Child and developmental psychology Books

Book SynopsisThis handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sectionstheoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparationthe volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.Trade Review“This handbook (covering history, theoretical foundations, pedagogy, practices, and outcomes informed by a social justice framework) is exactly what we needed. It should be required reading for everyone concerned about the education of multilingual children.”Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Emerita. Stanford University “This comprehensive handbook reviews the latest research about dual language bilingual education (DLBE), at a time when the number of DLBE programs has grown exponentially in U.S. schools. Experts from diverse contexts provide essential theoretical and practical information in this excellent volume to ensure that DLBE programs are able to meet their full potential in serving bilingual communities.”Kate Menken, Queens College of the City University of New York“This is the book that the field of dual language bilingual education has been waiting for. Once a hotly debated instructional approach, parents have discovered the advantages of a bilingual education and now these programs cannot meet the increasing demand. This volume includes up-to-the-minute research and program and policy options, written by the most distinguished researchers in the field. It belongs on the desk of every dual language educator!”Patricia Gándara, UCLA Civil Rights Project“This comprehensive handbook is a must have! It addresses understanding multilinguaiism with attention to school settings that can be responsive to ways of knowing and becoming through “languaging”—using the full expressive power of interacting embodied language systems to serve as cultural and social tools for action expressing meaning and attainment of sociocultural well-being of diverse communities.”Richard Durán, Distinguished Professor, Gevirtz School of Education, University of California, Santa BarbaraTable of ContentsSECTION 1: Theoretical Foundations and Outcomes. Theoretical Foundations. 1. Theoretical Foundations of Dual Language Bilingual Education. 2. Theoretical Foundations: Conceptualizing Sociocultural Competence for Transformation in Dual Language and Bilingual Education (DLBE). 3. Establishing a Transformative Foundation for Dual Language Bilingual Education: Critical Consciousness at the Core. History, Programs, & Policy. 4. The Historical Roots of Activism for Dual Language Bilingual Education. 5. DLBE Program Types for Different Target Populations. 6. A Framework for Success: Dual Language Education Building Blocks. 7. English Learners and Dual Langue Learners in the Early Years: From Science to Policy and Practice. DLBE Outcomes. 8. Recentering Multiple Minoritized Languages in Dual Language Bilingual Education. 9. DLBE Outcomes: Academic and Language Outcomes in Spanish-English Programs. 10. Sociocultural Competence in Dual Language Bilingual Education: A Literature Review of Student Outcomes. 11. Critical Consciousness in Dual Language Bilingual Education: A Literature Review of Students’ Outcomes. SECTION 2: Key Issues and Trends. Social Justice Issues. 12. Gentrification of Dual Language Bilingual Education: Defining Types, Historical Evidence, and Alternatives. 13. A Literature Review of Raciolinguistics in Dual-language Bilingual Education: A Call for Conceptualizing Racialization. 14. Named, Unnamed, and Coded Oppressions: Applying Intersectionality to Dual Language Bilingual Education Programs. Programmatic Issues. 15. Assessment, Accountability and Culture: Key Issues and Trends in Dual Language Bilingual Education. 16. Language Ideology: The Driver of Inclusive Education. 17. Dual Language Deaf Education: Shifting to Multilingual Multimodal Concepts. 18. K-12 school funding, Dual Language/Bilingual Education: An Overview. 19. Increasing Bilingual Teacher Pathways to Address the Surge of Dual Language Bilingual Education Programs. 20. The Seal of Biliteracy and Dual Language Bilingual Education. Racial/Ethnic Groups. 21. Indigenous Revitalization-Immersion Education in Native American Settings. 22. Toward a Critical Multidimensional Pedagogy for Multilingual Black Learners. SECTION 3: School-Based Practices. Student Relationships. 23. Identity Construction and Students in DLBE Classrooms. 24. Fulfilling Potential and Interrogating Assumptions of Integration: Examining Intergroup Relations in Dual Language Bilingual Education. Pedagogical Issues. 25. Translanguaging in Dual Language Bilingual Education in the United States: Framings, Research and Possibilities. 26 On Curriculum and Pedagogy in Dual Language Bilingual Education. 27. Curriculum Issues in DLBE. 28. Towards a Biliterate Pedagogy. Discourses, Power and School Research. 29. The hegemonic power of English (and Spanish of elsewhere) and its impact in dual language education. 30. Discourses in Dual Language Bilingual Education. 31. Research on the Use of Language(s) and Discourses in Dual Language and Multilingual Mathematics and Science Classrooms. 32. What Have We Done? A Brief Synthesis of STEM and Social Studies Research in Dual Language Bilingual Education. Family and Community. 33. Family, Community, and Activism in Dual Language Bilingual Education: Paradigms of Parental Engagement. SECTION 4: Teacher and Administrator Preparation. Teacher Education and Professional Development. 34. Dual Language Bilingual Teacher Preparation: The Braided Relationship of Ideology, Identity, Language and Culture. 35. Reconsidering Language Assets: A Critical and Integrative Examination of Language Proficiency and Biliteracy in Dual Language Teacher Education. 36. Professional Development for In-Service Dual Language Teachers. Leadership and Partnership. 37. Leading Equity Driven Dual Language Bilingual Education. 38. Critical Multilingual Policy Ecology: University-District Partnerships in Dual Language/Bilingual Teacher Education.

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Book SynopsisThe Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read foTrade Review"This handbook provides an essential resource for all those interested in the role of individual differences in second language acquisition and pedagogy. With an emphasis on cutting-edge theory and research, it offers a comprehensive discussion of current issues and developments in this key area of SLA. The book is laudable for its depth of analysis and breadth of topics covered."Hossein Nassaji, University of Victoria, Canada​"This handbook is a treasure trove of information and inspiration. It does a remarkable job of covering all classic topics masterfully and offering truly innovative insights into individual differences in language learning that will move the field forward. A must-own resource for SLA researchers and language teachers alike!"Lourdes Ortega, Georgetown University, USA"Recent advances in science and technology have renewed researchers’ interest in the crucial roles individual difference factors play in second language acquisition. This brand-new handbook provides the most comprehensive and up-to-date state-of-the-science overview of the field, and its impact on second language acquisition as an interdisciplinary area of inquiry will be felt for a very long time to come."Li Wei, UCL Institute of Education, University College London, UKTable of ContentsForeword Part 1 Introduction 1 Individual Differences in Second Language Acquisition: Theory, Research, and Practice Part 2 Cognitive Differences 2 Explicit and Implicit Language Aptitudes 3 Working Memory 4 Declarative and Procedural Memory as Predictors of Second Language Development 5 Learning Styles and Strategies 6 Metacognition Part 3 Conative Differences 7 Motivation 8 Mindsets 9 Goal Complexes 10 Willingness to Communicate Part 4 Affective Differences 11 Anxiety 12 Enjoyment 13 Self-Efficacy 14 Learner Beliefs Part 5 Sociocultural and Demographic Differences 15 Identity 16 Age Part 6 Individual Difference Factors for Aspects of Second Language Learning 17 Individual Difference Factors for Second Language Pronunciation 18 Individual Difference Factors for Second Language Vocabulary 19 Individual Difference Factors for Second Language Grammar 20 Individual Difference Factors for Second Language Pragmatics 21 Individual Difference Factors for Second Language Listening 22 Individual Difference Factors for Second Language Speaking 23 Individual Difference Factors for Second Language Reading 24 Individual Difference Factors for Second Language Writing Part 7 Research Methods 25 Surveys 26 Narrative Methods 27 Ethnography 28 Eye-Tracking 29 Psychometric Assessments 30 Measures of Implicit Attitudes 31 Methods for Complexity Theory in Individual Differences Research 32 Structural Equation Modeling and Factor Analysis

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Book SynopsisI wish I had not had to write this book because then my lovely son Reuben would still be alive, says David Cohen. He was adorable, formidably intelligent, a loving son, a loving brother. He died far too young. He had the bad luck to have two grandparents who had addictive personalities. His efforts to resist the lure of drugs failed. And so did I.The Book of My Son Reuben is a personal account of how psychologist David Cohen coped and did not cope with the death of his son, Reuben. Offering a unique perspective on the experience of parental loss, it offers a personal and analytical exploration of sorrow and guilt, and of what research tells us about trauma and grief. Illustrated throughout with David Cohen's personal insight into how he continues to navigate his loss, this honest book provides a deeper understanding of loss for parents who have experienced it, as well as those who support them. The book remembers the many parents who have lost chTable of Contents1. To begin at his end. 2. More about Reuben. 3. Pleasure and panic. 4. The death of children in antiquity and the Middle Ages. 5. The shock of death. 6. Reuben as a writer. 7. What children know about death: saying goodbye and spiritualism. 8. School killings. 9. Poverty, class and social work. 10. The physical consequences of bereavement. 11. Psychological research. 12. Social media. 13. Mourning and marriages. 14. How brothers and sisters react. 15. How fathers react to a child’s death. 16. What can help? 17. Reuben – half a life. Appendix: Extract from Theo's Ruins by Reuben Cohen. References

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Book SynopsisThis groundbreaking volume destroys the most damaging beliefs about fathers. Using the most recent research, this pioneering work exposes these baseless beliefs and the toll they take on children’s relationships with their fathers, parents’ relationship with one another, and the physical and mental health of fathers and mothers.Trade Review"This pioneering work fills an important gap: For a long time we have been waiting for guidance based on verified data in order to be able to deal with parental-child relationships objectively, especially in cases of family breakdown." Jose Torres, Professor at University of Malaga"This is an extraordinary compendium of key research gathered into one place. It will be a critical resource for a wide variety of readers from college students to graduate school students to clinicians, to those involved in the courts with families." Patricia Papernow, psychologist, author, teacher, consultant, Director of Institute for Stepfamily Education"Grounded in a wide range of research and draws implications that interest a general audience on current topics. The book’s material has direct implications for public policy regarding family law, divorce, and child custody. Nielsen frames these issues in a clever and catchy manner that make the book an ideal choice for academic courses, with appeal to a much wider general audience." Richard Warshak, clinical and research psychologist and author“Nielsen argues that fathers are just as competent, devoted, and central to kids’ well-being as mothers. The author, a psychology professor at Wake Forest University, takes aim at the conventional wisdom that considers mothers the mainstays of child rearing and relegates fathers to a supporting role as breadwinners and child care assistants who can be dispensed with after a divorce. On the contrary, she asserts that dads are essential, stating that kids raised with their father in the home are healthier and better adjusted, have higher graduation rates, and are less prone to delinquency, drug abuse, teen pregnancy, depression, and anxiety. The author cites a wealth of sociological statistics and scientific studies but also probes the cultural conventions we apply to fatherhood, exploring everything from the caricature of uncommunicative, emotionally clueless husbands in pop-psychology tomes like Men Are From Mars, Women Are From Venus to the parade of incompetent, absentee, and deadbeat dads in movies. She writes in a lucid, down-to-earth style that’s free of academic cant and replete with tart wisdom. Dads and moms alike will find much to ponder here. A fresh, eye-opening re-examination of the father’s role in the family, full of stimulating contrarian insights.” Kirkus Reviews (starred review)Table of Contents1 Fathers in America: Why we believe what isn't true—and why it matters 2 American fathers and children 3 Fathers don't matter—and the earth is flat 4 Fathers as parenting partners: Slouches on couches and other nonsense 5 Divorced dads: Dad dumped mom and worse 6 Subverting the stereotypes and mashing the myths

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Book SynopsisThis beautifully illustrated, inclusive storybook helps children to understand that some people find talking difficult, and that we can help by listening and thinking of different ways to communicate.One day, the light in Zedie and Zoola's lighthouse goes out, putting visiting boats in danger. They set off on an adventure to find enough glorms to bring light back to their village. On their adventure Zedie and Zoola see lots of exciting places and, with the help of new friends, they manage to find all the glorms they need. At the end of their trip, they have lots of new experiences to talk about.Zedie & Zoola Light Up the Night draws on themes relating to friendships, neurodiversity, participation, and advocacy and is designed to be used alongside: Zedie & Zoola's Playtime Cards a pack of 25 cards containing ideas for fun playground games that encourage children with different communication styles to play together. <

