psychology, 7, 233-244.

Galambos, N.L., & Walters, B.J. (1992). Work hours, schedule inflexibility, and stress in dual-earner spouses. Canadian Journal of Behavioural Science, 24, 290-302.

Galambos, N.L. (1992). Parent-adolescent relations. Current Directions in Psychological Science, 1, 146-149.

Galambos, N.L., & Almeida, D.M. (1992). Does parent-adolescent conflict increase in early adolescence? Journal of Marriage and the Family, 54, 737-747.

Sears, H.A., & Galambos, N.L. (1992). Women's work conditions and marital adjustment in two-earner couples: A structural model. Journal of Marriage and the Family, 54, 789-797.

Galambos, N.L., & Maggs, J.L. (1991). Out-of-school care of young adolescents and self-reported behavior. Developmental Psychology, 27, 644-655.

Almeida, D.M., & Galambos, N.L. (1991). Examining father involvement and the quality of father-adolescent relations. Journal of Research on Adolescence, 1, 155-172.

Galambos, N.L., & Maggs, J.L. (1990). Putting mothers' work-related stress in perspective: Mothers and adolescents in dual-earner families. Journal of Early Adolescence, 10, 313-328.

Galambos, N.L., Almeida, D.M., & Petersen, A.C. (1990). Masculinity, femininity, and sex role attitudes in early adolescence: Exploring gender intensification. Child Development, 61, 1905-1914.

Galambos, N.L., & Silbereisen, R.K. (1989). Role strain in West German dual-earner households. Journal of Marriage and the Family, 51, 385-389.

Galambos, N.L., & Lerner, J.V. (1987). Child characteristics and the employment of mothers with young children: A longitudinal study. Journal of Child Psychology and Psychiatry, 28, 87-98.

Galambos, N.L., & Silbereisen, R.K. (1987). Income change, parental life outlook, and adolescent expectations for job success. Journal of Marriage and the Family, 49, 141-149.

Galambos, N.L., & Silbereisen, R.K. (1987). Influences of income change and parental acceptance on adolescent transgression proneness and peer relations. European Journal of Psychology of Education, 1, 17-28.

Galambos, N.L., & Silbereisen, R.K. (1987). Substance use in West German youth: A longitudinal study of adolescents' use of alcohol and tobacco. Journal of Adolescent Research, 2, 161-174.

Silbereisen, R.K., & Galambos, N. (1987). Introduction. Juvenile substance use and human development: New perspectives in research and prevention [Special issue]. European Journal of Psychology of Education, 2, 307-310.

Galambos, N.L., Petersen, A.C., Richards, M., & Gitelson, I.B. (1985). The Attitudes toward Women Scale for Adolescents (AWSA): A study of reliability and validity. Sex Roles, 13, 343-356.

Galambos, N.L., & Garbarino, J. (1985). Adjustment of unsupervised children in a rural setting. Journal of Genetic Psychology, 146, 227-231.

Lerner, J.V., & Galambos, N.L. (1985). Maternal role satisfaction, mother-child interaction, and child temperament: A process model. Developmental Psychology, 21, 1157-1164.

Galambos, N.L., & Dixon, R.A. (1984). Adolescent abuse and the development of personal sense of control. Child Abuse and Neglect, 8, 285-293

Galambos, N.L., & Dixon, R.A. (1984). Toward understanding and caring for latchkey children. Child Care Quarterly, 13, 116-125.

Richardson, R.A., Galambos, N.L., Schulenberg, J.D., & Petersen, A.C. (1984). Young adolescents' perceptions of the family environment. Journal of Early Adolescence, 4, 131-153.

Chapters:

Tilton-Weaver, L.C., Kakihara, F., Marshall, S.K., & Galambos, N.L. (2011). Fits and misfits: How adolescents' representations of maturity relate to their adjustment. In M. Kerr, H. Stattin, R.C.M.E. Engels, G. Overbeek, & A-K. Andershed (Eds.), Understanding girls' problem behavior: How girls' delinquency develops in the context of maturity and health, co-occurring problems, and relationships (pp. 31-67). West Sussex: Wiley-Blackwell.

