Child and developmental psychology Books

Book SynopsisAn informative, empathetic and accessible guide to understanding childhood grief at every age, which will help caretakers to support children mourning after loss.From Dr Corinne Masur, an award-winning clinical psychologist specialising in grief and mourning, comes a necessary and impactful guide to understanding children''s grief from the inside and to guiding children through loss, from the death of a parent and other family members, to the loss of friends, pets and even the family home. Dr Masur describes how to understand, help and guide children at each age and stage of development and uses her own childhood experience with loss through empathetic yet clinically informed advice.When Dr Masur was fourteen years old, her father died. Like most children and teens facing loss, Masur didn''t know how to handle her grief, and she was never encouraged to acknowledge or share what she was feeling with her family, teachers or friends. Her experience of shock and e

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Book SynopsisMelanie Klein was born in Vienna in 1882. At about fourteen she decided to study medicine. With her brother's help she learned enough Greek and Latin to pass into the Gymnasium. But her early engagement and subsequent marriage in 1903 brought a halt to her plans. Years later, discovering a booklet on dreams by Freud, she turned her attention to psychoanalysis. At this time she was living in Budapest and began her own analysis with Ferenczi, who encouraged her interest in the analysis of children. In 1921 she moved to Berlin to continue her work with children, supported by Dr Karl Abraham. In 1926 she moved to London where she worked and lived until her death in 1960.Trade ReviewKlein's ideas about children, along with her many innovations in adult therapy, placed her in the top ranks of a group of 20th-century psychoanalysts who pioneered the study of early childhood psychology * Boston Globe *[A] seminal psychoanalytic thinker * New York Times *

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Book Synopsis¡Ganador de un premio 2008 Teachers' Choice Award! Muchos niños, especialmente aquellos con retrasos en el desarrollo, tienen problemas para comprender o expresar sus sentimientos. Esto puede resultar en dificultades con el manejo de la ira. Listar las posibles respuestas a las situaciones, y el resultado probable de cada una, le permite al niño tomar decisiones informadas sobre qué respuestas elegir (por ejemplo, alejarse frente a golpear). Este libro proporciona una guía para los cuidadores junto con una parte del libro de trabajo que les pide a los niños que identifiquen situaciones que desencadenan su enojo y les ayuda a encontrar formas apropiadas de responder.Los temas útiles incluyen: Descripción general del programa Explorando sentimientos Introducción a la terapia cognitiva conductual La caja de herramientas emocional Historias sociales Evidencia de investigación sobre la efectividad de explorar sentimientos ¡Y más! Winner of a 2008 Teachers' Choice Award!Many children, especially those with developmental delays, have trouble understanding or expressing their feelings. This can result in difficulty with anger management. Listing possible responses to situations—and the likely outcome of each one—allows the child to make informed decisions about which responses to choose (e.g., walking away vs. hitting). This book provides a guide for caregivers along with a workbook portion that asks children to identify situations that trigger their anger, and helps them find appropriate ways to respond. Helpful topics include: Overview of the Exploring Feelings Program Introduction to Cognitive Behavior Therapy The Emotional Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings and more!

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Book SynopsisWhat do infants know? How does the knowledge that they begin with prepare them for learning about the particular physical, cultural, and social world in which they live? Answers to this question shed light not only on infants but on children and adults in all cultures, because the core knowledge possessed by infants never goes away. Instead, it underlies the unspoken, common sense knowledge of people of all ages, in all societies. By studying babies, researchers gain insights into infants themselves, into older children''s prodigious capacities for learning, and into some of the unconscious assumptions that guide our thoughts and actions as adults. In this major new work, Elizabeth Spelke shares these insights by distilling the findings from research in developmental, comparative, and cognitive psychology, with excursions into studies of animal cognition in psychology and in systems and cognitive neuroscience, and studies in the computational cognitive sciences. Weaving across these diTable of ContentsPrologue 1. Vision 2. Objects 3. Places 4. Number 5. Core knowledge 6. Forms 7. Agents 8. Core social cognition 9. Language 10. Beyond Core Knowledge

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Book SynopsisThe Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, this book highlights the importance of questioning in challenging pupils, checking for understanding, identifying gaps in knowledge, improving recall and ultimately encouraging learners to analyse, evaluate and actively engage in learning.By simplifying the theory and offering original ideas proven to have an impact in the classroom, The Teacher Toolkit Guide to Questioning provides teachers with an invaluable resource to refine this key element of their practice.The Teacher Toolkit Guide to Questioning was Highly Commended in the Assessment category at the Teach Secondary Awards 2023.------------------The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom.Each book in the Teacher ToolkitTrade ReviewIt can be hard to find education books where the majority of the content can be utilised in practical PE. With this book it is not the case, each chapter has a clear explanation of the research behind the idea, a practical idea, a worked example (with handy QR codes) and a template for use to plan your own implementation of the strategies. This makes it relevant and impactful. * Miss A Smyth, Trust Wide Subject Lead for Physical Education, David Ross Education Trust *Many people think they know all about questioning just by the high volume that they ask each day without really knowing about the process. * Kaye MacIver, Regional Director of Learning, Vietnam and Thailand, International Schools Partnership Limited *A no-nonsense approach to teaching and to effective questioning. This book is not just for teachers. Trainees, NQTs, Cover supervisors and LSAs will find Ross's methods invaluable on their day-to-day job. Everyone has a lot to win and learn from this. * Andrea Ramalhete, former cover supervisor and current trainee teacher *Ross cuts through the noise of an extensive evidence base to provide yet another compelling and practicable guide to one of the most powerful tools at a teacher’s disposal – a must-read for any teacher. * Dr Martin Rigby, Deputy Principal, Runshaw College *All teachers must read this book. Questioning should be a major tool in our teaching toolkit and this book is full of strategies to increase both hard thinking and student engagement. * Maria Bateson, KS5 Science Lead, The Charter School East Dulwich *Great professional development resource for new educators and experienced educators alike. This guide to questioning explores the how and the why as well as providing clear worked models, examples, and templates... An easy read from start to finish and chapters of interest can easily be visited, an important factor for busy educators. * Kelly Nicholson, Curriculum Manager and Advanced Teaching Practitioner in Further Education *‘I’m just finishing my second year ECT and I wish I had this book at the beginning of my teacher training journey. The way that it explains not only how but why has given me a whole new appreciation for getting the most out of my students using these questioning techniques. As I take over lead of my subject I will be embedding many of these ideas into my lessons going forward next year... Another brilliant addition to my Teacher Toolkit library!’ * Trish Duncan, Lead of Careers and Business, Highworth Warneford School Swindon *Absolutely delighted with this book... Clear, concise and easy to read as ever. We will be using this as our questioning 'bible' moving forward. * Michael Evans, Assistant Area Head of Mathematics at Colchester Institute *This inspirational book provides a practical and grounded approach to incorporating evidence-based strategies for refining questioning, identifying knowledge gaps, and developing improved retention and recall of knowledge in the classroom. * Al Lewis, Assistant Headteacher, Crickhowell High School *Another excellent book from Ross. This fantastic guide to questioning is steeped in theory, giving practical and readily useable questioning technics to ensure effective classroom practice. * Mrs Jane Dunnett, Deputy Headteacher, The Robert Napier School *Ross has added yet another must-read for teachers to further enhance one of the most important, and most taken for granted strategies in the teacher toolkit - questioning. This book provides a concise analysis of the evidence base before taking the reader through a methodical approach to enable them to trial questioning techniques in the classroom with ease. * Jamie Watkinson, Assistant Principal at John Leggott College *There are plenty of good ideas that can be used directly in the classroom. Equally helpful is the structure provided in the book to help support each technique. * Warren Rodricks, Head of Assessment at the Harrodian School *This book - with its illustrations and worked examples - will allow teachers to consider these ideas; plan which students, classes and lessons or topics will suit questioning styles best and hopefully ensure that all students feel involved in the thinking and knowledge development which brings learning to life. * Rebecca Moody, Assistant SENCO and English teacher, The Holmesdale School *This resource is an essential guide to asking questions in any and every context! Whether as a teacher, lecturer, assessor, or even a (sports) coach, Ross has written a go-to resource to make the process of questioning more effective and impactful. * Jon Wyse, Elite Sport Manager at Loughborough College *It is refreshing to be offered solutions by an expert who 'just gets it'... This book will help to embed a staunch questioning culture, refine practice, increase challenge, reduce threat and strengthen pupil understanding. Every educator should own a copy of this book. * Sarah Lewtas, primary teacher at Oak Trees MAT *Underpinned by strong research and practical examples from the EYFS classroom upwards, allow a master educator to help you reframe your questioning. Feeling the different vibe across my class already! * Rosemary Arnold-Knights, supply teacher at Engage Education *Once again Ross McGill has produced an excellent informative and educational book that will be of use across the profession from new teachers to people like myself who've been in education for many, many years. * Andrea Rason, English, Maths and ICT teacher at The Sheffield College *I would recommend this handbook to all teachers; regardless of experience, there are tweaks you will immediately make to your practice that will increase your ability to use questions to efficiently check for and deepen understanding. I cannot wait to plan professional development for our teachers using the “bringing it all together” section, of course! * Anna Chidzey, Primary Deputy Head at British International School Riyadh *This is a book that schools should ensure all teachers have a copy of. Easy to read, simple to understand and practical use in the classroom. Just what busy teachers need! * Clare Anderson Au, Head of Senior School at Dulwich College Beijing *

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Book SynopsisChallenges with emotional regulation and rejection sensitivity can disproportionately affect children and teens with ADHD, impacting on their development at school and their relationship with their peers.Developed for children and young people who experience difficulties with emotional regulation, SEND specialist Sonia Ali, shares a mentoring Intervention programme to support a child or young person with this issue at school or at home. Covering concepts like the fight, flight or freeze response and the 'Window of Tolerance', managing anger outbursts and overwhelm or navigating conflict with peers, this easily digestible book will help educators and carers support children and teens to develop core emotional literacy skills in an enjoyable way!This accessible, step-by-step guide is packed with activities, including role-play situations, discussion-based statements, quizzes and more. The programme can be followed sequentially or 'dipped into' to support a child with a particular issue when relevant.Trade ReviewAn excellent guide and support to everyday emotional health challenges faced when you have ADHD. Whether it's struggling with anger, social anxiety or rejection sensitivity this book will help you understand what is happening and provides brilliant ideas for next steps. -- Jo SteerOnce again Sonia has produced a quite brilliant, relevant and helpful guide to understanding and managing the often challenging emotional characteristics of ADHD. Sonia's deep understanding of the condition means that her publications are beautifully and clearly Written with a helpful and logical style which allows student and mentor to work through challenging emotions carefully and positively. Emotional Regulation remains a very much misunderstood aspect of ADHD but can cause struggles with friendships , family life and self esteem. This toolkit offers a succinct, relevant and up to date work which will be a real gamechanger -- Valerie Ivens, ADHD Coach and advocate

