Child and developmental psychology Books

Book SynopsisPractice is a recurring and popular theme in language education. However, the concepts of practice and automatization have recently received renewed theoretical and practical interest and are increasingly being explored from the skill acquisition theory and cognitive psychology perspectives.In this volume, leading scholars discuss the optimal types, amounts, and schedules of practice for specific language structures and skills, as well as for various types of learners and learning contexts, to facilitate second language development. They illuminate how practice is instantiated for specific groups of teachers and learners in diverse institutionalized contexts, such as foreign language curriculum development, intelligent computer-assisted language learning systems, task-based language teaching, and study abroad. Furthermore, original methodological syntheses of extant research on practice and automatization are presented, along with guides for conducting empirical research on tTable of ContentsList of contributors AcknowledgementsChapter 1 Introduction: Practice and Automatization in a Second LanguageYuichi SuzukiPART I FoundationsChapter 2 Explicit learning at the initial stages of SLA: Optimizing input and intake processingYuichi Suzuki, Tatsuya Nakata, and John RogersChapter 3 Skill learning theories and language teaching: Different strokes for different folksMasatoshi SatoPART II Teaching Approaches and ContextsChapter 4 Situating practice in a limited-exposure, foreign languages school curriculum Emma Marsden and Rachel HawkesChapter 5 Supporting individualized practice through Intelligent CALLSimon Ruiz, Patrick Rebuschat, and Detmar MeurersChapter 6 Integrating systematic practice into task-based language teachingCraig LambertChapter 7 Practice in study abroad contextsKevin McManusPART III Methodological SynthesisChapter 8 A synthesis of L2 practice research: What is “practice” and how has it been investigated?Ryo Maie and Aline GodfroidChapter 9 Measuring automaticity in a second language: A methodological synthesis of experimental tasks over three decades (1990-2021)Yuichi Suzuki and Irina ElgortChapter 10 Measuring speaking and writing fluency: A methodological synthesis focusing on automaticityShungo Suzuki and Andrea RévészChapter 11 Conclusion: Future directions of practice and automatization researchYuichi SuzukiIndex

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Book SynopsisChildrenâs curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what childrenâs interests are and have been criticised for trivialising childrenâs interests. This book offers a critical and accessible engagement with research on childrenâs interests that challenges us to move beyond surface-level understandings. Childrenâs Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding childrenâs learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take childrenâs interests seriously. Moving beyond play-based activities, Helen Trade ReviewRaising critical questions about children’s interests, Helen Hedges invites deeper interpretations of a concept that has suffered from surface level understandings and simplistic practices for many years. She has created a thought-provoking book for all those who believe that we owe it to children to make their learning deep, relevant, and meaningful.Associate Professor Maria Birbili, Aristotle University of Thessaloniki, Greece This inspiring book presents a compelling case for taking children’s interests seriously. Drawing upon a wealth of examples, the book guides readers towards deeper analysis and understanding of children’s interests, inquiries, and identity development. Bringing together theory, research, and practice, the author demonstrates how interests can inform models of curriculum and pedagogy that have meaning and relevance for children. This is an essential resource for all involved in the education of young children.Dr Liz Chesworth, University of Sheffield, England A systematic theorisation of children’s interests has not received the attention it needs. Helen Hedges takes up this challenge and brings together interpretations of what we mean by "children’s interests". Vignettes add richness to the book, speaking directly to practice and building professional knowledge. By re-naming, re-claiming, and theorising children’s interests, she brings forward new ways of conceptualising foundational practices in early childhood education. Professor Marilyn Fleer, Monash University, Melbourne, Australia This original and scholarly book draws on sustained empirical research with a wealth of examples, a coherent theoretical framework that stands as a timely counterpoint to the dominant narratives of child development, and critical analysis of contemporary policy frameworks. The focus on children’s interests, inquiries, and identities brings attention to their diverse lives, experiences and capabilities. The strong theory-practice integration makes this book accessible for teachers, professionals who work with children and families, and for parents and kinship members. Students will benefit from the ethical and methodological reflections, as well as the scholarly justifications for engaging with alternative ways of understanding children’s possibilities and potential. Professor Elizabeth Wood, University of Sheffield, England Table of Contents1. Children’s interests: Beyond the activities of the moment 2. Interests and informal learning: A powerful relationship 3. Children’s interests: Debates, tensions, and possibilities in practice and policy 4. Understanding children’s interests: Relational, ethical research 5. Deeper understandings 1: Funds of knowledge as a framing for interests 6. Deeper understandings 2: Children’s inquiries and identities 7. Deeper understandings 3: Children’s working theories 8. (Re)Positioning teachers’ interests in curriculum and pedagogy 9. Interests, identities, and outcomes beyond childhood 10. Taking children’s interests seriously: Interests-related curriculum and pedagogy

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Book SynopsisThis Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.Table of ContentsEditors’ IntroductionPart I: Theoretical Foundations and Processes Underlying Speaking1. Bilingual Models of SpeakingKees de Bot and Szilvia Bátyi2. Psycholinguistic Processes in L2 Oral Production Daphnée Simard3. A Complex Dynamic Systems Theory Perspective on Speaking in Second Language Development Wander Lowie and Marjolijn Verspoor4. Sociocultural Approaches to Speaking in SLAVictoria Surtees and Patricia Duff5. Aptitude and Individual Differences Joan C. Mora6. Language AnxietyMałgorzata Baran-ŁucarzPart II: Research Issues7. Speaking Research MethodologiesCharles Nagle, Tracey M. Derwing and Murray J. Munro8. Spoken CorporaAmanda Huensch and Shelley Staples9. Speaking Assessment Noriko IwashitaPart III: Core Topics10. Pronunciation Learning and TeachingTracey M. Derwing and Murray J. Munro11. Speech Intelligibility John M. Levis and Alif O. Silpachai12. Speech ComprehensibilityPavel Trofimovich, Talia Isaacs, Sara Kennedy and Aki Tsunemoto13. FluencyJimin Kahng14. The Role of Prosody Across LanguagesYanjiao Zhu and Peggy Mok15. Grammar for SpeakingJune Ruivivar and Laura Collins16. Conversational Interaction Studies Jaemyung Goo17. Pragmatics: Speaking as a Pragmalinguistic ResourceKathleen Bardovi-HarligPart IV: Teaching Speaking18. Second Language Speaking StrategiesSara Kennedy19. Teaching VocabularyMarlise Horst 20. The Role of Formulaic Sequences in L2 Speaking Duy Van Vu and Elke Peters21. Technology for Speaking Development Walcir Cardoso22. Curriculum Issues in Teaching L2 SpeakingJonathan Newton, Trang Le Diem Bui, Bao Trang Thi Nguyen, and Thi Phuong Thao Tran23. Oral Language Development in Immersion and Dual Language Classrooms Roy Lyster and Diane J. Tedick24. Speaking and English as a Lingua FrancaEnric LlurdaPart V: Emerging Issues25. Workplace Communication Lynda Yates26. The Relationship Between L2 Speech Perception and Production Ron I. Thomson27. The Relationship Between Gestures and Speaking in L2 LearningMarianne Gullberg28. Speech-Language Pathologists and L2 SpeakersMarie Nader29. Child L2 Speakers with Language and Communication Disorders Johanne Paradis30. Training Interpreters Jim Hlavac31. First Language AttritionMonika SchmidIndex

