Child and developmental psychology Books
Oxford University Press Inc Parenting Made Complicated
Book SynopsisScreen time. Daycare. Praise. Sleep training. Spanking and time-outs. Helicopter versus old school parenting. There are a lot of questions facing parents of young children but consistent and reliable science-based answers can be hard to find. Parenting Made Complicated, written by child psychiatrist Dr. David Rettew, tackles many of the biggest controversies facing new parents today and examines the science behind these issues with writing that is lively, personal, non-preachy, and even funny. This book doesn''t assume that the correct answer for each parenting dilemma is the same for each child. Instead it describes how different approaches may be required based on a child''s unique temperament or other important factors. Practical, informed, and entertaining, Parenting Made Complicated is a complete resource for parents and professionals alike who are looking for dependable information about today''s parenting controversies.Trade ReviewDr. Rettew does not offer hyped shortcuts. He tells it like it is: parenting is indeed complicated business. As a parent, scientist, and gifted writer, his volume provides much needed direction to the imperfect parents trying their hardest that we all are. * Dr. Andrés Martin, former editor-in-chief of the Journal of the American Academy of Child & Adolescent Psychiatry *Part scientist, part physician, part artist, and all parent — Dr. Rettew has given us a generous gift. Thoughtful, insightful, and eminently readable, Parenting Made Complicated will educate and delight moms and dads as they wade through the all too often murky waters of parenthood. * Jess Shatkin, author of Born to Be Wild *Table of ContentsPart 1: General Principles 1. It Depends Unpacking the Most Boring Answer in Science 2. Child Temperment A Primer on Personality Differences in Children 3. Tiger/Attatchment/Helicopter Parenting Searching for Truth Among the Books and the Blogs Part 2: Infancy 4. Pick Them Up or Let Them Cry (For a While)? The Passionate Debate over Sleep Training 5. Working Making Peace with the Childcare Wars 6. Got Milk? The Case for Breastfeeding Leading to Smarter and Happier Kids 7. Blue, Pink or Yellow? How Parents Can Affect Gender Development Part 3. Toddlers and Preschoolers 8. Yucky Finding Solutions for Picky Eaters 9. For the Sake of the Kids Considerations on Separation and Divorce 10. Sparing the Rod (and the Chair?) Spanking, Time-Outs, and Other Disciplinary Techniques 11. IToddler The Effects of Early Media and Technology Use 12. Good Job! Science Examines Praising and Overpraising 13. The Next Steps Putting Knowledge Into Action 14. References
£29.44
Oxford University Press Handbook of Advances in Culture and Psychology
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Oxford University Press Mental files in Perspective
Book SynopsisThis book introduces mental files theory and applies it to the development of perspective taking in early childhood.
£40.00
Oxford University Press, USA Evolution Early Experience and Human Development
Book SynopsisTrade ReviewThis ambitious book asks such profound questions as: Where do we come from? Why and how are we who we are? In light of evolutionary theory, the authors concentrate specifically on interpersonal experiences early in life and their influence on later health... The text provides a window into the pioneering work in the study of human evolution. * Journal of the Norwegian Medical Association, July 2013 *Table of ContentsContributors ; Editors ; SECTION I HUMAN NATURE: THE EFFECTS OF EVOLUTION AND ENVIRONMENT ; Chapter 1. The Value of the Environment of Evolutionary Adaptedness for gauging children's well-being ; Darcia Narvaez, Jaak Panksepp, Allan Schore, Tracy Gleason ; Chapter 2. Bowlby's "Environment of evolutionary adaptedness": Recent studies on the interpersonal neurobiology of attachment and emotional development ; Allan Schore ; Commentary: Early experience, neurobiology, plasticity, vulnerability and resilience by Michael Lamb ; Chapter 3. How primary-process emotional systems guide child development: Ancestral regulators of human happiness, thriving and suffering ; Jaak Panksepp ; Commentary: The integrative meaning of emotion by Daniel Siegel ; Chapter 4. Epigenetics and the environmental regulation of the genome and its function ; Michael Meaney ; Commentary: The messages of epigenetic research by Jerome Kagan ; Chapter 5. Neurobiology and the evolution of mammalian social behavior ; C. Sue Carter and Stephen W. Porges ; Chapter 6. Dopamine: Another 'magic bullet' for