Galambos, N.L., Berenbaum, S.A., & McHale, S.M. (2009). Gender development in adolescents. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 1. Individual bases of adolescent development (3rd ed., pp. 305-337). Hoboken, NJ: Wiley.

Galambos, N.L. (2007). Central America: Costa Rica, El Salvador, Nicaragua. In J.J. Arnett (Ed.), International encyclopedia of adolescence (Vol. 1; pp. 157-166). New York and London: Routledge.

Galambos, N.L. (2005). Commentary. In B. Schneider & L.J. Waite (Eds.), Being together, working apart: Dual-career families and the work-life balance (pp. 443-445). Cambridge: Cambridge University Press.

Galambos, N.L. (2004). Gender and gender role development in adolescence. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 233-262). New York: Wiley.

Galambos, N. L. (2004). Gender intensification. In C.B. Fisher & R.M. Lerner (Eds.), Encyclopedia of applied developmental science (Vol. 1; pp. 505-507). Thousand Oaks: Sage.

Galambos, N.L., Barker, E.T., & Tilton-Weaver, L.C. (2003). Canadian adolescents' implicit theories of immaturity: What does "childish" mean? In J.J. Arnett & N.L. Galambos (Eds.), New directions for child and adolescent development: Exploring cultural conceptions of the transition to adulthood (No. 100, pp. 77-89). San Francisco: Jossey-Bass.

Arnett, J.J., & Galambos, N.L. (2003). Culture and conceptions of adulthood. In J.J. Arnett & N.L. Galambos (Eds.), New directions for child and adolescent development: Exploring cultural conceptions of the transition to adulthood (No. 100, pp. 91-98). San Francisco: Jossey-Bass.

Galambos, N.L., & Costigan, C.L. (2003). Emotional and personality development in adolescence. In I.B. Weiner (Series Ed.), & R.M. Lerner, M.A. Easterbrooks, & J. Mistry (Vol. Eds.), Handbook of psychology: Vol. 6. Developmental psychology (pp. 351-372). Hoboken, NJ: Wiley.

Galambos, N.L., & Leadbeater, B.J. (2002). Transitions in adolescent research. In W.W. Hartup & R.K. Silbereisen (Eds.), Growing points in developmental science: An introduction (pp. 287-306). New York: Psychology Press.

Galambos, N.L., & Ehrenberg, M.F. (1997). The family as health risk and opportunity: A focus on divorce and working families. In J.S. Schulenberg, J.L. Maggs, & K. Hurrelmann (Eds.), Health risks and developmental transitions during adolescence (pp. 139-160). New York: Cambridge University Press.

Walper, S., & Galambos, N.L. (1997). Employed mothers in Germany. In J. Frankel (Ed.), Families of employed mothers: An international perspective (pp. 35-65). New York: Garland.

Galambos, N.L., & Almeida, D.M. (1994). The two-earner family as a context for adolescent development. In R.K. Silbereisen & E. Todt (Eds.), Adolescence in context: The interplay of family, school, peers, and work in adjustment (pp. 222-243). New York: Springer.

Galambos, N.L., & Kolaric, G.C. (1994). Adolescence in Canada. In K. Hurrelmann (Ed.), International Handbook of Adolescence (pp. 92-107). Westport, CT: Greenwood.

Sears, H.A., & Galambos, N.L. (1993). The employed mother's well-being. In J. Frankel (Ed.), Employed mothers and the family context (pp. 49-67). New York: Springer.

Almeida, D.M., & Galambos, N.L. (1993). Continuity and change in father-adolescent relations. In S. Shulman & W.A. Collins (Eds.), New Directions for Child Development (No. 62; pp. 27-40). San Francisco: Jossey-Bass.

Garbarino, J., Galambos, N.L., Plantz, M.C., & Kostelny, K. (1992). The territory of childhood. In J. Garbarino & Associates, Children and families in the social environment (2nd ed., pp. 201-229). New York: Aldine de Gruyter.