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Book SynopsisWritten by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children''s performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.Trade Review`... recommend this book ... strongly to anyone who has specific interests in cognitive intervention programmes and indeed, to all those who are interested in reading an account of a research project aimed at raising standards in schools today.' - British Education Research Jrnl'This book is a challenging account of an interesting experiment and should be read widely. It underlines the importance of long term research programmes based on a consistent theoretical perspective.' - European Journal for High AbilityTable of ContentsPreface 1. Learning, development and intervention 2. Describing and measuring cognitive development 3. A review of intervention programmes 4. Features of successful intervention 5. The development and delivery of a programme 6. Evaluating the programme 7. Implications for the models of the mind 8. Other domains, other ages 9. Changing practice 10. Really raising standards Appendix: Added value

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Book SynopsisThis thorough revision of the highly successful first edition of Life-Span Development offers the reader a wide-ranging and thought provoking account of human development throughout the lifespan. The lifespan approach emphasises that development does not stop when we cease to be adolescents but goes on throughout adulthood and into old age. In initial chapters Leonie Sugarman outlines the issues surrounding the notion of development and how it can be studied, including reviews of the work of key theorists Erikson, Levinson and Gould. She goes on to consider the different ways in which the life course can be construed: as a series of age-related stages; as a cumulative sequence; as a series of developmental tasks; as a series of key life events and transitions or as a narrative construction which creates a sense of dynamic continuity. A final chapter looks at how people cope, the resources that are available and the theoretical and practical issues regarding interventions to aTrade Review"In a relatively short book it is quite remarkable how many concepts, theories and perspectives are described with such clarity, detail and critique. ... It all adds up to a tapestry as rich and as complex as human life itself." - Christine Doyle, Department of Psychology, University of East London"This is an excellent revision to the original text. … This book makes a substantial contribution to the furthering of our understanding of life-span development psychology." - Ian Rivers, College of Ripon and York St JohnTable of ContentsLifespan Developmental Psychology. Collecting Data About Lives. Age Stages and Lifelines. Cumulative Sequences. Developmental Tasks. Life Events and Transitions. Dynamic Continuity Through Narrative. Intervention.

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Book SynopsisAdoption is an extremely complex and emotionally demanding process for all those involved. This book explores the emotional experience of adoption from a psychoanalytic perspective, and demonstrates how psychoanalytic understanding and treatment can contribute to thinking about and working with adopted children and their families.Drawing on psychoanalytic, attachment and child development theory, and detailed in-depth clinical case discussion, The Emotional Experience of Adoption explores issues such as: the emotional experience of children placed for adoption, and how this both shapes and is shaped by unconscious processes in the child's inner world how psychoanalytic child psychotherapy can help as a distinctive source of understanding and as a treatment for children who are either in the process of being adopted or already adopted how such understanding can inform planning and decision making amongst professionals and carers. <Trade Review'An interesting, informative and enjoyable read, the volume conveys core psychoanalytic ideas relevant to adoption and insights into therapeutic processes in a very vivid and accessible fashion.' - Malcolm Hill, Glasgow School of Social Work, UK'Focusing on the trauma experienced by most adopted children prior to being taken into care, this book conveys the damage these children have sustained and the impact of this on their new family and the professionals involved. Psychoanalytic ideas both help understanding and provide a means of amelioration by offering treatment possibilities and a consultation framework. An accessible but painful book to read.' - Judith Trowell, West Midlands Care Service Improvement Partnership and University of Worcester, UKTable of ContentsPart I: Setting the Scene 1. Developing a curiosity about adoption: a psychoanalytic perspective 2. Why is early development important? 3. Understanding an adopted child: a child psychotherapist’s perspective Part II: Unconscious Dynamics in Systems and Networks 4. Multiple families in mind 5. Enabling effective support: secondary traumatic stress and adoptive families 6. The network around adoption: the forever family and the ghosts of the dispossessed Part III: Primitive States of Mind and their Impact on Relationships 7. The mermaid: moving towards reality after trauma 8. On being dropped and picked up: the plight of some late-adopted children Part IV: Belonging and Becoming: Transitions 9. Playing out, not acting out: the development of the capacity to play in the therapy of children who are ‘in transition’ from fostering to adoption 10. Just pretend: the importance of symbolic play and its interpretation in intensive psychotherapy with a four year-old adopted boy 11. The longing to become a family: support for the parental couple 12. Shared reflections on parallel collaborative work with adoptive families. Part V: Being Part of a Family: Oedipal Issues 13. Loss, recovery and adoption: a child’s perspective 14. Oedipal difficulties in the triangular relationship between the parents, the child and the child psychotherapist Part VI: Adoption and Adolescence: The Question of Identity 15. Deprivation and development: the predicament of an adopted adolescent in the search for identity 16. Idealisation and overvalued ideas Further Reflections 17. A cautionary tale of adoption: fictional lives and living fictions Final Thoughts

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Book SynopsisThis book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality. Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help wheTrade Review"At last, an honest picture of what really happens to the gifted. Prof Joan Freeman understands the psychology of having gifted abilities and its challenges, and has brought a breath of fresh air to this area of human development. I learned a lot and highly recommend it." - Lewis Wolpert CBE, FRS, FRSL, Emeritus Professor of Biology as Applied to Medicine, University College London, UK"A sensitive, probing and revealing analysis of the super-bright from childhood to middle-age by Britain's leading analyst of gifted children, Joan Freeman." - Brenda Maddox, biographer and winner of the Los Angeles Times Biography Award, the Silver PEN Award, the French Prix du Meilleur Livre Etranger, and the Whitbread Biography Prize"Joan Freeman has written engaging and often surprising portraits of 20 of the 210 gifted children she has followed into adulthood. This book will inform not only parents, teachers, and scholars of giftedness but all those interested in the unpredictable course of individual lives." - Ellen Winner, Professor and Chair, Department of Psychology, Boston College USA & Author of Gifted Children: Myths and Realities"Again and again in this book, the stories surprise and confound. No one reading this book could possibly come away with simple prejudices unchallenged. ... These true stories contain lessons for us all about what it is to have, and respond to, special qualities." – John Stoboda, Guildhall School of Music and Drama and Keele University, in The Psychologist"Freeman’s writing throughout is disciplined and carefully objective, without sacrificing any narrative power. ... Gifted Lives—with its many twists and turns—is captivating, inspiring, and educating. I want to recommend the book to parents and educators everywhere. It seems to me it will be easy to find a nugget of information that you can utilize almost immediately." - Joseph Cardillo, Psychology Today"At last, an honest picture of what really happens to the gifted. Joan Freeman understands the psychology of having gifted abilities and its challenges, and has brought a breath of fresh air to this area of human development. I learned a lot and highly recommend it." - Lewis Wolpert CBE, FRS, FRSL, Emeritus Professor of Biology as Applied to Medicine, University College London, UK "A sensitive, probing and revealing analysis of the super-bright from childhood to middle-age by Britain's leading analyst of gifted children." - Brenda Maddox, biographer and winner of the Los Angeles Times Biography Award, the Silver PEN Award, the French Prix du Meilleur Livre Etranger, and the Whitbread Biography Prize."Joan Freeman has written engaging and often surprising portraits of 20 of the 210 gifted children she has followed into adulthood. This book will inform not only parents, teachers, and scholars of giftedness but all those interested in the unpredictable course of individual lives." - Ellen Winner, Professor and Chair, Department of Psychology, Boston College USA & Author of Gifted Children: Myths and RealitiesTable of ContentsIntroduction: Ideas of Gifts and Talents, and Description of Study. Part 1. So Many Gifts. 1. Maths Prodigy to Saint. 2. Spoilt For Choice. 3. Stark Odds. Part 2. A Dominant Gift. 4. Opera Star. 5. Two Davids and the Goliath of Art. 6. A Good Samaritan. 7. The Gift of Integrity. 8. Musical Chairs. Part 3. Challenges to Gifted Potential. 9. The Label of ‘Gifted’. 10. Barriers in The Mind. 11. A Gifted Gambler. 12. Gifted Women. Part 4. Beyond Gifts and Talents… 13. Genius. References.