caregiver responsiveness? ; Alison Fleming, Viara Mileva-Seitz, Veronica M. Afonso ; Chapter 7. The Neurobiological basis of empathy and its development in the environment of evolutionary adaptedness ; Eric E. Nelson ; Commentary: The Death of Empathy? by Bruce Perry ; SECTION COMMENTARY: Born For Art, and the Joyful Companionship of Fiction by Colwyn Trevarthen ; SECTION II: EARLY EXPERIENCE: THE EFFECTS OF CULTURAL PRACTICE ; Chapter 8. Birth and the first postnatal hour ; Wenda R. Trevathan ; Chapter 9. Night-time nurturing: an evolutionary perspective on breastfeeding and sleep ; Helen Ball and Charlotte Russell ; Chapter 10. Touch and pain perception in infants ; Tiffany Field and Maria Hernandez-Reif ; Chapter 11. Infant feeding practices: rates, risks of not breastfeeding and factors influencing breastfeeding ; Zaharah Sulaiman, Lisa H. Amir and Pranee Liamputtong ; Commentary: Short term and long term effects of oxytocin released by suckling and of skin to skin contact in mothers and infants by Kerstin Uvnas Moberg ; Chapter 12. Developmental optimization ; Darcia Narvaez & Tracy Gleason ; Commentary: Darwin et al. on developmental optimization by David Loye ; SECTION COMMENTARY: Adaptations and Adaptations by Ross Thompson ; SECTION III: THEMES IN HUMAN EVOLUTION ; Chapter 13. Play, plasticity, and ontogeny in childhood ; Anthony D. Pellegrini and Adam F. A. Pellegrini ; Chapter 14. The Value of a play-filled childhood in development of the hunter-gatherer individual ; Peter Gray ; Chapter 15. Rough-and-tumble play and the cooperation-competition dilemma: Evolutionary and developmental perspectives on the development of social competence ; Joseph L. Flanders, Khalisa N. Herman, and Daniel Paquette ; Commentary: Play in Hunter-Gatherers by Barry Hewlett and Adam H. Boyette ; SECTION IV: PERSPECTIVES AND COUNTERPERSPECTIVES ; Chapter 16. Perspective 1: Why would natural selection craft an organism whose future functioning is influenced by its earlier experiences? ; Jay Belsky ; Chapter 17. Perspective 2: Play, Plasticity, and the Perils of Conflict: 'Problematizing' Sociobiology ; Melvin Konner ; Chapter 18. Perspective 3: The Emergent Organism: A New Paradigm ; William Mason ; Chapter 19. Perspective 4: Can science progress to a revitalized past? ; Gay Bradshaw ; Chapter 20. Perspective 5: Earliest experiences and attachment processes ; Howard Steele ; Chapter 21. Perspective 6: Nurturant vs. non-nurturant environments and the failure of the Environment of Evolutionary Adaptedness ; James W. Prescott ; Chapter 22. Perspective 7: It's dangerous to be an infant: on-going relevance of John Bowlby's Environment of Evolutionary Adaptedness (the EEA) in promoting healthier births, safer maternal-infant sleep, and breastfeeding in a contemporary western industrial context ; James J. McKenna and Lee T. Gettler ; SECTION V: CONCLUSION ; Chapter 23. The Future of human nature: Implications for research, policy, and ethics ; Darcia Narvaez, Jaak Panksepp, Allan Schore and Tracy Gleason ; Subject Index ; Author Index
£102.12
Oxford University Press Inc The Oxford Handbook of Infant Toddler and
Book SynopsisThe fully revised and updated Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the first clinically-informative, research-based reference for those seeking to understand and assess mental health in infants and young children. It details the latest empirical research on measures and methods of infant and young child assessment and provides clinically applicable information for those seeking to stay apprised of the latest empirical research on measures and procedures in early assessment. Through authoritative examination by leading developmental and clinical scholars, this handbook takes a closer look at current developmentally based conceptualizations of mental health function and dysfunction in infants and young children as well as current and new diagnostic criteria in specific disorders such as sensory modulation dysfunction, autism spectrum disorders, affective disorders, and post-traumatic stress disorder. The chapters are presented in four sections corresponding to four broad themes: contextual factors in early assessment; temperament and regulation in assessment of young children; early problems and disorders; and translation and varied applied settings for assessment. Each chapter presents state of the science information on valid, developmentally based clinical assessment and makes recommendations based on developmental theory, empirical findings, and clinical experience. Chapters have been added to cover family assessment, early care and educational environments, new