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Book SynopsisThis fourth edition has been expanded to guide today’s teachers through the process of conducting meaningful investigations with young children. It begins with a new chapter which summarises insights from mind-brain education research, showing how experiences firmly rooted in children’s curiosity and interest build intellectual capacity.Table of Contents Contents Preface  xi Acknowledgments  xv Introduction: How Children Really Learn  1 Potatoes, Potatoes, Potatoes  1 Learning Is in the Brain  2 Connected Learning  3 Synaptic Junctions  5 Brain Structures  6 Pruning  8 Respecting Child Thinking  9 Play as Mental Development  10 Pillars of the Mind  11 Using What We Know  14 1.  Projects and Young Children  15 The Project Approach  16 Intellectual Competencies of the Early Years  22 More on Building Mind and Brain Capacity  23 Guiding Projects With Young Children  25 2.  Getting Started  29 Issues in Selecting Topics for Projects  29 Anticipatory Teacher Planning  38 Building Common Experiences  44 Finding Out What Children Already Know  45 Developing Questions for Investigation  48 Setting Up the Classroom for Investigation  48 The Next Phase  51 3.  Developing the Project  53 Beginning Phase II  53 Preparing for Investigation  56 Moving Into Investigation  62 4.  Investigation  63 Field-Site Visits  63 Debriefing  70 Moving Into Phase III  80 5.  Concluding the Project  81 Culminating the Project  81 The Power of Documentation  86 Types of Documentation  87 Using Materials and Equipment for Documentation  95 Distilling Documentation  96 Evaluating the Project  97 6.  Preschoolers Engaged and Learning  99 The Camera Project  99 Learning as a Journey  112 7.  Using the Project Approach With Toddlers  113 The Fire Hydrant Project  113 The Sign Project  122 Diverse Pathways to Rich Experiences  125 8.  How Projects Can Connect Children With Nature  127 Thinking About Children's Contact With Nature  127 Finding a Project Topic on Nature  128 Overcoming Teachers' Fears of Science  130 Investigating Nature  131 Sharing Nature Projects to Educate Others  134 The Canada Goose Project  135 9.  Project Investigations as STEAM Experiences  141 STEAM and the Project Approach  141 STEAM Disciplines  143 The Airplane Project  147 STEAM in the Airplane Project  150 10.  Responding to Challenges Teachers Face in Project Work  153 "Yes, But" Thinking  153 Focusing on Teacher Decision Points  156 Final Thoughts From the Authors  172 References  175 Index  181 About the Authors  190 Project Planning Journal

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Book Synopsis''A vital read, not just for parents but anyone who values the next generation'' Psychologies''A provocative new book which challenges every aspect of modern parenting'' Daily MailSociety is making great strides in increasing awareness of oppression and injustice, but one group remains mistreated: children. Commonly recommended parenting and discipline methods treat children in ways that would cause uproar if adults were treated similarly. Children''s needs and feelings are frequently dismissed and ignored by adults. Children are taught to blindly obey adults in the name of ''respect'', although respect is so rarely shown to them. We are a society that is afraid of treating children kindly, as evidenced by the almost constant uproar and ridicule of the ''gentle parenting'' movement. In this timely book, bestselling author and parenting expert Sarah Ockwell-Smith blends childcare history, sociology, psychology and current affairs to raise awareness of childism - the unconscious discrimination of children in our world - and why it impacts everybody. Essential for parents, carers, teachers and anybody who works with children, Because I Said So! is both a thought-provoking guide and an urgent call to action. It will help you to understand your own upbringing and how this has shaped your beliefs and behaviour; prompt you to consider the prevalence of childism in society today, so that you can change the way you look after the children in your care or reinforce the approach you are already taking; and consider how we can transform the way our society treats children to create positive, lasting change for generations to come. Childism is an issue that has been ignored and avoided for far too long. If we want to change the world for the better, we must start with treating our children better.

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Book SynopsisMany children who have experienced serious trauma are withdrawn and closed off, making it difficult to engage with them in therapy effectively. This book offers a compendium of therapeutic activities that will help children who have endured painful abuse to open up, so that they can learn to express their feelings and therapy can be directed towards their individual needs.From useful techniques for bridging memory gaps to using masks for self-expression, the innovative activities use mindfulness, art and play to help children feel relaxed and responsive. The activities require very little preparation, and use only everyday items that are easy to access and can be used time and time again. Case studies throughout offer a helpful demonstration of how the activities work in practice.This is an ideal resource for use with children in therapeutic, home and school settings. It is appropriate to use with children aged 5-17 who have experienced trauma, physical abuse, sexual abuse, forced migration and severe neglect, as well as those with acute depression, anxiety and behavioural difficulties.Trade ReviewFor helping professionals working with severely traumatized children and adolescents - those who may be victims of physical abuse, sexual abuse, removal from the home or sex trafficking - Dawn D'Amico, LCSW, PhD, offers clinically-validated, clinically-sophisticated exercises (including case examples and implementation instructions) designed to establish rapport, safety and support. The highly ingenious and practical exercises are organized to promote therapeutic growth in three important areas of self-expression, coping and positive thinking, and offer state-of-the-art strategies certain to enable growth, development and a sense of being understood among traumatized clients. -- Jeanne C. Marsh, PhD, MSW, George Herbert Jones Distinguished Service Professor, University of Chicago, School of Social Service AdministrationA must-have for clinicians working with children. Dr. D'Amico has put together a fabulous collection of simple, effective activities with examples. The book is easy to read and should be easy to use! I anticipate using these techniques in practice and sharing the book with fellow practitioners. I am enthusiastic about art and the potential for healing! -- Julia Ostendorf, MD, FAAP, 25 years in general pediatrics practice, clinical instructor PA programAs an attorney who regularly works with children in the capacity of a Guardian ad Litem in both juvenile and family law matters, I found this book exceptionally helpful. Oftentimes, and as Dr. D'Amico points out, children who have been through traumatic life experiences are hesitant to open up and discuss these events - especially with a stranger. These exercises are great "ice breakers" to use in an effort to avoid further traumatizing these children, and instead giving them a safe environment to express their feelings and begin the healing process. I highly recommend this book and plan to use many of these exercises in the near future. -- Breanne M. Bucher, Attorney at Law, Walden & Schuster, S.C., Juvenile Law Section Chair – Waukesha County Bar AssociationTrauma experienced in childhood or adolescence is a major contributor to the development of a substance use disorder, one of the leading public health problems of today. Through this book, Dr. D'Amico has gifted the world with a treasure trove of developmentally-sensitive, easy-to-use tools for working with severely traumatized children and adolescents to support their healing. Drawing on her decades of clinical experience as well as practical ingenuity, Dr. D'Amico has created a valuable toolbox for youth-serving professionals full of activities that are likely to be enjoyable for both youth and professional, and that can be implemented using common supplies, or recycled objects. -- Sion Kim Harris, PhD, Co-Director, Center for Adolescent Substance Abuse Research, Boston Children's Hospital, Assistant Professor of Pediatrics, Harvard Medical SchoolTherapists and other healing professionals will find this book to be an invaluable resource for engaging children and adolescents in a hands-on and creative way to nurture a strong therapeutic alliance, enhance emotional processing, and achieve meaningful therapeutic change. These simple, yet clinically elegant exercises, through the use of the youth's own internal metaphors, will cultivate increased self-awareness and encourage patients to experiment with different ways of thinking, feeling and being. Through symbolic representation, help your patients overcome blocks caused by cognitive defenses and language traps to keep them moving toward treatment goals of improved self-regulation, coping, and healing. 101 Arts-Based Activities to Get Children and Adolescents Talking is useful within moments after picking it up, due to the simple, organized way that each exercise is described, followed by a brief case example for use in both a younger and older child. -- Jenna Saul, MD, DFAACAP, CEDS, Clinical Assistant Professor, Medical College of Wisconsin Department of PsychiatryI support this book and activities as a way to help vulnerable children cope with trauma and regain lost hope. -- Estomih Mduma, Haydom Global Health Research Centre at Haydom Lutheran Hospital, Manyara, TanzaniaTable of ContentsIntroduction. Use of This Book. Section 1: Self-Expression. 1. Life Story Book. 2. Keys. 3. Magnifying Glass. 4. Fighter Fish. 5. What Are You Dragging into Your World? 6. Wish Upon a Star 1. 7. I Love Being Me. 8. Memory Clock. 9. Pie Chart of Emotions.10. Draw Brain or Circle of Head. 11. Feeling Words Game 1. 12. Heart Now. 13. What Color is Your World?14. What Color Do You Feel Today? 15. Confusion. 16. Pictures of Self.17. Upside, Downside, Inside, Outside.18. Building. 19. Birthday Clock. 20. Birthday Clock 2. 21. Cloudy Faces. 22. Sunny Day. 23. Cloudy Day. 24. Animal Kingdom. 25. When I Was Young. 26. Blue, Yellow, Purple, Red. 27. Memories. 28. The Elements. 29. What I Want. 30. What Else? 31. A Special Time for Me. 32. Clarifying. 33. Kaleidoscope. 34. Tornado. Section 2: Coping. 35.Umbrella. 36. Ocean. 37. Snail Shell. 38. Seashells. 39. Nerve. 40. Turning Back the Hands of Time. 41. Turning Back the Hands of Time Part 2. 42. Hands. 43. Full Body Trace. 44. Full Body Trace 2. 45. Feeling Words Game 2. 46. Open and Closed. 47. Comfort/Soothe. 48. Safe and Unsafe. 49. When Do You Fee l Like a Lion? 50. Pillow/Blanket/Soft-Cozy. 51. Stone/ Bumpy/Rough. 52. Rough. 53. Safe. 54. Inside. 55. Slay Your Dragon. 56. Orange Cone. 57. Container. 58. Tightrope Walker. 59. Tightrope Walker 2. 60. Clouds. 61. Birthday Balloons. 62. Ball of Yarn. 63. Ouch! 64. Help! 65. Lifelines. 66. Nightmares and Daydreams. 67. Why? 68. Boulders. 69. Times I Need. 70. Putting Things in Their Place. 71. Rocker. 72. Hiding. 73. Fear. 74. Faces. 75. Storms. 76. Ringing the Bell. 77. A Time When My Heart Was Open. Section 3: Positive Thinking.78. Mask of Me x 3. 79. Treasure Box. 80. Green Flash. 81. Clean the Mirror. 82. Garden of Grief. 83. Garden of Hope. 84. Wish Upon a Star 2. 85. Make Yourself a Star. 86. Luck. 87. What Happiness Looks Like. 88. Magic Wand. 89. Feathers/Tickle. 90. Lotus. 91. Key to Open the Heart. 92. Pandora's Box. 93. Bird's Wing. 94. Birthday Balloons 2. 95. Remember When? 96. Heroes. 97. Allies. 98. Kites. 99. New Chapter.100. My Family/My Caregivers.