Galambos, N.L., & Maggs, J.L. (1991). Children in self-care: Figures, facts, and fiction. In J.V. Lerner & N.L. Galambos (Eds.), Employed mothers and their children (pp. 131-157). New York: Garland.

Lerner, J.V., & Galambos, N.L. (1991). Employed mothers and their children: A view of the issues. In J.V. Lerner & N. L. Galambos (Eds.), Employed mothers and their children (pp. 1-7). New York: Garland.

Lerner, J.V., & Galambos, N.L. (1988). The influences of maternal employment across life: The New York Longitudinal Study. In A.E. Gottfried & A. Gottfried (Eds.), Maternal employment and children's development: Longitudinal research (pp. 59-83). New York: Plenum.

Galambos, N.L., Petersen, A.C., & Lenerz, K. (1988). Maternal employment and sex-typing in early adolescence: Contemporaneous and longitudinal relations. In A.E. Gottfried & A. Gottfried (Eds.), Maternal employment and children's development: Longitudinal research (pp. 155-189). New York: Plenum.

Lerner, J.V., & Galambos, N.L. (1986). Child development and family change: The influences of maternal employment on infants and toddlers. In L.P. Lipsitt & C. Rovee-Collier (Eds.), Advances in infancy research (Vol. 4, pp. 39-86). Hillsdale, NJ: ABLEX.

Lerner, J.V., & Galambos, N.L. (1986). Temperament and maternal employment. In J.V. Lerner & R.M. Lerner (Eds.), Temperament and social interaction in infants and children. New Directions for Child Development (No. 31; pp. 75-88). San Francisco: Jossey-Bass.

Galambos, N.L., & Garbarino, J. (1985). Adolescent thinking. In J. Garbarino & Associates, Adolescent development: An ecological perspective (pp. 140-189). Columbus, OH: Charles Merrill.

Lerner, R.M., & Galambos, N.L. (1984). The adolescent experience: A view of the issues. In R.M. Lerner & N.L. Galambos (Eds.), Experiencing adolescents: A sourcebook for parents, teachers, and teens (pp. 1-15). New York: Garland.

Danish, S.J., Galambos, N.L., & Laquatra, I. (1983). Life development intervention: Skill training for personal competence. In R.D. Felner, L.A. Jason, J.N. Moritsugu, & S.S. Farber (Eds.), Preventative psychology: Theory, research and practice in community intervention (pp. 49-61). New York: Pergamon.

Garbarino, J., Galambos, N.L., & Plantz, M.C. (1982). The territory of childhood. In J. Garbarino & Associates, Children and families in the social environment (pp. 149-173). New York: Aldine.

Editorial Contributions:

Assistant Editor         Journal of Adolescence (1999 - 2009)

Associate Editor      Routledge International Encyclopedia of Adolescence

Consulting Editor     Monographs of the Society for Research in Child Development (2003)

Series Co-Editor    Research Monographs in Adolescence (1990-2001) (with N. Busch-Rossnagel)

Editorial Boards         International Journal of Behavioral Development (2004 - )
          Journal of Adolescence (1997-1998)
                              Journal of Research on Adolescence (1995-2000)
                              Journal of Marriage and the Family (1994-1995)
                              Journal of Adolescent Research (1992-1998)

Co-Editor         European Journal of Psychology of Education
                                    Juvenile substance use and human development: New perspectives in research and prevention (1987)
(with R.K. Silbereisen)

Students:

Dayuma Vargas Lascano, B.Sc.

Jiawen Chen, B.A.

Leisure:

Skiing; Beading; Sudoku; Golfing

With nephews, Kevin & Michael, Sunshine Village, Alberta (3514 ft of vertical) Nephew Jason golfing in sunny Edmonton
With nephews, Kevin and Michael, at Sunshine Village, Alberta (3514 feet of vertical)

With nephews, Kevin and Michael, at Sunshine Village, Alberta (3514 feet of vertical)

Nephew Jason at one of many golf courses in sunny Edmonton

Enjoying powder and the stunning vista at Lake Louise, Alberta
Enjoying powder and the vista at Lake Louise, Alberta