home
College of Arts and Sciences

Department of Psychology

Lynne A. Bond

Developmental Psychology

Lynne A. Bond

Lynne A. Bond
Professor

Education
  • B.A. Wheaton College, 1971
  • M.A. Tufts University, 1974
  • Ph.D. Tufts University, 1975
C.V. (PDF)
Email: lynne.bond@uvm.edu
Phone: (802) 656-1341
Room: 338

Office Hours: By Appointment Only

Directorship & Affiliations
Director, Psychology Department Undergraduate Program
Affiliated Faculty, Women's and Gender Studies

Areas
My research focuses upon promoting people's ability to foster their own and others' healthy social and intellectual development, especially within the context of communities and families. Much of my research has focused on parent-child and women's development and citizen community participation from the perspective of primary prevention and the promotion of healthy development. I am currently investigating:

  • people's concepts of knowledge and truth (epistemological perspectives), and the relationships between these perspectives and the construction of contexts that support human development.
  • the relationship between adult development, co-parenting, and parenting beliefs and practices, and their implications for promoting parent, child, and family development.
  • neighborhood/community leadership as it reflects and promotes individual, family and community development.
  • community-based strategies to promote peoples' abilities to define and achieve personal and community goals, especially among those who feel disenfranchised.

Representative Publications

  • Holmes, T. R., Bond, L. A., & Byrne, C. (in press). The Role of Beliefs in Mother-Adolescent Conflict: An Application of the Theory of Planned Behavior. Current Psychology.
  • Byrne, C., Bond, L. A., & London, M. (in press). Effects of a mindfulness-based versus interpersonal process group intervention on psychological well-being with a clinical university population. Journal of College Counseling.
  • Holmes, T. R., & Bond, L. A. (2011). Maternal pedagogies as a function of mothers' Ways of Knowing. In D. Byrd & F. Green (Eds.), Maternal pedagogies: In and outside the classroom. Bradford, ONT: Demeter Press.
  • Davis, M., Bond, L. A., Howard, A. & Sarkisian, C. A. (2011). Primary care clinician expectations regarding aging. The Gerontologist. Doi:10.1093/geront/gnr017.
  • Hutchins, T., Bond, L., Silliman, E., & Bryant, J. (2009). Maternal epistemological perspectives and variations in mental state talk. Journal of Speech, Language, and Hearing Research, 52, 61-80.
  • Bond, L. A., Holmes, T. R., Byrne, C., Babchuck, L. & Kirton-Robbins, S. (2008). Movers and shakers: How and why women become and remain engaged in community leadership. Psychology of Women Quarterly, 32, 48-64.
  • Holmes, T. R., Bond, L. A., & Byrne, C. (2008). Mothers' beliefs about knowledge and mother-adolescent conflict. Journal of Social and Personal Relationships, 25(4), 561-586.
Contact UVM © 2013 The University of Vermont - Burlington, VT 05405 - (802) 656-3131