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Book SynopsisDisorganized attachment, the most extreme form of insecure attachment, can develop in a child when the person who is normally meant to protect them is a source of danger. This usually leads to 'fear without solution' and the effects can be lasting and damaging.This book is a comprehensive and accessible text on disorganized attachment. It outlines what it is, how it can be identified and the key causes, including neurological, biochemical and genetic explanations. Factors that contribute to disorganized attachment are covered including unresolved loss and trauma, and the behaviour of caregivers. The authors also discuss evidence-based interventions to help families and carers as well as how to work with adults to prevent or minimize its occurrence. To root the theory in practice and to illustrate real-life examples of disorganized attachment case vignettes are included.With an authoritative research base, this accessible text will be invaluable to practitioners and academics in the fields of social care, psychology, counselling and allied health professions as well as undergraduate and postgraduate students.Trade ReviewThis accessible and informative book takes an up-to-date approach to the topic of disorganized attachment... The text has an authoritative research base and will be of use to social work and counselling/therapy professionals. -- The Journal of Analytical PsychologyShemmings and Shemmings cut to the crux of the child protection system... If the vision of practice featured in Understanding Disorganized Attachment is realized, social workers will have a research-based framework with which to assess and to assist parents and children most at risk of maltreatment. In turn, this knowledge could help raise social workers' confidence in their abilities, sense of efficacy in interventions and purpose in visits. -- Critical Social PolicyWhen I read a book, I put a sticky note on any page I find interesting and intend to refer to later. In this book of 240 pages, there were 55 stickies. I read it again. It is an easy to read, though academic, book and, in parts, is entertaining. It draws from a list of references and demonstrates not only how our knowledge has developed over the years, but where we might go in the future. The subject matter is crucial to anyone working with, and making decisions on behalf of, children and families... I would recommend this book to any childcare practitioner in health and social care and carers. -- Seen and HeardI was keen to review this book and have not been disappointed. It is a scholarly and practical work containing a wealth of valuable information and theoretically researched suggestions... the book in its entirety is one that should be required reading for training in anything connected with children's welfare, for health and particularly mental health professionals, and for teacher training. -- Counselling Children & Young PeopleThis book is written in a clear, accessible style, without over-simplifying some of the very complex ideas. It is scholarly and well-researched. It also provides helpful introductions to attachment theory, metallisation and recent developments in neuroscience. -- Children & Young People NowA well-written book that clearly, and in detail, describes the ethology, assessment, and components of effective treatment of disorganized attachment. The authors explain the main concepts of attachment theory with a remarkable clarity that is refreshing and insightful, drawing on historical and everyday examples to illustrate their points. It is clear, complete, and put into easily understandable terms. The [authors] have written a seminal work on disorganized attachment. -- Dr Arthur Becker-Weidman, Director, The Center for Family Development in Williamsville, New York, USAThis is a fabulous book. It provides a clear and coherent account of normal attachment systems in children and their parents, and an equally clear account of how the behaviours of parents affect the security of children's attachment. The authors are experienced real-world practitioners as well as researchers, and it shows. I hope and anticipate that this book will be read by all those working in child protection systems, especially family court judges and those who assess parents accused of maltreatment. -- Dr Gwen Adshead, Consultant Forensic Psychotherapist, Broadmoor Hospital, UKTable of ContentsAcknowledgements. Dedication. Introduction. Part 1. Theoretical and Research Background. 1. What is Disorganized Attachment? 2. Key Pathways to Disorganized Attachment and its Consequences. 3. Identification and Assessment of Disorganized Attachment. 4. Neurological, Biochemical and Genetic Explanations. Part 2. Intervening Factors Leading to Disorganized Attachment. 5. Unresolved Loss and Trauma. 6. Mentalization and Reflective Function. 7. Specific Caregiver Behaviour (with David Wilkins). Part 3. Theory and Research into Practice. 8. What Produces Successful Interventions? (with David Phillips). 9. The Assessment of Disorganized Attachment and Maltreatment (ADAM) Project (with Tania Young). Concluding Comments. References. Subject Index. Author Index.

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Book Synopsis'There is no doubt a greater awareness now of the significance of twin loss than there was ten years ago. I think that this is largely due to a big increase in articles, radio and television programmes as well as the spread of the Network. The well-known researcher Nancy Segal in the USA has, through her many books, added knowledge to our understanding of twin relationships as well as twin loss. She believes the loss to be highly significant and queries whether for some lone twins it is greater even than that of the loss of a spouse (Segal 2000). Others have written autobiographical material about their loss (Jones 1987; Farmer 1988). In spite of this, there is still ignorance. At a recent book launch for the publication of a book about the loss of a twin through drug taking (Burton-Phillips 2007) someone in the field of education said to a few of us from the Network, that she did not see how a twin who lost their twin at birth could possibly be affected. She asked, 'How would the surviving twin know?' I asked her to imagine how she might feel if told during her childhood that she had been born a twin, but due to her taking all the food' during the pregnancy, her twin had not survived. I suggested that perhaps worse, she might have had her parents make it clear that they wished her twin had been the one to live. Less dramatically, she was asked how she might feel missing someone all her life who 'should have been there' to share it. This question was put by a lone twin who added that she had also had surviving twins born to the family to watch growing up as a pair, while she was without her twin sister. The educationist was honest and said she had never thought of those things before and then freely admitted our comments made her think again' - Joan Woodward, Author.

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Book SynopsisEvolutionary Psychology: A Beginner’s Guide is a uniquely accessible yet comprehensive guide to the study of the effects of evolutionary theory on human behaviour. Written specifically for the general reader, and for entry-level students, it covers all the most important elements of this interdisciplinary subject, from the role of evolution in our selection of partner, to the influence of genetics on parenting. The book draws widely on examples, case studies and background facts to convey a substantial amount of information, and is authored by the UK’s leading experts in the field, from the only dedicated research and teaching institute.Trade Review“By shining the light of Darwin’s big idea on human actions and thought, the authors show how genetic and cultural evolution might work together to predispose our central human traits, our moral inclinations, and even our uniqueness.” -- David Myers, Professor of Psychology, Hope College, Michigan"A very readable – and much needed – overview of what evolutionary psychology is and is not. -- Daniel Nettle – Professor of Behavioural Science, Newcastle UniversityTable of Contents1. Why do we need evolution?; 2. What evolution did for us; 3. Genes, development and instinct; 4. How to make us human; 5. Choosing mates; 6. The dilemmas of parenthood; 7. The social whirl; 8. Language and culture; 9. The uniqueness of human being; 10. Virtual worlds; 11. The science of morality; Bibliography; Glossary.

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Book SynopsisThe Well Balanced Child is a passionate manifesto for a "whole body" approach to learning which integrates the brain, senses, movement and play. This fully revised edition includes a new chapter with a story and movement exercise that parents can use to help children reach their potential.

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Book SynopsisAn indispensable guide that empowers parents to understand and recognise anxiety in their children, and to help them to develop strategies to manage it together.An indispensable guide that empowers parents to understand and recognise anxiety in their children, and to help them to develop strategies to manage it together. Parents hold the key to helping their children with the strains of our always-on world.Love In, Love Out helps parents to step back and learn to understand the anxiety that an increasing number of children experience at one time or another.In her book, Clinical Psychologist, National University of Ireland Lecturer, A Lust for Life Mental Health Advisor and mother of two, Dr Malie Coyne sets out to help parents to help their anxious children. Drawing from key psychological theories (attachment theory, cognitive behavioural therapy and compassion-focused therapy), and real-life case studies, Coyne translates her knowledge and experience into practical advice for busy famTrade Review‘We live in an age of anxiety. This book offers practical and evidence-based strategies to help parents navigate this new world. It is written by a parent for parents. Love In, Love Out: A Compassionate Approach to Parenting Your Anxious Child, combines the best of psychological science with heartfelt and practical advice for parents who want to raise resilient children ready for the world. This is one of those books to keep by the bedside, it’s a go-to resource, a beacon of light and inspiration when the going gets tough as a parent in these anxious times we live in.’ – Dr Paul D’Alton,Head of Psychology, St Vincent’s University Hospital DublinAssociate Professor of Psychology, University College DublinFellow and former president, Psychological Society of Ireland

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Book SynopsisMore than ever, clinicians need customizable approaches for treating children with mental health conditions such as anxiety and depression. Written by an experienced educational psychologist, ACT for Treating Children offers clear, practical, brief, and developmentally appropriate strategies grounded in acceptance and commitment therapy (ACT) to help children ages 5 to 12 learn effective coping skills, manage emotions, and bounce back from life's difficulties.A brief 6-10 session protocol. Clear, practical, and developmentally appropriate strategies to help children ages 5 to 12 learn effective coping skills, manage emotions, and bounce back from life's difficulties.If you treat children struggling with mental health conditions such as depression or anxiety, you know that approaches designed for adults do not work with younger clients. ACT for Treating Children presents skills grounded in evidence-based acceptance and commitment therapy (ACT) to help children regulate emotions and cope with the inevitable ups and downs of life, and is suitable for clinicians with no prior knowledge of or training in ACT, as well as seasoned ACT clinicians. Written by an experienced educational and developmental psychologist, this practical clinician's guide outlines a simplified version of the ACT Hexaflex-a key component of this treatment model-called the Kidflex, to help young clients build resilience and psychological flexibility. You'll also find detailed case studies, transcripts, activities, experiential exercises, worksheets, and session plans to help you develop the skillset you need to help children overcome disorders such as stress, anxiety and depression. Finally, you'll find strategies for involving parents in treatment when appropriate, and enlisting them as 'ACT coaches' in the child's therapy.It can be difficult to know where to start when using ACT for individual therapy with children. That's why the skills in this go-to guide are practical and easy-to-implement, can be done with children in both face-to-face therapy and online sessions, and are simple enough for children to put into practice in any setting-whether it's at home, in school, or out in the world.

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Book SynopsisTable of ContentsCONTENTS Acknowledgments Introduction to the Manual Introduction to the Behavior Support Plan Core Sessions Session 1: Behavioral Principles Session 2: Prevention Strategies Session 3: Daily Schedules Session 4: Reinforcement 1 Session 5: Reinforcement 2 Session 6: Planned Ignoring Session 7: Compliance Training Session 8: Functional Communication Training Session 9: Teaching Skills 1 Session 10: Teaching Skills 2 Session 11: Generalization and Maintenance Appendix A Telephone Booster Appendix B Home Visit Appendix C Parent Training Case Example with Sample Behavior Support Plan Appendix D Problem-Solving Common Challenges in Implementing the Program Appendix E RUBI Progress Note References About the Authors

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Book SynopsisVisual dysfunctions can limit children's concentration, self esteem and school success as they struggle to understand fundamentals such as colors, letters and how to judge distance. With the right help, these obstacles can be overcome, allowing children to reach their full potential and see the world clearly.This accessible book explores how visual problems develop and how they can be reversed through effective and efficient visual therapy. It breaks down myths surrounding visual dysfunction and explains in straightforward terms the various conditions that could be impacting a child's perception, even if they have perfect sight. The visual therapy used in behavioral optometry retrains the brain to perform visual skills more effectively. In these pages there is clear guidance on the array of therapies, techniques and aids available, all of which can make a profound difference to a child's life.This introductory guide to behavioral optometry will be a welcome resource for parents and professionals in search of options to help a child who is experiencing visual problems.Trade Review“In these pages Joel Warshowsky, OD, shows how important it is for the success of behavioral vision care treatments, as well as health care at large, to be caring and empathetic, to listen to one's patients and to find supportive ways to communicate back with them. Over many years he has sung this theme consistently and in harmony with his excellent clinical skills. This book is the pinnacle of his work and encapsulates his caring demeanor in a way that all health care practitioners can learn from and employ in their own practices.” -- Paul Harris, Doctor of Optometry, Associate Professor, Southern College of Optometry, Tennessee, USAThis book should be required reading for every parent, patient and professional who cares for children! It is a fascinating written work full of practical, easy to understand information about vision and your child…This book will become your guide to your child's success. -- Bruchie Barbara Langsam, parent, New York City, USAThis is an interesting book which would be of value to any special needs coordinator or other specialist teacher working with children... A very worthwhile read! -- Mary Mountstephen, SEN Magazine.Warshowsky comes across as a nice guy who has a passion for his field of work. His own experiences as a child and his experience of observing many children who seem to be let down by the education system is what drives his interest in this field. Many children have considerable resources invested in them but still fail to thrive and behavioural optometry, according to Warshowsky, can explain these anomalies... the book is divided into three parts and is clearly written. The first part is concerned with how vision problems affect a child and how this differentiates from sight problems. Part two expands on what vision therapy is and what it entails and finally he discusses specific vision problems and the therapeutic use of corrective lenses. There is a very useful appendix with exercises parents could try, which for a family on low income with no access to a behavioural optometrist could be helpful. -- AsteensTable of ContentsPreface. Introduction: My Vision for this Book. Part I. Understanding Vision in Children: Background and Basics. 1. Understanding the Effects of the "Failure Syndrome" in a child. 2. Convergence: What is it and Why is it Important. 3. The Difference Between Good Eyesight and Functional Vision. Part II. Overcoming Blocks and Unlocking Potential: What is Vision Therapy and When is it Needed?. 4. Vision Therapy: History and How it Works. 5. How Vision Therapy Can Aid Learning. 6. Vision Therapy and Learning Disabilities. 7. The Role of the Behavioral Optometrist in the Child Study Team. 8. Vision Therapy and Occupational Therapy: A Co-joined Approach. Part III. Specific Vision problems and Behavioral Optometric Interventions. 9. Types of Lenses and How They Help. 10. Some Specific Vision Problems: Nearsightedness, Strabismus, and Amblyopia. Epilogue: When I was Twelve. Resources. A Sample Letter. Visual Function Self Test. Exercises That May Be Done At Home. If you have Questions. Suggested Reading. Glossary.