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Book SynopsisWhy Love Matters explains why loving relationships are essential to brain development in the early years, and how these early interactions can have lasting consequences for future emotional and physical health. This second edition follows on from the success of the first, updating the scientific research, covering recent findings in genetics and the mind/body connection, and including a new chapter highlighting our growing understanding of the part also played by pregnancy in shaping a babyâs future emotional and physical well-being. The author focuses in particular on the wide-ranging effects of early stress on a baby or toddlerâs developing nervous system. When things go wrong with relationships in early life, the dependent child has to adapt; what we now know is that his or her brain adapts too. The brainâs emotion and immune systems are particularly affected by early stress and can become less effective. This makes the child more vulnerable to a range of later difficulties such as depression, anti-social behaviour, addictions or anorexia, as well as physical illness. Trade Review"This book provides an interesting and eminently readable account, compressively set out, with a clear description, assisted by case studies, as to how the interaction between automatic physiological responses and biochemical reactions function to help maintain a good state." – Nicola Miller, in Seen and Heard"For a reader acquainted with psychology, this truly is an all-encompassing book on early human development and presents fascinating links between genetic expression and socio-cultural and environmental influence. " – Michael Fiorini, International Journal of Psychotherapy"This book is a rare achievement. It succeeds in combining the most accessible and readable account of the neurobiology of early development I have come across with an impressive level of scholarship. Though written with a light touch this fascinating updated volume eloquently describes how very recent advances in neuroscience are being used to re-define and deepen our understanding of the relational origins of human nature, and how this knowledge can be used to address the early roots of many of the common problems that all societies are now facing. A best seller in the UK, Sue Gerhardt's book deserves to be more widely read in the USA." – Allan N. Schore, Ph.D., UCLA David Geffen School of Medicine"A sensational read. Combining cutting edge research on the brain, parenting and emotional development with wonderful writing, this is popular science at its best. A page-turner of a book which packs a powerful and life-changing message and is a must-read for parents, policy-makers, childcare professionals, students and indeed anyone interested in a healthier and happier future." – Dr. Graham Music, consultant psychotherapist, Tavistock Clinic, London, and author of Nurturing Natures"With the knowledge summed up in this superb book, we can ensure that our child and every child gets close to the very limits of human potential." – Steve Biddulph, from the forewordPraise for the first edition: "Why Love Matters is hugely important. It should be mandatory reading for all parents, teachers and politicians." – Rebecca Abrams, in The Guardian"Sue Gerhardt writes in an easy-to-read, page-turning way and makes complex science tangible, relevant, popular and accessible." – Martine Horvath, Eye on Education"The book is successful in conveying the important message about the role which early relationships play in the formation of the brain and is a useful tool for parents, professionals and students… An informative, enjoyable and motivating read." – Gemma Roxanne West, Student Play Therapist for BAPT Magazine"Bolstering the work of the best-selling 2004 edition is this trade-meets-specialist publication that itnersects neuropsychology with attachment theory to emphasise the foundational importance of scure attachement through one-on-one primary care. The book is the product of impressive literature review and synthesis to further Gerhardt's argument... What is striking about Gerhardt's contribution is the volume of evidence she amasses and the wholistic, arguably 'whole-brained' approach she adopts. Perhaps most compelling, however, is the reported extent of the attachment disturbances... [A] courageous and mmeticulously argued, highly elucidating call to take the care of our most vulnerable dependents more seriously, and install good, present, securely attached love at the centre of our plan to help children live well." - Susie Elliot, researcher, Psychotherapy and Counselling Journal of Australia"This book is a rare achievement. It succeeds in combining the most accessible and readable account of the neurobiology of early development I have come across with an impressive level of scholarship. Though written with a light touch this fascinating updated volume eloquently describes how very recent advances in neuroscience are being used to re-define and deepen our understanding of the relational origins of human nature, and how this knowledge can be used to address the early roots of many of the common problems that all societies are now facing. A best seller in the UK, Sue Gerhardt's book deserves to be more widely read in the USA." - Allan N. Schore, Ph.D., UCLA David Geffen School of Medicine"A sensational read. Combining cutting edge research on the brain, parenting and emotional development with wonderful writing, this is popular science at its best. A page-turner of a book which packs a powerful and life-changing message and is a must-read for parents, policy-makers, childcare professionals, students and indeed anyone interested in a healthier and happier future." - Dr. Graham Music, consultant psychotherapist, Tavistock Clinic, London, and author of Nurturing Natures"With the knowledge summed up in this superb book, we can ensure that our child and every child gets close to the very limits of human potential." – Steve Biddulph, from the forewordPraise for the first edition: "Why Love Matters is hugely important. It should be mandatory reading for all parents, teachers and politicians." - Rebecca Abrams, in The GuardianTable of ContentsPart 1: The Foundations: Babies and their brains 1. Before we meet them 2. Back to the beginning 3. Building a brain 4. Corrosive Cortisol. Conclusion to Part 1. Part 2: Shaky Foundations and their Consequences 5. Trying Not to Feel 6. Melancholy Baby 7. Active Harm 8. Torment 9. Original Sin. Part 3: Too Much Information, Not Enough Solutions 10. ‘If all else fails, hug your teddy bear’ 11. Birth of the Future.

