Child and developmental psychology Books

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book SynopsisWat je speelt ben je zelf beschrijft de waarde van spel en spelbegeleiding voor de ontwikkeling van het individu. Spel is van wezenlijk belang voor de sociale, cognitieve, motorische en emotionele ontwikkeling van het kind. Maar ook voor volwassen mensen met een (verstandelijke) beperking is spel van onschatbare waarde.De kracht van dit boek ligt in een consequente integratie van theorie en praktijk. De theoretisch onderbouwing voor spelbegeleiding (deel 1) wordt duidelijk door veel verhelderende praktijkvoorbeelden. In deel 2 wordt aan de hand van advizen en vooreelden de praktijk van de spelbegeleding uiteengezet. Voor mensen met een (verstandelijke) beperking is specifieke aandacht. Samen met het boek Levende verhalen!, geschreven door Monique WesselsReijerse, is dit boek onderdeel van een project over spel en spelbegeleiding van Stichting Philadelphia Zorg.

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Book SynopsisThe book will serve as a helpful reference for undergraduate and post-graduate students of Psychology and Education. Understanding the nature of a child or learner, the context in which they live and grow, and building perspective on the process of development forms the basic framework for all courses in Education. This book focuses on human development and diversity as the dominant themes that cut across early, middle and late childhood, and adolescence, which in turn correspond to the pre-primary, primary, secondary and senior secondary levels of schooling. Understanding Childhood and Adolescence links existing theories in educational psychology with concerns of contemporary Indian society. It covers early childhood care and education; socio-cultural, philosophical, and psychological perspectives on childhood and adolescence; contemporary lifestyle changes affecting these life-stages; and concerns of diversity ranging from multilingualism, gender, to intelligence and development of self and identity. The textually informative chapters cover the historical trajectory and important theories of each life-stage, and raise relevant debates and issues related to each of them. Key Features: • Looks at childhood and adolescence from multiple contours such as developmental aspects, issues, trends, challenges, interface with society, its institutions and policy provisions • Traces historical evolution of the basic concepts and contextualizes these to the Indian socio-cultural milieu through examples and cases • Discusses key concepts related to compulsory foundational courses in development and diversity in all teacher education programmes • Contains mid-chapter exercises and chapter-end questions to help readers check their understanding as well as reflect on issues in teaching–learning processes Table of ContentsAbout the Book Basic Concepts and Ideas in Human Development and Diversity - Namita Ranganathan Developmental Patterns in Early Childhood - Geeta Rai Early Childhood Care and Education: Policy, Practices and Innovations - Suhasini Kanwar Perspectives on Children and Childhood - Ravneet Kaur Childhood in India: A Socio-Historical Trajectory - Nidhi Gulati Rights of Children in Difficult Circumstances - Kavita Vasudev Policy Perspectives on Protection Services for Children - Kavita Vasudev Understanding Adolescence: Theories, Issues and Debates - Vishakha Kumar Growing Up in a Digital World - Chandan Shrivastav Peer Relationships in Childhood and Adolescence - Rashi Mukhopadhayay Understanding Gender: Concepts and Ideas - Neema Chaurasiya Understanding Diversity and Inclusion - Yukti Sharma Defining Intelligence: From IQ to Multiple Intelligences - Charu Sharma Addressing Gender Diversity in Children and Adolescents - Shivani Arora Demystifying the Notions of Self and Identity - Toolika Wadhwa Researching Children and Adolescents: Approaches and Strategies - Toolika Wadhwa New Directions in Understanding Human Development Essay 1: Revisiting Childhood from an Interdisciplinary Lens - Sandeep Kumar Essay 2: Some Questions on the Discourse of Human Development - Vikas Baniwal Index