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Book SynopsisChild and Adolescent Psychology provides an accessible and thorough introduction to human development by integrating insights from typical and atypical development. This integration cements understanding since the same processes are involved. Knowledge about atypical development informs the understanding of typical development, and knowledge about typical development is a necessary basis for understanding atypical development and working with children with disorders.Based on international research, and informed by biological, social and cultural perspectives, the book provides explanations of developmental phenomena, with a focus on how children and adolescents at different age levels actually think, feel and act. Following a structure by topic, with chronological developments within each chapter, von Tetzchner presents and contrasts the major theoretical ideas in developmental psychology and discusses their implications for different aspects of development. He also Trade Review‘A hugely impressive achievement, offering a broad panoply of understandings of development from a wide diversity of perspectives and disciplines, spanning all the key areas, and forming a comprehensive, detailed and extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UKThis book provides an extensive overview of the field of developmental psychology. It illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation. The author has written an accessible text which will be of value to undergraduates and postgraduates alike. I can strongly recommend it to all who are keen to learn about this fascinating and rapidly changing field. Dr. John Coleman, PhD, OBE, UK‘This book is magnificent. It is an extraordinary blend of depth of scholarship with a lucid, and engaging, writing style. Its coverage is impressive: both thorough and timely. An admirable feature of the book is its skillful presentation of typical and atypical development in each chapter. The book is comprehensive, instructive and inviting. Both new and advanced students will love the coverage of this text, will appreciate its use of headers and enjoy its illustrations.’ Professor Joseph Campos, University of California, USAAn amazing achievement. Stephen von Tetzchner's volume has an encyclopedic breadth combined with an unerring eye for the central research across developmental psychology, particularly for the period of its explosive growth since the 1960s. It is remarkable for its even-handed representation of the American and European literatures. Both a text and a reference work, this will be the go-to resource for any teacher, researcher or student of the discipline for the foreseeable future. Professor Andy Lock, University of Lisbon, PortugalTable of ContentsChapter 1: Developmental psychologyChapter 2: Theoretical perspectivesChapter 3: Methods of gaining knowledge about childrenChapter 4: Child and adolescent disorders Chapter 5: Genes, evolution, heredity and environmentChapter 6: Stimulation and activity during fetal developmentChapter 7: Brain developmentChapter 8: Perceptual developmentChapter 9: Motor developmentChapter 10: Theories of cognitive developmentChapter 11: Attention, memory and executive functionChapter 12: Conceptual development and reasoningChapter 13: Mind understandingChapter 14: IntelligenceChapter 15: Learning and instructionChapter 16: The development of communication and languageChapter 17: Emotions and emotion regulationChapter 18: Temperament and personalityChapter 19: AttachmentChapter 20: Sibling and peer relationsChapter 21: Self and identityChapter 22: Moral developmentChapter 23 Prosocial and antisocial developmentChapter 24: Gender developmentChapter 25: PlayChapter 26: Media and understanding of societyChapter 27: Toward adulthoodGlossaryBibliography Index

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Book SynopsisBecome an ally with your son and help him to overcome fear of failure with this informative book written by a child psychologist.

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Book SynopsisSarah Hrdy argues that if human babies were to survive in a world of scarce resources, they would need to be cared for, not only by their mothers but also by siblings, aunts, fathers, friendsand, with any luck, grandmothers. Out of this complicated and contingent form of childrearing, says Hrdy, came the human capacity for understanding others.Trade ReviewIn the study of mothering, Sarah Hrdy has no peer. In Mothers and Others, we are treated to Hrdy's infectious writing, taking the reader on a tour of our evolved history as a cooperatively parenting species. The ideas are big, bold, and brain-bending. -- Marc Hauser, author of Moral Minds: How Nature Designed Our Universal Sense of Right and WrongBoldly conceived and beautifully written, Mothers and Others makes a strong case that we humans are (or should be) cooperative breeders. It is an indispensable contribution to the debate about how and why we came to be the most successful primate of them all. -- Melvin Konner, author of The Tangled Wing: Biological Constraints on the Human SpiritAs was the case for her earlier classic, Mother Nature, Sarah Hrdy's Mothers and Others is a brilliant work on a profoundly important subject. The leading scientific authority on motherhood has come through again. -- E. O. Wilson"What if I were traveling with a planeload of chimpanzees? Any one of us would be lucky to disembark with all ten fingers and toes still attached...Even among the famously peaceful bonobos...veterinarians sometimes have to be called in following altercations to stitch back on a scrotum or penis," Hrdy writes. What she found is that our unique mothering instinct, quite different from gorillas and chimpanzees, meant that the children most likely to survive were those who could relate to and solicit help from others. We evolved to be wired for empathy for, consideration of, and intuition into how others are feeling. -- Jessa Crispin * Smart Set *To explain the rise of cooperative breeding among our forebears, Hrdy synthesizes an array of new research in anthropology, genetics, infant development, comparative biology. -- Natalie Angier * New York Times *For as long as she's been a sociobiologist, Sarah Blaffer Hrdy has been playfully dismantling traditional notions of motherhood and gender relations...Hrdy is back with another book, Mothers and Others, and another big idea. She argues that human cooperation is rooted not in war making, as sociobiologists have believed, but in baby making and baby-sitting. Hrdy's conception of early human society is far different from the classic sociobiological view of a primeval nuclear family, with dad off hunting big game and mom tending the cave and the kids. Instead, Hrdy paints a picture of a cooperative breeding culture in which parenting duties were spread out across a network of friends and relatives. The effect on our development was profound. -- Julia Wallace * Salon *Hrdy's lucid and comprehensively researched book takes us to the heart of what it means to be human. -- Camilla Power * Times Higher Education *Hrdy's much-awaited new book, is another mind-expanding, paradigm-shifting, rigorously scientific yet eminently readable treatise...Mothers and Others lays the foundation for a new hypothesis about human evolution...Mothers and Others is overflowing with fascinating information and thinking. It's a book you read, pausing regularly to consider the full import of what you just read...Sarah Blaffer Hrdy has added another enormous building block to our thinking about our origins with this new book. Our species is lucky to have her. -- Claudia Casper * Globe and Mail *Provocative. [Hrdy] argues that unlike other apes, Homo sapiens could never have evolved if human mothers had been required to raise their offspring on their own. Human infants are too helpless and too expensive in their demands for care and resources. So human females have to line up helpers--sometimes extending beyond their own kin--to raise their young. That requires both males and females to invest heavily in social skills for bargaining with other members of their groups. Hrdy suggests that females in ancestral hunting and gathering groups may have thrived because they were free to be flexible in this way. Female flexibility was reduced when humans established settlements requiring male coalitions to defend them, probably leading to greater control of females by males...The most refreshing aspect of [this] book is the challenge [it] offers to what we thought we already knew. -- John Odling-Smee * Nature *If Sarah Blaffer Hrdy were a male scientist, I might be tempted to say that her new book Mothers and Others arrives like an intellectual time bomb, or that it throws a grenade into accepted notions of human evolution. But those are aggressive, competitive metaphors, and one of the essential points of Mothers and Others is that aggression and competition have been given far too central a place in the standard accounts of how our species came into being. From Charles Darwin onward, those accounts are mostly the work of men, and Hrdy points out in meticulous detail how partial and biased was their understanding of the remote past...Mothers and Others offers enormous rewards. It is not only revolutionary; it is also wise and humane. -- Mark Abley * Calgary Herald *More than a million years ago, somewhere in Africa, a group of apes began to rear their young differently. Unlike almost all other primates, they were willing to let others share in the care of infants. The reasons for this innovation are lost in the ancient past, but according to well-known anthropologist Hrdy, it was crucial that these mothers had related--and therefore trusted--females nearby and that the helpers provided food as well as care. Out of this "communal care," she argues, grew the human capacity for understanding one another: mothers and others teach us who will care and who will not. Beginning with her opening conceit of apes on an airplane (you wouldn't want to be on this flight) and continuing through her informed insights into the behavior of other species, Hrdy's reasoning is fascinating to follow. -- Michelle Press * Scientific American *One of the boldest thinkers in her field...Hrdy's scope is huge...To build her arguments, she expertly knits together research from a variety of fields--fossil evidence, endocrinology, psychology, history, child development, genetics, comparative primatology and field research among hunter-gatherer societies. Her book is at once entertaining, full of apt, often colorful anecdotes, sometimes culled from her own experiences, and rich with information and case studies...Hrdy is not only synthesizing her own research on female reproductive strategies (initially on langur monkeys in India), but that of hundreds of other researchers to create what amounts to a sweeping new meta-paradigm. -- Michele Pridmore-Brown * Times Literary Supplement *In this compelling and wide-ranging book, Hrdy sets out to explain the mystery of how humans evolved into cooperative apes. The demands of raising our slow-growing and energetically expensive offspring led to cooperative child-rearing, she argues, which was key to our survival. -- Alison Motluk * New Scientist *Using evidence from diverse research fields (including ethnography, archaeology, developmental psychology, primatology, endocrinology, and genetics), Hrdy builds an engaging and compelling argument for an evolutionary history of cooperative offspring care that requires us to rethink entrenched views about how we came to be human...Mothers and Others provides a fascinating, readable account of how our hominin ancestors might have negotiated the obstacles to raising offspring. Hrdy presents a well-argued case for human evolutionary history being characterized by cooperative offspring care, which opens fresh avenues of research into the history of our species. In addition, she prompts readers to consider far-reaching questions, such as whether the nuclear family is the "best" unit in which to raise children and how learned parenting practices might determine the future of human evolution. Her thought-provoking book will interest students, specialists, and general readers alike and should focus attention on the neglected roles of mothers and others within human evolutionary theory. -- Gillian R. Brown * Science *Hrdy presents her hypothesis systematically and painstakingly, chapter by chapter, so that the result is compellingly plausible. -- William McGrew * American Scientist *Understanding the evolution of the human mind has become the holy grail of modern evolutionary anthropology and evolutionary psychology, and those who pursue it feel themselves closing in on something big. Mothers and Others is a heroic contribution to this quest. It is an anthropological T(A)E: a theory of (almost) everything, a genre for which I must confess a weakness. It stands above most other examples of the genre, however, for both its scholarship and its craft. Hrdy draws on a broad literature extending beyond the traditional domains of primatology and anthropology, with particular emphasis on developmental psychology, but breadth of scholarship and lucid vision have long been the trademarks of her writing...Hrdy is at least as gifted as a writer as [Stephen Jay] Gould and at least as clear a thinker...This is a very important book, and a beautiful one. It is a book that will delight a broad lay readership coming to it from disparate perspectives. It will be a wonderful book to assign to undergraduates in a range of courses. But most importantly, it is a challenging and provocative book for academics and scientists interested in human cognition and human evolution. Once again, Hrdy has woven together strands of material from many sources into an elegant tapestry of insight and logic, emblazoned with her vision of who we are, and why. -- Peter Ellison * Evolutionary Psychology *The book is an impressive and sustained argument for why, unlike other apes, humans are cooperative breeders...Hrdy offers some fascinating speculations about the problems whose solution might have facilitated the emergence of cooperative breeding. -- Pierre Jacob * International Cognition and Culture Institute blog *Mothers and Others is an engaging book. It is full of fascinating information from diverse fields, imaginatively harnessed to produce a coherent account of our genetic predispositions as a species. Above all, it challenges the pervasively sexist tradition within evolutionary psychology, which routinely highlights aggression and maternal care at the expense of sociability and shared care. In doing so, the book provides a rich foundation for engagement with the social sciences, exploring the articulation between our genetic predispositions and contemporary human societies. -- Michael Gilding * Australian Book Review *Convincing about the importance of alloparenting, [Hrdy] makes a rich case that draws on wide erudition about many primate species and current arguments about human cooperation. -- B. Weston * Choice *In Mothers and Others: The Evolutionary Origins of Mutual Understanding, Sarah Hrdy argues that what makes humans different from other apes is our need to rear children cooperatively. Elegantly written and, to any parent, compellingly argued. -- Morgan Kelly * Irish Times *Sarah Blaffer Hrdy is one of the most original and influential minds in evolutionary anthropology...It is possible to see Hrdy's most recent book, Mothers and Others, as the third in a trilogy that began with The Woman That Never Evolved. It may be the most important...[It's her] most ambitious contribution. In Mothers and Others, she situates this pivotal mother-infant pair not in an empty expanse of savanna, waiting for a man to arrive with his killed game, but where it actually belongs, in the dense social setting of a hunter-gatherer or, before that, an ape or monkey group. Hrdy argues convincingly that social support was crucial to human success, that compared with other primates, humans are uniquely cooperative, and that it was precisely cooperation in child care that gave rise to this general bent...Hrdy's gracefully written, expert account of human behavior focuses on the positive, and its most important contribution is to give cooperation its rightful place in child care. Through a lifetime of pathbreaking work, she has repeatedly undermined our complacent, solipsistic, masculine notions of what women were meant "by nature" to be. Here as elsewhere she urges caution and compassion toward women whose maternal role must be constantly rethought and readjusted to meet the demands of a changing world. Women have done this successfully for millions of years, and their success will not stop now. But neither Hrdy nor I nor anyone else can know whether the strong human tendency to help mothers care for children can produce the species-wide level of cooperation that we now need to survive. -- Melvin Konner * New York Review of Books *Table of Contents* Apes on a Plane * Why Us and Not Them? * Why It Takes a Village * Novel Developments * Will the Real Pleistocene Family Please Step Forward? * Meet the Alloparents * Babies as Sensory Traps * Grandmothers among Others * Childhood and the Descent of Man * Notes * References * Acknowledgments * Index