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Book SynopsisThis book offers a general introduction to reaction time research as relevant to Second Language Studies and explores a collection of tasks and paradigms that are often used in such research. It provides a lucid explanation of the technical aspects of collecting reaction time data and outlines crucial research principles and concepts that will ensure accurate data. In addition, Conducting Reaction Time Research in Second Language Studies provides step-by-step instructions for using DMDX, a software program widely used for conducting reaction time research. From general guidelines to techniques to working with data, this complete why and how guide for conducting reaction time research is ideal for both students/beginners and more seasoned researchers. Table of ContentsCH 1: Introducing Reaction Time Research. CH 2: Basic Concepts and General Guidelines. CH 3: Lexical and Phonological Tasks. CH 4: Semantic Tasks. CH 5: Sentence-Based Tasks. Appendix A: Tutorial for DMDX.

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Book SynopsisTable of Contents 1. Children’s beliefs in invisible causal agents – both religious and scientific Ayse Payir, Kathleen H. Corriveau, and Paul L. Harris 2. Development of Representational Theory of Mind: Concepts of Mental States, Awareness of Thinking, and Self-Permanence William V. Fabricius 3. Objects in a social world: Infants’ object representational capacity limits are shaped by objects' social relevance Melissa M. Kibbe and Aimee E. Stahl 4. Curiosity constructs communicative competence through social feedback loop Julia A. Venditti, Emma Murrugarra, Celia R. McLean, and Michael H. Goldstein 5. Early Care and Education Margaret Burchinal 6. Designing Learning Environments for Promoting Young People’s Constructive Coping with Climate Change Abigail Brown, Silvia Collado, Gary W. Evans, and Janet E. Loebach 7. Growing up Amid Conflict: Implications of the Developmental Peacebuilding Model Celia Bähr and Laura K Taylor 8. Co-Rumination and Conversational Self-Focus:Adjustment Implications of Problem Talk in Adolescents’ Friendships Amanda J. Rose, Rebecca Schwartz-Mette, Sarah K. Borowski, and Allie Spiekerman

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Book SynopsisThe Einstein Syndrome is a follow-up to Late-Talking Children, which established Thomas Sowell as a leading spokesman on the subject. While many children who talk late suffer from developmental disorders or autism, there is a certain well-defined group who are developmentally normal or even quite bright, yet who may go past their fourth birthday before beginning to talk. These children are often misdiagnosed as autistic or retarded, a mistake that is doubly hard on parents who must first worry about their apparently handicapped children and then must see them lumped into special classes and therapy groups where all the other children are clearly very different.Since he first became involved in this issue in the mid-1990s, Sowell has joined with Stephen Camarata of Vanderbilt University, who has conducted a much broader, more rigorous study of this phenomenon than the anecdotes reported in Late-Talking Children. Sowell can now identify a particular syndrome, a cluster of common symptoms and family characteristics, that differentiates these late-talking children from others relate this syndrome to other syndromes speculate about its causes and describe how children with this syndrome are likely to develop.

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Book SynopsisThis volume identifies visual models of the knowledge and strategies students consider as they think and perform in the domains of reading, science and mathematics. It also discusses how these models could be adapted, translated and used to design educational assessments that are based on advances in the learning sciences.Trade Review"This book inhabits an important space in the current market for educational and psychological assessment and is very sorely needed." -André A. Rupp, University of MarylandTable of Contents1. The learning sciences in educational assessment: an introduction; 2. Evaluating cognitive models in large-scale educational assessments; 3. Cognitive models of task performance for reading comprehension; 4. Cognitive models of task performance for scientific reasoning and discovery; 5. Cognitive models of task performance for mathematical reasoning; 6. Putting it all together: cognitive models to inform the design and development of large-scale educational assessment; 7. Cognitively-based statistical methods - technical illustrations.

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Book SynopsisAlthough innumerable songs, poems, plays and movies have been written about adolescent romantic relationships, no scientific book has been written on that topic. Numerous volumes exist on adult romantic relationships and on adolescent sexuality, but this volume, first published in 2000, was the first to examine adolescent romantic relationships. A group of eminent investigators met to discuss the topic and were charged with the task of writing about their conceptualization of these relationships and of romantic experiences in adolescence. The papers cover the full range of aspects of romantic relationships, and examine general processes and individual differences within the general context of adolescent development. Each paper contains numerous provocative ideas that are designed to stimulate research on the topic.Trade Review"In this pioneering book, well known, first-line researchers present chapters focused on conceptual and theoretical matters. The authors have been careful to resist the temptation to turn their chapters into reports of original research or literature reviews. This volume is an authentic milestone in scholarship. The book offers an important contribution for professionals working with adolescents. In addition, it offers insights about interpersonal relationships, as they are studied in the social and personality development areas, family studies, and clinical psychology. Readers with an interest in romantic relationships would be well rewarded in reading this book, even if they have no special interest in adolscents or human development." William G. Graziano, Contemporary Psychology"...the editors have done a superb job of pulling the different sections together so that it reads as a coherent work and does not have the disjointed quality of many multiauthored texts. This book can best be described as a comprehensive, up-to-date text on the subject of the devlopment of relationships in adolescents. Those in academic medicine who are responsible for training programs in adult and child psychiatry as well as pediatrics would find the book contains useful information to incorporate into the curricule." JAMA: Journal of the American Medical Association"This is the first scientific book written on adolescent romantic relationships...the book certainly succeeds in laying the conceptual groundwork on which to base research on adolescent romance. The chapters are well written and pitched toward a professional or graduate student readership. Nonetheless, very little prior knowledge of the topic is necessary to understand the book, making it ideal for someone interested in exploring a new area. This book would be useful for a variety of professionals. I would strongly recommend it for anyone in a sexuality-related profession (educators, therapists, and researchers with an interest in adolescent sexuality), those who counsel adolescents, or anyone teaching a course in related areas. I applaud the work of the editors and authors, and I am grateful that this book has come my way." Journal of Sex Research"Work presented in The Development of Romantic Relationships in Adolescence represents a major scholarly achievement." APA Review of Books"...little research has been done in the area of romantic relationships in adolescence. Therefore, this is an important and interesting new topic of discussion." The Canadian Child Psychology ReviewTable of Contents1. Missing the boat: why researchers have shied away from adolescent romance B. Bradford Brown, Candice Feiring and Wyndol Furman; Part I. Processes in Romantic Relationships: 2. The emotions of romantic relationships: do they wreak havoc on adolescents? Reed W. Larson, Gerald L. Clore and Gretchen A. Wood; 3. The nature and functions of social exchange in adolescent romantic relationships Bren Laursen and Lauri A. Jensen-Campbell; 4. Cognitive representations of adolescent romantic relationships Wyndol Furman and Valerie A. Simon; 5. Romantic and sexual development during adolescence Brad Benson; Part II. Individual Differences in Romantic Relationships: 6. Capacity for intimate relationships: a developmental construction W. Andrew Collins and L. Alan Sroufe; 6. Rejection sensitivity and adolescent romantic relationships Geraldine Downey, Cheryl Bonica and Claudia Rincon; 8. Sex, dating, passionate friendships and romance: intimate peer relations among lesbian, gay and bisexual adolescents Lisa M. Diamond, Ritch C. Savin-Williams and Eric M. Dube; 9. Gender identity and the development of romantic relationships in adolescence Candice Feiring; Part III. The Social Context of Romantic Relationships: 10. Adolescent romance and the parent–child relationship: a contextual perspective Marjory Roberts Gray and Laurence Steinberg; 11. Romantic relationships in adolescence: the role of friends and peers in their emergence and development Jennifer Connolly and Adele Goldberg; 12. You're going out with who?!: peer group influences on adolescent romantic relationships B. Bradford Brown; 13. The cultured and culturing aspects of romantic experience in adolescence Deborah L. Coates; 14. What's love got to do with it? Adolescents' and young adults' beliefs about sexual and romantic relationships Julia A. Graber, Pia R. Britto and Jeanne Brooks-Gunn; Part IV. Conclusion: 15. Love is a many splendored thing: next steps for theory and research Wyndol Furman, Candice Feiring and B. Bradford Brown.