approaches to distinguish temperament from psychopathology, assess language, and implement second stage screening and referral. The volume recognizes and highlights the important role of developmental, social, and cultural contexts in approaching the challenge of assessing early problems and disorders. This new, updated volume will be an ideal resource for teachers, researchers, and a wide variety of clinicians and trainees including child psychologists and psychiatrists, early interventionists, and early special educators.Trade ReviewA masterful revision of the first comprehensive approach to mental health assessments issues in infants and young children. The first edition was a classic and this 2nd edition continues this tradition. This will be a critically important book for research and clinicians alike. It remains the definitive guide to the topic of infant mental health assessment. * Fred R. Volkmar, Yale University *Table of ContentsIntroduction Part I. Contextual Factors in Early Assessment Chapter 1: Cultural Perspectives for Assessing Infants and Young Children Michelle Sarche, Monica Tsethlikai, Leandra Godoy, Robert Emde, & Candace Fleming Chapter 2: Theoretical and Empirical Foundations for Early Relationship Assessment in Evaluating Infant and Toddler Mental Health Roseanne Clark, Audrey Tluczek, Elizabeth C. Moore, & Amber L. Evenson Chapter 3: Assessment of Early Parent Child Relationships Roseanne Clark, Audrey Tluczek, Elizabeth C. Moore, Amber L. Evenson Chapter 4: Apprehending the Interpersonal Context of Early Childhood Development: A New Systemic Approach to Infant-Family Assessment James McHale & Susan Dickstein Chapter 5: Assessment in Early Care and Education Environments Laura Stout Sosinsky & Rachel A. Gordon Part II. Temperament and Regulation in Assessment of Young Children Chapter 6: Historical Background of the Study of Temperament and New Perspectives on Assessment Samuel P. Putnam, Maria A. Gartstein, & Mary Rothbart Chapter 7: Distinguishing Temperament from Psychopathology David Rettew Chapter 8: Infant Temperament and Early Self-Regulation Patricia Tan & Pamela Marie Cole Part III. Early Problems and Disorders Chapter 9: The Preschool Age Psychiatric Assessment (PAPA): A Structured Parent Interview for Assessing Psychiatric Symptoms and Disorders in Preschool Children Helen Egger, Adrian Angold, Brian Small, & William Copeland Chapter 10: Quantitative and Multicultural Assessment of Preschoolers' Behavioral, Emotional, and Social Problems: Multi Cultural Perspectives Thomas Achenbach Chapter 11: Assessment of Attachment in Infancy and Early Childhood Neil W. Boris, Tessa Chesher, & Valerie Wajda-Johnson Chapter 12: Assessment of Sensory Processing Disorder: The Interplay with Affect in the Context of Relationship Lucy Jane Miller, Molly Witten, & Roianne R. Ahn Chapter 13: Assessment of Language in Young Children Leslie Rescorla Chapter 14: Affective Disorders Cynthia Rogers & Joan L. Luby Chapter 15: Social Processes and Risk for Autism Cheryl Klaiman, Celine A. Saulnier, Emily Rubin, Katarzyna Chawarska, & Ami Klin Chapter 16: The Contribution of Developmentally Sensitive Measurement to Assessment of Disruptive Behavior in Young Children Sarah A.O. Gray & Lauren S. Wakschlag Chapter 17: Fear and Anxiety in Young Children and Their Assessment Suzanne Broeren, Jennifer Hudson, & Ronald M. Rapee IV. Translation and Varied Applied Settings for Assessment Chapter 18: A Community-Based Approach to Infant Mental Health Assessment: Infants and Parents at High Psychosocial Risk Miri Keren & Ruth Feldman Chapter 19: Screening for Risk in a Primary Care Setting Lynne C. Huffman & Joan Baran Chapter 20: Second Stage Screening and Referral Rebecca B. Silver, Megan Beers, Leandra Godoy, & Susan Dickstein Epilogue & Future Directions Alice S. Carter & Rebecca Del Carmen-Wiggins
£112.50
Oxford University Press Book Smart How To Develop And Support Successful
Book SynopsisReading aloud to and with young children is an experience that serves a variety of purposes. In Book Smart: How to Support Successful, Motivated Readers, the experience of reading together is used as a vehicle for discussing the varied yet interconnected language and literacy skills that jumpstart the career of a successful reader. Authored by two passionate psychologists and educators, this book is a how-to guide rich with stories, lessons, activities, and ideas aimed at addressing the broad range of interpersonal, social, emotional, and motivational skills that must be fostered in young children. The early chapters in this book will help you get your child ready for school and ready