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Book SynopsisQuestionnaires in Second Language Research is the first state-of-the-art methodological guide for producing and using questionnaires as reliable and valid research instruments in second language studies. Zoltán Dörnyei and Jean-Marc Dewaele provide a comprehensive, reader-friendly overview of the theory of questionnaire design, administration, and processing, made accessible with a detailed how-to guide and concrete, real-life applications.This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.This is an invaluable resource to students and researchers of SLA, applied linguistics, psychology, and education wTable of ContentsTable of ContentsPreface to the Third Edition Introduction 1 Questionnaires in Second Language Research1.1 What Are "Questionnaires" and What Do They Measure? 1.1.1 What a Questionnaire Is Not 1.1.2 What Do Questionnaires Measure? 1.2 Using Questionnaires: Pros and Cons 1.2.1 Advantages 1.2.2 Disadvantages 1.3 Questionnaires in Quantitative and Qualitative2 Constructing the Questionnaire 2.1 General Features 2.1.1 Length 2.1.2 Layout 2.1.3 Sensitive Topics and Anonymity2.2 The Main Parts of a Questionnaire2.2.1 Title 2.2.2 Instructions 2.2.3 Questionnaire Items 2.2.4 Sociobiographical Information2.2.5 Additional Information2.2.6 Final "Thank You" 2.3 Appropriate Sampling of the Questionnaire Content and the Significance of "Multi-Item Scales" 2.3.1 Appropriate Sampling of the Content 2.3.2 Using Multi-Item Scales 2.4 "Closed-Ended" Questionnaire Items 2.4.1 Rating Scales 2.4.2 Multiple-Choice Items2.4.3 Rank Order Items 2.4.4 Numeric Items 2.4.5 Checklists 2.5 Open-Ended Questions 2.5.1 Specific Open Questions 2.5.2 Clarification Questions 2.5.3 Sentence Completion Items 2.5.4 Short-Answer Questions 2.6 How to Write Good Items 2.6.1 Drawing Up an "Item Pool" 2.6.2 Rules About Writing Items 2.6.3 Writing Sensitive Items 2.7 Grouping and Sequencing Items 2.7.1 Clear and Orderly Structure 2.7.2 Opening Questions 2.7.3 Factual (or "Personal" or "Classification") Questions at the Beginning or that the End?2.7.4 Open-Ended Questions at the End 2.8 Translating the Questionnaire2.8.1 Translation as a Team-Based Approach2.8.2 Translation with Limited Resources2.9 Computer Programs for Constructing Questionnaires2.10 Piloting the Questionnaire and Conducting Item Analysis2.10.1 Initial Piloting of the Item Pool 2.10.2 Final Piloting ("Dress Rehearsal") 2.10.3 Item Analysis 3 Administering the Questionnaire3.1 Selecting the Sample 3.1.1 Sampling Procedures 3.1.2 How Large Should the Sample Be? 3.1.3 The Problem of Respondent Self-Selection 3.2 Main Types of Questionnaire Administration 3.2.1 Administration by Mail 3.2.2 One-to-One Administration 3.2.3 Group Administration 3.3 Strategies to Increase the Quality and Quantity of Participant Response 3.3.1 Advance notice 3.3.2 Attitudes Conveyed by Teachers, Parents, and Other Authority Figures 3.3.3 Respectable Sponsorship 3.3.4 The Presence of a Survey Administrator 3.3.5 The Behavior of the Survey Administrator 3.3.6 Communicating the Purpose and Significance of the Survey 3.3.7 Emphasizing Confidentiality 3.3.8 Reading Out the Questionnaire Instructions 3.3.9 The Style and Layout of the Questionnaire 3.3.10 Promising Feedback on the Results 3.4 Questionnaire Administration, Confidentiality, and Other Ethical Issues 3.4.1 Basic Ethical Principles of Data Collection 3.4.2 Obtaining Consent for Children 3.4.3 Strategies for Getting Around Anonymity 4 Processing Questionnaire Data 4.1 Coding Questionnaire Data 4.1.1 First Things First: Assigning Identification Codes 4.1.2 Coding Quantitative Data 4.2 Inputting the Data 4.2.1 Creating and Naming the Data File 4.2.2 Keying in the Data4.3 Processing Closed Questions 4.3.1 Data Cleaning 4.3.2 Data Manipulation 4.3.3 Reducing the Number of Variables in the Questionnaire 4.3.4 Main Types of Questionnaire Data 4.3.5 Examining the Reliability and Validity of the Data 4.3.6 Statistical Procedures to Analyze Data 4.4 Content Analysis of Open-Ended Questions 4.5 Computer Programs for Processing Questionnaire Data 4.6 Summarizing and Reporting Questionnaire Data 4.6.1 General Guidelines 4.6.2 Technical Information to Accompany Survey Results 4.6.3 Reader-Friendly Data Presentation Methods 4.7 Complementing Questionnaire Data with Other Information 4.7.1 Questionnaire Survey with Follow-up Interview or Retrospection 4.7.2 Questionnaire Survey Facilitated by Preceding Interview 5 Online questionnaires 5.1 The effect of setting and social obligation in paper and online questionnaires 5.1.1 Social context in online questionnaires5.1.2 The ephemeral relationship between participant and researcher5.2 Fear and distrust of all types of questionnaires5.3 When online questionnaires are impractical or impossible5.4 Non-probability sampling in online questionnaires5.5 Developing a good online questionnaire5.5.1 Knowing something about statistics before creating a questionnaire5.5.2 Choosing a platform5.5.3 Pilot testing the online questionnaire5.6 Getting the snowball to roll5.6.1 Producing an attractive call for participation5.6.2 The appearance of the questionnaire5.6.3 The use of a progression bar5.6.4 Friendly academic nudging5.6.5 Rewarding participants5.7 When the harvest is in5.7.1 Cleaning the data5.7.2 Calculating internal consistency5.7.3 Being careful with automatic coding5.8 Running the statistics to answer the research questions: the Hallelujah moment5.8.1 Double-checking suspicious results5.8.2 Playing by the rules 5.8.3 General Data Protection Regulation (GDPR)6. Developing psychometrically sound instruments6.1 Developing and Validating the Short-form Foreign Language Enjoyment Scale (S-FLES) (Botes et al., 2021)6.1.1 The background6.1.2 Developing a Short-Form through Sequential Steps6.1.3 Concluding Remarks on the S-FLES6.1.4 Final Short-form Foreign Language Enjoyment Scale (S-FLES)6.2 Developing and validating a questionnaire to measure intensity and quality of L2 engagement (Teravainen-Goff, in preparation)6.2.1 Background6.2.2 Key challenges in developing the intensity and quality of L2 engagement questionnaire6.2.3 Final version of intensity and quality of L2 engagement questionnaire (Teravainen-Goff, in preparation)6.3 Developing and validating the Foreign Language Learning Boredom Scale (FLLBS) (Li et al., 2020)6.3.1 Initial conceptualization of the target construct6.3.2 Development of the initial questionnaire6.3.3 Validation of the questionnaire6.3.4 Final Foreign Language Learning Boredom Scale and its English translation7. Conclusion and ChecklistReferencesAppendixAuthor Index Subject Index

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Book SynopsisOriginally published in 1980, this was the first book to provide a wide-ranging discussion of social work with adolescents, and is composed of linked original papers by the Social Work Group and their associates at the University of Bath.The contributors discuss adolescent development and the experience of adolescents and focus on what social workers might actually do with and for these young people. Following a general discussion of social work method, using the framework provided by systems theory, there is exploration of counselling with the adolescent and his family, group work and neighbourhood work with adolescents, and the residential care of adolescents. In addition, the book examines issues of interprofessional co-operation between the services provided for adolescents, and discusses some of the personal issues which confront the social worker who works with young people.

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Book SynopsisPrimatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research. It has been 50 years since the first language experiments on chimpanzees. Robert Ingersoll was one of the researchers from 1975 to 1983. He is well known for being one of the main carers and best friend of the chimpanzee, Nim Chimpsky, but there were other chimpanzees in the University of Oklahoma''s Institute for Primate Studies, including Washoe, Moja, Kelly, Booee, and Onan, who were taught sign language in the quest to discover whether language is learned or innate in humans. Antonina Anna Scarnà's expertise in language acquisition and neuroscience offers a vehicle for critical evaluation of those studies.Ingersoll and Scarnà investigate how this research failed to address the emotional needs of the animals. Research into trauma has made scientific advances sinceTrade Review"Ingersoll and Scarnà analyse the chimpanzee language studies of the 1970s and 1980s from a different perspective, linking life experiences, conceptual, and artistic processes with neuroscientific studies of trauma."Desmond Morris, Zoologist and EthologistTable of Contents1. Acknowledgment 2. Chimpanzee Family Trees 3. Introduction 4. Chapter 1: 50 Years Later 1.1 Fifty years since language experiments on chimpanzees 1.2 When we swap chimpanzee for child 1.3 A biography of Washoe 5. Chapter 2: Narratives for Flourishing 2.1 Why language and Noam Chomsky for Nim Chimpsky? 2.2 The introduction of language to a chimpanzee, order of the signs, and human parallels 2.3 Age of acquisition, order of acquisition 2.4 Trauma and language 6. Chapter 3: One of Us 3.1 Humans’ need for a healthy upbringing and the needs of a chimpanzee 3.2 Washoe in her enclosure, existing not living, and self efficacy in humans 3.3 Survivors: The effects of trauma on the brain in humans: the Romanian orphanages and the Holocaust 3.4 "Man is the master of animals": the morality behind the authoritarian model over chimpanzees 7. Chapter 4: The Truth About Washoe 4.1 Washoe’s preparation for mothering. What do good mothers do? 4.2 The true story of the death of Sequoyah 4.3 Was Washoe abnormal? Definition of abnormality in humans and in chimpanzees, with use of the DSM-5 4.4 Parental narcissism in humans and in chimpanzees: a sense of self worth, parental neglect, and chimpanzee trust 8. Chapter 5: Post Traumatic Chimpanzees 5.1 Did Washoe have complex PTSD? Living conditions and the turning of James Mahoney 5.2 Finding and building sanctuary 9. Chapter 6: When All The Chimps Have Gone 6.1 How do we look to the future? 6.2 How not to repeat history. Existing models of good practice 6.3 How to honour the memory of Washoe and the other Oklahoma chimpanzees 6.4 The last word

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Book SynopsisThis exciting new book provides a novel interdisciplinary introduction to Childhood and Youth Studies and Psychology. Its accessible approach illuminates holistic understandings of children and young peopleâs lives by drawing from multiple disciplines and theoretical frameworks and wide-ranging research examples, including case studies from around the world, featuring children and young peopleâs perspectives throughout.Weaving insights from education and cultural studies, social anthropology, and sociology with social, cultural, and developmental psychology, it covers children and young peopleâs experiences and development from infancy to young adulthood (0â23 years) and their rights. Chapters explore key contemporary topics such as the following: Digital childhood and youth Childrenâs embodied experiences The social and cultural origins of selves Diverse families Race and ethnicity Global childhoods Models for understanding health and disability Childrenâs rights and agency Gender in childhood and youth An essential reading for students on childhood and youth, psychology, and education courses, An Introduction to Childhood and Youth Studies and Psychology is also a valuable introductory resource for practitioners working with children and young people and for parents and policy makers with an interest in how we understand children and young peopleâs lives today.Table of ContentsIntroduction: Understanding children and young people's livesChapter 1 What is Childhood and Youth Studies?Chapter 2 The psychology of childhood and youthChapter 3 Children’s bodiesChapter 4 Making sense of the selfChapter 5 Diverse FamiliesChapter 6 Young people’s mental healthChapter 7 Education, schools, and learningChapter 8 Models of disability and their effects on children livesChapter 9 Race(ism) and ethnicityChapter 10 Global childhoodsChapter 11 Gender in childhood and youthChapter 12 Digital childhood and youth: life with screensChapter 13 Adolescents, teenagers, and youth: A time of changeChapter 14 Transitions to adulthood

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Book SynopsisEmbodied Learning in the Schools explores the relevance of embodied perspectives to instructional designers and education scholars seeking to improve the design, development, and analysis of technology-enhanced learning environments in K-12 settings. Given recent technological advances in touch-based, geolocational, and body integrative devices, there is considerable opportunity to leverage embodied perspectives of cognition to enrich learning in schools today. Grounded in research and theory, this book provides a holistic understanding of embodied cognitionâs powerful multidisciplinary applications. Using vivid examples from authentic classrooms, each chapter connects varied theoretical insights to their practical implications for linking brain, body, and technology in learning. Instructional designers, learning scientists, educational technologists, and other scholars and professionals will come away with a comprehensive grasp on the affordances, challenges, frameworks, and

