Age groups: children Books

Book Synopsis'A wonderful book to help set up a drama group for those with learning difficulties, to help them express themselves through drama. It is a step by step guide to running a group from the basics of finding the setting right through to the final performance. Covering all topics from creative expression, acting skills, working with others to eye contact and character building. Great encouragement for those who would like to explore drama as a part of a therapuetic learning programme.' - Adders.org Special Talents, Special Needs is a handbook for teachers and facilitators working with people with learning disabilities who are interested in creative expression through drama. Based on their considerable experience working with the Strathcona Theatre Company (Europe's leading professional company of actors with learning disabilities), Ian McCurrach and Barbara Darnley have created a step-by-step guide to running a drama group. Beginning with the first steps of finding an appropriate setting and assessing the group, this guide progresses through five parts and thirty different sessions to conclude with the planning of a showing or performance. Each part covers a general topic such as introducing creative expression, exploring theatre skills and working with people with profound disabilities, while the individual sessions have a diversity of themes from trust and eye contact to building a character. The course may be followed step-by-step or simply used as a foundation upon which to base individual ideas. Although drama workshops of this kind do not provide formal therapy, the authors' experience has repeatedly shown that such work with people with learning disabilities not only increases communication skills but also promotes independence and self-esteem.Table of ContentsPreface. Introduction. Part 1: An Introduction to Creative Expression Through Drama. 1. Getting to Know You. 2. Communication. 3. Eye Contact. 4. Listening. 5. Concentration. 6. Trust. 7. Memory. 8. Feelings. 9. Sounds and Rhythm. 10. Basic Improvisation. Part 2: Progressing and Developing the Work - Exploring Theatre Skills. 11. Introducing or Finding a Theme. 12. Building Confidence and Presentation. 13. Progressing from Movement to Dance. 14. Discovering Your Voice. 15. Status and Mime. 16. Style. 17. Building a Character. 18. Using the Right Words (Technical Terms for Actors and Director). 19. Recording and Listening to Your Voice. 20. Videoing and Watching Yourself. Part 3: Working Towards a Performance or Showing of Work. 21-30 The Rehearsal Process and Final Show. Part 4: Working with People with Profound and Multiple Learning Disabilities. Part 5: Touring Survival Guide. References.

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Book SynopsisThis is a comprehensive guide to some of the difficulties and disorders which can cause children to become disruptive at school and in the home. It examines the nature of EBDs and their potential causes, whether social, psychological or biological and discusses the issues that can arise for professionals involved in their assessment, analysing the various methods used. It is an excellent introduction for both educational and medical professionals.'- Aslib Book Guide'A useful book for those working both in child mental health services and in education.'- British Journal of PsychiatryChildren with emotional and behavioural difficulties (EBDs) present a challenge for parents, teachers and other professionals alike. Understanding and Supporting Children with Emotional and Behavioural Difficulties is a comprehensive guide to this group of ill-defined, often unrelated disorders, which can cause children to become disruptive both at school and in the home.The contributors stress that EBDs are ultimately a form of communication, albeit an antagonistic one, and evaluate the success of different methods of intervention in clinical, educational and family settings. They argue that successful intervention in any environment requires an appreciation of the complex interplay in the social and personal factors affecting each child. Finally the book explores the future of EBDs and their treatment, calling for a greater understanding of children with EBDs and improved cooperation between the educational and medical forms of intervention.Table of ContentsPreface. Part 1: Understanding Emotional and Behavioural Difficulties. 1. Educating children with emotional and behavioual difficulties: the evolution of current thinking and provision, Paul Cooper, University of Cambridge. 2. EBD and adolescence, Paul Cooper, University of Cambridge. 3. Sex differences, gender issues and EBD, Pam Maras, University of Greenwich and Paul Cooper, University of Cambridge. 4. Cultural issues in child and adolescent psychiatry, Harry Zeitlin and Rafik Refaat, University College, London. Part 2: The Assessment of Emotional and Behavioural Difficulties. 5. The assessment of emotional and behavioural difficulties: psychometrics and beyond, David Jones and Melanie Jones, Birkbeck College, University of London. 6. The psychiatric examination, Vinod Kumar. Part 3: Supporting Children with Emotional and Behavioural Difficulties. 7. Cognitive, behavioural and systemic approaches to EBD, David Jones, Birkbeck College, University of London. 8. Psychoanalytic psychotherapy with children experiencing EBD, Biddy Youell, Tavistock Clinic. 9. Working with vulnerable children: early intervention, Helen Barrett, Thames Valley University. 10. Coping with children with emotional and behavioural difficulties in the primary classroom, Diane Montgomery, Middlesex University. 11. Supporting able misfits in primary classrooms, Diane Montgomery, Middlesex University. 12. Teaching children who have profound and multiple learning difficulties, Rob Ashdown, St Luke's School, Scunthorpe. 13. Parenting children with emotional and behavioural difficulties, Peter Lloyd Bennett. 14. The further evolution of EBD: bringing the biopsychosocial approach into education, Paul Cooper, University of Cambridge. References. The contributors. Index.