to read, and the later chapters will help you foster your child''s lifelong love of reading. Throughout the book, the authors also provide tips for building a special bond with your child through reading together - from giving appropriate praise to modeling persistence. Perhaps most importantly, this book serves as a guide along the path to becoming an independent reader. This journey begins with a discussion of oral language and emergent literacy skills and then moves into the child''s early writing attempts, story comprehension, general knowledge development and social-emotional growth. A highly informative but light-hearted read, this book will allow you to bring the joy of reading into your home.Trade Review"Book Smart is a big, generous treasure trove of information and instruction for parents. Zibulsky and Cunningham are passionate about the life of the mind and about how reading out loud to our children enriches their cognitive development and education, our families, and the entire community. Written in a clear, vivid style, the book is a perfect blend of practical advice and the theoretical and experimental reasons behind it." -- Paul Harding, Pulitzer Prize winner and author of Tinkers "This isn't a book that you'll read once and then put on a shelf. You'll pick it up and use it at every age and stage your child experiences on the path to reading success." -- Francie Alexander, Chief Academic Officer, Scholastic Inc. "Book Smart, by top scholars, offers a reliable and up-to-date summary of what helps children become better readers. The emphasis on the spoken word - on reading aloud to children and on direct spoken interchanges between children and caregivers (unusual in a book on reading) is well established in research, is enormously important, and is especially welcome. Congratulations!" -- E. D. Hirsch, Jr., Professor Emeritus of Education and Humanities, University of Virginia; Author of The Knowledge Deficit and Cultural Literacy: What Every American Needs to Know "[Book Smart] is a wonderful resource, a book that I read from cover-to-cover. Parents will find the most comprehensive information about reading to date and the crucial skills that are essential for its development. But what distinguishes this book among all the others is that while these authors are pre-eminent in the field of reading, they write with an eye carefully calibrated to their audience... These authors have masterfully unlocked the black box of learning to read in a way that never loses the passion and sheer intelligence they bring to their subject. It is a joy to read and will become a well-worn guide for parents and students of reading." --Susan B. Neuman, Professor and Chair, Teaching and Learning Department, NYU; Co-Editor, Reading Research Quarterly; former Assistant Secretary of Elementary and Secondary Education in the U.S. Department of Education "Written in parent-speak, Book Smart morphs the latest findings on reading development into fun activities and advice. Thank you Cunningham and Zibulsky for giving parents the toolkit that will help them raise literate, book-happy kids who learn to savor words and to inhabit new worlds through the printed page. Bravo!" --Kathy Hirsh-Pasek, Stanley and Debra Lefkowitz Professor of Psychology, Temple UniversityTable of ContentsPreface ; Chapter 1: Introduction to Shared Reading: Definitions and Practices ; Chapter 2: The Role of Oral Language in Reading Development: How Language Skills Lead to Literacy Skills ; Chapter 3: Emergent Literacy: The Roots of Reading ; Chapter 4: Learning to Write: How Writing Makes You a Better Reader and Thinker ; Chapter 5: Story Comprehension ; Chapter 6: The Effects of Reading Volume: Vocabulary and Knowledge Growth ; Chapter 7: The Social and Emotional Benefits of Reading Together ; Chapter 8: Conclusion
£28.49
The University of Chicago Press The Development of FutureOriented Processes John D C T Macarthur FNDTN Ser Mental HealthDEV MF