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Book SynopsisEncourage and support your baby''s natural development with this inspiring collection of daily activities that promote safe, fun and effective playSplit into bite-sized chapters with an accessible tone and accompanying illustrations, The Baby Play Guide provides a host of easy and practical ideas to help you make every second with your baby count. Packed with a variety of stimulating, screen-free and age-appropriate activity suggestions for you to try, this book will guide you through your baby''s first year, encouraging you to bond with them through play while supporting and tracking their development.Whether it''s showing a newborn high-contrast images to help their visual focus, or enjoying creative, messy play with older infants, this informative guide will also explain the context and science behind baby development at key stages, how to play the activity, and how each one can help your little one reach motor, sensory, communication and feeding milestones.

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Book SynopsisNurturing brain development in children through play.Trade Review"[A] must for anyone who works with children or young people. Therapists with an adult clientele will benefit from reading it too: our clients were all children once. . . . It can be used as a text book for teaching students of therapy and there is a section of hand-outs that could be copied and given out to students. . . . The vignettes are entertaining and we are shown how to put the theory into practice." -- Contemporary Psychotherapy"This is one of the most exciting and fascinating books on play therapy in recent years. Drawing on the groundbreaking work of two neuroscientists, Panksepp and Porges, Kestly explains in accessible language the neurobiology and healing power of play. Every play therapist, parent, and teacher will want to read this book." -- David A. Crenshaw, PhD, ABPP, RPT-S, Clinical Director, Children’s Home of Poughkeepsie; Co-Editor of Creative Arts and Play Therapy for Attachment Problems"The Interpersonal Neurobiology of Play should be required reading for all play therapists. It presents in a clear and understandable manner key neurobiology information needed by play therapists to correctly understand and treat the children they are working to help." -- Helen E. Benedict, PhD, Child Clinical Psychologist, Baylor University, Waco, Texas"In this beautifully written and highly accessible text, Theresa Kestly draws on her vast clinical experience and the latest research in neuroscience to articulate the critical role of play and relationships in children’s growth and healing. Dr. Kestly provides a clear explanation of the neurobiology behind play and play therapy, illustrating concepts meaningfully through personal case examples. This groundbreaking text is a must read for play therapists and anyone working with children. I could not put it down!" -- Sue C. Bratton, PhD, Professor & Director, Center for Play Therapy, University of North Texas, Denton, Texas

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Book SynopsisHow to use solution-focused therapy with children and adolescents.Table of ContentsWhat is Solution-Focused Brief Therapy; Solution-Focused Brief Therapy and Children - A Natural Fit; It's a Matter of Technique; Assessing Your Clients, Agreeing on Goals; Let's Get To It!; Communicating with Children on Their Own Terms; Treating Children with Uncommon Needs; Making a Difference with Teenagers; Looking from the Therapist's Chair.

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Book SynopsisNonverbal interactions are applied to trauma treatment for more effective results.Trade Review"Chapman writes convincingly about her treatment models. . . . [H]elpful to clinicians and aspiring practitioners. And, luckily, for those of us who simply want to learn something new about trauma or therapy, it’s written in a way that’s easy to understand even for non-professional readers." -- PsychCentral"I could not put this book down! This is a must-read volume that will deepen and enrich clinical understanding and greatly enhance clinical assistance to the many victims of trauma. A thoughtful, careful, well-informed clinician, Linda Chapman integrates science and her professional experience to explain the 'why's' of positive outcomes through expressive therapies and the models she has developed for addressing acute and chronic trauma. As she weaves together research data and accessible practice interventions, Chapman’s dedication to helping trauma survivors shines through in each page. I learned so much and can't wait to implement her models with my patients." -- Eliana Gil, PhD, Founder, Gil Institute for Trauma Recovery and Education; Director, Starbright Training Institute for Child and Family Play Therapy; Past President, Association for Play Therapy"This book is packed with clinical wisdom, scholarship, case studies, and detailed neurodevelopment correlates of relational trauma that illustrate the effective use of Chapman’s Art Therapy Treatment Intervention. The author makes an irrefutable case for art therapy’s place in the treatment of PTSD, acute and chronic trauma, and abuse in infants, children, and adolescents. A must-read and an inspiring contribution." -- George Halasz, MD, Adjunct Senior Lecturer, School of Psychology and Psychiatry, Monash University, Melbourne, Australia"In this well-researched book, Linda Chapman articulates a neurobiological understanding of trauma and a theoretically grounded model for the treatment of children and adolescents. Chapman uses moving case examples to illustrate how art can bypass left-brain activity and utilize regions of the brain where traumatic memories are stored. She describes how brain processing affects therapy at different stages, providing depth and clarity. Her style of working is informed, intuitive, theoretically grounded, and relational. This book is a long-awaited contribution to the field." -- Gussie Klorer, PhD, ATR-BC, HLM, LCPC, LCSW, Professor Art Therapy Counseling Program, Southern Illinois University Edwardsville; author of Expressive Therapy with Troubled Children"Imparting clinical wisdom derived from decades of practice as an art therapist with acutely and chronically traumatized children and youth, Linda Chapman presents detailed case examples in a down-to-earth, conversational style, demonstrating the careful, thoughtful, developmentally informed formulations underlying her interventions. This book is essential reading for child and adolescent therapists of all disciplines, supporting the importance of interventions which privilege the non-verbal aspects of therapeutic communication." -- Susan C. Warshaw, EdD, ABPP, Board Certified in Psychoanalysis, Licensed Psychologist; Editor-In-Chief, Journal of Infant, Child and Adolescent Psychotherapy"Drawing upon her extensive clinical experience as an art therapist, Linda Chapman has created a wonderful translational work. It is a major challenge but essential to bring complex neurobiological concepts into clinical practice, in order for our field to move forward and optimally help patients. The tightrope between neuroscientific jargon and distorting oversimplifications of translational implementation is hard to walk, but Linda Chapman does it with grace and respect. Highly recommended for anyone working with traumatized children and youth." -- Bruce D. Perry, MD, PhD, Senior Fellow, The ChildTrauma Academy; Adjunct Professor, Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University

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Book SynopsisChildren like to play. They get all sorts of benefits from playing. They get the most benefit from play when they are in control of what they are doing. Yet there are lots of circumstances today that mean children are not able to control their own play and that's where playwork comes in, where the role of the playworker is to create environments that enable children to take control of their playing. This book aims to explore the similarities, differences and tensions that exist between play and playwork including appropriate definitions and the conflict around the role of the adult. Fraser Brown proposes a play to playwork continuum, where playing can be considered a 'developmental and evolutionary' activity and playwork a 'compensatory' activity. Helpfully structured around the aspects considered by the author as most important for playwork, this book uses 101 fascinating stories of children playing to illuminate a range of play and playwork theories. The rich array of powerfuTable of ContentsAcknowledgements1 Introduction: play and playwork2 Fun, freedom and flexibility: anything goes3 The social world of children's play4 Playful physical activity: challenge, risk and danger5 Environmental cognitive stimulation6 Creativity and problem solving7 Emotional equilibrium: the therapeutic value of play8 Self realisation, power and control9 The child's agenda: intervention and adulteration10 The Colliery Adventure Playground: some personal reflections11 Therapeutic Playwork Project: extracts from a reflective diary12 Conclusions: revisiting the concept of compound flexibilityAppendix: The Playwork PrinciplesUseful web referencesBibliographyIndex

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Book SynopsisFilled with comprehensive, balanced coverage of classic and contemporary research, relevant examples, and engaging applications, this text shows you how psychology helps you understand yourself and the complex social world around you. It also uses psychological principles to illuminate the variety of opportunities you have in your life and your future career. While professors cite this bestselling book for its academic credibility and the authors' ability to stay current with ''hot topics,'' students say it's one text they just don't want to stop reading. The text and associated workbook are highly readable, engaging, and visually appealing, providing you with a wealth of material you can put to use every day. Also available: the MindTap online learning experience, featuring an eBook, activities that engage you in thinking about common misconceptions about psychology, animations that introduce key concepts, cool apps (including a text-to-speech reader), and more.Table of Contents1. Adjusting to Modern Life. 2. Theories of Personality. 3. Stress and Its Effects. 4. Coping Processes. 5. Psychology and Physical Health. 6. The Self. 7. Social Thinking and Social Influence. 8. Interpersonal Communication. 9. Friendship and Love. 10. Marriage and the Family. 11. Gender and Behavior. 12. Development and Expression of Sexuality. 13. Careers and Work. 14. Psychological Disorders. 15. Psychotherapy. 16. Positive Psychology.

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Book SynopsisMany of us experience pain in our childhoods, and young people face trauma all over the world. How is it possible to recover? Do those abused always go on to hurt others? This incredible bestseller has overturned the way we view trauma, by showing how the extraordinary power of resilience can heal damaged lives. Renowned psychoanalyst Boris Cyrulnik has dealt with many young victims of distress and he relates stories of children who have been abused, orphaned, fought in wars and escaped genocide, yet who have not only survived, but grown in the face of adversity. By the way we deal with our memories and emotions, he shows, we can reshape our lives and transform pain into something stronger - just as a grain of sand in an oyster becomes a pearl. Resilience is not just about resisting; it is about learning to live. This life-changing book points the way towards hope and happiness.