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Book SynopsisWe mourn the death of the child we had assumed I had given birth to, yet dearly love the baby we have. We want our child, but don't want her to have Down Syndrome...'Since their initial shock at their daughter's disability, Karina's parents have experienced the challenges and joys of raising a child with special needs. Gun Dolva and Rodney Potter have taken advantage of available services and programmes, and their own imaginations, to devise stimulating activities to assist her to develop to her full potential. They aim to provide her with every opportunity to fully participate in the community.This is the account of Karina's first six years, as told to Cheryl Rogers. Karina Has Down Syndrome is a valuable resource for the families of Down Syndrome children, teachers and disability service workers.Trade ReviewThis is the story of how two parents coped with the birth of their daughter who was born with Down's Syndrome. It recounts very objectively their feelings, fears and hopes as they tried to come to terms with their situation. This is a very inspiring story, told in a mixture of diary extracts and personal feelings. It also contains a very useful glossary and a list of resource addresses and reading materials. -- RostrumThe reviewer gave this book to the mother of a one year old girl with Downs Syndrome for a parent's perspective. She described the book as the best she had read and found it amusing and relatively light-hearted, while true to life. She was impressed at how the book examined their experiences without being melodramatic or depressing and was heartened by the fact that Karina's parents did not set themselves up as experts, just parents recounting their story. Overall she found it positive and thoroughly enjoyable, and on a practical note, took on board some of the exercises done with Karina. A recommended good read. -- Irish Social WorkerThis book is one family's account of the early years with a child who has special needs. It is intended as a resource book for the families of children with Down Syndrome, teachers and disability service workers. -- Frontline of Learning DisabilityReading this book provides an excellent insight into some of the difficulties faced in balancing the needs of a young child with down's syndrome with that of other members of the family. It also discusses some solutions which this family found helpful. It is not a textbook to be used by therapists to understand the full implications of a diagnosis of down's syndrome but, the insight gained might assist in planning interventions appropriate to an individual family. The book is an honest account of disappointments and difficulties as well as pleasures, although the overall tone is extremely positive. The diary excerpts demonstrate the practical ways Karina's parents use to help her and the underpinning theory. I found this book a pleasure to read. It's lack of jargon and easy to read format was a refreshing change for a book that was of professional interest. -- OTPLD NewsletterThis is a delightful little book written by a journalist and Karina's mother, who is herself a university lecturer. Karina's mother vividly, but not over-emotionally, records the family's first six years of Karina's life. In her mother's words: "We mourn the death of the child that we had assumed i had given birth to, yet dearly love the baby we have. We want our child, but don't want her to have Down Syndrome". I very much enjoyed reading this book, and recommend it as an additional resource regarding the early management of a child with Down Syndrome -- NAPOTTable of ContentsForeword, Carol Bower. Introduction. 1. Daffodils and Tears. 2. Keeping Us Afloat - Family and Friends. 3. Help. 4. Reminders on the Fridge. 5. Babies are Not Born Walking. 6. Listen to Me. 7. Another Baby. 8. Karina Starts School. 9. What About Dad? 10. Let's Party. Glossary. National Resource List.

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Book SynopsisThis important book challenges the widely held assumption that early experience has a disproportionate effect on later development. Drawing from over forty years of rigorous empirical research and theoretical enquiry, Ann and Alan Clarke argue that the effects of early experiences are just the first steps in an ongoing and complex life path, on which the shaping or re-shaping of development can occur in any period.The evidence they present for the resilience of children and the interaction of early and subsequent experience clarifies and advances the ancient nature - nurture debate. This debate underpins current developments and approaches in fields as diverse as education, psychology, social care and sociology.The Clarkes' findings have enormous practical implications for professionals working with disadvantaged children and adults. They show the value of interventions with and outside the family, and the potential for positive environments to create lasting change at any stage of life. Early Experience and the Life Path will illuminate the practice of psychologists, psychiatrists, social care professionals and teachers, and anyone working with children who have experience of adversity.Trade ReviewThis is a useful book that can be recommended to practicing psychologists, teachers of psychology and students. It is useful because it reminds us of the importance of paying attention to sound theoretical contexts and research before we plan interventions for individuals or larger groups. It demonstrates how much more sophisticated models of longitudinal research, and hence monitoring our own work, have become. It reformulates the old nature-nurture debate by illustrating the complex interactions between DNA, individual characteristics, psycho-social transactions and significant life changes. Finally, it is a pleasure to read yet more of their work, which presents well thought-out psychology in easily accessible language. -- Educational Psychology in PracticeAnn and Alan Clarke's 1976 book on (italic)Early Experience: Myth and Evidence provided a major challenge to the widely held belief that early experiences inevitably had lasting long-term effects. They argued that the empirical research evidence suggested that, to the contrary, there was often substantial (although not necessarily complete) recovery from even very serious deprivation if later experiences were good ones. The present book constitutes a sequel and update, but it is more than that in its provision of an admirably succint and balanced portrayal of some of the key research challenges and some conceptual issues that have to be taken on board. As always, the Clarkes are scrupulously faire in their consideration of the evidence; positive and definite in their conclusions but not polemical; careful to take note of contrary evidence; and practical in their discussion of policy and practice implications. Appropriately, they note that the studies of Romanian adoptess both confirm crucial aspects of their thesis and also suggest the need for some change in developmental concepts, whilst still supporting the main tenets of the views expressed here. Perhaps that will constitute the topic for the Clarkes' next book, but this one is strongly recommended as a thoughtful update on their concepts of resilience. -- Children and SocietyThe themes running through this book are: that early disadvantage does not necessarily condemn a child to a lifetime's disadvantage; that adversity at any age can have harmful effects; that strong positive intervention can reverse the effects of early adversity; and that even without such intervention there are always some children who escape the effects of a bad start. A number of factors are identified which provide protection to the child, such as a sociable and resourceful personality, good innate abilities, a supportive school and peer group; conversely a difficult temperament, chaotic family, and poor emotional development may hinder the child's personal development. It is eminently readable, always engaging, often riveting. In the end, it is immensely heartening. That children could suffer the terrible deprivations described here and emerge triumphantly whole, thanks perhaps to their own qualities and to the devotion of those who subsequently nurtured them, is a tribute to the human spirit and to human goodness. -- Journal of Child Psychology and PsychiatryThe text of this book is concise and immensely readable. The issues raised are cross-disciplinary, and have relevance to the fields of educational and social psychology, social care and sociology. Anyone involved with the education and development of children will find this an accessible and illuminating source of information. -- The Journal of the Royal Society for the Promotion of HealthThis slim book packs a powerful argument. At it's core, Clarke and Clarke conclude that the weight of scientific evidence demonstrates that human beings recover remarkably well from adverse experiences where there has been well-constructed early intervention to provide more favourable circumstances. -- Adoption & FosteringTable of Contents1. Prologue. 2. Some research problems… and solutions. 3. Development under `natural' circumstances. 4. Children rescued from very severe adversity. 5. Outcomes of less severe adversity. 6. Contrary evidence? 7. Epilogue. Appendix: Some questions and answers. References. Index