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Book SynopsisThe first edition of Autism: Explaining the Enigma provided a satisfactory psychological account of what happens in the mind of a person with autism. This updated edition reports on how this explanation has stood the test of time.Trade Review"Uta Frith's Autism has been an indispensable reference, an instant classic, since it was first published, and in this new edition it has been radically revised, with striking enrichments and enlargements in almost every chapter, most especially with dramatic new brain imaging studies which clarify the fundamental nature of autism. But it remains a deeply personal book, as moving and delightful as it is authoritative." Oliver Sacks, MD "One of the most recognised names in autism research ... Her [Frith's] book is valuable for educated parents interested in learning about autism in a larger historical context ... enlightening." Library Journal, July 2003 "provides a valuable introduction to contemporary cognitive theories." Sally Bigham, Brunel University, British Journal of Developmental Psychology, Vol.21, Part 3, September 2003 "Uta Frith has long been regarded as one of the leading experts in current autism research and psychological theory in this country ... this second edition presents an easy-to-read and logical journey through autism, from what it is and how it is and has been perceived, through current psychological theory to neurological explanation and practical implications. It is an extremely worthwhile book for anyone who wants a research-led understanding of the psychology of autism, particularly students interested in the topic or parents and professionals who may wish to understand the theories feeding future interventions and current understanding of this complex spectrum of conditions." Fiona J. Scott, Psychological Medicine, Vol. 34, 2004Table of ContentsPreface to the Second Edition. Acknowledgements. 1. What is Autism?. 2. The Enchantment of Autism. 3. Lessons from History. 4. Is there an Autism Epidemic?. 5. Mind-reading and Mind-Blindness. 6. Autism Aloneness. 7. The Difficulty of Talking to Others. 8. Intelligence and Special Talent. 9. A Fragmented World. 10. Sensations and Repetitions. 11. Seeing the Brain through a Scanner. 12. A Different Brain – A Different Mind. Notes. Index.

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Book Synopsis`Strongly recommended as it provides a very useful overview of a range of methods, mainly textual, for exploring children's experiences. These accounts are placed well in the broader conceptual frameworks concerning both methodologies and ethical considerations' - Educational ReviewHow should the researcher approach the sensitive subject of the child? What are the ethical issues involved in researching children's experiences? In essays written by a collection of key, international authors, Researching Children's Experience addresses these questions, and examines up-to-date methodological and conceptual approaches to researching children. This book is a practical, comprehensive and interdisciplinary guide for advanced students and researchers, exploring a range of studies, and the theoretical and ethical motivations behind them. The book is divided into three coherent sections:-Conceptual, methodological and ethical issues in researching children's experiences.-Methods for conducting research with children.-The generation and analysis of text.Researching Children's Experience provides examples of how researchers from a variety of social science perspectives have set about carrying out research into children's experience. Useful to students embarking on a research project, and to experienced researchers wishing to explore new methods, Greene and Hogan's book is an essential addition to anyone doing research on children. It will be especially useful to those in developmental psychology, education, nursing and other disciplines interested in studying children's experience.Table of ContentsPART ONE: CONCEPTUAL, METHODOLOGICAL AND ETHICAL ISSUES IN RESEARCHING CHILDREN′S EXPERIENCE Researching Children′s Experience - Sheila Greene and Malcolm Hill Methods and Methodological Issues Researching `The Child′ in Developmental Psychology - Diane Hogan Researching Children and Childhood - Pia Christensen and Alan Prout Sociological and Anthropological Perspectives Ethical Considerations in Researching Children′s Experiences - Malcolm Hill PART TWO: METHODS FOR CONDUCTING RESEARCH WITH CHILDREN Naturalistic Observations of Children in Their Families - Judy Dunn An Ecological Approach to Naturalistic Observations of Children′s Everyday Lives - Jonathan Tudge and Diane Hogan Ethnographic Methods with Children and Young People - Ruth Emond PART THREE: THE GENERATION AND ANALYSIS OF TEXT Exploring Meaning through Interviews with Children - Helen Westcott and Karen Littleton Interviewing Children Using an Interpretive Poetics - Annie Rogers Analysing Children′s Accounts using Discourse-Analysis - Pam Alldred and Erica Burman Narrative Analysis of Children′s Experience - Susan Engel Phenomenological Approaches to Research with Children - Tom Danaher and Marc Briod Exploring Children′s Views through Focus Groups - Eilis Hennessy and Caroline Heary Creative Methodologies in Participatory Research with Children - Angela Veale

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Book SynopsisSibling relationships and rivalry are as old as recorded history. This analysis explores that ambivalence between siblings casts its shadow throughout people''s lifetimes and affects their choices of mates, relationships with their own children, and aversions to others.Table of Contents1 Acknowledgment 2 Contributors Chapter 3 1. Beyond the Parental Orbit: Brothers, Sisters, and Others Chapter 4 2. Twinship and Twinning Reactions in Siblings Chapter 5 3. Twins and Other Siblings Chapter 6 4. Sisters and Their Disappointing Brothers Chapter 7 5. The Legacy of the Defective and Dead Sibling Chapter 8 6. Childhood Sibling Rivalry and Unconscious Womb Fantasies in Adults Chapter 9 7. Sibling Rivalry: A Phenomenon of Construction and Destruction Chapter 10 8. Brothers and Sisters and Sibling Relationships 11 Index

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Book SynopsisThe Frog Who Longed for the Moon to Smile is a story for children who yearn for someone they love. Frog is very much in love with the moon because she once smiled at him. So now he spends all his time dreaming about her. He waits and waits for her to smile at him again. One day a wise and friendly crow helps frog to see how he is wasting his life away. All the time he has been facing the place of very little, he''s had his back to the place of plenty.Trade Review"...enchanting story...this book should prove a great success...the accompanying guidebook is an invaluable support." — Adoption Today"Sunderland's whole series is excellent. I find I recommend each one... Good writing, wonderful artwork, a real impetus to use the material" — Adoption Today"A vital resource for all parents and child professionals" — Families Magazine"Margot's books are digestible teaching aids for anyone working with children - a resource that would be beneficial in every school both for qualified and non-qualified staff." — Special ChildrenTable of ContentsThe frog who Longed for the Moon to Smile

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Book SynopsisThis book provides a comprehensive analysis of the social and organizational factors shaping K-16 teachers'' cultural learning processes, through both a systematic review of the extant literature on K-12 urban teacher thinking and interviews with instructional staff at a high-performing minority-serving institution (MSI). It highlights common challenges K-16 educators face in navigating cultural differences between themselves and their students. Drawing from cultural psychology, organizational behavior, and organizational psychology, the book offers evidence-based strategies for creating school systems where educators working with students from low-income and other minoritized cultural communities can critically examine and challenge their cultural assumptions to create more inclusive and supportive learning environments for all students, as well as develop and implement more culturally responsive classroom management practices.