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Book SynopsisHow to Live Well with Dementia: Expert Help for People Living with Dementia and their Family, Friends, and Care Partners provides an array of essential guidance about the different aspects of dementia for all whose lives are touched by dementia, including people living with dementia and their support network.Following an effective Q&A framework, this book offers valuable, easy-to-navigate guidance on the burning questions that those living with a dementia diagnosis and their carer/supporter need to know. Questions addressed include How can I adjust to life with the diagnosis?', How can I plan for the future?', and How can we support our loved ones living with dementia?'. It provides expert explanations about changes in the brain and the various causes and types of dementia, as well as support on how to adjust to living with a diagnosis. It also offers practical information about care planning and advanced directives, maintaining health and social connections, accessi

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Book SynopsisThis comprehensive textbook offers a holistic integration of both the research and clinical aspects of neuropsychology. Combining Eastern and Western perspectives, it explores latest developments, current scope, and significant challenges in the field to provide a detailed understanding of brain and behavior from research and intervention methods to rehabilitation and applications. Each chapter in the book includes an introduction to the topic, an overview of the latest research in the field, and a discussion of the future directions that research can take.The book is structured into three parts, each addressing specific aspects of the field. Part 1 introduces the readers to the fundamental principles of neuropsychology, including the available methods of assessment, brain anatomy, and its connection with human psychology. It provides an indepth look at neuropsychological and electrophysiological methods and their applications in clinical practice. Part 2 focuses on the brainTable of ContentsPart one Chapter 1: Neuropsychology and its Beginnings Chapter 2: Methods in Neuropsychology Chapter 3: The Philosophy of mind, Consciousness and Cognition Chapter 4: Neurons and the structure of the Nervous System Chapter 5: Forensic Neuropsychology: Scope, Challenges, and Applications Part two Chapter 6: Memory and Neuropsychology Chapter 7: Introduction to Visuospatial Systems Chapter 8: Neuropsychology of Executive Function Chapter 9: The Neuropsychology of Social Cognition Part three Chapter 10: Traumatic Head Injury and Rehabilitation Chapter 11: Neurodevelopmental Disorders of Childhood Chapter 12: Neuropsychology of Epilepsy Chapter 13: Neuropsychology of Dementia Chapter 14: Alzheimer’s Disease

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Book SynopsisRethinking Autism with Dolto takes up a principal legacy of Françoise Dolto's immense projecther conviction that autism is a regression to the archaic.Dolto theorizes that the infant in utero, deep in dreams, is receptive to the audition of phonemes during the pre-conscious archaic stage of psychosexual maturation. That dream-work on wordsan idiosyncratic prehistory at the onset of mental and emotional lifesecures the unconscious circulation of affect and the ontogeny of thought long prior to speech, seeding associative thinking and facilitating self-regulation. Kathleen Saint-Onge uses the written work of four nonverbal autistic authors in seeking corroboration for Dolto's formulations, finding thoughtful self-reflections that relate the experience of living in silence with relentless anxiety while relying on regression as a defence. Dolto's unprecedented insights into the infant's earliest learning carry formidable implications for autism interventions, and fo

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Book SynopsisNow in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.This substantially revised and updated edition has been edited into ten chapters, with a focus on the most frequently taught core themes and increased accessibility. A new introductory chapter provides a concise overview of the history of the field. Omitted chapters are available online where supplementation is desired. The text continues to provide a rich range of pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems are peppered throughout each chapter to help students apply their knowledge, and a glossary defines and reinforces must-know terminology. Additional questions and problems appear on the online companion website.This seminal text is ideal core reading for SLA courses i

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Book SynopsisFirst published in 1983, Helping Young Children with Behaviour Difficulties aims to help all teachers involved with groups of young children to deal constructively with any behaviour problems they may encounter in their daily work. The book provides guidance onâselecting children in need of special help; finding out comprehensive information about the childâs difficulties; and planning and carrying out measures which will lead to the better adjustment of the child in the group or classroom.Illustrative case studies are used to show the value of the guidance offered in this book. All approaches emphasise the value of a positive, consistent, and sustained teacher-child relationship, both on a one-to-one basis and in group activities. The handbook also emphasises the desirability of using the child's strengths as a basis from which their difficulties can be tackled. It highlights the need for clear aims and objectives in planning intervention, the importance of flexibility and careful record-keeping, and the value of working closely with parents. The book adopts a systematic approach throughout and includes several detailed assessment schedules, recording charts, and a behaviour checklist developed by the authors.

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Book SynopsisResearch on home visiting shows that Early Head Start (EHS) home-based programs benefit from additional training and resources that streamline philosophy and content. In this essential guide, Walsh and Mortensen propose that alignment with Family Life Educationâs (FLE) strengths-based methodology results in greater consistency through a model of prevention, education, and collaboration with families.This text is the first to outline linkages between FLE and EHS home visiting. It explores a qualitative study of FLE integrated in a current EHS home-based program and application of FLE methodology to home visiting topics. This approach will influence professional practice and provide a foundation for developing evidence-based home visiting practices. Online content accompanies the text, with videos demonstrating the FLE approach in action and discussion questions to encourage engagement with and understanding of the core material.Transforming Early Head Start Home VisitinTable of ContentsForewordPrefaceChapter 1 Introduction to Family Life Education: A Historical PerspectiveChapter 2 The State of Early Head Start Home VisitingChapter 3 Family Life Education: A Foundation for Early Head Start Home VisitingChapter 4 Family Life Education Approach to Home Visiting: A Qualitative StudyChapter 5 Reflective PracticeChapter 6 Building and Supporting Relationships Chapter 7 Supporting Development and LearningChapter 8 Health and SafetyChapter 9 Observing Behavior, Development, and EnvironmentsChapter 10 Guidance of Infant/Toddler BehaviorsChapter 11 Partnering with and Supporting FamiliesChapter 12 Diversity and Inclusion with an Emphasis on Supporting Families of Infants/Toddlers with Special NeedsChapter 13 ProfessionalismChapter 14 Supporting Competencies in AdultsChapter 15 Promises and Challenges for the Interface of Home Visiting and Family Life EducationChapter 16 Training to Promote a Family Life Education Approach to Early Head Start Home VisitingAppendix A Introduction to Early Head Start Home Visiting: One Program’s DescriptionAppendix B Competencies for Pre-Service Home Visitors AlignmentAppendix C FLE as an Enhancement to Parents as TeachersAppendix D How to Become a CFLE

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Book SynopsisDespite the many attempts to disentangle the relationship between morality and emotion, as is clear from the myriad of approaches that try to understand the nature and importance of their connection, the extent of this synergy remains rather controversial. The multidisciplinary framework of the present volume was specifically designed to challenge self-containing disciplinary views, encouraging a more integrative analysis that covers various methodological angles and theoretical perspectives. Contributions include discussions on the interrelation between moral philosophy, emotion and identity, namely the clash between grand ethical theories and the practicality of human life; philosophical considerations on akrasia or the so called weakness of will, and the factors behind it; anthropological reflections on empathy and prosocial behavior; accounts from artificial intelligence and evolutionary game theory; and literary and artistic dissections of emotional responses to the reprTable of ContentsIntroduction Emotions, Morality, and Identity: An Empirical Approach Weakness of Will and Self-control: The role of Emotions in Impulsive Behaviour Emotions and Akratic Feelings: Insights into Morality Through Emotions Morality and Empathy vs Empathy and Morality: A Quest for the Source of Goodness in Phylogenetic and Ontogenetic Contexts Moral Feelings from Rocky Fictional Ground Software sans Emotions but with Ethical Discernment Emotional Rescue and, Au Ralenti: Some Stories About Images Sing to Me: the Language of Music Conclusion

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Book SynopsisThis accessible book focuses on the emotional needs, experiences and development of young children, exploring the role of the practitioner in ensuring that each and every child feels loved, supported and safe; able to develop secure attachments and flourish in the first five years and beyond. Drawing upon neuro-scientific research and referencing key theories relating to attachment, and health and wellbeing, the book examines the responsibilities of the early years practitioner in supporting children to reach their full potential. The response of the adult to the emotional needs of individual children is analysed in detail, and the impacts of various experiences, cultures and contexts on a child's emotional wellbeing are considered. With topics including safeguarding, communication, the physical environment, neurological development and Attachment Theory, readers will: learn how to respond appropriately to individual children extTable of ContentsAbout the Author Acknowledgements Introduction Chapter 1: Development of the Brain in relation to the emotional needs of very young children. Chapter 2: Attachment Theory Chapter 3 Key Persons: Adults’ responses to children Chapter 4: Working with Parents Chapter 5: The Effects of Different Cultures experienced by very young children Chapter 6: Conclusion Bibliography Index

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Book SynopsisAdolescence is a period characterized by both increased susceptibility to risks and new-found strength to withstand them. Whilst most young people are well equipped to manage the changes associated with growing up, other maladjusted and marginalized adolescents already have, or are at risk of developing, mental health problems. Adolescent Mental Health: Prevention and Intervention is a concise and accessible overview of our current knowledge on effective treatment and prevention programs for young people with mental health problems. Whilst addressing some of the most common mental health issues among young people, such as behavioral problems and drug-related difficulties, it also offers a fuller understanding of the evidence-based treatment and prevention programs that are built upon what we know about how these behavioral and emotional problems develop and are sustained. The volume illustrates contemporary and empirically supported interventions and pTrade ReviewThis up-to-date compendium is rich with information that clearly defines key principles and practices relevant to the theory and understanding of adolescent development in the 21st century. The authors present a balanced approach to alternative perspectives of theory and intervention, making Adolescent Mental Health: Prevention and Intervention a valuable resource for educators and practitioners. Case studies clarify concepts and illustrate procedures. Marion S. Forgatch, PhD, Senior Research Scientist Emerita, Oregon Social Learning Center, USAIt is rare to find a concise summary of the literature on adolescent mental health that also is complete and readable. Ogden and Hagen, well known for their cutting edge research, have produced a gem, with up to the minute research described in the context of key lessons from history and the latest NICE and DSM-V guidelines. This book is required reading for serious students of the field and will serve as the foundation for meaningful and impactful practice and research in the coming decades. Dean L. Fixsen, Implementation Scientist, University of North Carolina, USATable of Contents1. Adolescent Development 2. Evidence-Based Intervention and Prevention 3. Externalizing Problems: Risk, Prevention and Treatment 4. Internalizing Problems: Anxiety and Depression 5. Alcohol and Drug Use 6. Social Competence and Social Skills 7. Adolescent Mental Health and the School System 8. Special Challenges to Helping Adolescents with Mental Health Needs Appendix. Perspectives on Adolescent Development

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Book SynopsisThis comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as ''subjects'' experiencing, thinking and acting individuals confront the material, social and cultural ''objects'' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans with their genetic dispositions and their individual instincts and needs solve the task of coping with the requirements of society, culture and economy while atTrade Review"Socialisation seems like such a simple topic at first glance, but, as this book illustrates so well, the interactions between person and environment that constitute socialisation are incredibly complex. Hurrelmann and Bauer distill all of this complexity in an artfully accessible way that speaks to both psychology and sociology." – Robert Crosnoe, The University of Texas at Austin, USA"The authors’ key concept of ‘Productive Processing of Reality’ is much more than a catchy formula: it integrates approaches and findings from several disciplines, addressing many questions of how individuals master tensions between social integration and individuation. The book’s highly readable style will be a discovery for many readers." - Doris Bühler-Niederberger, Bergische Universität Wuppertal, GermanyTable of ContentsAbout the authors 1. The understanding of socialisation 2. Socialisation as productive processing of reality 3. Coping with developmental tasks 4. Productive processing of reality during the life course 5. Socialisation in the individual life stages 6. Contexts of socialisation in the life course 7. Inequality of socialisation during the life course 8. Conclusion and outlook Bibliography Index

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Book SynopsisThis book is the supporting guide for Speech Bubbles 1,the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children. This user guide contains notes for both professionals and caregivers, to support the use of one or all of the picture books in the series.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