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Book SynopsisWhen I'm Away From Home is a workbook designed to provide specific information about the individual care requirements of a disabled child for anyone responsible for their care. It includes the child's medical and physical needs, their daily routine and a section which they can fill in themselves about their personality, preferences and habits. The workbook will benefit everyone involved: it will be an invaluable resource for the carer; the child, who may find it particularly difficult to understand and adapt to change, will benefit from the continuation of their everyday routine; and it may help to alleviate the anxieties of a parent or carer when they entrust their child into someone else's care.This clear and comprehensive workbook will help ensure that children's mental, physical, medical and emotional needs are met whenever they are being looked after by someone other than their primary carer.Trade ReviewThis is a book which makes one wonder just why it hasn't been done before. When I'm Away From Home is a workbook designed to provide specific information about the individual care requirements of a disabled child for anyone responsible for them. As a mother of a child who has a disability, I, and my daughter, would be pleased and reassured to complete the book and pass it on to another carer whenever the situation was necessary. Overall, a very useful book, one which all children with disabilities should have with them when staying away from home. It should reassure the parents and the carers. -- Adoption TodayTable of ContentsIntroduction. Part One. Child Profile: "About Me." Part Two. Child Profile: Completed by parent or carer. Part Three. Child Profile: Weekday and weekend diaries. Directory.

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Book SynopsisJames Williams is an SP or special person - he was diagnosed with autism during early childhood. His mother, Joan Matthews, is an NP or normal person. As James grew up, his different perception of the world and the lack of understanding from NPs created problems. Together, he and his mother met the challenges with ingenuity and humour. One day, while taking a walk, James and Joan decided to write a book of their practical solutions. The Self-Help Guide for Special Kids is that book.Covering everything from eye sensitivity, to knowing how far away to stand from other people, to being polite when someone is crying, James and Joan's book describes the problems that an SP may face, and the solutions which they have found to work successfully. Pervaded by their caustic humour and common sense, The Self-Help Guide for Special Kids will be invaluable to other SPs and their families both as a source of advice and a fresh and witty account of how it feels to be an SP.Trade ReviewThis book is essential for anyone with an autistic child, or one with a related handicap, teachers and social workers. It is written by the mother of an autistic son with some input from James, too. As the title suggests, it is a reference book rather than just for reading, but there is no jargon in it (I only had to look up the one word "echolia"), so makes for easy reading. It is broken up into 84 very short chapters, each stating a problem encountered by SKs (Special Kids) that wouldn't be a problem for NKs (Normal Kids), and how Joan and James remedied the problem. Most of the problems are ones recognised by the mother - eg. "touch sensitivity", "going to school" and "anger" - but James has added ones that he feels strongly about - "carelessness", "stomach-aches", "hating water" -- Adoption TodayThis book, written by local Northbrook resident James Williams and his mom, Joan Matthews, is that rare treasure - a book that gives us "neuro-typical" folks look at life through the eyes of a child with autism. However, whereas Temple Grandin and Donna Williams (among others) have become published authors as adults, and recall childhood experiences, James began writing his chapters as an 8-year-old! At the ripe old age of 11 he made additional observations that are included in the Self-Help-Guide. While over 30 of the short "chapters" are by James, many more are written by his mom, who seems very adept at understanding how her boy experiences things, while also being able to contrast the NP (normal person or non-neurotypical person) point of view with SP (special person, autistic, Asperger etc.)She also tackles topics not touched by James, and where we needed for clarification interjects her comments/paragraphs into chapters otherwise authored by James. The Result is a book of over 80 short chapters dealing with the NP and SP experience of topics as varied as: Being Obsessed with Perfection, Balance Problems, Hating Water, Stomach aches, Being Polite when Someone is Crying, Going to School, Being Flexible, etc, with both problems and potential solutions presented that can help us parents help our own special child to cope. For those of us (most of us) raising young kids with Autism, many of whom who cannot talk and write as well as James, this book is a god-send as it helps us understand how our kids may well be interpreting the world around them. Thanks for speaking up, James (and your mom) for the kids who can't communicate as well (and I am going to think twice about patting my son on the back from now on !) -- Autism NewsletterThe chapters cover various issues, and in a problem/solution format offer a spectrum of practical advice from how to adapt to unfamiliar food to being polite when someone is crying. Detailed self-help guides for language and social skills teaching are included, as is advice for special teachers. The book is written with humour and frankness, but above all optimism: we are introduced to James as an eight-year-old whose `alien status' made school too stressful for him to attend; we leave him as a fully mainstreamed eleven-year-old with friends and a social life... This book offers reassurance, help and hope to anyone with an autistic diagnosis, their families and those whose job it is to educate or help them. -- Disability TimesTable of Contents(*denotes a chapter by James Williams). Preface to the Revised Edition. A Disclaimer by Joan. Abbreviations. 1. Saying Hello. 2. Noise Sensitivity. 3. Eye Contact. 4. Recognizing Faces. 5. Eye Sensitivity. 6. Eye Teaming. 7. Touch Sensitivity. 8. Shaking or Holding Hands. 9. Change. 10. Nose Sensitivity. 11. Food Sensitivity. 12. Food Allergies*. 13. Chewing and Swallowing. 14. Hating Water*. 15. Toilet Training. 16. Going to the Bathroom. 17. Breathing Problems*. 18. Teeth Problems*. 19. Space Problems. 20. Knowing How Far Away to Stand from Other People. 21. The Inner Ear. 22. Balance Problems*. 23. Auditory Processing Delays. 24. Having an Urge to Quote. 25. The Music Playing in Your Head. 26. Special Occasions. 27. Being Polite When Someone is Crying. 28. Being Obsessed with the Alphabet. 29. Being Obsessed with Time. 30. Being Obsessed with Music*. 31. Being Obsessed with Numbers*. 32. Being Obsessed with Perfection*. 33. Left vs. Right Hemisphere Processing*. 34. Thinking Styles. 35. Stress*. 36. Behavior Problems*. 37. Discipline. 38. Anger. 39. Going to School. 40. Teasing. 41. Verbal Confusion. 42. Understanding Other People. 43. The Rules of Language. 44. Literal Language. 45. Telling Lies and Keeping Secrets. 46. Using Your Voice Politely*. 47. Mouth Control. 48. Tuning Out. 49. Playing Frozen. 50. Cocooning. 51. Exercise. 52. Pain Problems. 53. Foot Problems. 54. Stomachaches*. 55. Headaches. 56. Neck Problems*. 57. Back Problems*. 58. The Chiropractor. 59. Aiming Problems. 60. Waiting Problems. 61. Connecting with Other People. 62. Saying the Opposite*. 63. Things Mothers Do to Their SPs*. 64. NPs and SPs Together. Part I*. 65. Interrupting Other People*. 66. Being Polite*. 67. Trusting Other People*. 68. Disagreeing with Other People*. 69. Carelessness*. 70. Being Lonely and Making Friends. 71. Loving Other People. 72. Understanding Feelings. 73. Cooperation. 74. Being Flexible. 75. Making Good Decisions. 76. Freedom of Choice. 77. Cleaning Up. 78. Future Judgment*. 79. Needing Other People. 80. Mine and Yours*. 81. Doing Things Other People Want You to Do*. 82. NPs and SPs Together. Part II. 83. Reciprocity*. 84. Saying Goodbye. Conclusion: The Final Frontier*. Appendix 1. Getting Better. Appendix 2. The Self-Help Guide to Teaching Language. Appendix 3. The Self-Help Guide to Teaching Social Skills. Appendix 4. The Self-Help Guide for Successful Teaching. Appendix 5. SPs in the New Millennium. Index.

