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CHAPTER 29 Pamela G. Reed 575

studies, financed by intramural and extramural fund- Reed describes her theory as originating from three
ing, were reported in many presentations and publi- sources (Reed, 2003, 2008). The first source was the
cations. Her current research examines well-being conceptualization of human development (Lerner,
and ethical dimensions in end-of-life caregiving by 2002) as a lifelong process that extended beyond the
family caregivers and professional nurses. She has attainment of adulthood throughout the aging and dy-
published over 100 articles and book chapters, and ing processes. This emerging belief in the ongoing
she co-edited the sixth edition of Perspectives on potential for development was a paradigm shift from
Nursing Theory with Shearer in 2012. In 2011, Reed previously held views that both physical growth and
and Shearer published Nursing Knowledge and Theory mental development ended at adolescence (Reed,
Innovation: Advancing the Science of Nursing Practice, 1983).
promoting a philosophy and methods of practice- The second source for the theory was the early
based knowledge development in 2011. work of nursing theorist Martha E. Rogers (Rogers,
Reed is a fellow in the American Academy of 1970, 1980, 1990). Rogers’ three principles of homeo-
Nursing and a member of a number of professional dynamics were congruent with the key principles
organizations, including Sigma Theta Tau Interna- of the evolving Life Span Developmental Theory.
tional, the American Nurses Association, and the Rogers’ integrality principle identified development
Society of Rogerian Scholars. She serves on the edito- as a function of both human and contextual factors; it
rial review boards of numerous journals and was also identified disequilibrium between person and
Contributing Editor for a Nursing Science Quarterly environment as an important trigger of development.
column, Scholarly Dialogue. Similarly, developmental theorist Riegel (1976) pro-
Reed’s influence is evident not only in her own posed that asynchrony in development among physi-
research and publications. The impact of her work is cal, emotional, environmental, and social dimensions
reflected in the research of many graduate students was necessary for developmental progress. Rogers’
and in the work of other scientists nationally and in- helicy principle characterized human development as
ternationally who have applied her theory or her two innovative and unpredictable. This principle is similar
measurement scales in their research. Her theoretical to life span principles identifying development as
ideas have been supported and extended by the many nonlinear, continuous throughout the life span, and
nurses she mentored. evident in variability within and across individuals
and groups. Rogers’ resonancy principle described
human development as a process of movement that,
Theoretical Sources although unpredictable, had pattern and purpose.
Reed (1991a) developed her Self-Transcendence Life span theorists also proposed that the process of
Theory using the strategy of deductive reformula- development displayed patterns of complexity and
tion. The strategy originated with Reed’s professors, organization. Thus knowledge gained from the non-
Ann Whall and Joyce Fitzpatrick at Wayne State nursing life span developmental perspective was
University (Fitzpatrick, Whall, Johnston, et al., reformulated using an appropriate nursing concep-
1982; Shearer & Reed, 2004; Whall, 1986.). Deductive tual system.
reformulation uses knowledge from non-nursing the- The third source for the theory was evidence from
ory that is reformulated with a nursing conceptual clinical experience and research indicating that clinically
model in constructing middle-range theory. The non- depressed older persons reported fewer developmental
nursing theory sources were life span theories on adult resources to sustain their sense of well-being in the face
social-cognitive and transpersonal development (e.g., of decreased physical and cognitive abilities than did a
Alexander & Langner, 1990; Commons, Richards, & matched group of mentally healthy older adults (Reed,
Armon, 1984; Wilber, 1980, 1981, 1990). Principles 1986b). In addition, development in elderly and in
from life span theories were reformulated using the “oldest-old” adults was found to be a nonlinear process
nursing perspective of Martha E. Rogers’ conceptual of gain and subsequent loss, a process of transforming
system of unitary human beings (Rogers, 1970, 1980, old perspectives and behaviors, and integrating new
1990). views and activities (Reed, 1989, 1991b).