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Book SynopsisGrandparenting: Contemporary Perspectives is one of the first books of its kind to offer a dedicated account of the social and psychological research on this important life stage. Reflecting the contemporary positive approach to ageing, it covers many of the issues that impact the grandparent experience today, such as care-giving and changing family structures, to reveal the health and wellbeing benefits of the grandparent role. It examines biological, psychological, social/ familial, gender, cultural and economic dimensions to map out the current landscape in this emerging field.Moore and Rosenthal draw on quantitative and qualitative, experimental, survey, observation and case study research, including unique data on grandfathers. They examine how people respond to the challenges and possibilities of grandparenting, and how this influences intergenerational relationships and adapting to growing older. The book provides a comprehensive, up-to-date evidence base for stTable of ContentsAcknowledgements; 1. Grandparenting: the third act? 2. Becoming a Grandparent: Transitions and Bonding 3. Psychological Benefits of grandparenting 4. Roles and relationships 5. Grandparents and Primary carers 6. Diverse Family structures 7 Health and wellbeing 8. The experience of grandfathers 9. Laws, policies and programs 10. Grandparenting: an agenda for the future; references

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Book SynopsisMany people grow up with at least one sibling. These siblings are often fellow travellers' through adversity or significant life events; they can act as a source of support for some children while a source of conflict for others. For these reasons, siblings are a potentially powerful influence on development and this book is one of the first of its kind to provide an overview of cutting-edge psychological research on this important relationship. Why Siblings Matter is a cornerstone text on siblinghood. Integrating findings from a 10 year longitudinal study alongside wider research, it provides a lifespan perspective examining the impact of sibling relationships on children's development and well-being. This text situates siblings in their historical, developmental and family context, considers the influence of siblings on children's development and adjustment, and provides an introduction to new research on siblings in diverse contexts. The authors discuss sibling relaTable of ContentsChapter 1 Sibling Relationships: An Introduction, Chapter 2 Becoming a Sibling: A Time of Crisis?, Chapter 3 Developmental Changes and Individual Differences in Sibling Relationships, Chapter 4 Sibling Relationships in the Family Context, Chapter 5 Siblings as Agents for Social Development, Chapter 6 Siblings, Social Understanding and Success at School, Chapter 7 Sibling Relationships and Psychological Wellbeing, Chapter 8 Sibling Relationships in the Context of Disability or Chronic Illness, Chapter 9 Sibling Relationships in Cultural Context, Chapter 10 Sibling Relationships and Societal Changes: Looking Back and Looking Forward

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Book SynopsisThis important book introduces Arnett's emerging adulthood theory to scholars and practitioners in higher education and student affairs, illuminating how recent social, cultural, and economic changes have altered the pathway to adulthood. Chapters in this edited collection explore how this theory fits alongside current student development theory, the implications for how college students learn and develop, and how emerging adulthood theory is uniquely suited to address challenges facing higher education today. Emerging Adulthood and Higher Education provides important recommendations for administrators, counselors, and student affairs personnel to provide effective programs and services to facilitate their emerging adults' journeys through this formative stage of life.Trade Review"Emerging Adulthood and Higher Education takes a fresh and important examination of critical theories of adult development that can anchor our work centered around student success for adult students. The research and theory presented in this book comes at critical time as higher education pivots to meet the needs of an increasingly diverse student body."—Kevin Kruger, President , NASPA - Student Affairs Administrators in Higher EducationTable of ContentsContentsPrefaceAcknowledgements1 IntroductionJoseph L. Murray and Jeffrey Jensen Arnett2 Conceptual Foundations of Emerging Adulthood Jeffrey Jensen Arnett3 Emerging Adulthood and Psychosocial Development in College Joseph L. Murray4 Emerging Adulthood through the Lens of Social Identity Rosemary J. Perez & Lisa Landreman5 Generational Theory and Emerging Adulthood Joseph L. Murray6 Career Development in Emerging Adulthood Lisa Severy7 Problems Associated with Emerging Adulthood Aimee C. Adams & Bruce Sharkin 8 The Role of Parents in Emerging Adulthood Richard Mullendore, Christina Daniel, & Michael Toney9 Strategic Enrollment Management for Emerging Adults: An Organizational and Equity-Based PerspectiveJarrett B. Warshaw & James C. Hearn10 Creating Campus Environments for Emerging Adults C. Carney Strange11 Student Affairs Programs for Emerging AdultsMaureen E. Wilson & Patrick G. Love12 Cultivating Relationships between the Institution and Its Emerging Adult Alumni Shelby K. Radcliffe13 Conclusion and Future DirectionsJoseph L. Murray & Jeffrey Jensen ArnettAppendix: Information and Resources on Emerging AdulthoodContributor Biographies

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Book SynopsisWhy do children get involved with bullying? Does cyberbullying differ from traditional bullying? How can bullying at school be prevented?The Psychology of School Bullying explores what bullying is and what factors lead to children playing roles as bullies, victims, defenders, bystanders or even some combination of these The book examines proactive strategies to reduce the likelihood of bullying happening in school, but also looks at what action the school could take if bullying incidents do occur.As bullying can have such far-reaching consequences and sometimes tragic outcomes, it is vital to grasp how and why it happens, and The Psychology of School Bullying shows how improved knowledge and understanding can lead to effective interventions.Table of ContentsChapter One: What is bullying in school and how has it been studied?Chapter Two: Finding out about bullying and why statistics can be misleading.Chapter Three: Who bullies? Who gets bullied?Chapter Four: Does it matter if bullying happens in school, and what are the effects and consequences of bullying?Chapter Five: What others can do to help.Chapter Six. What if bullying happens …?Chapter Seven: The wider context

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Book SynopsisIn the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions.This influential volume of papers, chosen by Professor Annette Karmiloff-Smith before she passed away, recognises her major contribution to the field of developmental psychology. Published over a 40-year period, the papers included here address the major themes that permeate through Annette's work: from typical to atypical development, genetics and computation modelling approaches, and neuroimaging of the developing brain. A newly written introduction by Michael S. C. Thomas and Mark H. Johnson gives an overview of her research journey and contextualises her selection of papers in relation to changes in the field over time.Thinking Developmentally from Constructivism to NeuroconstructiviTrade Review"Annette Karmiloff-Smith changed the field of Developmental Psychology with her thinking. She recognised the importance of ‘development itself’ for understanding both typical and atypical development. In this collection of works, which spans four decades, the reader is introduced to the neuroconstructivist theory that development from infancy to adulthood is a product of multi-level interactions across genes, brain, behaviour and the environment. Annette’s work was and continues to be an inspiration for developmental psychologists. Whilst her presence is sorely missed, her legacy will live on through this volume." - Emily Farran, University College London, UK"Karmiloff-Smith’s explorations of cognitive development and neurocognitive disorders challenge conventional modes of thought about the origins of cognitive abilities and the basis of developmental anomalies. Anyone who hopes to understand and contribute further to these topics will benefit from the distinctive perspectives presented in the articles in this book." – Jay McLelland, Stanford University, USA"Karmiloff-Smith was one of the most important developmental psychologists of her generation. She combined razor sharp critical skills with a profound belief that understanding child development meant understanding the mechanisms that give rise to the changes we see across childhood. This work brings together for the first time in a single volume Annette’s most important papers. Readers will not only have all of her seminal works within access, but will be able to see the evolution of her thinking and the stunning ranging reach of her impact. It is invaluable for students and researchers alike." - Denis Mareschal, University of London, UKTable of ContentsFROM IMPLICIT TO EXPLICIT KNOWLEDGE – TYPICAL DEVELOPMENT, Karmiloff-Smith, A. & Inhelder, B. (1975) "If you want to get ahead, get a theory", Cognition, 3(3), 195-212.; Karmiloff-Smith, A. (1986) "From metaprocesses to conscious access: evidence from children's metalinguistic and repair data", Cognition, 23 (2), 95-147.; Karmiloff-Smith, A. (1990) Constraints on representational change: evidence from children's drawing". Cognition, 34, 1-27. ; Karmiloff-Smith, A. (1994) Beyond Modularity: A Developmental Perspective on Cognitive Science. Behavioral and Brain Sciences, 17(4), 693-706.; FROM TYPICAL TO ATYPICAL DEVELOPMENT, Karmiloff-Smith, A. (1998) Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences, 2(10), 389-398.; Karmiloff-Smith, A., Brown, J.H., Grice, S. & Paterson, S. (2003) Dethroning the myth: Cognitive dissociations & innate modularity in Williams syndrome. Developmental Neuropsychology, 23(1&2), 229-244.; Karmiloff-Smith, A., Thomas, M., Annaz, D., Humphreys, K., Ewing, S., Brace, N., van Duuren, M., Pike, G., Grice, S. & Campbell, R. (2004) Exploring the Williams Syndrome Face Processing Debate: The importance of building developmental trajectories. Journal of Child Psychology and Psychiatry, 45(7), 1258-1274.; GENETICS AND COMPUTATIONAL MODELLING APPROACHES, Karmiloff-Smith, A., Scerif, G., & Thomas, M. S. C. (2002). Different approaches to relating genotype to phenotype in developmental disorders. Developmental Psychobiology, 40, 311-322.; Karmiloff-Smith, A., Grant J, Ewing S, Carette MJ, Metcalfe K, Donnai D, Read AP, Tassabehji M. (2003) Using case study comparisons to explore genotype-phenotype correlations in Williams-Beuren syndrome. Journal of Medical Genetics. 40(2), 136-140.; Thomas, M.S., Knowland, V.C. & Karmiloff-Smith, A. (2011). Mechanisms of developmental regression in autism and the broader phenotype: a neural network modeling approach. Psychological Review, 118(4), 637-654.; TAKING THE BRAIN SERIOUSLY, Karmiloff-Smith, A. (2010) Neuroimaging of the developing brain: Taking "developing" seriously. Human Brain Mapping, 31(6), 934-941; TAKING THE ENVIRONMENT SERIOUSLY, Karmiloff-Smith, A., D’Souza, D., Dekker, T.M., Van Herwegen, J., Xu, F., Rodic, M. & Ansari, D. (2012). Genetic and environmental vulnerabilities in children with neurodevelopmental disorders. PNAS, 109, 2, 17261–17265.; AND, ALWAYS, TAKING DEVELOPMENT SERIOUSLY, Karmiloff-Smith, A. (2006). Ontogeny, Genetics and Evolution: A Perspective from Developmental Cognitive Neuroscience. Biological Theory, 1(1), 44-51.; Karmiloff-Smith, A. (2009) Nativism versus Neuroconstructivism: Rethinking the Study of Developmental Disorders. Special Issue on the Interplay of Biology and Environment, Developmental Psychology, 45(1), 56-63.; Karmiloff-Smith, A. (2015) An alternative to domain-general or domain-specific frameworks for theorizing about human evolution and ontogenesis. AIMS Neuroscience.

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Book SynopsisThis book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education.After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when character' featTrade Review"Kristja´nsson’s book is a valuable contribution to moral education and a timely corrective to contemporary character education efforts. Even the skeptical reader may have the impression that his goals are achievable, and the many references to his ongoing work at the Jubilee Centre suggest that he will continue to show us how." - Matthew J. Hayden, Journal of Moral Education "This highly informative and rigorous book gives the best available explanation of the importance and significance of Aristotelian character education, reminding readers that performance is not enough if it is not underpinned by moral virtue and providing a desirable social vision of flourishing individuals in a flourishing society." - SciMedNet"Overall, Aristotelian Character Education answers many questions, rebuts many objections, and clarifies the strengths, weaknesses, and remaining challenges for ACE. It is an exceptionally useful, cross-disciplinary resource." - Howard J. Curzer, The Philosophical Quarterly"It is difficult to find fault with Aristolian Character Education by Kristjan Kristjansson. In eight engagingly written and thoroughly researched chapters, he introduces the reader to Aristotelian character education, defends it against critics and develops a contemporary version in the spirit, if not always the letter, of Aristotle’s virtue theory." - Nancy E. Snow, The University of Oklahoma, British Journal of Educational StudiesTable of Contents1. Introduction: What is Aristotelian character education? 2. Some Persistent Myths about Aristotelian Character Education 3. Measuring Virtue for Aristotelian Character Education 4. Phronesis and Aristotelian Character Education 5. Can Aristotelian Character Education Undo the Effects of Bad Upbringing? 6. Towards Method: Dialogue and Aristotelian character education 7. Educating the Educators: Teachers and Aristotelian character education 8. Concluding Reflections