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Book SynopsisUsing insights gleaned from the Bible and psychology, this book is for anyone who is interested in helping the children deal with traumatic issues The inner world of a healthy child is filled with wonder, awe, and faith in a fair and just world. But for some children, a belief in the benevolence of the world and its people is often too hard to claim. In this unique guidebook, Dr. Norman Fried gives valuable insights into the lives of children who have been victimized by chaos and disease, and teaches how to help them grow within the context of a loving, accepting, and ethical bond. Using these examples, along with writings of Rabbi Joseph Soloveitchik on religion and psychology and the wisdom of trauma specialists, Dr. Fried shows how divine connections can serve as an inspiration, as well as a template, for other healthy interactions in a world that needs repair. Through directed action, biblical citations, and psychotherapeutic techniques that provide empowerment and hope, Dr. Fried takes the reader on a journey toward healthier functioning.Trade Review"Impressively written for the benefit of non-specialist general readers, Reclaiming Humanity: A Guide to Maintaining the Inner World of the Child Facing Ongoing Trauma is an extraordinary and 'real world practical' instructional guide and reference that is unreservedly recommended for personal, community, and academic library collections that will be of special and particular interest to parents of traumatized children and their caregivers." Julie Summers, http://www.midwestbookreview.com

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Book SynopsisGrowing up books for girls lack real life advice: how to accept your body, agree on anything with your parents, choose a profession, become more confident in your own abilities. The book you are holding will correct such an inconvenience.