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Book SynopsisThis Element provides a framework for understanding the evolution of the brain systems that enable innovation and novel learning and how these systems can act on human cognitive universals, such as language, to create evolutionarily novel abilities, such as reading and writing.

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Book SynopsisSecond Language Research: Methodology and Design is a clear, comprehensive overview of core issues in L2 research. Authored by well-known scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research. It then guides readers step by step through the research processfrom basic principles and collection methods through study design and reportingto the point of being able to conduct their own research from beginning to end. This book is an essential text for students and novice researchers of SLA, applied linguistics, and second and foreign language teaching. Key Features A wealth of graphics, visuals, and exercises in each chapter. Time to Think and Time to Do boxes within chapters Helpful glossary and subject index  New to This EditTable of ContentsContentsPreface1.Introduction to Research1.1Research Methods1.2Different Types of Research1.3Ethical Practices1.3.1Informed Consent1.3.1.1Sufficient Information1.3.1.2The Informed Consent Document1.3.1.3Participant Comprehension in Informed Consent1.3.1.4The Language of Informed Consent1.3.1.5Voluntary Participation and Informed Consent1.3.2Child Second Language Learners1.3.3Issues Involved in Collecting Data Online1.3.4WEIRD Populations1.3.5Reporting and Anonymity1.4Institutional Review of Human Participants Research, Compliance, and Problem-Solving1.4.1Purpose of Reviews and IRB Responsibilities1.4.2Why Guidelines to Protect Human Subjects Were Developed1.4.3Development of Research Codes of Ethics1.4.4Preparing a Protocol for the IRB1.4.5General Use of Protocols in Research1.5ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…2.Research Reporting, Research Questions, and Replication2.1What Does a Research Report Look Like?2.1.1Quantitative Reporting2.1.1.1Title Page2.1.1.2Abstract2.1.1.3Introduction2.1.1.4Historical Overview2.1.1.5Major Players in this Research Area, Including Questions, Past Findings, and Controversies2.1.1.6General Goal of the Paper2.1.1.7Research Questions/Hypotheses2.1.1.8Methods Section2.1.1.9Participants2.1.1.10Materials2.1.1.11Procedures2.1.1.12Analysis2.1.1.13Results2.1.1.14Discussion/Conclusion2.1.1.15Notes2.1.1.16References2.1.1.17Appendices2.1.2Qualitative Reporting2.1.3Mixed-Method Reporting2.2Identifying Research Questions2.2.1Feasibility2.2.2Research Questions and Hypotheses2.3Replication2.4ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…3.Common Data Collection Measures3.1Introduction3.2The Significance of Data Collection Measures3.3Researching Formal Models of Language3.3.1Acceptability Judgments3.3.1.1Materials3.3.1.2Procedures3.3.2Gradient Judgments: Magnitude Estimation3.3.3Elicited Imitation3.3.4Interpretation Tasks3.4Psycholinguistics-Based Research3.4.1Sentence Interpretation3.4.2Reaction Time3.4.3Self-Paced Reading3.4.4Eye-Tracking3.4.5Neurolinguistic Elicitation3.5Interaction-Based Research3.5.1Picture Description Tasks3.5.2Spot the Difference3.5.3Jigsaw Tasks3.5.4Consensus Tasks3.5.5Consciousness-Raising Tasks3.5.6Computer-Mediated Research3.6Strategies and Cognitive Processes3.6.1Observations3.6.2Introspective Measures3.6.2.1Stimulated Recall3.6.2.2Think-Alouds or On-Line Tasks3.6.2.3Immediate Recalls3.7Sociolinguistic/Pragmatics-Based Research3.7.1Naturalistic Settings3.7.2Elicited Narratives3.7.2.1Silent Film3.7.2.2Film Strips with Minimal Sound3.7.2.3Picture Tasks3.7.2.4Narrative Inquiry3.7.3Discourse Completion Test (DCT)3.7.4Role Plays3.7.5Video Playback for Interpretation3.8Questionnaires and Surveys3.9Existing Databases3.10Pilot Testing3.11ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…4.Coding4.1Preparing Data for Coding4.1.1Transcribing Oral Data4.1.1.1Transcription Conventions4.1.1.2Technology and Transcription4.2Data Coding4.2.1Scales of Measurement4.2.2Coding Nominal Data4.2.3Coding Ordinal Data4.2.4Coding Interval Data4.3Coding Systems4.3.1Common Coding Systems and Categories4.3.1.1T-Units4.3.1.2Suppliance in Obligatory Contexts (SOC)4.3.1.3Complexity, Accuracy, and Fluency (CAF)4.3.1.4Qualitative Coding Categories4.3.2Custom-Made Coding Systems4.3.2.1Question Formation4.3.2.2Corrective Feedback4.3.2.3Classroom Interaction4.3.2.4Second Language Writing Research4.3.3Coding Interpretive and Qualitative Data4.4Inter-Rater Reliability4.4.1Calculating Inter-Rater Reliability4.4.1.1Simple Percentage Agreement4.4.1.2Cohen's Kappa4.4.1.3Additional Measures of Reliability4.4.1.4Good Practice Guidelines for Inter-Rater Reliability4.4.1.5How Data Are Selected for Inter-Rater Reliability Tests4.4.1.6When to Carry out Coding Reliability Checks4.5The Mechanics of Coding4.5.1How Much to Code?4.5.2When to Make Coding Decisions4.6Software for Coding4.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…5.Research Variables, Validity, and Reliability5.1Introduction5.2Hypotheses5.3Variable Types5.3.1Independent and Dependent Variables5.3.2Moderator Variables5.3.3Intervening Variables5.3.4Control Variables5.4Operationalization5.5Validity5.5.1Content Validity5.5.2Face Validity5.5.3Construct Validity5.5.4Criterion-Related Validity5.5.5Predictive Validity5.5.6Internal Validity5.5.6.1Participant Characteristics5.5.6.2Language Background5.5.6.3Language Learning Experience5.5.6.4Proficiency Level5.5.6.5Participant Attrition5.5.6.6Participant Inattention and Attitude5.5.6.7Participant Maturation5.5.6.8Data Collection: Location and Collector5.5.6.9Instrumentation and Test Effect5.5.6.10Equivalence Between Pre- and Posttests5.5.6.11Giving the Goal of the Study Away5.5.6.12Instructions/Questions5.5.7External Validity5.5.7.1Sampling5.5.7.2Random Sampling5.5.7.3Nonrandom Sampling5.5.7.4Representativeness and Generalizability5.5.7.5Collecting Biodata Information5.6Reliability5.6.1Rater Reliability5.6.2Instrument Reliability5.6.2.1Test-Retest5.6.2.2Equivalence of Forms5.6.2.3Internal Consistency5.7ConclusionPoints to RememberMore to Do and More to Think About …NotesSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…6.Designing a Quantitative Study6.1Introduction6.2Research Materials6.3Intact Classes6.4Counterbalancing6.5Research Design Types6.5.1Correlational (Associational) Research6.5.2Experimental and Quasi-Experimental Research6.5.2.1Comparison Group Design6.5.2.2Control Group Design6.5.3Measuring the Effect of Treatment6.5.3.1Pretest/Posttest Design6.5.3.2Posttest Only Design6.5.4Repeated Measures Design6.5.5Factorial Design6.5.6Time-Series Design6.5.7One-Shot Designs6.5.8Research Syntheses and Meta-Analyses6.6ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…7.Qualitative and Interpretive Research7.1Defining Qualitative and Interpretive Research7.2Gathering Qualitative and Interpretive Data7.2.1Ethnographies7.2.1.1Advantages7.2.1.2Caveats7.2.2Case Studies7.2.2.1Advantages7.2.2.2Caveats7.2.3Interviews7.2.3.1Advantages7.2.3.2Caveats7.2.4Observations7.2.4.1Advantages7.2.4.2Caveats7.2.5Diaries/Journals7.2.5.1Advantages7.2.5.2Caveats7.3Analyzing Qualitative Data7.3.1Credibility, Transferability, Confirmability, and Dependability7.3.2Triangulation7.3.3The Role of Quantification in Qualitative and Interpretive Research7.4ConclusionPoints to RememberMore to Do and More to Think About …NoteSample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…8.Classroom Research8.1Classroom Research Contexts8.2Common Techniques for Data Collection in Classroom Research8.2.1Observations8.2.1.1Conducting Classroom Observations8.2.1.2Observation Procedures and Coding Schemes8.2.1.3Description of Observation Schemes8.2.1.4Caveats to Using or Modifying Existing Observation Schemes8.3Introspective Methods in Classroom Research8.3.1Uptake Sheets8.3.2Stimulated Recall8.3.3Diary Research in Classroom Contexts8.4Practical Considerations in Classroom Research8.4.1Logistical Issues to Consider When Carrying out Classroom Research8.4.2Logistics8.4.2.1Informed Consent8.4.2.2Debriefing Participants and Facilitators8.4.2.3Ensuring Confidentiality and Minimizing Disruption8.4.2.4Data Segmentation and Coding8.4.2.5Considering the Instructional Setting8.4.2.6Summary of Logistics8.5Purposes and Types of Research Conducted in Classroom Settings8.5.1The Relationship between Instruction and Learning in Second Language Classrooms8.5.2Action Research8.5.2.1Definitions8.5.2.2Theory and Background to Action Research8.5.2.3Action Research in Practice8.5.3Aptitude-Treatment Interaction8.5.4Getting Your Footing in the Literature8.6ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…9.Mixed Methods9.1Introduction9.2What Are Mixed Methods?9.3Why Use Mixed Methods?9.4Types of Mixed-Methods Studies9.4.1 Concurrent Mixed-Methods9.4.2. Sequential Mixed-Methods9.5Conducting a Mixed-Methods Study9.5.1Deciding Whether or Not to Conduct a Mixed-Methods Study9.5.2Planning Phase9.6Analyzing Data from a Mixed-Methods Study9.7Software for Analysis9.8ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…10.Concluding and Reporting Research10.1The Importance of Reporting Research10.2The Final Stages in Reporting Quantitative Research10.2.1The Discussion10.2.2Limitations, Future Research, and Conclusion Sections10.3The Final Stages in Reporting Qualitative Research10.4Reporting Mixed-Methods Research10.5Checklist for Completing Reports of Research10.5.1The Research Problem and Questions10.5.2The Research Hypotheses10.5.3The Audience10.5.4The Abstract10.5.5The Literature Review10.5.6The Design of the Study10.5.7 Logistics10.5.8Participants10.5.9Data Gathering10.5.10Data Analysis10.5.11Conclusions10.5.12References10.5.13Footnotes, Endnotes, Figures, and Tables10.5.13.1Footnotes and Endnotes10.5.13.2Figures10.5.13.3Tables10.5.14Author’s Note/Acknowledgments10.5.15Post-Research Concerns10.5.16Final Touches and Formatting10.6Open Science10.7ConclusionPoints to RememberMore to Do and More to Think About …Sample Responses: Time to Think & Time to DoSample Responses: More to Do and More to Think About…GlossaryReferencesSubject Index