Book SynopsisHow do children develop an understanding of future events? In this review of two decades of empirical and theoretical work, leading researchers in developmental psychology and neuroscience explore what is known about the development of future-oriented processes.Table of ContentsIntroduction Marshall M. Haith, Janette B. Benson, Ralph J. Roberts Jr., Bruce F. Pennington 1: Visual Expectations as the First Step toward the Development of Future-Oriented Processes Marshall M. Haith 2: In Search of Infant Expectation J. Steven Reznick 3: Planning and Perceiving What Is Going to Happen Next Claes von Hofsten 4: Perception, Action, and Skill: Looking Ahead to Meet the Future Ralph J. Roberts Jr., Michael Ondrejko 5: Learning, Prediction, and Control with an Eye to the Future Duane M. Rumbaugh, E. Sue Savage-Rumbaugh, David A. Washburn 6: Developmental Transitions in Children's Early On-Line Planning Thomas R. Bidell, Kurt W. Fischer 7: Discovering the Present by Predicting the Future David Klahr 8: Neural Mechanisms of Future-Oriented Processes: In Vivo Physiological Studies of Humans Daniel R. Weinberger, Karen Faith Berman, James Gold, Terry Goldberg. 9: The Working Memory Function of the Prefrontal Cortices: Implications for Developmental and Individual Differences in Cognition Bruce F. Pennington 10: Language in, on, and about Time Elizabeth Bates, Jeffrey Elman, Ping Li 11: Using Goal-Plan Knowledge to Merge the Past with the Present and the Future in Narrating Events on Line Tom Trabasso, Nancy L. Stein 12: Considering the Concept of Planning Barbara Rogoff, Jacquelyn Baker-Sennett, Eugene Matusov 13: The Origins of Future Orientation in the Everyday Lives of 9- to 36-Month-Old Infants Janette B. Benson 14: The Rashomon Phenomenon: Personal Frames and Future-Oriented Appraisals in Memory for Emotional Events Nancy L. Stein, Tom Trabasso, Maria Liwag Epilogue: Further Directions: Variations in the Use of Future-Oriented Processes Robert N. Emde List of Contributors Author Index Subject Index
£76.00
Springer Us The Ingenious Mind of Nature Deciphering the Patterns of Man Society and the Universe Path in Psychology
Book SynopsisSince humans have initiative and can sometimes change the natural course of events, how can we find a system to understand our own actions and the workings of society at large? This book explains the mechanics of change and provides a concept that accounts for the growth and decline of all systems.Table of ContentsConcept; Categories, Structure, and Factors; Mechanics; Derivations and Applications; Roots among the Physical Sciences; Insight from the Social Sciences; Truth, Logic, and Communications; Automation and Computer Science; Military Science and Game Theory; Physics and Chemistry; Engineering; Physiology and Genetics; Pathology; Blueprint of Evolution; The Psyche, Marriage, and Organizational Behavior; Economics; Nations and Government; International Relations and War; Ethics, Theology, and Jurisprudence; Epilogue; Glossary; App. A Experiments, Models, Meta-Analyses; App. B Comparative Systems; Notes; Selected Reading; Index
£40.49
Elsevier Science A Pragmatic Guide to Low Intensity Psychological
Book SynopsisTrade Review"It is great to see a book specific to low-intensity working, as the field continues to develop and expand. It would make a welcome addition to reading lists for low-intensity training programmes, and to service, or personal, libraries and bookshelves for those working as, with, or alongside low-intensity practitioners. The fact it is written by James and Liz, who are so experienced in low-intensity practice themselves is an added joy. The book is an accessible insight for those who have not worked as low-intensity practitioners themselves, with plenty of reference to wider research and underpinning policy. For those who have worked, or are currently working or training in the field, this book is the equivalent of a helpful conversation with a knowledgeable, supportive, experienced colleague who will ask the right questions, cover the relevant topics, and challenge you to dig a bit deeper. James and Liz write wonderfully, and hit that perfect balance between a well-researched academic text and an accessible guide that tells it as it is." -- Kirsty McNeilis, Specialist Lecturer and Unit Lead on the Children and Young People's Wellbeing Practitioner (CWP) PG Diploma at the Greater Manchester Psychological Therapies Training Centre (GMPTTC), Programme Lead on the Enhanced Evidence-Based Practice (EEBP) Programme at the GMPTTC "Working in health care services requires a wholly pragmatic approach which combines clinical best practice, operational guidelines and an understanding that real people (staff and our clients) do not neatly fit into boxes. This book fits beautifully into that space and is much needed for those working in low intensity roles and balancing what they have learned in training and what they see in clinical practice. Liz and James are experts in their field and bring experience and real-world knowledge together in a way that is easy to read and supportive to practitioners at all stages of their low intensity careers." – Dr. Sarah Watts, Clinical Director, Staffordshire and Stoke-on-Trent Talking Therapies Service, Midlands Partnership Foundation Trust "This is a detailed