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Book SynopsisI am Special is a workbook developed by Peter Vermeulen and already used extensively with young people with autism spectrum disorder. The workbook is designed for a child to work through with an adult - parent, teacher or other professional. Unlike other books, its content and layout are devised especially for children who read, think and process information differently.I am Special is divided into two parts. The first is a theoretical introduction that explains how to inform children that they have autism or Asperger Syndrome and how to use the worksheets with groups or individuals. The second part consists of a series of worksheets which the child works through with an adult to create a unique and personal book about him or herself. It includes a series of exercises that present autism positively. They strike a balance between general facts, information about autism and personal information, covering the strengths an autistic person may have as well as the difficulties they may face.I am Special can be used with young people over the age of ten years. Not only is it an excellent source of information for the autistic child; it can be the first step in a process of counselling or psychotherapy or the springboard for a discussion group on autism.Trade Review[this book] takes up the challenge of explaining autism to people with the condition. Presented as a workbook of exercises, the activities focus on the insides and outsides of bodies, people's strong points, preferences and differences, how brains work and contrasting kinds of intelligence, leading on to disability and the consequences of autism. [T]he material signals an important shift - promoting self-awareness, rather than imposing a 'normal' perspective. -- Times Educational SupplementI am Special is a comprehensive workbook designed to help young people understand their autism. It is clearly a much needed tool which I am sure will be welcomed by parents and professionals alike. It offers a detailed and systematic approach to working with individuals with autism aged 10 and over. Adopting a "pick and mix" approach to individualise the programme is recommended by the authors and they stress that the workbook is part of an interactive process and not an end in itself. It is a thoughtful and well planned programme which would be useful in working with individuals with autistic spectrum disorders. -- CommunicationTable of Contents1. Introduction. 2. Introducing autism. 3. Working with `I am Special'. 4. Manual for the worksheets. 5. Worksheets. 6. Appendices. References. Index.

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Book SynopsisPeople with developmental disabilities sometimes behave in ways that others, or they themselves, regard as problematic. This original book is about what practitioners can do to make sense of behaviors, in order to support clients more effectively.The author offers practical strategies for gathering and analysing information about behaviors, in partnership with the individual concerned, in order to gain a useful understanding of why a particular behavior occurs. The inclusion of case histories, with corresponding behavior plans, clearly demonstrates the real-life application of assessment methods.With its strong emphasis on the importance of establishing equitable, respectful relationships between professionals and people with learning disabilities, this is a book that professionals involved in the lives of people with developmental disabilities will find invaluable.Table of ContentsPreface. 1. Establishing the assessment agenda. 2. Relationships in assessment: The empathy mode. 3. Relationships in assessment: The analytic mode. 4. The tool box, John Clements and Neil Martin. 5. Extracting meaning from the information gathered. 6. The Behavioural Explorer Assessment System, John Clements and Neil Martin. 7. The stories we can tell. 8. Organizing the practice. 9. Last words. Appendix 1: Behaviour recording charts. Appendix 2: Clements Rapid Assessment Protocol. Resources. Index

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Book SynopsisThe revised and updated edition of the groundbreaking book Asperger’s and Girls describes the unique challenges of females on the autism spectrum. In it, you’ll follow the lives of women with autism through childhood, the social and academic challenges of the education system, and into the career and dating worlds. You’ll also hear from top experts on crucial and often under-discussed subjects, including: Diagnosing girls with ASD Navigating the neurotypical social world Puberty, sexual health, and personal safety Independence, relationships, and marriage The importance of the right career And so much more.This book is a necessity for women with autism and those who love and support them. Direct advice from leading professionals and candid stories written by the indomitable women who have lived them send an important message: we are women with autism. Give us the right tools and we can change the world.First edition was winner of the Gold Award, Foreword Book of the Year.Trade ReviewThis book gives an insight into the unique challenges of females on the autism spectrum." —Autism EyeTable of Contents Foreword: Jennifer McIlwee Myers Chapter 1: The Pattern of Abilities and Development of Girls with Asperger’s Syndrome [Tony Attwood, Ph.D.] Chapter 2: Asperger’s Syndrome in Women: A Different Set of Challenges? [Catherine Faherty] Chapter 3: Educating the Female Student with Asperger’s [Sheila Wagner, M.Ed.] Chapter 4: Girl to Girl: Advice on Friendship, Bullying, and Fitting In [Lisa Iland] Chapter 5: Preparing for Puberty and Beyond [Mary Wrobel, MA, CSS/SLP] Chapter 6: The Launch: Negotiating the Transition from High School to the Great Beyond [Teresa Bolick, Ph.D.] Chapter 7: Aspie Do’s and Don’t’s: Dating, Relationships, and Marriage [Jennifer McIlwee Myers] Chapter 8: Maternal Instincts in Asperger’s Syndrom [Ruth Snyder] Chapter 9: For Me, a Good Career Gave Life Meaning [Temple Grandin, Ph.D.]