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Book SynopsisThe Handbook of Gerontology Research Methods offers a clear understanding of the most important research challenges and issues in the burgeoning field of the psychology of aging. As people in developed countries live longer, so a range of research methods has evolved that allows a more nuanced understanding of how we develop psychological and neurologically. Allied to this is an increasing concern with the idea of well-being, a concept which places cognitive performance and development within a more socially grounded context. With contributions from a range of top international scholars, the book addresses both typical and atypical aging, highlighting key areas such as physical and cognitive exercise, nutrition, stress, diabetes and issues related to death, dying and bereavement. Successful ageing is emphasised throughout the text. Each chapter concludes with a series of practical tips on how to undertake successful research in this area. This unique collection is theTable of ContentsSection 1: Introduction; 1. Understanding successful ageing, key challenges and research methods; Section 2: Lifestyle factors and Psychological Functioning; 2. Physical and Cognitive Exercise in Ageing 3. Nutrition, Health and the Ageing Process 4. Stress, Coping and resilience in an ageing population 5. The dual continua model of mental health and illness: Theory, findings and applications 6. Successful aging in the Workplace: a resources-oriented intervention perspective 7. Ageing and retirement behaviour; Section 3: Less successful Ageing; 8. The frontal ageing hypothesis: Evidence from Normal ageing and dementia 9. Examining cognitive function in type 2 diabetes: the importance of an inclusive research approach 10. Alzheimer's disease: interaction of lifestyle factors and traumatic head injury; Section 4: Novel Interventions for dementia; 11. The effect of music therapy for people with dementia 12. Poetry as a means of (re)creating satisfying levels of personhood and social integration for Alzheimer's sufferers: method discussion and outcomes; Section 5: End of Life; 13. Death, dying and bereavement in old age: Working towards a 'good death' for elderly individuals

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Book SynopsisIn light of recent standards-based and testing movements, the issue of play in child development has taken on increased meaning for educational professionals and social scientists. This third edition of Play From Birth to Twelve offers comprehensive coverage of what we now know about play and its guiding principles, dynamics, and importance in early learning. These up-to-date essays, written by some of the most distinguished experts in the field, help educators, psychologists, anthropologists, parents, health service personnel, and students explore a variety of theoretical and practical ideas, such as: all aspects of play, including historical and diverse perspectives as well as new approaches not yet covered in the literature how teachers in various classroom situations set up and guide play to facilitate learning how play is affected by societal violence, media reportage, technological innovations, and other contemporary isTrade Review"It is a delight to welcome this third edition of Play from Birth to Twelve, so brilliantly edited by Doris Pronin Fromberg and Doris Bergen. Such a comprehensive and genuinely helpful resource will prove of theoretical and practical value to all those who deal with children and who want to understand the roles of play in our early lives. Educators, health professionals, students, parents, museum personnel, city designers, and many others will find valuable material in these pages. The scope of the volume and its range of outstanding new and older research is a tribute to the insightful work of its editors. If the content of these essays directed more of our social and educational policy, we would surely have a better world." Kieran Egan, Professor of Education at Simon Fraser University, Canada "Broad and deep with appeal to a wide range of practitioners, theorists, researchers, policy makers, and parents, this brilliant book is needed today more than ever before. The editors have provided a rich treasure trove of everything we ever wanted to know about play from theory to practice, and the distinguished chapter authors are recognized experts on play, child development, and education. Teachers struggling with the disappearance of play from current educational settings will find this third edition, up to date with surprising new content and perspectives on the future, to be a comprehensive resource." Kathryn Castle, Professor & Watson Endowed Chair in Education, Oklahoma State University, USA Table of ContentsPreface Introduction, Doris Pronin Fromberg and Doris Bergen Part I Perspectives on Play Development 1 Play Development from Birth to Age Four, Barbara P. Garner and Doris Bergen 2 Play Development from Ages Four to Eight Years, James E. Johnson 3 Play and Socialization in Middle Childhood, Doris Bergen and Doris P. Fromberg 4 Gender Identity and Play, Melanie M. Ayres, Aliya Khan, and Leslie D. Levé 5 Play as Children See It, Nancy W. Wiltz and Greta G. Fein 6 Can I Play Too? Reflections on the Issues for Children with Disabilities, Gayle Mindes 7. Play’s Role and Meaning in the Lives of Children with Autism, Pamela Wolfberg 8. Play and Gifted Children, Annemarie Roeper 9 Play in the Context of Lifespan Human Development, Valeria J. Freysinger Part II Meanings of Play 10 The Meanings in Play with Objects, Shirley K. Morgenthaler 11 Social and Nonsocial Play, Robert J. Coplan, Laura L. Ooi, Alison Kirkpatrick, and Kenneth H. Rubin 12 Language and Play: Natural Partners, Jane Ilene Freeman Davidson 13 Sociodramatic Play Pretending Together, Patricia Monighan Nourot 14 Constructive Play, George Forman 15 Rough-and-Tumble Play from Childhood through Adolescence: Differing Perspectives, Anthony D. Pellegrini, 16 Games with Rules, Rheta DeVries 17 Play as a Context for Humor Development, Doris Bergen Part III Educational Contexts for Play 18 Adult Influences on Play: The Vygotskian Approach, Elena Bodrova and Deborah J. Leong 19 Social Play in School, Jeffrey Trawick-Smith 20 Play as a Medium for Literacy Development, James F. Christie and Kathleen Roskos 21 Play and Mathematics in Kindergarten, Constance Kamii 22 Scientific Inquiry and Exploratory Representational Play, Christopher R. Wolfe, R. Hays Cummins, Christopher A. Myer, and Elizabeth M. Cedillos 23 Technology Play and Learning, Lena Lee 24 Technology Play Concerns, Diane E. Levin 25 The Role of Play in Assessment, Diane Parham 26 Reconciling Play and Assessment Standards, Doris Bergen Part IV Social and Physical Contexts for Play 27 Play in Historical and Cross-Cultural Contexts, Donna R. Barnes 28 Influences of Race, Culture, Social Class, and Gender: Diversity and Play, Patricia G. Ramsey 29 Parent–Child and Child–Child Play in Diverse Cultural Contexts, Jaipaul L. Roopnarine and Aimbika Krishnakumar 30 Sibling and Peer Influences on Play, Sherri Oden, Kathleen O. Gray, and Janie A. Winn 31 The Cultural and Familial Contexts of Caregiver Support for Children’s Pretend Play, Wendy Haight and Minhae Cho 32 City Play, Amanda Dargan and Steve Zeitlin 33 Playful Experiences for Children in Museums, Donna R. Barnes 34 Children’s Outdoor Play: An Endangered Activity, Mary S. Rivkin 35 Perspectives on Play and Playgrounds, Joe L. Frost and Irma C. Woods 36 Play as Ritual in Health Care Settings, Laura Gaynard 37 Clinical Perspectives on Play, Karen Gitlin-Weiner Part V Particular Meanings Embedded in Play 38 The Struggle Between Sacred Play and Festive Play, Brian Sutton-Smith 39 Fantasy and Imagination, Dorothy G. Singer and Jerome L. Singer 40 Sociocultural Influences on Gender-Role Behaviors in Children’s Play, Alice Sterling Honig 41 Play and Violence: Understanding and Responding Effectively, Diane E. Levin 42 Protean Selves, Trading Zones, and Nonlinear Dynamical Systems: The Role of Play in Future Progress, Karen VanderVen 43 How Nonlinear Systems Inform Meaning and Early Education, Doris Pronin Fromberg 44 Play, Technology Toy Affordances and Brain Development, Doris Bergen 45. Play and the Origin of Species, Michael Ellis Epilogue: Emerging and Future Contexts, Perspectives, and Meanings for Play, Doris Bergen and Doris Pronin Fromberg Contributors Index

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Book SynopsisArt therapy with infants, toddlers and their families is an exciting and developing area of practice. With contributions from Australia, the United Kingdom and Spain, Art Therapy in the Early Years has an international flavour. The authors describe clinical art psychotherapy practice with children under five and their families in settings that include children in care, mental health clinics, paediatric wards, pre-schools, and early intervention programs. Divided into three sections, Art Therapy in the Early Years presents different clinical environments in which art psychotherapy with this client group is found: individual art therapy; group art therapy; parent-child dyad and family art therapy. The book proposes that within these different contexts, the adaptive possibilities inherent in art psychotherapy provide opportunities for therapeutic growth for young children aTrade Review‘Based on a wealth of experience, this is an excellent and lively contribution to the art therapy literature. Theoretically informed and clinically focussed, a compelling portrait emerges of the very sensitive work of psychoanalytically informed practice with very young children and their families. Illustrated with pictures and deeply moving case examples, an international group of specialists reveals the intense involvement of the therapists and their clients. This accessible book will be indispensible reading for art therapists, counsellors, and psychotherapists, especially those working with children and their parents.’ - Professor Joy Schaverien PhD, Jungian analyst, art psychotherapist and author of Boarding School Syndrome: The Psychological Trauma of the Privileged Child‘This is a landmark text for art therapy practitioners, clinicians, researchers and students engaged in working with the very young. The increasing significance and relevance of art psychotherapy to address mental health needs of infants, toddlers and their families is beautifully demonstrated in this new text. I am pleased to read chapters by several fellow Australians, therapists whose work locates art therapy in the mainstream of child and family services in this country. This is evidence of the advance of the profession world-wide into the suite of clinical options and practices which lend flexibility and adaptability to the needs of our small people and their families.’ - Patricia Fenner PhD, Department of Public Health, La Trobe University, Melbourne, Australia‘This groundbreaking collection of papers will touch everyone who reads it, through the therapists’ tender description and thoughtful analysis of their work with some of the most basic and most powerful of human emotions: love, loss, rivalry and the struggle with the inexpressible. One of the many valuable aspects of this collection is its continuous focus on the art as well as the therapy, the materials, the art works, and the interactions which produce them. This collection will be found relevant and enjoyable by a wide readership of teachers, early years practitioners, health visitors, family support workers, psychologists and everyone who is concerned with the emotional wellbeing and resilience of very young children and their families.’ - Dr Julian Grenier, Headteacher of Sheringham Nursery School and Children’s Centre, National Teaching School, Newham, East London, National Leader of Education and former National Chair of Early Education'This book is a welcome and important exploration of art psychotherapy with very young children. Art therapy has its roots in the creative interpersonal relationship between the infant and their primary carer, and this book productively opens up this 'in between' space, extending theory and practice in the process. It offers a wealth of insights not only for clinicians working in the sector but for all art therapists engaged with the infantile within their clients. No doubt it will be a rich resource for professionals and students alike.' - Jonathan Isserow, Convener, MA Art Psychotherapy Programme, University of Roehampton, London'This book provides insights and narratives for those who work with young children and their families offering research, theory and practice, illustrating how young children make meaning of their world through thoughtful art experiences. The book invites readers to better understand how therapeutic interventions may be restorative and healing when young children are invited to engage with art materials, within a supportive setting, attending to their individual developmental needs. A book early childhood educators will no doubt come to value and refer to as it may shape and inform their own personal approach and practice.' - Cathy Milwidsky, Director of Early Learning, Moriah CollegeTable of ContentsList of illustrations Foreword Acknowledgements Introduction Section 1. Individual art therapy with infants and toddlers 1 An Odd Mirror 2. On mark making and leaving a mark. Processing the experience of art therapy with preschool children. 3 ‘Cheerful and not Cheerful’: Art Psychotherapy on a Paediatric Ward. 4. 'I Do Dots...’ Art Therapy with Australian Aboriginal Children Section 2. Family and dyad art therapy with infants, toddlers and their parents 5. Transitions: Moving from Infancy to latency through symbolisation and the acquisition of language 6. The imprint of another life: working with siblings recently placed for adoption 7. Amazing Mess: Mother’s get in touch with their infants through the vitality of painting together 8. The crisis of the cream cakes. An infant’s food refusal as a representation of intergenerational trauma Section 3. Group art therapy with infants and toddlers 9. Building a fort: art therapy with a group of toddlers going through the adoption process 10. Making waves. An art psychotherapist’s retrospective review of counter transference drawings made in a preschool setting 11 Side-by-side: An early years art therapy group with a parental group alongside Conclusion Notes on Contributors Index

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Book SynopsisOriginally published in 1984, this was the first volume on this topic to appear in an emerging area of study at the time. The Editors were selective in choosing their contributions to the volume to ensure that both the developmental and neuropsychological domains were well represented. One of the major goals was to foster greater contact and cross-fertilization between subdisciplines that they firmly believed should be more intimately connected. The result is this title, which can now be enjoyed in its historical context.Table of ContentsPreface 1. Ann E. Kelley and Louis Stinus Neuroanatomical and Neurochemical Substrates of Affective Behavior 2. Victor H. Denenberg, Michael J. Hofmann, Glenn D. Rosen and David A. Yutzey Cerebral Asymmetry and Behavioral Laterality: Some Psychobiological Considerations 3. Stephen J. Suomi The Development of Affect in Rhesus Monkeys 4. Carol Zander Malatesta and Carroll E. Izard The Ontogenesis of Human Social Signals: From Biological Imperative to Symbol Utilization 5. Theodore J. Gaensbauer and Susan Hiatt Facial Communication of Emotion in Early Infancy 6. Barry M. Lester Infant Crying and the Development of Communication 7. Marcel Kinsbourne and Brenda Bemporad Lateralization of Emotion: A Model and the Evidence 8. Joan C. Borod and Elissa Koff Asymmetries in Affective Facial Expression: Behavior and Anatomy 9. Sara L. Weber and Harold A. Sackeim The Development of Functional Brain Asymmetry in the Regulation of Emotion 10. Nathan A. Fox and Richard J. Davidson Hemispheric Substrates of Affect: A Developmental Model. Author Index. Subject Index.