and considered exploration of what it really means to deliver LI therapies. The personal reflections and practice specific examples remind of the importance of working inclusively, and of the human connections which are at the heart of all helping and healing. An informative, engaging and thought provoking read for any practitioner." – Dr Orla McDevitt-Petrovic, Lecturer in Psychology, Ulster University "This book offers gritty, honest insights into the realities of working as a Low Intensity Therapist and forms a useful survival guide for trainees as well as anyone currently working, or considering working, in IAPT/NHS Talking Therapies. Presenting a nuanced, critical examination of key aspects of this healthcare service model, it is an essential resource for anyone interested in reflecting on IAPT/NHS Talking Therapies and the impact on the wider psy-sector in the UK and beyond. There is a timely exploration of important issues, including therapist burnout; the intersection of social deprivation and mental health; clinical realities around attempting to measure therapeutic outcomes; and adapting therapies for the needs of socially minoritized groups." – Dr. Sarah Cantwell, Cognitive Behavioural Therapist and Counsellor, Researcher, Founding member of IAPT Workers Café "This is a much-needed resource for Low Intensity Trainees, Practitioners, Supervisors and Educators written from the Perspective of Low Intensity Practitioners. It provides an insightful and comprehensive, yet accessible, overview of the current context of Low Intensity Psychological Therapy. It covers key topics such as describing ‘Low Intensity’, discussing our role within Multidisciplinary Teams and inclusive ways of working, to mention a few. It also doesn’t shy away from key dilemmas and difficult topics, which are often avoided or skirted around. The case vignettes, personal experience and current literature ensure the content is engaging." -- Taf Kunorubwe, CBT Therapist in Private Practice & Programme Director for the Postgraduate Certificate in CBT Skills at the University of South Wales "This is an outstanding book that will be of significant interest to PWP and low intensity practitioners and students, academics and those in the wider field of CBT. It is beautifully written in an accessible and easy-to-understand style; very well researched with fabulous insights cushioned by the most up-to-date research and follows a structure that provides scaffolding for the reader to deepen their understanding while enjoying the journey." -- Dr. Paul Sullivan, Reader in Psychology, Dept. of Psychology, University of Bradford "In 1944, Winston Churchill said, "The farther back you can look, the farther forward you are likely to see." The historical context of the Wellbeing Practitioners suggests that the journey has only started. Unquestionably, in England, the IAPT impact has been phenomenal, on multiple levels. What is arguable, is the value and at what cost. The execution of the initiative into clinical delivery needed to be responsive and reactionary. Consistency in dynamic mental health services will rub against the finite resources in health economics. Authoritatively our authors applaud the virtues of IAPT and PWP’s role wrapped around statutory services; with brave openness, they provide an experiential critical analysis that might be uncomfortable reading for some. This compelling book will inform a much-needed sensible debate, essential in a dynamic evolving modern health care system. From future trainees, wellbeing practitioners, service managers, clinical leads, and commissioners, to policymakers in England and nations beyond, all will find this book accessible, comprehensive and an essential point of reference to what comes next." -- Lee Grant, Clinical Director, Onebright Efficacy; Board Trustee, British Association for Behavioural & Cognitive Psychotherapies "An innovative new light on low intensity psychological therapies. Finally, low intensity therapy is no longer at the bottom of a hierarchy of superior therapies. This book credits low intensity therapy as its own entity, with something unique and different to offer. It provides clinical guidance for Psychological Wellbeing Practitioners that highlights the challenges this profession continues to face, as well as it’s valuable successes in primary care mental health services. A must read for any clinician, trainee or academic working in the field of NHS Talking Therapies (formerly IAPT)". -- Laura Stevenson, Programme Director for Low Intensity Psychological Therapies, Newcastle University "With this book, the authors have managed to capture a