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Book SynopsisThis book is an accessible, sensitive, and evidence-based resource for partners, parents, and other family members navigating the heartache and challenges of caring for a young adult with cancer. When a young person you love is diagnosed with cancer, the impacts on partners and parents is life-altering. In this book, Anne Katz offers her unique perspective as a counselor to help family members as their child or partner goes through diagnosis, treatment, and the years of survivorship. Interweaving clinical practice with evidence-based tips and interventions, each chapter presents the story of a young person with cancer and how the illness impacts those that love them with Dr. Katz providing gentle, targeted advice throughout. The chapters include individuals from diverse backgrounds, such as people across different ages, gender identities, ethnicities, and sexual orientations, as well as reflective questions, with topics covering treatment decision-making, how to care during tTrade Review"Whenever I hear that Anne Katz is authoring another book, I get excited by the prospect. Her insights into the challenges faced by young people with cancer and their families is unsurpassed. This promises to be another tour de force that will provide a foundation for learning about the parent-partner perspective for professional staff, advocates, young people with cancer and their families around the world"Simon Davies, Executive Director, Teen Cancer America"Supporting parents and partners of young adults diagnosed with cancer, even if essential, is often overlooked. This book changes that. Caring for a young adult going through such a life altering experience is not easy and can feel overwhelming. Dr. Katz offers a road map that can provide guidance and a sense of direction. The stories she shares, aligned with some solid evidence-based advice, can not only impact caregivers, but can change how the young adult experiences cancer."Geoff Eaton, Executive Director, Young Adult Cancer Canada."Dr Anne has always been ahead of her time. Without her leadership and her influence as one of the earliest subject matter experts in sexual health and cancer survivorship, today's conversations would not be the same. Thank you for thoughtful leadership."Matthew Zachary, Founder and Ex-CEO, Stupid CancerTable of Contents1.Introduction 2.The Diagnosis: "Our world has turned upside down" 3. Treatment decision-making: "How can we help?" 4. Caring during treatment: "I’ve never seen anyone so sick; I feel helpless" 5.Living with cancer: "Who can help us at this time?" 6.The aftermath: "I want to have a normal a life!" 7.The unspeakable: "It’s too soon for him to leave us" 8. Key tasks for adolescents: "I’m not a baby! Why can’t they let me be me?" 9.Key tasks for young adults: "I need to make my own way and create my own family" 10. Where to find help: "Who and what can we trust?"