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Book SynopsisThe Palgrave Handbook of the History of Human Sciences offers a uniquely comprehensive and global overview of the evolution of ideas, concepts and policies within the human sciences. Drawn from histories of the social and psychological sciences, anthropology, the history and philosophy of science, and the history of ideas, this collection analyses the health and welfare of populations, evidence of the changing nature of our local communities, cities, societies or global movements, and studies the way our humanness or ‘human nature’ undergoes shifts because of broader technological shifts or patterns of living. This Handbook serves as an authoritative reference to a vast source of representative scholarly work in interdisciplinary fields, a means of understanding patterns of social change and the conduct of institutions, as well as the histories of these ‘ways of knowing’ probe the contexts, circumstances and conditions which underpin continuity and change in the way we count, analyse and understand ourselves in our different social worlds. It reflects a critical scholarly interest in both traditional and emerging concerns on the relations between the biological and social sciences, and between these and changes and continuities in societies and conducts, as 21st century research moves into new intellectual and geographic territories, more diverse fields and global problematics. ​Table of ContentsContent The International Handbook of the Human Sciences will tentatively be divided into 10 sections based on key discussions/themes in the field, led by internationally recognised researchers and writers on academic integrity. This proposal lists 12 possible sections of between 8-12 chapters in each section, a possible 65 chapters of between 8,000-10,000 words in each chapter. Every section editor will be a long-established colleague and peer. Ideas for sections, section editors and some chapters are tentatively indicated below: 1. Defining the human sciences (Ian Hunter, Australia, Uni of Queensland) 11 chapters a. Critique, and the history of theory (Ian Hunter) b. Enlightenment and Modernity (Gary Wickham, Aust., Murdoch University) c. Does reflexivity separate the human sciences from the natural sciences? (Roger Smith, c/o Lancaster University) d. The Social Construction of Scientific Knowledge (Greg Myers, Lancaster University) e. Social histories of knowledge (Peter Burke, Emmanuel College Boston) f. Self / Personhood (Elwin Hofman, KU Leuven Belgium) g. Conduct (Paul du Gay, University of Copenhagen) h. Intellectual fields: science and culture (Tony Bennett, Aust., Uni of Western Sydney) i. Human sciences and the global south (Raewyn Connell, University of Sydney) j. Knowledge and power in the human sciences k. Current issues in linguistic theory: N Chomsky – 1988, 7-17 2. Categories in the history of human sciences (Section Editor: Ian Hacking, College de France) 9 chapters a. ‘Making up’ categories of people (Ian Hacking, College de France) b. Ideas and Politics (Thomas Osborn, UK, University of Bristol) c. Humanities (Martin Aidnik, Tallin University, Estonia) d. History of Sexuality (Stuart Elder, University of Warwick: Theory, Culture and Society, 2018 e. Cultural and historical geography (Veronica della Dora, Uni of Bristol) f. Habitus: Mauss and Bourdieu g. Constructing human and social subjects (Gregory Hollin, UK, University of Nottingham) h. Genealogy/history of the present (Jeffrey Minson, University of California) i. Power and resistance (Ausgar Allen, Roy Goddard, University of Sheffield) 2. History of Statistics (Section editor: Roger Smith, co Lancaster University) 6 chapters a. How should we do the history of statistics? (Ian Hacking, The Foucault Effect eds. Graham Burchell, Colin Gordon and Peter Miller eds, 1991, 181-196 b. The enlightenment and statistics (Roy Porter) c. How to make things which hold together: Social science, statistics and the state (Alain Desrosières, 1990) d. Science in the archives: pasts, presents, futures (Lorainne Daston, University of Chicago) e. Governing by numbers (Ian Hacking, College de France) f. Change or mutation? Reflections on the foundations of contemporary science (T Shinn: Social Science Information, 1999) 5. Context and theory (Section editor: Paul du Gay, University of Copenhagen) 10 chapters a. The civilizing process (Paul Du Gay) b. Histories of legal theory (Daniel Chernilo, Universidad Diego Portales. Visiting Professor, Loughborough University) c. The English national character: the history of an idea (Peter Mandler: 2006 d. Culture and Consumption (Liz McFall, UK, Open University) e. History of science/cultural hegemony (Pietro Omoeleo, Max Blanck Institute, Berlin) f. Science and imperialism (Douglas Lorimer, UK) g. Post-colonial Europe (Monika Bobako, Adam Mickiewicz, Poland) h. Postcolonial penality: Liberty and repression in the shadow of independence, India c. 1947, M. Brown, Theoretical Criminology, 2017 i. The Evolutionary Origins of Human Political Systems (Herbert Gintis, Carel van Schaik, and Christopher Boehm: Current Anthropology 56, 3, June 2015, 327-353) 6. Anthropology, ethnography and ethnology (Section Editor: Tony Bennett, Aust., Uni of Western Sydney;) 12 chapters a. Race, culture, and evolution: reflections on the history of anthropology (G. Stocking: 1982) b. The history of anthropology: Where, whence, whither? (GW Stocking Jr: Journal of the History of the Behavioral, 1966). c. The past as it lives now: an anthropology of colonial legacies (B De L'Estoile: Social Anthropology, 2008) d. The sins of the fathers: British anthropology and African colonial administration (H. Kuklick - Research in Sociology of Knowledge: Sciences and Art, 1978) e. Liberal government and the practical history of anthropology (Tony Bennett: History and Anthropology Journal Vol 25, 2014 - Issue 2: Anthropology, Collecting and Colonial Governmentalities) f. Historicity and ethnography (Tomomi J Emoto, Japan?) g. Ethnology and psychology (Gustav Johoda, UK, University of Strathclyde) h. Histories of anthropology (Vassos Argyrou, UK University of Hull, Veronika Lipphardt, Germany, University College, Frieberg i. Anthropology and the Southern Question (Claudia Castelo, Uni of Lisbon, Portugul) j. Anthropological history of the early 21st century (Thomas Hylland Eriksen, Uni of Olso) k. A mission to civilize: the republican idea of empire in France and West Africa, 1895-1930 (Alice L. Conklin 1997: citeulike:10058147) l. Margaret Mead Amongst the Natives of Great Britain (Peter Mandler: Past & Present, Volume 204, Issue 1, 1 August 2009, Pages 195–233) 7. Archaeology and ethnoarchaeology (Section Editor: Amanda Kearney, Aust., Uni of New South Wales) 11 chapters a. The Hidden History of a Third of the World: the Collective Biography of Australian and International Archaeology in the Pacific (CBAP) Project: Matthew Spriggs, Bulletin of the History of Archaeology, 27, 1, 2017 b. History and Indigenous cultural artefacts (Amanda Kearney, Uni of NSW,) c. The origins of culture history in prehistoric archaeology: rethinking plausibility and disciplinary tradition: T. Murray, World Archaeology, 2017, 49, 2, 187-197. d. Introduction to Geographic and Spatial Approaches in the History of Archaeology: N. Gupta, B K Means,,Bulletin of the History of Archaeology, 25, 2, 2015 e. Hitting two birds with one stone: An afterword on archeology and the history of science: M. Brusius, History of Science, Sept 2017, Vol. 55 Issue 3, 383-391 f. Geographies of Governmentalities (M. Huxley: Space, Knowledge and Power: Foucault and Geography, JW. Crampton, S Elden eds, 183-204) g. Archaeology and Modem Climate Change: Friesen, T. Max, Canadian Journal of Archaeology. 