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Book SynopsisOver the last decade, Carol Gray's Social Stories approach has become established as a highly effective way of teaching social and life skills to children on the autism spectrum. Taking the form of short narratives, the Stories in My Social Stories Book take children step by step through basic activities such as brushing your teeth, taking a bath and getting used to new clothes. It also helps children to understand different experiences such as going to school, shopping and visiting the doctor. These stories are written for preschoolers aged from two to six, and the book is a useful primer for all young children - but most especially those on the autism spectrum.My Social Stories Book contains over 150 Stories, and is illustrated throughout with line drawings by Sean McAndrew, which form a visual counterpart to the text. A helpful introduction explains to parents and carers how to get the most out of the book.Trade ReviewWhile intended mainly for autistic children, the clear, patient explanations of basic skills and situations could well be of use to any young child... The jolly black and white line drawings help bring reassurance to life skills and to situations children find themselves. In. "A Note to Parents and Professionals" gives the background for the stories and advice as to how they should be used. -- Healthy BooksMy Social Stories Book is a practical guide to the use of social stories with young children. Social stories are well established as a great way to teach children with autism new skills using pictures and step-by-step explanations. The book is filled with examples of social stories covering almost every situation you could think of aimed at 2-6 Year olds, includes many day to day situations that children with autism often find confusing or frustrating. This book is value for money for those families or workers wishing to try social stories and needing ideas to get started. Families could dip into it to prepare children for new experiences and/or to help teach new skills. -- CommunicationMy Social Stories Book offers a rich bank of material for adults who wish to support young children with ASD make sense of their environment and function more effectively in it, and may hopefully become a tool in rigorous empirical research into the effectiveness of social stories. -- DebateOver the last ten years, Carol Gray's wonderful concept of the Social Story has stood the test of time... Each family with a child who has autism needs to make room on the book self for this one -- Book ReviewsTable of ContentsAcknowledgements. A Note to Parents and Professionals. 1. Taking Care of Me. What do I do when I need to use the toilet? Where are the toilets? How do I help others find the toilet in my home? Where are other toilets? Time to wash my hands. Why do I wash my hands? When do people wash their hands? How do children learn to wash their hands? Time to brush my teeth. When do people brush their teeth? How do children learn to brush their teeth? Time to take medicine. Why is medicine special? Why do adults give me medicine? When do adults give me medicine? What is liquid medicine? What is a medicine spoon? How do adults give me medicine? Time to blow my nose. What does “blowing my nose” mean? What does “wiping my nose” mean? What do I use to blow or wipe my nose? How do I use a tissue? Why do children need new clothes? Why do I have new clothes? Where do I find new clothes? How does it feel to wear new clothes? When do I wear new clothes? Choosing clothes to ear outside. What do people where when it gets cold outside? What do people wear when it gets warn outside? What is a coat? What is a mitten? Why do people wear boots? Time for a nap. Why do I take naps? When is naptime? What do adults do when I am taking a nap? How to children learn to take naps? Time for a haircut. When do I get my hair cut? What is a hairstylist? Where does a hairstylist work? How can I help the hairstylist? What steps do I follow to get my haircut? Time to clip my fingernails. Who clips my fingernails? Is having my fingernails clipped safe? Time to clip my toenails. Who clips my toenails? Is having my toenails clipped safe? Time for a bath. When do I take a bath? Why do I leave my clothes outside the bathtub? How do I get into the bathtub? How do adults help me take a bath? Time to wash my hair. What is shampoo? When does my hair get washed? How do children learn to wash their hair? What does it mean when people say, “Time to go to bed”? When is bedtime? Where do I sleep? When do people go to bed? What is a dream? How do I go to bed? 2. Home. What are unexpected noises? What is a telephone? What is a doorbell? How do doors make noises? Why do dogs bark? What happens when people drop things? What is a vacuum cleaner? Why do cars have horns? What is thunder? Who knows about time? Who knows what time it is? What is a watch? What does “hurry up” mean? What does it mean to be on time? What does it mean to “be late”? Who is coming to play? When will we play? What can i say when my friend arrives? What will we do today?

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Book SynopsisIn Children and Pictures, Richard P. Jolley critiques both the historical and contemporary studies conducted in the field of children's making and understanding of pictures. Some highlights of Children and Pictures are: What develops, and why, in children's representational and expressive drawing, both in typical, atypical, and cross-cultural populations. The developing relationship between production and comprehension of pictures. Children's understanding of pictures as symbolic representations. Practical and applied uses of drawings, particularly in clinical and legal settings. Diverse educational practices of teaching drawing across the world. Presenting up-to-date research and pointing towards future topics of study, Children and Pictures brings the study of children's drawings into mainstream child development studies. This is an edifying resource for students, researchers, practitioners, parenTrade Review"This book is academic in the good sense of the word: it contains thorough introductions to relevant theories and balanced overviews of empirical data that support or contradict these theories." (International Journal of Education through Art, 1 May 2011) "Children's drawing is a fascinating topic with a wide-ranging appeal, and this well-written and well-informed book will be very useful to students and researchers of child development and art education, as well as being accessible to the general reader. In ten clearly laid out chapters Richard Jolley gives an up-to-date overview of some of the debates in the field, an overview amply supported by research findings. In a further and final chapter he suggests “future directions” which, I'm sure, will provide food for thought for many of the up-and-coming generation of researchers." –Dr Maureen Cox, Emeritus Reader, Department of Psychology, University of York "A long time in the making, this book was well worth waiting for. It is unusual in the range of topics it covers and the importance it accords to the field. It can serve both as an introduction for new readers and as a resource for established researchers, which is extraordinarily hard to bring off. This is because the author is clearly conducting a dialogue with the reader throughout, in a gracefully styled stream of writing." –Norman Freeman, Emeritus Professor and Senior Research Fellow, Cognitive Development, University of Bristol "Psychologist Richard Jolley takes the reader on a fascinating journey, using children’s drawings and their understanding of pictures as a way to understand children’s minds. This book will enlighten researchers, clinicians, educators, and parents – anyone who wants to understand why children draw in the sometimes odd, almost always charming, way that they do." –Ellen Winner, Professor of Psychology, Boston College, and Senior Research Associate, Project Zero, Harvard UniversityTable of ContentsAcknowledgments. Credits. Introduction. 1 The Development of Representational Drawing. 2 The Development of Expressive Drawing. 3 Drawings from Children in Special Populations. 4 Production and Comprehension of Representational Drawing. 5 Children’s Understanding of the Dual Nature of Pictures. 6 Drawings as Measures of Internal Representations. 7 Drawings as Assessment Tools: Intelligence, Personality and Emotionality. 8 Drawing as Memory Aids. 9 Cultural Influences on Children’s Drawings. 10 The Education of Drawing. 11 Future Directions. Further Reading. References. Author Index. Subject Index. Plates.

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Book SynopsisEverywhere you go, you keep overhearing other moms say to their misbehaving children, ''That''s one. That''s two. That''s three.'' And then you watch in disbelief as their kid actually stops!-PopSugar MomsAre you the parent of a strong-willed child? Is bedtime a nightly battle? Are you looking to get your kids to behave without yelling? Whether you have a toddler, preschooler, or school-aged child, this gentle parenting book can help you create a calm, happy home.Phelan''s method has a proven track record of ending the negotiations and getting kids back on track...1-2-3 {Magic} is the gold standard of child discipline for good reason.-Library Journal STARREDSince kids don''t come with a manual, 1-2-3 Magic is the next best thing. Dr. Thomas Phelan has developed the #1 selling child discipline book in the country-a quick, simple, and scientifically proven way to parent that actually works!Using his signature coTrade Review"Phelan's method has a proven track record of ending the negotiations and getting kids back on track...1-2-3 {Magic} is the gold standard of child discipline for good reason. " - Library Journal-STARRED"The most valuable advice I got from reading 1-2-3 Magic that you can start implementing at home immediately is to avoid too much talking and too much emotion...the 1-2-3- program is as much a control on parental anger as it is on children's behavior. " - Outnumbered 3 to 1"The book has a lot of great, helpful information. Anyone who has children, no matter what age, can learn from this. " - Cassandra's Place"1-2-3 Magic helped me quickly identify the areas that I was messing up with my kids, and showed me how I could change those bad habits and trade them in for solid tactics to use when my kids were not listening as they should be. The best part, is that it literally only took a couple days for my kids to completely jump on board with the program...This book is worth it's weight in gold and will change your family's life." - The Simple Moms"If you are a parent of young kids I do recommend that you pick up this book for a read as it would help you understand more about how to cope with your children during their outbursts." - Dominique's Desk"Lays out a simple program for parents to help manage, and keep from overreacting, to behavior that seems incessant and annoying, like a continual request for junk food right before dinner." - Tri-City Herald"Since the sixth edition of the self-proclaimed No. 1 child-discipline book in America came out last year, Dr. Phelan's strategies have seen a resurgence in the parenting world. Maybe that's why you feel like everywhere you go, you keep overhearing other moms say to their misbehaving children, "That's one. That's two. That's three." And then you watch in disbelief as their kid actually stops! " - PopSugar"The book spells out how you can help your child deal with their emotions, encourage good behavior, and strengthen the parent-child relationship. He includes clear advice for many roadblocks you find in a day of parenting. " - HealthlineTable of ContentsCONTENTS Preface Introduction: Parenting: Long Hours, No Pay, Excellent Benefits Part I: Building a Solid Foundation for Parenting Chapter 1: Orientation to the Parenting Profession Chapter 2: Your Job as a Parent Chapter 3: Challenging the Little Adult Assumption Chapter 4: Avoiding the Two Biggest Discipline Mistakes Part II: Controlling Obnoxious Behavior: Parenting Job 1 Chapter 5: Getting Results through Counting Chapter 6: Advice for Nearly Any Counting Challenge Chapter 7: Disciplining Your Child in Public Real-Life Story 1: The Case of the Temper Tantrum Terrorist Chapter 8: How to Handle Sibling Rivalry, Tantrums, Pouting, and Lying Real-Life Story 2: The Incredible Case of the Traveling Troublemakers Chapter 9: Getting Started with Counting Part III: Managing Testing and Manipulation Chapter 10: Recognizing the Six Types of Testing and Manipulation Chapter 11: Tales from the Trenches Part IV: Encouraging Good Behavior: Parenting Job 2 Chapter 12: Establishing Positive Routines