side of low-intensity work rarely discussed formally: the actual reality of the day to day work of thousands of Psychological Wellbeing Practitioners across England, and beyond. In some ways a reflection of how far we’ve come, and in others a call to arms, there is a tone throughout that invites conversation and ways for practitioners to become more involved with the discussion about the work they do. The book also offers useful insights into advanced practice, such as long-term conditions work, supervision and therapeutic relationships. Ultimately, it reads as a passionate manifesto for an emerging profession." -- Samantha Torney, Lead Psychological Wellbeing Practitioner "I am delighted to finally have a book that conceptualises and brings to the forefront the benefits and value of low intensity interventions to both patients and the overall healthcare system. The specific theories of ideas, techniques and practice are not something easily documented when it comes to outcomes and improvements in a person’s quality of life. However, in this book, we see many examples of the immense beneficial changes to patients through shared learning. One of the many things in particular that resonate is the focus of the importance of the integration with existing healthcare pathways especially when recognising the overlap between mental and physical health and wellbeing and one of the reasons this often fails to happen is the lack of acknowledgement for the benefits of low intensity interventions. Many guidelines put them into the category of self-help which often lacks evidence-based research – something which prevents healthcare professionals from acknowledging within clinical pathways. Here we have such a powerful tool evidenced recognising symptoms which are real to patients living with long-term conditions." -- Professor Sonio Cottom, Director, Pain Association, Scotland.Table of Contents1. Low Intensity Psychological Interventions 2. Defining Success 3. Training and Competency 4. Working with Challenging Social Contexts 5. The Role of Low Intensity Psychological Interventions in Physical Healthcare 6. Working Inclusively with Gender and Sexual Diversity 7. Psychological Practitioner Wellbeing 8. Navigating Relationships and Therapeutic Boundaries 9. Reflecting on Interpersonal Practice 10. Supervision 11. Professional Identity 12. Discussing International Applications
£103.50
Elsevier Science Research Ethics in Behavior Analysis
Book SynopsisTable of ContentsFrom Fuller to Fawcett: A Human Rights History of Research Ethics in Behavior Analysis Ethical Principles and Values Guiding Modern Scientific Research Equity, Diversity, Inclusion, and Accessibility in Research On Staying Open: Thoughts on the Ethics of Seeking Funding for Basic Behavioral Research Obtaining Resources to Support Research in Applied Clinical Settings Subject Recruitment, Consent, and Assent Ethical Considerations with Balancing Clinical Effectiveness with Research Design Conducting Research in Applied Settings: Aligning Research and Applied Goals Data Handling: Ethical Principles, Guidelines, and Recommended Practices Ethically Communicating Research Findings Supporting the Replication of Your Research
£103.50
Elsevier Science Clinicians Guide to Sexuality and Autism
Book SynopsisTable of ContentsPart One: Introduction and Foundational Material 1. Why is this book necessary? 2. How to use this book 3. Interventions Part Two: Curriculum 4. Age ranges 5. Body parts 6. Menstrual care 7. Reproduction and birth control 8. Health and hygiene 9. Sexuality and the law 10. Online activity 11. Sexual acts 12. Consent 13. Social skills 14. Sexual abuse prevention and reporting 15. Masturbation 16. Sexual orientation 17. Gender identity 18. Individual preferences 19. Types of relationships 20.Problem solving and critical thinking Appendix 21. Resources 22. Concluding thoughts
£108.90
Cengage Learning, Inc Bundle HDEV 6th MindTapV2.0 1 term Printed
Book SynopsisLearn Life-Span Development YOUR Way with HDEV! HDEV's easy-reference, textbook presents course content through visually engaging chapters. With the textbook or on its own, HDEV MindTap allows you to learn on your terms. Read or listen to textbooks and study with the aid of instructor notifications, flashcards and practice quizzes. Track your scores and stay motivated toward your goals. Whether you have more work to do or are ahead of the curve, you'll know where you need to focus your efforts. And the MindTap Green Dot will charge your confidence along the way. When it's time to study, everything you've flagged or noted can be gathered into a guide you can organize.