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Book SynopsisThis book offers a critical examination of the ethical and moral challenges in conducting research about domestic abuse or sexual violence from the perspectives of studentpractitioners and novice researchers within various professional disciplines, offering rich insights based on the experiences of each author.Including the research expertise of academics in this field and importantly, the experiences of student-practitioners in conducting their research, the book explores practice-informed research and research-informed practice, in relation to the examination of a range of issues and themes related to DA and SV. All contributors consider the challenges and reflect on the salient issues related to their ethical research, and with some of the research conducted during the global pandemic of COVID-19, they also reflect on these additional challenges and how they sought to address them. The reader is invited to consider the different national and international, gendered, culturTable of ContentsIntroduction: Positioning the student perspective on doing research.Claire McLoone-Richards Researching Domestic Abuse and Sexual Violence: Ethical and Methodological Considerations. Holly Taylor-Dunn Intersectional research narratives and reflections. Neelam Rose Is it just a normal feature of their romantic relationships? Levels of acceptance towards adolescent digital dating abuse. Emma Jane Noble The dynamics and perspectives of stalking and harassment behaviours. Malin Lunde Jensen Why didn’t she fight back? An exploration of victim blaming through tonic immobility reactions to sexual violence. Sophie Heritage Understanding the perspectives of professionals working with female victims of male perpetrated sexual violence and the concern of secondary victimisation. Jade Jeffrey Social Workers’ response to women "Fleeing and Leaving" domestic abuse within the context of child protection. Ayla Nasuh The relationship between trauma recovery and statutory responses to safeguarding families affected by domestic abuse. Katharine Jones A qualitative study exploring the experience of sleep deprivation as a means of coercive control in intimate relationships. Suzie Richards The British Army and Domestic Abuse. Dave Aitken Crime between the Lines: Policing Coercive Control. Sarah Pugh Concluding Remarks: An editorial call to the novice researcher. Claire McLoone-Richards

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Book SynopsisTherapeutic Conversations with Adolescents takes readers into the office of a seasoned therapist, where they can be a fly on the wall of live therapy sessions. Full of actual dialogue and the processing behind the choice of responses and interventions, this book stands in contrast to the dozens of books about adolescent therapy that discuss only theory, conjecture, and generic strategies. Teenagers today need therapists who can offer robust and unpretentious therapeutic relationships, as well as conversations that matter enough to hold their clients' attention and make them want to come back for more. Readers will come away from this book understanding how to tread the delicate balance between the support and confrontation, the forthrightness and discretion, and the humor and tenacity that therapists need to make a real and lasting impact with teenagers. Trade Review"In her newest book, Janet Edgette encourages us to be brave enough to violate some of the most hoary and archaic rules of psychotherapy. She reminds us that therapy is rooted in our capacity to think deeply and compassionately and that it’s not just about what to do with our adolescent patients—it’s about how to be with them."Brad E. Sachs, PhD, psychologist and author of The Good Enough Teen, The Good Enough Therapist, and When No One Understands“Janet Sasson Edgette has yet again proved to us that she has her fingers on the pulse of what it’s like to be an adolescent today. This book illustrates the range of issues that kids face from the inside out and the range of responses that therapists can utilize to engage this population. I couldn’t put this book down! Janet’s insight, perception and authenticity are so refreshing!"Amy Fantalis, MS, MSW, LCSW, psychotherapist"Therapeutic Conversations with Adolescents is an unprecedented and extraordinary guide for therapists treating teens and families. It’s an elite handbook that demonstrating what to DO in session. Therapists will learn how to respond in real time and sequence interventions, to name a few of the tools taught throughout the book. This is an invaluable resource." Joseph Dowling, MS, LPC, author of ZONEfulness: The Ultimate Guide for Student-Athletes "Edgette’s honesty and her professional experiences will keep you reading more and then more. She’s not lecturing. She’s sharing. She’s reminding us that we can engage with teens without the pings, rings, dings and all things tech and instead choose face-to-face conversations with truths and vulnerabilities." Kat Rowan, MA, NCC, CEO and creative director of TiffinTalk and owner of Rowan TherapyTable of Contents1. Growing Up in a Culture of Social Media, Disconnection, and Unrelenting Pressure: Adolescent Mental Health in the 2020s 2. A Crisis in Confidence and Credibility Among American Parents 3. Playing the Long Game: Leading Teens Out of the Rabbit Hole 4. Therapy’s Blemished Reputation Among Teenagers 5. What Teenagers Need From Our Therapeutic Relationships 6. Better Engagement with Teens Through Credibility, Respect, and Accountability 7. Mistakes in Therapy with Teens That Stop the Conversation, and What to Do Instead 8. Helping Teenagers to Emerge: Strategies for Bringing Forward Conversations That Matter 9. Counter-Intuitive Strategies to Keep Teenagers in Therapy Talking 10. Diagnosis and Treatment in Adolescent Therapy: Figuring Out What To Actually Do in Session 11. Revisiting Process and Content in Assessing Teenagers and Their Families 12. The Macro: The Therapy is in the Conversation—Moving Therapy Forward One Step at a Time 13. The Micro: Timing 14. Avoiding Power Battles with Teens in Therapy 15. Three Contrarian Girls. Three Different Therapies 16. Being On Everyone’s Side at Once: Working with Teenagers and Their Families Together and/or Separately 17. Bolstering the Resolve of Parents Who Struggle to Hold Their Teenagers Accountable 18. Enhancing Self-Awareness in Critical, Reactive, Defensive, and Controlling Parents 19. Failing With Grace: The Power and Limits of Helping Encounters

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Book SynopsisPsychopathy: The Basics is an accessible text that provides a compact introduction to the major findings and debates concerning this complex personality disorder. This book provides an overview of the field and covers a wide range of research findings from genetics to psychosocial developmental explanations. It begins with an exploration of the historical conception of the phenomenon of psychopathy and goes on to discuss its social and cultural accounts. It also delves into biologically based explanations including genetic and evolutionary approaches, along with criminological and entrepreneurial types of psychopathy. Offering a balanced perspective, thisbook addresses the nature-nurture debate in the field and also discusses widely accepted personality traits of psychopaths. Lastly, it also provides a glossary of key terms and suggestions for further reading This book will be an essential read for students of forensic psychology, or criminology. It is also an ideal starting point for those interested in the science of psychopathy and personality disorders.Trade Review'The concept of psychopathy presents challenges for definition, measurement and full understanding. However, in this highly accessible and well-researched book, the authors have mastered this topic in an engaging and enjoyable way. Drawing direct connections between explanation and intervention provides a truly integrated discussion of this complex but fascinating group of individuals.'Rachel Taylor, Senior Lecturer in Psychology, University of South WalesTable of Contents What is psychopathy: Definitions and history of the conception Implications of measurement in shaping our understanding of psychopathy Explanations: Social, psychological and cultural Explanations: Biological Explanations: Personality-Psychopathy interaction Explanations: Developmental pathway and continuity Criminal and entrepreneurial psychopaths Psychopaths living among us Can they change their spots? GlossaryReferences

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