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Book SynopsisAttachment: Expanding the Cultural Connections is an exciting exploration of the latest trends in the theory and application of attachment within cross-cultural settings. The book''s insightful analysis, remarkable case studies, and groundbreaking research make it essential reading for any clinician or scholar interested in perceptions of love and attachment.Trade Review“This book is an enthralling journey across the globe and into the hearts of people of different cultures. In a timely and relevant manner, the authors chart the universals of attachment and bonding and context specific differences. The authors ask: how does a belief in predestination change attachment in Chinese lovers? And how does the image of the daughter as a guest impact parental love in India? This book offers a rich tapestry of how attachment tells a universal story and shifts in different worlds and helps move into the clinical application of this theory across cultures.” - Sue Johnson, author of Hold Me Tight: Seven Conversations for a Lifetime of Love (2008), Professor of Clinical Psychology at the University of Ottawa, Canada and Distinguished Research Professor at Alliant University, San Diego, USA“Attachment: Expanding the Cultural Connections is so unique among scholarly publications that it will likely become standard reading for scholars interested in culturally based attachment issues. It is a comprehensive and varied international and cross-cultural resource that gives counseling and psychotherapy students, clinicians, and researchers the opportunity to learn about and compare the universality of attachment theory.”- Alan J. Hovestadt, Professor of Counselor Education and Counseling Psychology at Western Michigan University and Past President, American Association for Marriage and Family Therapy, USA“The authors provide empirical evidence of culturally bound patterns of relationships that serve as a foundation for effective living . . . this book is an essential read for practitioners and researchers alike.” - Cirecie West-Olatunji, Associate Professor of Counselor Education at the University of Florida and Past President, Association for Multicultural Counseling and Development, USA“Attachment: Expanding the Cultural Connections is a timely and valuable resource for rectifying the insufficient attention to and understanding of the role and interaction of cross-cultural perspectives in attachment theory and its applications. I highly recommend it.” - Richard E. Watts, Director of the Center for Research and Doctoral Studies in Counselor Education, Sam Houston State University, and editor of Counseling and Values, USATable of ContentsPart I: Introduction. Metzger, Erdman, Ng, Attachment in Cultural Contexts. Part II: Conceptual Extensions and Measurement Issues. Wang, Song, Adult Attachment Reconceptualized. Imamoğlu, Imamoğlu, Attachment Within a Cultural Perspective. Behrens, Amae through the Eyes of Japanese Mothers. Gassin, Cultural Variations in the Link Between Attachment and Bereavement. Shaver, Mikulincer, Alonso-Arbiol, Lavy, Assessment of Adult Attachment Across Cultures. Karakurt, Kafescioğlu, Keiley, Cross-cultural Adult Attachment Research. Morgenstern, Magai, The Utility of the Adult Attachment Interview in the United States. Part III: Child-caregiver Attachment. Jin, Jacobvitz, Hazen, A Cross-cultural Study of Attachment in Korea and the U.S. Sümer, Kağıtçıbaşı, Culturally Relevant Parenting Predictors of Attachment Security. Tomlinson, Murray, Cooper, Attachment Theory, Culture, and Africa. Part IV: Adult Attachment. Yalçınkaya, Rapoza, Malley-Morrison, Adult Attachment in Cross-cultural and International Research. Schmitt, Romantic Attachment from Argentina to Zimbabwe. Hatfield, Rapson, Culture, Attachment Style, and Romantic Relationships. Johri, Mothering from the Margins. Shi, Adult Attachment Patterns and Their Consequences in Romantic Relationships. Part V: Clinical Applications. Peluso, Miranda, Firpo-Jimenez, Pham, Attachment Dynamics and Latin Cultures. Shi, Contextual Thinking in Attachment.

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Book SynopsisAlthough there has been a significant increase in studies of stress and coping processes in recent years, researchers have often approached these topics from rather narrow and constrained perspectives. Furthermore, little communication has occurred across disciplines and research directions, resulting in the emergence of several relatively isolated literatures. An outgrowth of the Eleventh Biennial West Virginia University Conference on Life-Span Development, this volume emphasizes two major themes: the importance of taking a life-span approach to the study of stress and coping, and the development of new and more complete conceptual models of stress and coping processes. The first to approach these subjects from a life-span perspective, this book includes papers by distinguished researchers from each of the major periods of the life-span, and brings together the cognitive and socioemotional traditions in the study of dealing with pressures. The editors hope that this facilitTable of ContentsContents: Part I:Theoretical Issues.S. Folkman, Coping Across the Life-Span: Theoretical Issues. K.C. Barrett, J.J. Campos, A Diacritical Function Approach to Emotions and Coping. Part II:Infancy.T. Field, Stress and Coping From Pregnancy Through the Postnatal Period. B. Egeland, T. Kreutzer, A Longitudinal Study of the Effects of Maternal Stress and Protective Factors on the Development of High- Risk Children. K.H. Karraker, M. Lake, Normative Stress and Coping Processes in Infancy. Part III:Childhood.B.E. Compas, V. Phares, Stress During Childhood and Adolescence: Sources of Risk and Vulnerability. E.M. Cummings, M. El-Sheikh, Children's Coping With Angry Environments: A Process-Oriented Approach. N. Garmezy, A. Masten, The Protective Role of Competence Indicators in Children at Risk. Part IV:Adolescence.S. Hauser, E. Borman, M.K. Bowlds, S. Powers, A. Jacobson, G. Noam, K. Knoebber, Understanding Coping Within Adolescence: Ego Development and Coping Strategies. A.L. Greene, R.W. Larson, Variation in Stress Reactivity During Adolescence. Part V:Adulthood.S. Cohen, Social Supports and Physical Health: Symptoms, Health Behaviors, and Infectious Disease. P. Thoits, Patterns in Coping With Controllable and Uncontrollable Events. Part VI:Older Adulthood.T. Antonucci, Attachment, Social Support, and Coping With Negative Life Events in Mature Adulthood. P.T. Costa, Jr., A.B. Zonderman, R.R. McCrae, Personality, Defense, Coping, and Adaptation in Older Adulthood. Part VII:Epilogue.B.J. Cohler, Life-Course Perspectives on the Study of Adversity, Stress, and Coping: Discussion of Papers from the West Virginia Conference.

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Book SynopsisMost research on children''s lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children''s emerging grammatical competence. The contributors to this book investigate: * children''s earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items Trade Review"...a welcome look at the problem of first language verb-learning in young children....the papers cogently spell out the complexity of the verb-learner's problem and the variety of processes required to solve it. A number of interesting, counterintuitive, and often controversial claims emerge....there is a good deal of thematic coherence among subsets of the chapters, which makes reading all the more interesting by pointing out key issues and discrepant claims....a timely volume reporting some of the best current work on the problem of verb-learning in children."—Studies in Second Language Acquisition"...a stimulating collection of papers which not only provides an accurate reflection of the current state of the field, but also allows the reader to compare directly approaches which are more or less diametrically opposed."—British Journal of Developmental Psychology"This book presents many fascinating classic and innovative philosophies and empirical backgrounds designed to focus on longuistic and cognitive peculiarities of verb meaning acquisition."—American Journal of PsychologyTable of ContentsContents: W.E. Merriman, M. Tomasello, Introduction: Verbs Are Words Too. Part I:Early Words for Action.P. Smiley, J. Huttenlocher, Conceptual Development and the Child's Early Words for Events, Objects, and Persons. A. Gopnik, S. Choi, Names, Relational Words, and Cognitive Development in English and Korean Speakers: Nouns Are Not Always Learned Before Verbs. S.R. Braunwald, Differences in the Acquisition of Early Verbs: Evidence From Diary Data from Sisters. Part II:Basic Principles of Verb Learning.M. Tomasello, Pragmatic Contexts for Early Verb Learning. W.E. Merriman, J. Marazita, L. Jarvis, Children's Disposition to Map New Words Onto New Referents. R.M. Golinkoff, K. Hirsh-Pasek, C.B. Mervis, W.B. Frawley, M. Parillo, Lexical Priciples Can Be Extended to the Acquisition of Verbs. K. Nelson, The Dual Category Problem in the Acquisition of Action Words. D.A. Behrend, Processes Involved in the Initial Mapping of Verb Meanings. Part III:The Role of Argument Structure.A. Lederer, H. Gleitman, L. Gleitman, Verbs of a Feather Flock Together: Semantic Information in the Structure of Maternal Speech. L.G. Naigles, A. Fowler, A. Helm, Syntactic Bootstrapping From Start to Finish With Special Reference to Down Syndrome. M. Rispoli, Missing Arguments and the Acquisition of Predicate Meanings. M.D.S. Braine, P.J. Brooks, Verb Argument Structure and the Problem of Avoiding an Overgeneral Grammar. M. Maratsos, G. Deák, Hedgehogs, Foxes, and the Acquisition of Verb Meaning.

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Book SynopsisThe second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sectionsbasic domains, context, technology, methodology and assessment, and individual and group differencesthis thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners' capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represeTrade Review"This volume accomplishes its goal of integrating various aspects of self-regulated learning and performance into one book. The content helpfully presents the numerous ways in which SRL can be considered, including its processes as well as its applications within and outside the classroom, in content areas, in terms of assessment, and in considering individual differences. The book will be beneficial for students and professionals in various fields, and editors Schunk and Greene—two very well-respected educational psychology scholars—bring credibility to this important topic."—Anastasia Kitsantas, Professor of Educational Psychology in the College of Education and Human Development at George Mason University, USA"This handbook is an excellent resource for beginning and seasoned researchers studying self-regulated learning. Its major strengths include a section on the self-regulation of learning in different content areas as well as group and cultural differences in how learners approach self-regulation. The volume is well-grounded in relevant theory and empirical research."—Pavlo Antonenko, Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning at the University of Florida, USATable of ContentsContents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Järvelä, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students’ SRL and Performance: Applications for Teachers’ Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of LearningPeggy P. Chen and Héfer Bembenutty27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future DirectionsStuart A. Karabenick and Eleftheria N. Gonida28. The Three Faces of Epistemic Thinking in Self-Regulated LearningKrista R. Muis and Cara Singh29. Advances in Understanding Young Children’s Self-Regulation of LearningNancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä30. Self-Regulation: Implications for Individuals With Special NeedsLinda H. Mason and Robert Reid31. Culture and Self-Regulation in Educational ContextsDennis M. McInerney and Ronnel B. King

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Book SynopsisThe last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematTrade Review"Not only does this book provide up-to-date, accurate summaries of topics that have been well studied (basically aspects of mathematics acquired in the first decade of life among most children in Western and East Asian countries), it also examines less-studied topics that are likely to become increasingly important in the future, such as number systems, mathematical argumentation, and proof. Everyone interested in mathematical cognition will want to have this book." - Robert Siegler, Carnegie Mellon University, USA"The field of mathematical cognition has grown tremendously over the past few decades. This book, written by three leading experts, provides a comprehensive summary and analysis of these advances. It represents an invaluable resource not only for those interested in mathematical cognition but also for instructors teaching courses on this field and their undergraduate and graduate students." – Daniel Ansari, The University of Western Ontario, Canada"An Introduction to Mathematical Cognition is a much-welcomed addition to this growing and important literature. The volume is written by three highly respected scientists and covers an impressive range of topics from our evolved number sense to students’ understanding of mathematical proofs. It will be of interest to experts in the field and students wanting to learn more about the field." – David C. Geary, University of Missouri, USA"An impressively coherent, systematic and clear introduction into the cognitive systems that underlie mathematical learning and performance from early childhood to adulthood, relying on a rich diversity of behavioural and neuroscientific methods. A vital book for students and researchers in mathematical cognition and adjacent fields." - Lieven Verschaffel, Katholieke Universiteit Leuven, BelgiumTable of Contents1. Introduction 2. Nonsymbolic number 3. Symbolic number 4. The development of arithmetic skills 5. Understanding arithmetic concepts 6. Individual differences and mathematical difficulties 7. Number systems 8. Algebra and equivalence 9. Mathematical argumentation and proof 10. Logic, conditional reasoning and mathematics 11. Where next for mathematical cognition?