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Book SynopsisWhen children develop an anxiety disorder, the best solution is to provide ongoing help within the familial context. How that can best be implemented may be seen in this articulate and impressive book.Anxiety disorders in children can disturb family life considerably. Haim Omer´s concept of a “new authority” offers a helpful approach to coping according to the motto “support but don´t shield.” The central idea is one of parents as anchors for their children, i.e., besides protection and security they provide facilitative support for their offspring. A wealth of instructive case examples – from the infant to the adult still living with the parents, from separation anxiety to OCD – provide the practitioner with all the necessary tools.

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Book SynopsisMit "Wachsame Sorge" präsentiert Haim Omer die nächste Stufe seines Konzepts fÃ"r einen entwicklungsförderlichen Umgang von Eltern mit ihren Kindern. Ausgehend von den Grundsätzen der "elterlichen Präsenz", dem Modell der "Neuen Autorität" sowie der bindungsrelevanten Ankerfunktion geht es in diesem Buch um die grundlegende elterliche Haltung, auf der eine aktive und respektvolle Teilhabe am Leben ihres Kindes basiert. "Wachsame Sorge" wird in der Umsetzung als ein abgestuftes Vorgehen verstanden, das von "offener" Ã"ber "fokussierte Aufmerksamkeit" mit Blick auf das Alltagsleben bis hin zu MaÃ�nahmen reicht, die den Handlungsspielraum des (meist) Jugendlichen unmissverständlich begrenzen. In den allermeisten Fällen ist es aus Elternsicht nicht notwendig, in diesem Sinne alle Register zu ziehen. Anhand einer Vielzahl instruktiver Beispiele zu verschiedensten Problemkonstellationen, wie dem Umgang mit Geld, dem Konsum von Suchtmitteln, Internetgebrauch und Autofahren, wird deutlich, welche Handlungsoptionen Eltern haben, um ihre eigene Position zu festigen â ganz und gar zum Wohl ihres Kindes auf dessen Weg zu mehr SelbstfÃ"rsorge.

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Book SynopsisJust being a child – that is not so easy anymore in our modern world. How to best prepare children for their future?How can we adults strengthen our children for going through important transitional phases, e.g., when exiting the family fold to enter kindergarten? How can we treat each child fairly, e.g., girls, boys, children from other cultures? What media, forms and educational chances can best help us in this endeavour? How can we support children who have lost a parent or other family member or who are growing up in broken homes? How can we protect children from drugs and sexual abuse? These are some of the questions addressed in this volume and answered based on the latest scientific findings and educational experiences.

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Book SynopsisLern- und Leistungsstörungen sind eine enorme Belastung für Betroffene sowie ihre Bezugspersonen. Die Autoren zeigen, was man dagegen tun kann: Mit ihrem IntraActPlus-Konzept nutzen sie die Erkenntnisse aus der psychologischen Grundlagenforschung und richten sich an Eltern, aber auch Lehrer, Ergotherapeuten, Schulpsychologen und andere Berufsgruppen, die mit Kindern arbeiten. – Wie entstehen Lernstörungen, wie verfestigen sie sich, wie kann man ihnen vorbeugen? Konkrete Handlungsanweisungen garantieren die praktische Nutzbarkeit des Ratgebers. Mit Kapiteln zu Legasthenie, Dyskalkulie und dem Einsatz in der Schule.Trade Review"Das Buch “Positiv lernen” von Jansen und Streit stellt ein wichtiges Buch in der Behandlung von Lern- undLeistungsstörungen dar, da der Fokus auf die Lernmotivation (oder in der Sprache der Autoren Eigensteuerung) des Klienten gerichtet wird und effektives Lernen als solches sehr detailliert thematisiert wird. [...] Jansen und seinen Publikationen ist es diesbezüglich zu verdanken, dass dieser Aspekt mittlerweile bei zahlreichen Therapeuten eine wichtige Rolle spielt. Insgesamt ein lesenswertes Buch für alle, die sich mit der Behandlung von Lernstörungen und dabei insbesondere mit dem IntraActPlus-Konzept näher befassen wollen." legasthenietherapie-infoTable of ContentsA. Grundlegende Gesetzmäßigkeiten im Zusammenhang mit Lern- und Leistungsstörungen.- 1. Das IntraActPlus-Konzept.- 2. Ziele und Zielhierarchien entscheiden in allen Lebensbereichen über Motivation und Anstrengungsbereitschaft.- 3. Ziele können unsere Eigensteuerung aufbauen oder zerstören.- 4. Belohnung und Bestrafung: eine immer noch unterschätzte Realität.- 5. Verschiedene Formen von Belohnung und Bestrafung.- 6. Belohnende und bestrafende Eigensteuerungen.- 7. Gefühle koppeln sich an Lernen und bestimmen 'Vermeiden' und 'Annäherung'.- 8. Widerstände und Machtkämpfe beim Lernen.- 9. Der Einfluss der Aktivierung auf das Lernen.- 10. Leistungssteigerung durch richtige Nutzung des Kurz- und Langzeitgedächtnisses.- 11. Kapazitätserweiterung durch Automatisierung und die entsprechende kortikale Neuorganisation.- 12. Beispiele für eine Blockierung der Automatisierung und der damit verbundenen kortikalen Neuorganisation in Schule und Therapie.- 13. Das Erarbeiten von komplexen Lerninhalten. B. Diagnostik und allgemeine Therapiemaßnahmen bei Lern- und Leistungsstörungen im Rahmen des IntraActPlus-Konzeptes.- 14. Festlegung der Lerninhalte unter Berücksichtigung des Schwierigkeitsgrades und der Lerntiefe.- 15. Speichertraining.- 16. Grundfähigkeiten der Bezugspersonen für den Aufbau von positivem Lernen.- 17. Videounterstützte Diagnostik bei Lern- und Leistungsstörungen im Rahmen des IntraActPlus-Konzeptes.- 18. Umgang mit Widerständen und Machtkämpfen.- 19. Der Umgang mit Kindern, die beim Lernen unteraktiviert sind.- 20. Die Methode 'Feedback im Sekundenfenster'.- 21. Das Selbstmanagement-Training des IntraActPlus-Konzeptes. C. Spezifische Anwendungen des IntraActPlus-Konzeptes.- 22. Legasthenie und andere Lese- und Rechtschreibstörungen sind meist überflüssig.- 23. Vom Buchstaben bis zum Verstehen des Inhalts: Was muss ein erfolgreicher Leser können?- 24. Wie es zu Schwierigkeiten im Bereich Deutsch kommt.- 25. Einoptimierter Trainingsaufbau für Lesen und lautgetreues Schreiben nach dem IntraActPlus-Konzept.- 26. Rechtschreiben: günstigere und weniger günstige Lernwege.- 27. Ein optimierter Trainingsaufbau für das Rechtschreiben nach dem IntraActPlus-Konzept.- 28. Dyskalkulie und andere Schwierigkeiten im Fach Rechnen.- 29. Verarbeitungssysteme, die für ein erfolgreiches Rechnen zusammenarbeiten müssen.- 30. Teilleistungsstörungen und andere Verursachungsgrößen von Rechenstörungen.- 31. Mangelnde Automatisierung als 'Kernproblem' von Rechenstörungen.- 32. Aufbau einer inneren Vorstellung von Mengen und Aufbau einer inneren Vorstellung des Zahlenraumes.- 33. Lesen und Schreiben von Zahlen.- 34. Automatisierung von Addition und Subtraktion bis 100.- 35. Bausteine eines modernen Schulkonzeptes nach dem IntraActPlus-Konzept.- 36. ADS: Aufmerksamkeitsdefizitstörung mit und ohne Hyperaktivität.