2018, Vol. 42,1, 28-37 h. A Cosmopolitan History of Archaeology: The Olov Janse Case: A Källén, J Hegardt, Bulletin of the History of Archaeology, Vol 24, 2014 i. The Infertile Crescent Revisited: A Case Study for the History of Archaeology (J Bracewell: Bulletin of the History of Archaeology, Vol 25, 2, 2015 j. Archaeology and the Anxiety of Loss: Effacing Preservation from the History of Renaissance Rome (D Karmon: American Journal of Archaeology, 115, 2,159-174 k. Building colonial histories: the archaeology of the Menzies Centre site, Hobart: P Crook. R McCay, P Kostaglou, Australasian Historical Archaeology. 33:27-36 8. Historical Sociology (Section Editors: Robert van Krieken, Australia, University of Sydney; Stephen Mennell, Uni of Leicester) 9 chapters a. History of sociology (Stephen Turner, Uni of South Florida, US) b. Toward a transnational history of the social sciences: Johan Heilbron, N Guilhot, L Jeanpierrem, 2008 c. National traditions in the social sciences d. Norbert Elias: An Outsider Full of Unprejudiced Insight (Wolf Lepenies: New German Critique, 1978) e. History, politics and power f. Sociology of crowds (Christian Borch, Copenhagan Business School) g. The sociology of knowledge (Steve Woolgar, Steve Fuller) h. Knowledge society (Andrea Cerroni, University of Milan) i. On the appearance of autism (Bonnie Evans, UK, Kings College London) 9. Governing Individuals and Societies (Section Editor: Mitchell Dean, Copenhagen Business School) 9 chapters a. The liberal state and self-governing individuals (Michell Dean) b. Globalisation and the individual (William Walters, Carlton University, Ottawa) c. Rationalities of rule (XXX) d. Sovereignty, and powers of life and death (XXX) e. Exceptionalism and authoritarianism (XXX) f. Calculable minds and manageable individuals (Nickolas Rose: History of the human sciences, 1988) g. Governing Science (Steve Fuller) h. Governing through crime (Jonathon Simon, University of Chicago) i. Global biopolitics and the history of world health (A. Bashford: History of the Human Sciences: February 1, 2006) 10. Histories of Economics (Section Editor: Mary Morgan, London School of Economics) 8 chapters a. The philosophical bases of institutionalist economics (Philip Mirowski: Economics and Hermeneutics, ed. Don Lavoie, 2005) b. Does Economics Have a Useful Past? (George J. Stigler: History of Political Economy, 1969, 1 (2), 217-230 c. Society, economy and State effect (Timothy Mitchell: State/Culture. State-Formation After the Cultural Turn, ed. George Steinmetz, pp. 76-97) d. Theories of markets and theories of society (M Fourcade: American Behavioral Scientist, 2007) e. Models, stories and the economic world (Mary Morgan: Journal of Economic Methodology, 2001 f. Economic History and Economics (Robert M. Solow, The American Economic Review, Vol. 75, No. 2, 1985, 328-331) g. Breaking Away: History of Economics as History of Science (M Schabas: History of Political Economy, 24 (1), 1992: 187-203. h. A Short History of Economics As a Moral Science (James E. Alvey: Journal of Markets & Morality 2, 1, 1999, 53-73. 11. Psychology (Section editor: Nikolas Rose, UK, Kings College Cambridge) 9 chapters a. Studies in History and Philosophy of Science (Roger Smith: Studies in History and Philosophy of Science Part C 36, 1, 2005, 55-94 b. Current debates in the history of psychology (Nikolas Rose, UK) c. Community psychology and decolonising practices (Mohammed Seedat, South Africa, Uni of SA) d. Psychology and science (Tom Quick, Independent scholar) e. Psychopathy (Canada, University of Alberta) f. Psychology and commerce (David Keller, Germany, Universitat zu Lubeck) g. Psychology and the Southern Question (Wahbie Long, South Africa, University of Cape Town) h. The reflexivity of cognitive science: the scientist as model of human nature (J Cohen-Cole: History of the Human Sciences, 2005) i. Does the history of psychology have a subject? (Roger Smith: History of the Human Sciences, October 1, 1988) 12. Psychiatry (Section editors: Stephen Garton, Australia, University of Sydney; Matt Efytche, UK, University of Essex; Gavin Miller, Glasgow University) 10 chapters a. Mapping the relations between history and history of science: the case of the history of psychiatry: L. Vasia, Rethinking History, 21, 4, 606-617, 2017 b. Ancient philosophers on mental illness: M Ahonen, History of Psychiatry. October 9, 2018 c. The Diagnostic and Statistical Manual 5 (Rachel Cooper, Lancaster Uni) d. Transcultural psychiatry (Ivan Crozier, Uni of Newcastle, Australia) e. Psychotherapy (Sarah Marks, UK, Birkbeck College Uni of London) f. Psychoanalysis (Silvana Veto, Chile, Uni Andres, Bello; Marcelo Sanchez, Chile, Uni de Chile) g. Eugenics and science in Peru (Universidad Peruana Cayetano Heredia, Lima, Peru) h. Therapeutic culture and authenticity (Roger Foster, Manhattan Community College) i. The Aboriginal child’s mind (David Robertson, Princeton University, USA) j. Childhood and Normality (Katie Wright, Australia, La Trobe University 13. Tendencies in post-war social sciences (Series editor … a. The Strange Silence of Political Theory (J.C. Isaac: Political Theory, November 1, 1995) b. Riding natural scientists' coattails onto the endless frontier: The SSRC and the quest for scientific legitimacy (Mark Solovey: The History of the Behavioral Sciences, September 2004) c. “Hypothetical machines”. The science fiction dreams of Cold War social science (R Lemov: Isis, 2010) d. Beyond behaviorism: On the automaticity of higher mental processes (Bargh, John A., Ferguson, Melissa J.: Psychological Bulletin, Vol 126(6), Nov 2000, 925-945) As for all reference works, chapters will be supported by relevant illustrations, tables, figures, glossaries. The handbook will be a useful reference resource for practitioners/instructors in higher education and researchers and graduate students exploring the diverse range of work in the history of human sciences. The most significant benefit of the handbook will be to provide this overview in one location.