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Book SynopsisDevelopmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers' craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on Trade Reviewn/aTable of Contents1. Developmental Psychology – Themes and Research 2. Heredity and Environment and Special Learning Needs 3. Physical and Motor Development: Infancy to Late Childhood 4. Physical and Motor Development: Puberty to Adulthood and Developmental Health 5. Cognition and Cognitive Development: Infancy to Late Childhood 6. Cognitive Development: Adolescence to Adulthood 7. Conceptions of Intelligence and Creativity in Childhood and Adolescence 8. Cognition and Information Processing in Childhood and Adolescence 9. Personal and Social Development in Childhood 10. Personal and Social Development in Adolescence 11. Moral Development in Childhood and Adolescence

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Book SynopsisArchetype, Attachment, Analysis is a well-researched presentation of new material that offers a revision and reinterpretation of Jung's archetypal hypothesis. The author's ground breaking new exploration of expanding knowledge from other disciplines such as cognitive science and developmental psychology, and attachment theory and research evidence sheds important new light on Jungian theory and practice. Using information gathered through laboratory investigations and natural observational studies Jean Knox brings the notion of archetypes up to date and considers the implications of new paradigms for clinical work with patients. This book will become essential reading for all professionals and students of analytical psychology.Trade ReviewWhile. for me, the concept of the archetype retains an elusive quality, Jean Knox has helped me to understand and value it better than I did before through the links she has made outside her discipline. Her discussion of psychopathology and clinical practice is relevant, stimulating, and, I would say, necessary read for psychoanalytic Psychotherapists. - Christopher Clulow in The Journal of Analytical Psychology, June 2004Table of ContentsForeword, Peter Fonagy. Introduction. Jung's Various Models of Archetypes. Archetypes and Image Schemas - a Developmental Perspective. The Making of Meaning - the Formation of Internal Working Models. Trauma and Defences- their Roots in Relationship. Reflective Function - The Mind as an Internal Object. The Process of Change in Analysis and the Role of the Analyst. Conclusions - Science and Symbols.

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Book SynopsisThe Presence of the Therapist uses clinical studies based on the author's publications over the past 18 years to illustrate work with severely distressed children. The reader is encouraged to enter a dialogue with the author to explore the many dilemmas and difficulties of working with a person who has become highly defensive or fearful as a result of what has happened to them. This book is a highly stimulating account of psychotherapeutic practice. It facilitates careful and broad thought about the therapeutic process and relationship that will improve clinical practice. The practical advice on how to survive in this demanding work will be of great benefit to all psychotherapists.Trade Review 'This book is the distillation of many years of rich experience of psychotherapy with traumatised children. The main theme of the book discusses the concept of the 'presence' of the therapist, something that cannot be left outside the consulting room. I find this thesis very cogent. It helped me to clarify in retrospect some of my own clinical experience. I am happy to recommend it to therapists of adults as well as children.' - Isabel Menzies Lyth, Child and Adult Psychoanalyst, Organisational Consultant Oxford, UK'Lanyado charts her many years of treating very disturbed children, often with appalling histories of abuse, neglect and abandonment, in a variety of settings. She is especially concerned with exploring the personal nature of what the therapist takes into the the consulting room and how this links with the process of therapeutic change... Lanyado uses many clinical examples to weave her thoughts around the central theme of the presence of the therapist in the process of psychic change wrought in the clinical encounter... Lanyado's account of her work and her thoughtful, imaginative way of making sense of it... shows her readers how this deep and courageous preparedness to know one's own responses is ultimately in the service of reaching the patient.' - Angela Joyce, International Journal of Psychoanalysis 'I have admired the author's valuable contributions to the field for more than 15 years. She has consistently shown insight and courage in bringing ideas to our awareness that have not previously been part of the psychoanalytic discussion, particularly in relation to the impact of trauma on patients and therapists alike.' - Mary Sue Moore, Clinical Psychologist and Psychotherapist, Boulder, Colorado, USA'The author's work is beautifully succinct, lucid, elegant and moving and achieves a fine balance in showing both how new theoretical formulations emerged from her clinical practice and how this practice is grounded in a strong theoretical orientation, which she simultaneously tests and deepens through clinical reflection.' - Andrew Cooper, Dean of Postgraduate Studies, Tavistock Clinic, London, UK'Lanyado charts her many years of treating very disturbed children, often with appalling histories of abuse, neglect and abandonment, in a variety of settings. She is especially concerned with exploring the personal nature of what the therapist takes into the the consulting room and how this links with the process of therapeutic change... Lanyado uses many clinical examples to weave her thoughts around the central theme of the presence of the therapist in the process of psychic change wrought in the clinical encounter... Lanyado's account of her work and her thoughtful, imaginative way of making sense of it... shows her readers how this deep and courageous preparedness to know one's own responses is ultimately in the service of reaching the patient.'- Angela Joyce, International Journalof PsychoanalysisTable of ContentsPart I: The Presence of the Therapist. The Presence of the Therapist and the Process of Therapeutic Change. Beyond Words: The Quiet Presence of the Therapist. Variations on the Theme of Transference and Counter-transference. Struggling with Perversion and Chaos in the Therapeutic Process: The Need for the Patient to 'Know' the Therapist. Part II: Transition and Change. Transition and Change. Psychotherapy with Children in Transition from Fostering to Adoption: A Question of Technique. The Story of Lot's Wife: The Importance of the Therapist's 'Personal Signature' at Times of Critical Change. Holding and Letting Go: Some Thoughts About Ending Therapy. Monica Lanyado's Published Work.

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Book SynopsisFirst published in 2003. Children's Friendship Training is a complete manualized guide for therapists treating children with peer problems. This unique, empirically validated treatment is the first to integrate parents into the therapy process to ensure generalization to school and home.Representing over twelve years of research, Children's Friendship Training presents the comprehensive social skills training program developed by these pioneering authors. Step-by-step interventions help children develop the skills to initiate mutually satisfying social interactions. These interactions can lead to higher regard within the peer group and the development of satisfying dyadic relationships that will, in turn, serve to enhance overall well being. Clinical and empirical rationales, illustrative case examples and parent handouts that educate parents and give specific guidelines for homework assignments are presented for each treatment module. Brief relevant reviews of the child development literature and selective reviews of assessment techniques and other approached to children's social skills training are presented to sufficiently acquaint therapists interested in implementing children's friendship training.Table of ContentsForward Preface Purpose and organization of this manual oA self-contained guide for the clinician oTraining socially valid behaviors oMaintaining treatment integrity oOrganization of this manual oRelated resourcesSection I. BackgroundChapter 1. Reasons to Treat Peer Relationship Problems Chapter 2. Assessment of Outcomes Chapter 3. Types of Children's Social Skills Treatment Chapter 4. Common Diagnoses of Children Obtaining Training Chapter 5. Research on the UCLA Children's Friendship ProgramSection II.Preparing for Treatment Chapter 6. Screening Chapter 7. Intake Chapter 8. Program InfrastructureSection III. Session ContentChapter 9. Introductory Session/Setting the Stage Chapter 10. Conversational Skills Chapter 11. "Slipping In"/Reputation/Using Community Resources Chapter 12. Taking "No" for an Answer/Gender and Age Issues Chapter 13. Rules of a Good Sport/Social Goals Chapter 14. Rules of a Good Sport/Positive Statements Chapter 15. Making a Best Friend/Play Dates Chapter 16. Resisting Teasing Chapter 17. Respect Towards Adults Chapter 18. Managing Competition/Gender Differences Chapter 19. Avoiding Physical Fights Chapter 20. GraduationReferencesIndex

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Book SynopsisJust because a child is gifted doesn't mean they don't have other types of neurodivergence, like ADHD, autism, dyslexia, and more. Conversely, even children with one of these diagnoses can be cognitively gifted. Raising Twice-Exceptional Children provides you with a road map to understand the complex make-up of your gifted-plus, or twice-exceptional, child or teen. The book helps you understand your child's diagnosis, meet their social-emotional needs, build self-regulation skills and goal setting, and teach self-advocacy. It also shows you effective ways to collaborate with teachers and school staff, and it offers advice on finding strengths-based strategies that support development at home.For too long, these kids have fallen through the cracks. This book provides key information on how to best support neurodivergent children by leveraging their strengths while supporting their struggles.

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Book SynopsisThe problems which the individual has to deal with in adolescence are qualitatively different from those of childhood; they are related in particular to the adolescent's reaction/responses to the physical development of his/her sexual body, and the changing relationship to the parents and to the world in which he/she lives. We have to take into account the revival of infantile conflicts and the newly emerging sexual and aggressive urges and experiences, both of which have to be integrated by the adolescent so that a new equilibrium can be created. The adolescent finds himself in the very difficult position of having to make all these readjustments whilst he has to deal with the subsequent conflicts and anxieties. The earlier passionate mixture of love and hatred that characterizes the attachment and dependency on the parents must now be renounced until the adolescent reaches a point at which it is possible for him to confirm his own identity and find new love relationships. These must neither be based too much on repetition of previous early attachments, nor be entirely and exaggeratedly opposed to them. It goes without saying that none of this can be achieved without much upheaval and experimenting. The step from adolescence to adulthood is complex and involves not only the individual's emotional experience, but also the continuous input, reactions from the world in which he/she lives. It is these interactions that are described and discussed in this book.Trade Review'Written with remarkable clarity and concision, the authors draw upon a lifetime of clinical experience of working with young people, and in a series of elegant chapters, share their insights generously, tackling such perennial challenges as depression, anxiety, aggression, academic failure, and the addictions. Utilising their psychoanalytical expertise, the authors help parents and psychological professionals to discriminate between how much adolescent suffering can be attributed to the ordinary vicissitudes of passing through puberty, and how much results from unresolved psychical conflicts from earlier stages of development. As a bonus, Series Editor Dr A.H. Brafman provides a remarkably helpful coda to the book, offering many additional insights for parents. This rich and engaging book deserves a long shelf-life.'- Professor Brett Kahr, Senior Clinical Research Fellow, Centre for Child Mental Health, London; Consultant, The Bowlby Centre; and Honorary Visiting Professor, School of Arts, University of Roehampton'The authors of this book have written a refreshing and comprehensive psychoanalytic view of adolescence as it moves ever closer to the adult life. Late adolescence is a time of much potential and possibility but it is not without its difficulties and challenges. How do adolescents deal with the many vexations of developmental conflict and dilemma? What is normal and what is not? What kinds of mental breakdown might occur to limit their futures? And what of parents and therapists as they do their best to help? These and many other questions are readily taken on by the authors with great care and understanding - and it is this which makes for a book that is thoughtful, imaginative and well worth reading to keep all of us in tune with the ebbs and flows of the adolescent adventure.'- Peter Wilson, BA, Dip Soc Studies, MACP, Consultant Child and Adolescent PsychotherapistTable of ContentsSeries Editor’s Foreword , Introduction , Normality and pathology in adolescence , Depression and anxiety in the older adolescent , Academic failure , Aggression , Drug abuse , Severe mental illness , The therapist’s angle , The parents’ angle