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Book SynopsisWith contributions from prominent experts, this pragmatic book takes a close look at the nature of complex psychological trauma in children and adolescents and the clinical challenges it presents. Each chapter shows how a complex trauma perspective can provide an invaluable unifying framework for case conceptualization, assessment, and intervention amidst the chaos and turmoil of these young patients' lives. A range of evidence-based and promising therapies are reviewed and illustrated with vivid case vignettes. The volume is grounded in clinical innovations and cutting-edge research on child and adolescent brain development, attachment, and emotion regulation, and discusses diagnostic criteria, including those from DSM-IV and DSM-5. See also Drs. Ford and Courtois's edited volume Treating Complex Traumatic Stress Disorders in Adults, Second Edition, and their authored volume, Treatment of Complex Trauma: A Sequenced, Relationship-Based Approach.Trade Review"Describing evidence-based models for treatment of complex trauma in children, this book is interwoven with contemporary knowledge about psychobiology and is richly illustrated with extended clinical examples. In addition to a focus on individual treatment, some chapters address the systems within which traumatized children live and are treated. There is a repeated focus throughout the chapters on attachment, self-regulation, and engaging families in treatment. The book provides an excellent foundation for clinicians working with this population."--Laurie Anne Pearlman, PhD, past president, Trauma Research, Education, and Training Institute, Inc. "This volume comprehensively examines complex trauma in children and adolescents, from its neurobiological impact to the development and dissemination of evidence-based treatments. Newer therapies currently being tested are also discussed; case examples illustrate the use of each modality. Clinical challenges related to self-regulation, dissociation, impaired caregiver attachment, and intergenerational trauma are addressed. Written with clarity and detail, each chapter will benefit both trainees and seasoned mental health and medical practitioners. This book fosters needed synergy between scientific inquiry and real-world clinical applications in this important field."--Alesia O. Hawkins, PhD, Department of Family and Community Medicine, University of Illinois College of Medicine at Rockford "I have used this book in both advanced undergraduate- and graduate-level courses. It provides an excellent overview of the neurobiological consequences of early and ongoing trauma, as well as best practices for assessment and intervention to help children and families. The blend of chapters on the consequences of trauma for early development with those on evidence-based treatments and practices specific to complex trauma is very helpful to students in training to enter a variety of clinical and behavioral health fields. This book has been an excellent companion reader in my trauma-focused intervention course."--Carla Smith Stover, PhD, Department of Mental Health Law and Policy, University of South Florida "It's all here, including insights into neuroscience, family dynamics, assessment, and--most centrally--intervention. Clinicians and advanced students of psychiatry, psychology, and social work will consider this book a tremendous resource. Chapters on betrayal trauma, multitraumatized children, and treatment approaches are particularly useful for psychotherapists. The list of authors reads as a 'who's who' in the field. If you've ever wondered what to do to help a severely traumatized child, this book is for you."--Lisa Aronson Fontes, PhD, University Without Walls, University of Massachusetts Amherst -The editors have organized a large panel of experts in the field of complex trauma who provide the many excellent chapters found in this unique and groundbreaking text. This text is unique in that it brings together various specialties dealing with complex PTSD, many of which may be unfamiliar to those trained purely within a cognitive behavioral model….This is an important book edited by individuals with significant accomplishment and familiarity with this very challenging field. The various chapter authors have done a commendable job in detailing their particular points of view and providing enlightening examples to emphasize and explain their way of thinking. The book is very well referenced and any reader interested in any of the various strategies presented will find it easy to further their interest and education by exploring the writings of the experts in any of these fields. This would make an excellent graduate-level text in psychiatry, psychology, or social work and should be seriously considered by any program offering child and adolescent psychotherapy. It should be especially considered in programs dealing with trauma and stress disorders.--Child and Family Behavior Therapy, 1/2/2014ƒƒThe text goes beyond specific trauma models, providing a unifying conceptualization of complex traumatic stress disorders, their development and presenting features, before directing the reader to specific clinical recommendations…I would thoroughly recommend this book.--Journal of Behavioural and Cognitive Psychotherapy, 7/1/2014Table of ContentsI. Complex Trauma in Childhood and Adolescence 1. Relational Trauma, Brain Development, and Dissociation, Allan N. Schore 2. Childhood Trauma, Brain Connectivity, and the Self, Ruth A. Lanius, Robyn Bluhm, & Paul A. Frewen 3. Relational Trauma and Disorganized Attachment, Pamela C. Alexander 4. Betrayal Trauma, Laura A. Kaehler, Rebecca Babcock, Anne P. DePrince, & Jennifer J. Freyd 5. Cumulative Trauma in Childhood, Damion Grasso, Carolyn Greene, & Julian D. Ford 6. The Translational Evidence Base, Ruth R. DeRosa, Lisa Amaya-Jackson, & Christopher M. Layne 7. Clinical Assessment and Diagnosis, Julian D. Ford, Kathleen Nader, & Kenneth E. Fletcher II. Individual Psychotherapy Models 8. Integrative Treatment of Complex Trauma, Cheryl Lanktree & John Briere 9. Dissociation-Focused Therapy, Sandra Wieland & Joyanna Silberg 10. Trauma-Focused Cognitive-Behavioral Therapy, Matthew Kliethermes, Rachel Wamser Nanney, Judith A. Cohen, & Anthony P. Mannarino 11. Eye Movement Desensitization and Reprocessing, Debra Wesselmann & Francine Shapiro 12. Dialectical Behavior Therapy with Adolescents, Ruth R. DeRosa & Jill H. Rathus III. Systemic Approaches to Treatment 13. The Neurosequential Model of Therapeutics, Bruce D. Perry & Christine L. Dobson 14. Developmental Trauma Therapy Models, Julian D. Ford, Margaret E. Blaustein, Mandy Habib, & Richard Kagan 15. The Sanctuary Model, Sandra L. Bloom 16. Child–Parent Psychotherapy and Historical Trauma, Amy Klatzkin, Alicia F. Lieberman, & Patricia Van Horn 17. Parent–Child Interaction Therapy, Anthony J. Urquiza & Susan Timmer 18. Trauma Systems Therapy, Carryl P. Navalta, Adam D. Brown, Amanda Nisewaner, B. Heidi Ellis, & Glenn N. Saxe 19. Conclusion, Julian D. Ford & Christine A. Courtois Index

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Book SynopsisWidely regarded as the state-of-the-science reference on attachment, this handbook interweaves theory and cutting-edge research with clinical applications. Leading researchers examine the origins and development of attachment theory; present biological and evolutionary perspectives; and explore the role of attachment processes in relationships, including both parentâchild and romantic bonds. Implications for mental health and psychotherapy are addressed, with reviews of exemplary attachment-oriented interventions for children and adolescents, adults, couples, and families. Contributors discuss best practices in assessment and critically evaluate available instruments and protocols. New to This Edition *Chapters on genetics and epigenetics, psychoneuroimmunology, and sexual mating. *Chapters on compassion, school readiness, and the caregiving system across the lifespan. *Chapter probing the relation between attachment and other developmental influences. *NearlTrade Review"This third edition of Cassidy and Shaver's Handbook will be an instant classic, like prior editions. The contributors are a 'who's who' in the field. The chapter coverage is exhaustive and timely in its treatment of long-standing and emerging issues in attachment theory and research, such as measurement, biological influences, interventions, and special populations. I use this handbook as the main text in a doctoral seminar on attachment theory and research taken by students in counseling, education, and psychology. Students have found the volume incredibly useful and comment on how it will remain on their shelves. A 'must have' for the researcher or clinician interested in attachment processes across the lifespan."--Richard Lanthier, PhD, Graduate School of Education and Human Development, George Washington University"Impressive. The list of authors in the third edition includes nearly all of the ongoing major contributors to the attachment literature. Chapters provide important updates, theoretical perspectives, and nuanced discussion. The breadth and depth of the content are stunning. This handbook is required reading for anyone who wants information regarding the current status of attachment theory and research, including students, researchers, and professionals interested in a broad array of topics."--Nancy Eisenberg, PhD, Regents' Professor of Psychology, Arizona State University"The Handbook of Attachment reflects the kind of artful integration of behavior, emotion, and cognition that John Bowlby and Mary Ainsworth hoped to set in train. I am particularly impressed by the work the editors and contributors to the third edition have devoted to updating, revising, and even reconceptualizing their chapters to keep up with this flourishing field. The third edition is more than just a great help for scholarship and teaching--it is indispensable."--Everett Waters, PhD, Department of Psychology, Stony Brook University"The Handbook of Attachment, Third Edition, was a superb choice for my advanced undergraduate and graduate seminar. Like the prior editions, the Handbook provides up-to-date coverage of the major topics in the field, as well as exciting explorations of emerging issues. For students who may not yet have a full grasp of the field, the book offers a strong foundation in attachment theory and methodological and clinical implications from which they can start to formulate their own sub-interests. The chapters are written simply enough to make them accessible to upper-level undergraduates, yet also provide sophisticated depth for a more advanced audience. Even after the course, I have heard from students that they frequently consult and reference the Handbook and appreciate having it as an important part of their libraries."--Jennifer C. Ablow, PhD, Department of Psychology, University of Oregon"This edition is considered the bible of the attachment field, just as the previous two editions were….This third edition is necessary for anybody interested in the attachment field. With the exponential development in the field, this is the place where the updates are synthesized and organized to be easily accessible."--Doody's Review Service"Has tremendous relevance for clinicians who are interested in the biological, cognitive, and emotional underpinnings of interpersonal relationships, psychopathology, the process of therapy with different clients, and therapeutic change...[and] who wish to understand theory and empirical research relevant to client conceptualization and treatment."--Behavior Therapist (on the second edition)"A comprehensive and scholarly review of a critically important issue in development attachment....This well-edited volume includes high-quality contributions from leading theorists and researchers in psychology, psychiatry, and child development....The Handbook of Attachment really is a 'must' reference for anyone seriously interested in attachment theory and its role in development across the life span....Practitioners who use attachment theory in their clinical work will find it enlightening."--Journal of Clinical Psychiatry (on the first edition)"This is an impressive, comprehensive volume which explores a wide range of attachment topics. It should be considered an essential reference book for mental health practitioners who provide treatment to people of all ages."--Psychoanalytic Social Work (on the first edition)"Destined to become a classic, this comprehensive handbook provides a landmark review and synthesis of the current state of knowledge about attachment and loss in children and adults."--Choice Reviews (on the first edition)Table of ContentsI. Overview of Attachment Theory 1. The Nature of the Child's Ties, Jude Cassidy 2. Attachment Disruptions, Reparative Processes, and Psychopathology: Theoretical and Clinical Implications, Roger Kobak, Kristyn Zajac, & Stephanie D. Madsen 3. Attachment, Loss, and Grief: Bowlby's Views, New Developments, and Current Controversies, R. Chris Fraley & Phillip R. Shaver 4. The Internal Working Model Construct in Light of Contemporary Neuroimaging Research, Inge Bretherton & Kristine A. Munholland II. Biological Perspectives 5. Attachment Theory within a Modern Evolutionary Framework, Jeffry A. Simpson & Jay Belsky 6. Psychobiological Origins of Infant Attachment and Its Role in Development, H. Jonathan Polan & Myron A. Hofer 7. Attachment in Rhesus Monkeys, Stephen J. Suomi 8. Attachment, Parenting, and Genetics, Marian J. Bakermans-Kranenburg and Marinus H. van IJzendoorn 9. Attachment and Psychoneuroimmunology, Katherine B. Ehrlich, Gregory E. Miller, Jason D. Jones, & Jude Cassidy 10. Attachment and Temperament as Intersecting Developmental Products and Interacting Developmental Contexts Throughout Infancy and Childhood, Brian E. Vaughn & Kelly K. Bost 11. Studying the Biology of Human Attachment, Amie A. Hane & Nathan A. Fox 12. Toward a Neuroscience of Attachment, James A. Coan III. Attachment in Infancy and Childhood 13. Normative Development: The Ontogeny of Attachment in Childhood, Robert S. Marvin, Preston A. Britner, & Beth S. Russell 14. Precursors of Attachment Security, R. M. Pasco Fearon & Jay Belsky 15. Attachment Relationships in the Context of Multiple Caregivers, Carollee Howes & Susan Spieker 16. Early Attachment and Later Development: Reframing the Questions, Ross A. Thompson 17. Attachment in Middle Childhood, Kathryn A. Kerns & Laura E. Brumariu 18. The Measurement of Attachment Security and Related Constructs in Infancy and Early Childhood, Judith Solomon & Carol George IV. Attachment in Adolescence and Adulthood 19. The Multiple Facets of Attachment in Adolescence, Joseph P. Allen & Joseph S. Tan 20. Pair Bonds as Attachments: Mounting Evidence in Support of Bowlby's Hypothesis, Debra M. Zeifman & Cindy Hazan 21. Adult Romantic Attachment: Developments in the Study of Couple Relationships, Judith A. Feeney 22. Attachment and Sexual Mating: The Joint Operation of Separate Motivational Systems, Gurit E. Birnbaum 23. Same-Sex Romantic Attachment, Jonathan J. Mohr & Skyler D. Jackson 24. Adult Attachment and Emotion Regulation, Mario Mikulincer & Phillip R. Shaver 25. Attachment in Middle and Later Life, Carol Magai, Maria Teresa Frías, & Phillip R. Shaver 26. The Adult Attachment Interview: Protocol, Method of Analysis, and Empirical Studies: 1985-2015, Erik Hesse 27. Measurement of Individual Differences in Adult Attachment, Judith A. Crowell, R. Chris Fraley, & Glenn I. Roisman V. Psychopathology and Clinical Applications 28. Attachment and Psychopathology in Childhood, Michelle DeKlyen & Mark T. Greenberg 29. Attachment Disorganization from Infancy to Adulthood: Neurobiological Correlates, Parenting Contexts, and Pathways to Disorder, Karlen Lyons-Ruth & Deborah Jacobvitz 30. Challenges to the Development of Attachment Relationships Faced by Young Children in Foster and Adoptive Care, Mary Dozier & Michael Rutter 31. Attachment States of Mind and Psychopathology in Adulthood, K. Chase Stovall-McClough & Mary Dozier 32. Prevention and Intervention Programs to Support Early Attachment Security: A Move to the Level of the Community, Lisa J. Berlin, Charles H. Zeanah, & Alicia F. Lieberman 33. Attachment and Adult Psychotherapy: Theory, Research, and Practice, Arietta Slade 34. Reconciling Psychoanalytic Ideas with Attachment Theory, Peter Fonagy, Patrick Luyten, Elizabeth Allison, & Chloe Campbell 35. Couple and Family Therapy: An Attachment Perspective, Audrey Brassard & Susan M. Johnson VI. Systems, Culture, and Context 36. Caregiving, Brooke C. Feeney & Susan S. Woodhouse 37. Cross-Cultural Patterns of Attachment: Universal and Contextual Dimensions, Judi Mesman, Marinus H. van IJzendoorn, & Abraham Sagi-Schwartz 38. A Lifespan Perspective on Attachment and Care for Others: Empathy, Altruism, and Prosocial Behavior, Phillip R. Shaver, Mario Mikulincer, Jacquelyn T. Gross, Jessica A. Stern, & Jude Cassidy 39. Attachment and Religious Representations and Behavior, Pehr Granqvist & Lee A. Kirkpatrick 40. Divorce through the Lens of Attachment Theory, Brooke C. Feeney & Joan K. Monin 41. Attachment and School Readiness, Amanda P. Williford, Lauren M. Carter, & Robert C. Pianta 42. Implications of Attachment Theory and Research for Child Care Policies, Michael Rutter & Camilla Azis-Clauson VII. Perspectives on Attachment 43. The Place of Attachment in Development, L. Alan Sroufe