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Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.

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Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.

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Book SynopsisThis book presents an integrative perspective on home or Heimat showing that it is much more than the place we were born or where we live. This book brings fresh theoretical and empirical perspectives on what home is and can be from different viewpoints.The chapters invite the reader to face challenging questions of what we learn about Heimat, when it is taken from us, threatened, left on purpose or when we set out on the journey to find one. The chapters are written by psychologists throughout, but are expanded in perspective by comments from the groups of people featured in the chapters, who are thus given their own voice. The book ends with a suggestion how all the different perspectives can be unified in the framework of general model of cultural psychology."All in all—the reader of this volume gains an access to the most intricate phenomenon of human ways of being—that of home. Impossible to define in terms of the scientific lore of psychology, intuitively understandable in everyday life, and basis for deep desires if the feeling of home is lost."This book will be rewarding reading for professionals and students from cultural psychology, cultural and psychological anthropology, sociology, and related disciplines, asking the question of what home is and how individuals can be supported in finding it.

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Book SynopsisThis book presents an integrative perspective on home or Heimat showing that it is much more than the place we were born or where we live. This book brings fresh theoretical and empirical perspectives on what home is and can be from different viewpoints.The chapters invite the reader to face challenging questions of what we learn about Heimat, when it is taken from us, threatened, left on purpose or when we set out on the journey to find one. The chapters are written by psychologists throughout, but are expanded in perspective by comments from the groups of people featured in the chapters, who are thus given their own voice. The book ends with a suggestion how all the different perspectives can be unified in the framework of general model of cultural psychology."All in all—the reader of this volume gains an access to the most intricate phenomenon of human ways of being—that of home. Impossible to define in terms of the scientific lore of psychology, intuitively understandable in everyday life, and basis for deep desires if the feeling of home is lost."This book will be rewarding reading for professionals and students from cultural psychology, cultural and psychological anthropology, sociology, and related disciplines, asking the question of what home is and how individuals can be supported in finding it.

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