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Book SynopsisThe contributions to this book, containing talks given at the Conference in Vienna on 'Dream and Fantasy in Child and Adolescent Psychoanalysis and Psychotherapy', focus on the close connection between children's imaginative world, their dream life, and play. Is it a dream that a child is recounting or is it rather a fantasy to be regarded as equivalent to a dream? Children's play, too, presents important material that allows us to draw inferences about the subconscious. Indeed dreams, daydreams, fantasies and play were originally treated as of equal importance in child analysis.How do child analysts work with dreams at the practical and theoretical levels? In the practice of child analysis today do we find analysis of dreams and the classic differentiations between manifest and latent content? Is attention accorded to the mechanisms of condensation, displacement etc. described by Freud? The current discussion on working with children's dreams and their equivalents in today's practice of child psychoanalysis forms the central focus of the contributions collected in this book.Trade Review'This invaluable book tackles a topic of psychoanalysis that is much in need of more in-depth exploration and offers receptive readers new ways of thinking about dreaming. Since the classic Freudian model, we have entered into the universe of reveries, the dream process whereby sensory stimuli are transformed into the unconscious, transformations in dreaming, and co-dreaming the sessions. This is a book that leads its readers through new territory and invites them to enjoy the fascination and wonder of the unknown. It is a brave book that dares to dream new dreams for psychoanalysis.'--Antonino Ferro, member of the Societa Psicoanalitica Italiana and APsaA'Is it possible that we see an increasing interest in the psychoanalytical understanding of dreams - in an era of neuroscientific discoveries and the development of psychotherapy techniques that pay little attention to the unconscious? The authors, all experienced child psychoanalysts, answer in the affirmative. The reason is that they, like most of today's psychoanalysts, see the dream as the prototype of a kind of deep thinking that modern man is eager to rediscover. However, accounts and reflections on dreams are often surrounded by embarrassed and pseudo-rational attitudes. One would expect this to be less salient with children, but often they do not report dreams spontaneously. The authors explore the reasons for this and how dreams, nevertheless, may be used in child therapy. This fine book is of interest to anyone who seeks to explore at depth the minds of children.' --Bjorn Salomonsson, MD, PhD, Psychoanalyst (IPA) and researcher at the Department of Women's and Children's Health, Karolinska Institutet, Stockholm 'An amazing book on children's dreams and fantasies, presenting different points of view by child and adolescent analysts from many nations. It shows the complexity, diversity and complementarity of different approaches. Any person working with children or adolescents in a psychoanalytic way will benefit from reading this book.'--Dieter Burgin, psychoanalyst for children, adolescents and adults

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Book SynopsisThere are many books that deal with pregnancy and maternity, and a large number of magazines and articles on paediatric nursing that examine these subjects from different points of view. This volume is not a manual and is not intended to explain to future parents what to do and what to avoid. The objective is rather to look at the most significant and problematic aspects of this delicate phase of a woman's life and that of a couple. It seeks to offer a key to understand the deep significance and complexity of the path to follow to become parents and to face fears linked to the difficulty of procreation, using the tools of observation and psychoanalytic listening. Reviewing several experiences of clinical work, the authors offer reflections on the personal experiences of women and couples and the difficulties which can be met when the desire for a child is disappointed. A maternity and parenting project can be frustrated by miscarriages and encounter the fear of infertility. How are the problems of sterility or spontaneous abortion experienced? Table of ContentsIntroduction , A paradoxical pain: recurrent miscarriage , The experience of parents of a premature baby , Emotional turmoil around birth , Parenting the next child in the shadow of death , “Opening shut doors”—the emotional impact of infertility and therapeutic issues , Overcoming obstacles

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Book SynopsisThis original book gives a timely exploration of the importance of sibling relationships from a multi-disciplinary perspective. It presents for the first time an account of the work on brothers and sisters by Sigmund Freud, Melanie Klein and Anna Freud, whose pioneering and vital work on sibling issues has not been systematically examined before. It also explores the important contributions to our understanding of siblings from developmental research, systemic therapy and attachment theory. Through infant observation and clinical work with children and young people, the book reveals the ways in which sibling relationships can be illuminated by these different perspectives. The book aims to stress the importance of multi-disciplinary thinking and to encourage further an interface between psychoanalytic thinking and other disciplines. It is a must for clinicians and other professionals working with children and families and of interest too to the general reader.Trade Review'The editors have succeeded in their self-appointed task to, as they say in the Endpiece, bring together theory, research, and clinical work. They themselves and their chosen contributors more than fulfil this task-a difficult one, to say the least. To marshal and integrate what, from the outside, look like very disparate ways of thinking, to bring together the outer and the inner worlds of these complex relationships, is a huge achievement. Research and clinical work are not always easy bedfellows, but the editors' commitment to good practice sings through their own extensive contributions and those of their chosen authors with compelling force and professionalism.'- Margot Waddell from the ForewordTable of ContentsSeries Editor’s Preface -- Foreword -- Introduction -- Psychoanalytic Perspectives -- Freud on brothers and sisters: a neglected topic -- Melanie Klein’s thoughts on brothers and sisters -- “From egocentricity to companionship”: Anna Freud’s understanding of sibling relationships -- Developmental, Attachment, and Systemic Perspectives -- Sibling relationships across the life-span -- Sibling relationships: an attachment perspective -- Keeping siblings in mind: family therapy with children and sibling relationships -- Aspects of Siblinghood from Early Childhood to Adolescence -- Reflections on the observation of infants and early sibling relationships -- Siblings in middle childhood -- Adolescence: issues for brothers and sisters -- Sibling Relationships in Different Family Contexts -- Siblings in the context of divorce and family re-ordering: the past and the future -- Brothers and sisters in care -- Clinical research: a psychotherapeutic assessment model for siblings in care -- Siblings in Adversity: Effects of Death and Illness on Siblings from Childhood to Adulthood -- The impact of sibling loss and illness -- Doubly bereaved -- Lost babies—lost siblings: the effect of perinatal loss in the next generation -- Endpiece

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Book SynopsisThis monograph brings together the presentations from the nineteenth John Bowlby Memorial Conference in 2012, organised by The Bowlby Centre. The aim of this was to explore the growing role of the body in relational psychotherapy over the last decade, and to bring us up to date in thinking about the relationship between attachment, the body and trauma. Questions addressed included: How do we anchor the new understandings we are gaining within the framework of attachment? How might the integration of these ideas about the body change what we do in the consulting room? What impact might this have on the therapy relationship? Can we maintain and respect the place of a secure, attuned attachment between therapist and client, and its healing potential, at the centre of our therapeutic work?Pat Ogden's paper "Wisdom of the Body, Lost and Found" was the conference centrepiece and there are contributions from leading clinicians including Roz Carroll, Mark Linington, and Orit Badouk Epstein. Each in their different ways have brought their clinical experiences to life in their presentations and demonstrated this leading edge work in relation to the themes of the body and touch with clients including those so often regarded as "unsuitable for therapy", namely those who have a physical or learning disability or those who have survived extreme trauma through the painful means of psychic protection resulting in dissociative states of mind.Other contributors include Phil Mollon on "Attachment and Energy Psychology" and Nick Totton on "Embodiment and the Social Bond".Trade Review'Talking Bodies is an engaging, illuminating, and substantive exploration of the intricacies of incorporating the body into the psychotherapy frame. Examination of the implications of attachment and relational theory yields essays with therapeutic approaches that the clinician can readily incorporate. In a historical context, this volume advances the project of relational analysts, who first published on the integration of the body in relational theory in Relational Perspectives on the Body in 1998. This is a valuable addition to our literature.'- Frances Sommer Anderson, PhD, SEP, private practice, New York City; Faculty, Manhattan Institute for Psychoanalysis; Co-Editor with Lewis Aron, Relational Perspectives on the Body'For years, a Cartesian split dominated UK psychotherapy and counselling provision with "the body" disavowed and "the mind" disembodied. Relational psychoanalysis, attachment theory, and traumatology have now become the new corpus collosum, making profoundly meaningful links. Congratulations to the Bowlby Memorial Conference for yet again providing a written feast to follow the embodied experience of listening to the excellent speakers at this event who shine in this timely volume. All psychotherapists and counsellors will feel more enabled to observe and respond to the embodied mind of their clients and be enriched by the attachment perspective demonstrated so eloquently here in these nuanced accounts of clinical work.'- Valerie Sinason, PhD, MACP, MInst Psychoanal, FIPD, MBC Contributors: Orit Badouk Epstein, Roz Carroll, Mark Linington, Phil Mollon, Pat Ogden, Nick Totton, Kate WhiteTable of ContentsIntroduction , Attachment theory and the John Bowlby Memorial Lecture 2012: a short history , Four relational modes of attending to the body in psychotherapy , Embodiment and the social bond , Attachment and energy psychology: explorations at the interface of bodily, mental, relational, and transpersonal aspects of human behaviour and experience , Wisdom of the body, lost and found: the nineteenth John Bowlby Memorial Lecture , Touching trauma: working relationally and safely with the unboundaried body , The body I want: a psychotherapy with a disabled man , Recommended reading , The Bowlby Centre

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Book SynopsisThis book is about the hope underlying the ability to survive the early years. Coleridge's The Rime of the Ancient Mariner is both metaphor and framework of the despair and hopelessness that some babies and parents experience in their efforts to hold on and go through difficult circumstances. Their early experiences are not voyages "into a sunny and cheerful sea": some are years-long voyages into horror and weariness - babies born into difficult families, into countries in difficulties or into difficult circumstances.Some babies born into difficulties are pretty much alone because their mothers might be too ill to look after them, and nurses are too busy to fulfil the maternal function other than changing and feeding them. They may have been born in war zones, or in prisons, or have been in intensive neonatal premature units. Unlike mothers who recall the early years with their babies as a dance of understanding and development, other carers don't recall hearing the music at all. They slog through the early years with only hope as a compass. Like the Ancient Mariner looking for a sail on the horizon, theirs is a poignant search of the horizons for hope in any form.Different professionals, each expert in their field, address the different difficulties. They show us the connections between traumatic experiences and traumatic consequences of survival, the implications in both the families and in the professionals who, in constant contact and working together, deal with the containment and transformations of those events. This book brings us face-to-face with the wonderful capacities of the newborn and the great potential for parents (both mother and father) and child to continue growing together in a society that cares for them.Trade Review'Stella Acquarone has brought together some of the most skilled and perceptive voices in the whole field of infancy and trauma. A growing public policy awareness is leading to a drive to better support parents and infants throughout the perinatal period. Initiatives such as the 1001 Critical Days manifesto and campaign mean that this book is extremely timely and will make a significant contribution to broadening this public mental health debate.'-Baroness Sheila Hollins, Emeritus Professor of Psychiatry of Disability at St George's University of London, Past President of the Royal College of Psychiatrists and of the BMA, and an independent member of the House of Lords'Surviving the Early Years is an essential read, which I strongly recommend. Parent-infant pioneer Stella Acquarone has given us a comprehensive book centred on the psychodynamics of traumatic early beginnings. Acquarone has carefully assembled thirteen chapters written by authoritative authors, each about a different trauma and its conscious and unconscious aspects, which will enrich the clinical and supervisory work of professionals of all levels of experience.'-Dr Estela Welldon, Consultant Psychiatrist in Forensic Psychotherapy at the Tavistock & Portman Clinics, Founder and President for Life of the International Association for Forensic Psychotherapy, and author of Mother, Madonna, Whore and Playing with Dynamite'Nothing in human life has greater impact than birth. The popular view of becoming a parent is of a joyous transition, and of the long-awaited emerging baby as loved and loving, but this book is a vital reality check. Some births come out of or lead into trauma. Stella Acquarone, calling on many years of pioneering work with parents and infants, has commissioned authoritative authors to describe a range of traumatic early beginnings; to elucidate, often using case histories, the psychodynamics of each; and, most important of all, to describe - even prescribe - multidisciplinary interventions that can offer hope of bringing light into otherwise dismal futures.'-Penelope Leach, PhD, CPsychol, FBPsS, Honorary Senior Research Fellow at the Tavistock and Portman NHS Trust, and author of Your Baby and Child, The Essential First Year, Family Breakdown, and Innovative Research in Infant WellbeingTable of ContentsForeword -- Introduction -- Thoughts in Search of a Thinker -- The emotional dialogue: womb to walking -- Sharing joyful friendship and imagination for meaning with infants, and their application in early intervention -- “Happy birthdeath to me”: surviving death wishes in early infancy -- Reaching the Vulnerable at Risk from “External” Circumstances -- Creating a safe space: psychotherapeutic support for refugee parents and babies -- Interventions with mothers and babies in prisons: collision of internal and external worlds -- Talking to, and being with, babies: the importance of relationship in the neonatal intensive care unit -- “Toward the baby”: first steps in supporting parents in early encounters with their infants. A reflection from Poland -- Adoption and fostering: facilitating healthy new attachments between infant and adoptive parent -- In a strange country without a map: special needs babies -- Vulnerable Groups Coming from “Internal” Fragile Circumstances -- Early recognition of autism -- The power of the relationship to awaken positive emotional potential -- Early paediatric intervention: to see or not to see, to be or not to be—with others -- Working in a National Health Service setting with toddlers at risk of autistic spectrum disorder -- Conclusion

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