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Book SynopsisHas your child received a medical diagnosis for a long term illness or health condition?If so, this can be a stressful time for you both. You may have noticed changes in your relationship and behaviour towards your child. For example many parents feel that their child needs more understanding, is more fragile or is struggling to cope physically or emotionally. Your discipline parenting style may change if you feel that they ''suffer enough'' already. Parents often find their confidence and judgement gets knocked off track in the early stages following a diagnosis, but given time and support, they do adapt and develop resilience in themselves and in their child.This book can help you with: Emotional support for managing difference and dealing with difficult behaviour Practical suggestions for easing hospital anxiety or navigating feeding problems Advice on what to say and when to your child about their illness

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Book SynopsisActive Support is a proven model of care that enables and empowers people with intellectual disabilities to participate fully in all aspects of their lives. This evidence-based approach is particularly effective for working with people with more severe disabilities, and is of growing interest to those responsible for providing support and services. The authors provide a comprehensive overview of Active Support and how it can be used in practice, based on the theory and research underpinning the methods involved. They describe how to engage people with intellectual disabilities in meaningful activity as active participants, and look at the communication style needed to foster positive relationships between carers and the people they are supporting. Highlighting the main issues for those trying to put Active Support into practice, they explain what is needed on a day-to-day basis to support the implementation, improvement and maintenance of the approach, along with possible solutions for the difficulties they may encounter. Finally, they look at how to integrate Active Support with other person-centred approaches, drawing on examples from various organisations and individual case studies. The definitive text on Active Support, this book will be essential reading for anyone professionally concerned with the quality of life of people with intellectual disabilities, including psychologists, behaviour specialists, social workers, care managers, occupational therapists and inspectors and regulators of services, as well as families.Trade ReviewMansell and Beadle-Brown have created a thorough handbook of AS and how to implement it successfully. Readers of this book will also obtain different perspectives of challenges faced with AS, and how to resolve these. The book is a stimulating read, with a strong evidence base referenced to research and government papers. The authors explain their material clearly, and offer ideas for future research. This is a book to buy for any student or practitioner in a relevant field. -- British Journal of Occupational Therapyexcellent and accessible book... It provides a concise explanation of active support - meaningful, engaging and fulfilling daily activities by carers providing intensive support - and how to set about providing this. -- Nursing StandardThe book is comprehensive and essentially provides a value base and structure to support service users positively. It will be useful for families, care providers and health and social care practitioners who work or care for people with intellectual disabilities. -- International Journal of Developmental DisabilitiesThis book is drawn from international sources and sits within social policy and social work values of social inclusion, choice, participation, respect and dignity. Its great value is that by drawing on research as to what works in practice then it is both a key source of evidence and a call of action to effect change at different levels... Each chapter manages to discuss and analyse issues and challenges with which we are all familiar. The evidence is used to highlight what works and to recommend best practice at different levels. This is an important book that deserves to be read by students, social workers, team leaders, senior managers, policy makers and inspectorate staff and its recommendations acted upon. -- RostrumThis landmark book is an authoritative text on the organisation of support and methods of direct practice with people with severe intellectual disability. Written by two outstanding academic leaders, it draws together the significant body of research that forms the evidence base for person centred active support. Its unique contribution and thus immense value is the clarity with which this knowledge is translated into a comprehensive guide to every day practice for staff, front line leaders and senior managers. This book is a key source of theory and evidence for students, researchers and policy makers, as well providing practitioners and organisations with a blueprint for action. -- Professor Christine Bigby, LaTrobe University, AustraliaMansell and Beadle-Brown have pulled together, in one place, a readable, practical yet research-based guide to improving supports for people with significant intellectual disabilities. I recommend this concise volume for any service provider or policymaker who supports this population. It is well worth the read. -- Steven M. Eidelman, H. Rodney Sharp Professor of Human Services Policy and Leadership, University of DelawareThis is a really helpful book for anyone wishing not only to understand the place of person centred active support in enabling people with complex support needs to exercise control over their own lives, but to implement it effectively. It is meticulously researched and distils experience gained from implementation really well. -- Bob Tindall, Managing Director, United Response and former Chair and current board member of the Association of Supported Living (ASL)In my 35 years of working with people with a disability I have not come across anything as important as Person-Centred Active Support. It is now at the core of almost all the work that I do. -- Gary Radler, Clinical Psychologist, Positive Behaviour Support Services, AustraliaPerson Centred Active Support has been an essential core element of what we do for more than 10 years; it takes energy and tenacity to implement and maintain but the difference it makes in people's lives makes it very worthwhile. -- Ian McLean, CEO, Golden City Support Services (GCSS), AustraliaTable of ContentsAcknowledgements. Preface. Introduction. 1. Engagement in Meaningful Activity and Relationships. 2. The Enabling Relationship. 3. Organising Staff Support. 4. Practice Leadership. 5. The Organisational Context. 6. Integrating Active Support with Other Person-centred Approaches. Conclusion. Appendix I: Summary of the Levels of Engagement Reported in Available Studies and Additional Analysis of Available Data, with Adaptive Behaviour Scale Part 1 (ABS) Score Where Available. Appendix II: Summary of Data on Engagement and Support from Staff Following Implementation of Active Support. References. Index.

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Book SynopsisA collection of writings by leading developmental psychologist Patricia M Crittenden, highlighting her vast contribution to attachment theory and research. It includes her observation of compulsive A, coercive C, and combined A/C patterns; application of attachment theory to child maltreatment, parent and child mental illness, and criminality; and the Dynamic-Maturational Model (DMM) of Attachment and Adaptation.Includes an introduction to the Dynamic-Maturational Model of Attachment and Adaptation (DMM) and shows the history of that model. Contains an introduction and commentaries and published in conjunction with the International Association for the Study of Attachment (IASA).Trade Review'This volume contains a selection of the seminal works of Patricia Crittenden, one of the most creative and innovative thinkers in the history of attachment theory. Crittenden integrates the fields of developmental psychology and developmental psychopathology in her thought-provoking and insightful research on attachment in normal and atypical development. Her ground-breaking work on attachment and child maltreatment stimulated the field to embark on translational research to prevent attachment insecurity and to promote resilient functioning'- Dante Cicchetti, Ph.D., McKnight Presidential Chair, William Harris Professor and Professor of Child Psychology and Psychiatry, Institute of Child Development, University of Minnesota; 'Contains a selection of the seminal works of Patricia Crittenden, one of the most creative and innovative thinkers in the history of attachment theory': Professor Dante Cicchetti, Institute of Child Development, University of Minnesota. 'A "must" for each trainer, therapist, researcher or student'- Professor Rodolfo de Bernart, President, IASA (from the Foreword).

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Book SynopsisA comprehensive parent's guide to your child's psychological development from birth through age 10 Written in an engaging, practical style, Ages and Stages offers you the benefits of the most current research on child development, featuring helpful tips and techniques to foster your child's maturation.Trade Review"...succeeds in its aim of providing accessible information and practical advice..." (Jnl of Clinical Child Psychology and Psychiatry, Vol 7(4))Table of ContentsSTAGE 1: BIRTH TO 18 MONTHS. Emotional Health. Cognitive Development. Family and Peer Relationships. Personal Growth. Character Formation. STAGE 2: 18 TO 36 MONTHS. Emotional Health. Cognitive Development. Family and Peer Relationships. Personal Growth. Character Formation. STAGE 3: 36 MONTHS TO THE SIXTH BIRTHDAY. Emotional Health. Cognitive Development. Family and Peer Relationships. Personal Growth. Character Formation. STAGE 4: 6 TO 9 YEARS. Emotional Health. Cognitive Development. Family and Peer Relationships. Personal Growth. Character Formation. References. Index.

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Book SynopsisThis is the second edition of a textbook that has met with enthusiastic acclaim since its publication in 1988. It explores in detail theories and discussions of how children think and learn. It also looks at the practical implications of research and acknowledges some of the difficult problems teachers face when trying to put theory and research into practice in the classroom. Discusses important new research in developmental psychology that has taken place since the first edition was published in 1988 Provides an excellent resource for both psychology students and educationalists Includes substantially revised chapters on mathematics and classroom education Trade Review"Wood's treatment of these perplexing issues is straightforward. He does not burden readers with philosophical jargon, does not bore readers with esoteric details, and does not offer simplistic answers...Wood brings the analytic mind of a psychologist to his book without the cluttering style of academic psychologese which undergraduates generally abhor" Scott G. Paris, APA Review of BooksTable of ContentsIntroduction: From Pavlov to Piaget. 1. Images of Childhood and their Reflection in Teaching. 2. A Decade of Development. 3. Are there Stages of Development?. 4. Learning how to Think and Learn. 5. Language and Learning. 6. Making Sense. 7. The Literate Mind. 8. The Mathematical Mind. 9. Education and Educatability. Bibliography.

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Book Synopsis

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Book Synopsis

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