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Book SynopsisDas Buch befasst sich mit dem Missbrauchs- und Misshandlungsskandal im Klosterinternat Ettal, einer traditionsreichen Institution mit Eliteanspruch. Im Rahmen der Aufdeckungswelle im Jahre 2010 haben – neben vielen Anderen – auch ehemalige Schüler dieses Internats den Weg in die Öffentlichkeit gesucht und von Erfahrungen sexualisierter Gewalt innerhalb einer Kultur der „schwarzen Pädagogik“ berichtet. Sie gründeten eine Selbsthilfeorganisation und überzeugten die Klosterleitung von der Notwendigkeit einer unabhängigen sozialwissenschaftlichen Studie. Im Rahmen dieser Erhebung haben Betroffene ihre Geschichte erzählt, die einschneidenden lebensgeschichtlichen Folgen ihrer traumatischen Erlebnisse aufgezeigt und die entsprechenden institutionellen Bedingungen benannt Auf der Basis der erhobenen Daten konnten vor allem systemisch-organisationale Erklärungen gefunden werden für die jahrzehntelang andauernde Gewalt gegen Schüler innerhalb der Benediktinerabtei Ettal. Table of ContentsDas Buch befasst sich mit dem Missbrauchs- und Misshandlungsskandal im Klosterinternat Ettal, einer traditionsreichen Institution mit Eliteanspruch. Im Rahmen der Aufdeckungswelle im Jahre 2010 haben – neben vielen Anderen – auch ehemalige Schüler dieses Internats den Weg in die Öffentlichkeit gesucht und von Erfahrungen sexualisierter Gewalt innerhalb einer Kultur der „schwarzen Pädagogik“ berichtet. Sie gründeten eine Selbsthilfeorganisation und überzeugten die Klosterleitung von der Notwendigkeit einer unabhängigen sozialwissenschaftlichen Studie. Im Rahmen dieser Erhebung haben Betroffene ihre Geschichte erzählt, die einschneidenden lebensgeschichtlichen Folgen ihrer traumatischen Erlebnisse aufgezeigt und die entsprechenden institutionellen Bedingungen benannt Auf der Basis der erhobenen Daten konnten vor allem systemisch-organisationale Erklärungen gefunden werden für die jahrzehntelang andauernde Gewalt gegen Schüler innerhalb der Benediktinerabtei Ettal. <Der InhaltWas soll diese Studie leisten, was kann sie nicht leisten? ● Es gibt viele „Ettals“ ● Sozialisation im Klosterinternat ● Der Blick auf die Opfer ● Das Täterspektrum ● Die Binnenstruktur und der spezifische Kontext des Klosterinternats ● Der Aufarbeitungsprozess ● Fazit und EmpfehlungenDie ZielgruppenLehrende und Studierende sozialwissenschaftlicher Studiengänge, Experten und Expertinnen in der Bildungs- und JugendarbeitDie AutorenProf. Dr. Heiner Keupp ist emeritierter Hochschullehrer an der Universität München, lehrt gegenwärtig an der Freien Universität Bozen.Dr. Peter Mosser arbeitet für Kinderschutz München.Wolfgang Gmür, Gerhard Hackenschmied und Dr. Florian Straus sind am Institut für Praxisforschung und Projektberatung (IPP) München tätig.

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Book SynopsisSexueller Missbrauch von Kindern und Jugendlichen ist ein sehr emotionales und nach wie vor hochaktuelles Thema, wie der „Missbrauchsskandal“ des Jahres 2010 um massive sexuelle Übergriffe in Institutionen zeigte. Am häufigsten findet Missbrauch jedoch nach wie vor in der Familie statt. In beiden Fällen sind Personen aus pädagogischen sowie medizinisch-therapeutischen Berufen oft wesentliche Ansprechpartner/-innen für betroffene Kinder und Jugendliche. In den letzten Jahren wurde allerdings deutlich, dass diese Ansprechpersonen derzeit nicht immer über die umfassende Wissensbasis und Handlungskompetenz verfügen, um den Betroffenen professionell Unterstützung bieten zu können. An der Klinik für Kinder- und Jugendpsychiatrie/Psychotherapie Ulm wurde in der Konsequenz 2011-2014 unter Leitung von Prof. Jörg M. Fegert der Online-Kurs „Prävention von sexuellem Kindesmissbrauch“ für medizinisch-therapeutische und pädagogische Berufe entwickelt. Das vorliegende Handbuch, das sich aus den Grundlagen- und Rechtstexten des positiv evaluierten Online-Kurses zusammensetzt, bietet durch die Beiträge namhafter Autorinnen und Autoren eine in diesem Umfang und in dieser Praxisnähe bislang in Deutschland noch nie präsentierte Darstellung des fachlichen Basiswissens zu dieser Thematik. Die Darstellung praktischer Bezüge, konkreter Vorgehensweisen und relevanter rechtlicher Aspekte soll dabei zu einem besseren theoretischen Verständnis und einer Erhöhung der Handlungskompetenz im Umgang mit (potentiellen) Missbrauchsfällen in der beruflichen Praxis beitragen. Nur in diesem Buch erhältlich sind Konzepte und Übungsmaterialien, die im Rahmen des Online-Kurses für ergänzende Präsenzkurse erstellt und evaluiert wurden. Die Leserinnen und Leser sollen dadurch in die Lage versetzt werden, die Auseinandersetzung mit den wichtigen Themen dieses Buches in ihrem Arbeitsbereich als Multiplikatoren anzuleiten, um diese im kollegialen Austausch, z.B. in Teamgesprächen, Supervisionsgruppen oder Fortbildungen, für den eigenen beruflichen Kontext zu reflektieren.Trade Review“... Das umfassende Handbuch ist geschrieben für Fachpersonen aus medizinischen, therapeutischen und pädagogischen Berufsfeldern und enthält zahlreiche Beiträge ... übersichtlich und strukturiert gestalteten Handbuches bilden die Arbeitsmaterialien mit detaillierten Beschreibungen und Anleitungen sowie Hinweisen für die Kursleitung ...” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 19. Mai 2016)“… Der Leser wird mit viel Hintergrundinformation realitätsnah und detailliert informiert … Das Werk ist gut und interessant zu lesen und ist in Relation zum Umfang ein relativ preisgünstiges und sinnvolles Werk, das in jeder fachtherapeutischen Stelle von Jugendhilfe stehen sollte.” (R. Mathan, in: änd Ärztenachrichtendienst, facharzt.de, 29. September 2015)“... Alles in allem ein ungemein brauchbarer Band, der in jede Beratungsstelle gehört und unbedingt auch im Bereich der ambulanten und stationären Jugendhilfe sowie im therapeutischen und schulischen Kontext seinen Platz haben sollte ...” (Detlef Rüsch, in: Amazon.de, 23. Dezember 2014)Table of Contents1 Gesellschafts- und bildungspolitische Notwendigkeit eines umfassenden Kursangebots zur Prävention von sexuellem Kindesmissbrauch.- 2 Didaktisches und inhaltliches Konzept des Onlinekurses "Prävention von sexuellem Kindesmissbrauch".- 3 Ergebnisse der Evaluation des Online-Kurses "Prävention von sexuellem Kindesmissbrauch".- 4 Sexueller Missbrauch und Kinderschutz – Perspektiven im Wandel.- 5 Sexueller Kindesmissbrauch: Begriffe, Definitionen und Häufigkeiten.- 6 Straftaten gegen die sexuelle Selbstbestimmung nach dem 13. Abschnitt des Strafgesetzbuches.- 7 Kinderschutz und Vernetzung im Bereich Prävention von und Intervention bei sexuellem Kindesmissbrauch.- 8 Der Widerspruch zwischen gesprochenem Recht und erlebter Gerechtigkeit, wenn Kinder Opfer von sexualisierter Gewalt werden.- 9 Psychische und körperliche Entwicklung von Kindern und Jugendlichen.- 10 Gefährdungslagen und Schutzfaktoren bei Kindern und Jugendlichen in Bezug auf sexuellen Kindesmissbrauch.- 11 Sexueller Missbrauch von Kindern – Ursachen und Verursacher.- 12 Missbrauchstäter – Schuldfähigkeit und strafrechtliches Sanktionensystem.- 13 Gefährdungslagen und Schutzfaktoren im familiären und institutionellen Umfeld in Bezug auf sexuellen Kindesmissbrauch.- 14 Auffälligkeiten und Hinweiszeichen bei sexuellem Kindesmissbrauch.- 15 Umgang mit Vermutung und Verdacht bei sexuellem Kindesmissbrauch.- 16 Rechtliche Grundlagen zu Kinderrechten, Kindeswohl und Kindeswohlgefährdung.- 17 Klinische Diagnostik bei sexuellem Kindesmissbrauch.- 18 Körperliche Befunde bei sexuellem Kindesmissbrauch.- 19 Gesprächsführung mit von sexuellem Missbrauch betroffenen Kindern und Jugendlichen.- 20 Zur Bedeutung der Aussagepsychologie für die Rechtsprechung bei Delikten des sexuellen Missbrauchs von Kindern .- 21 Planung der Intervention nach Aufdeckung eines sexuellen Kindesmissbrauchsfalls .- < 22 Rechte von Kindern und Jugendlichen im Rechtssystem, die Aufgaben von Jugendamt und Familiengericht im Bereich sexueller Missbrauch.- 23 Die Strafanzeige bei der Polizei und das Verfahren vor dem Strafgericht bei sexuellem Kindesmissbrauch.- 24 Standards in der Dokumentation bei sexuellem Kindesmissbrauch.- 25 Unterstützung für von sexuellem Missbrauch betroffene Kinder und Jugendliche.- 26 Eingliederungshilfen bei drohender seelischer Behinderung.- 27 Unterstützung für Bezugs- und Kontaktpersonen sexuell missbrauchter Kinder und Jugendlicher.- 28 Selbstfürsorge in der Fallarbeit bei sexuellem Kindesmissbrauch.- 29 Sexueller Missbrauch in Institutionen – bisherige Problematisierungen des Themas und die Entwicklung am Runden Tisch „Sexueller Kindesmissbrauch“.- 30 Beschwerdesysteme als integraler Bestandteil eines institutionellen Qualitätsmanagements.- 31 Sexueller Missbrauch in Institutionen – Umgang mit Missbrauchsfällen und institutionelle Traumabewältigung.- 32 Die Leitlinien zur Einschaltung der Strafverfolgungsbehörden bei sexuellem Kindesmissbrauch in Institutionen – Konsequenzen für die Praxis.- 33 Arbeitsrechtliche Reaktionsweisen im Umgang mit (potenziellen) Fällen von sexuellem Missbrauch.- 34 Prävention von sexuellem Missbrauch – Möglichkeiten und Grenzen.- 35 Sexualpädagogik und Sexualerziehung.- 36 Nutzung und Wirkungen sexueller Medieninhalte im Jugendalter.- 37 Sexuelle Übergriffe unter Kindern und Jugendlichen.- 38 Rechtliche Aspekte bei sexuellen Übergriffen unter Kindern und Jugendlichen: Strafmündigkeit, Jugendstrafrecht und Verantwortungsreife.- 39 (Inter-)Kulturelle Faktoren von sexuellem Kindesmissbrauch.- 40 Sexueller Missbrauch von Kindern und Jugendlichen mit Behinderung.- 41 Kommerzielle Formen von sexuellem Missbrauch an Kindern und Jugendlichen.- 42 Evaluationsergebnisse der begleitenden Präsenzkurse im Rahmen des Online-Kurses "Prävention von sexuellem Kindesmissbrauch".- 43 Übungen.

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Book SynopsisWas ist Intelligenz? Wie kann diese bei Kindern gemessen und gefördert werden? Und was geschieht eigentlich bei einem IQ-Test? Dieser Ratgeber erklärt Eltern gut verständlich und wissenschaftlich fundiert, wie man die geistigen Potenziale des Nachwuchses entdecken und fördern kann.Nach einer Einleitung und Erklärung, welche Intelligenztheorien und -modelle es gibt, werden ausführlich sieben Intelligenzbereiche erläutert: sprachgebundenes Denken, anschauungsgebundenes Denken, zahlengebundenes Denken, Verarbeitungskapazität, Einfallsreichtum, Merkfähigkeit und Bearbeitungsgeschwindigkeit. Um aufzuzeigen, wie das geistige Potenzial in diesen Bereichen bestimmt werden kann, werden einige der bekanntesten Intelligenztests mit Beispielaufgaben vorgestellt. Ergänzend erhalten Eltern Anregungen, wie sie die einzelnen Intelligenzbereiche durch einfache spielerische Übungen im Alltag fördern können. Die Autoren verdeutlichen, welche Komponenten die schulische Hochleistung eines Kindes beeinflussen, an welchen Merkmalen Minder- und Hochbegabung beim Kind entdeckt werden können und was Eltern tun können, damit ihre Kinder glücklich und schlau aufwachsen.Table of ContentsTeil 1: Grundlagen.- Definition und Interpretation von Intelligenz.- Schulische Leistung und Begabung.- Was Kinder schlau und glücklich macht.- Teil 2: Messung und Förderung verschiedener Intelligenzbereiche.- Intelligenzbereiche und ihre Messung mit Tests.- Sprachgebundenes Denken.- Anschauungsgebundenes, figural-bildhaftes Denken.- Zahlengebundenes Denken.- Verarbeitungskapazität.- Einfallsreichtum.- Merkfähigkeit.- Bearbeitungsgeschwindigkeit.- Kritik an Intelligenztests.- Teil 3: Testverfahren und Aufgaben.- Überblick über einige Testverfahren.- Übungsaufgaben.

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Book Synopsis

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Book Synopsis

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Book SynopsisKristen Cook, MD, is pediatrician with over fifteen years of experience in the medical field. She is a member of the American Academy of Pediatrics and a trusted voice in parenting communities. Her insights are grounded in practice and partnership with leading child health institutions. Dr. Cook lives in the northern suburbs of Chicago.

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Book SynopsisThis text provides a detailed analysis of both the music and the cultural significance of children's songs among the Venda people of the northern Transvaal, South Africa. It examines topics such as role of melody in generating rhythm.

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Book SynopsisThis study argues that child abandonment was common among all classes and morally acceptable from antiquity until the Renaissance. Using a variety of sources, Boswell examines the evidence, presenting a history of the abandoned child and illustrating the changing meaning of family.

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Book SynopsisThe baby abandoned on the doorstep is a phenomenon that has virtually disappeared from our experience, but in the early modern world, unwanted children were a very real problem. This title recreates sixteenth-century Nuremberg to explore what befell abandoned children in this period in vivid detail.Trade Review"Joel F. Harrington breaks new ground with this work.... The Unwanted Child mounts a rich, successful challenge to top-down historical approaches to the subject." (Choice) "In his fascinating study, Joel F. Harrington acquaints the reader with the realities of child abandonment and infanticide and the challenges that early modern social distortions, triggered by wars, economic crisis, and climate change, to name but a few, held for poor families.... Essential for students as well as for researchers." (Journal of Social History)"

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Book SynopsisIs it right for children to believe in myths? By encouraging such myths, are parents lying to children? This text explores how children themselves see characters such as Santa, the Easter Bunny and the Tooth Fairy, and discusses the possible effects that belief in such figures has on children.

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Book SynopsisAsks whether traditional observations about farm families apply to three hundred Iowa children who grew up with some tie to the land during the agricultural crisis of the 1980s, a time of widespread farm bankruptcies and factory closings. The answer, the authors show, is a resounding yes.Trade Review"What is it about 'ties to the land' that influences the development of young people? The answers the authors provide are not only analytically compelling, but they reveal invaluable insights for solving many of the problems facing our urban and suburban school communities as they struggle to provide meaningful environments for socializing and educating our adolescents into productive adults." (American Journal of Sociology) "A welcome corrective to the literature on development, which has focused almost exclusively on metropolitan areas.... Through their careful connection of life choices to life chances in historical context, the authors offer a model of sociological inquiry worthy of emulation." (Social Forces)"

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