£60.99
Taylor & Francis Ltd The Psychology of Exercise
Book SynopsisWhy should we exercise? When should we exercise? Why donât we exercise? The Psychology of Exercise separates fact from fiction, delving into key theories, ideas, and the impact of life stages on when, why, and how we exercise. It explores the barriers and motivators to exercise for children, teenagers, adults, and retirees as well as for those living with a chronic health condition. It shows how when we personalise activity programmes, exercise becomes a life-affirming, life-lengthening habit.Using real-life case studies from those who work with exercisers at all levels, The Psychology of Exercise shows us the huge value that comes from exercising in every stage of our lives.Table of ContentsIntroduction The Theories of Exercise The Psychology of Exercise for Children The Psychology of Exercise for Teenagers The Psychology of Exercise for Adults The Psychology of Exercise for Retirees The Psychology of Exercise with a Health Condition The Psychology of Exercise Addiction
£12.99
Taylor & Francis Ltd Research Methods for Understanding Child Second
Book SynopsisButler and Huang's book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years.The last decade has seen a growing number of L2 studies of children aged 412, a demographic with special developmental characteristics that confound research methods designed for studying adults. Written by experts from a variety of disciplines, this book covers major research methods and techniques in existing L2 development research, including observations, surveys, interviews, introspective methods, speech production methods, receptive methods, eye tracking, and brain imaging, as well as research methods specifically designed for L2 children with special educational needs. The book also discusses various age-related considerations and challenges if they are employed to young L2 learners.This will be essential reading for SLA, child development, and TESOL researchers, and students iTrade ReviewThe potential of this book is enormous. No longer can L2 researchers claim ignorance to the nuances and challenges of working with younger learners, a population so often overlooked. Yuko Butler and Becky Huang’s volume, and the entire cast of contributors, deftly guides us on a full spectrum of methodological approaches and the myriad issues we are likely to encounter in conducting research with children. It’s now up to us—the L2 research community—to step up and to put in to practice the time- and experience-tested techniques described herein. And I very much hope we will. (Luke Plonsky, Northern Arizona University)This book is a gem for researchers of children’s L2 development! It offers wise guidance across a wealth of methods, from ethnography and interviews, to eye-tracking and brain imaging, and a lot more. With its exciting selection of authors and its comprehensive coverage, this is the ideal textbook for a research methods course focusing on L2 children populations. (Lourdes Ortega, Georgetown University) In an increasingly bilingual world with more and more children growing up exposed to an additional language either at birth or as young as age 2-5, this long-needed volume will make a very timely and notable contribution to the field of child L2 acquisition. With its different chapters discussing, in a highly accessible fashion, a variety of research methods in reference to the relevant theoretical framework behind them, the book will serve as an excellent resource for both novice and expert researchers interested in identifying intricate issues in child L2 development. I strongly recommend it. (Ayşe Gürel, Bogazici University)Table of ContentsTable of ContentsChapter 1 Introduction: Researching Child Second Language Development (Becky H. Huang & Yuko Goto Butler)Chapter 2 Observation and ethnographic methods for researching young learners (Peter Sayer & Susan Ataei)Chapter 3 Surveys and questionnaires with young language learners (Emiko Hirosawa & W. L. Quint Oga-Baldwin)Chapter 4 Using interviews with children in L2 research (Annamaria Pinter)Chapter 5 Verbal Reports as a Window for Understanding Mental Processes among Young Learners (Yuko Goto Butler)Chapter 6 Research methods for evaluating second language speech production (Becky H. Huang & Rica Ramírez) Chapter 7 Receptive methods in child bilingualism and second language acquisition (Silvina Montrul, Alexandra Morales-Reyes & Begoña Arechabaleta Regulez)Chapter 8 Eye-tracking methods in child SLA research (Paola E. Dussias & Karen Miller)Chapter 9 Brain imaging methods (Nia Nickerson & Ioulia Kovelman)Chapter 10 Research methods for L2 children with special needs (Li Sheng & Sharon R. Hollenbach)Chapter 11 Considerations for Research Methods to Study Child Second Language Development (Yuko Goto Butler)
£36.99
Taylor & Francis Ltd Cerebellum and Cerebrum in Homeostatic Control
Book SynopsisCerebellum and Cerebrum in Homeostatic Control and Cognition presents a ground-breaking hybrid-brain psychology, proposing that the cerebellum and cerebrum operate in a complementary manner as equal cognitive partners in learning based control. The book synthesises contemporary neuroscience and psychology in terms of their common underlying control principle, homeostasis. Drawing on research and theory from neuroscience, psychology, AI and robotics, it provides a hybrid control systems interpretation of consciousness and self; unconscious mind; REM dream sleep; emotion; self-monitoring and self-control; memory, infantile amnesia; and, cognitive development. This is used to investigate different elements of cerebellum-cerebrum offline interaction; including attention and working memory, and explores cerebellar and cerebral contributions to various aspects of a number of disorders; including ADHD, ASD and schizophrenia. Presenting original ideas around neuropsychological architecture, the book will be of great interest to academics, researchers, and post-graduate students in the fields of neuropsychology, cognitive psychology, neuroscience and clinical psychology.Table of Contents1. Homeostasis, brain, and cognition. 2. Cognition as information representation and processing. 3Learning based control. 4. Critical issues in cognition and learning based control. 5. Brain: Basic structure, control function and development. 6. Brain and cognition: cerebellum and cerebrum. 7. Brain as a hybrid computer: cerebellum and cerebrum as complementary components. 8. Brain-Mind: an integrated architecture. 9. Dreaming brain and dreaming mind. 10. Brain-Mind architecture and an integrated psychology. 11. Psychological processes in terms of neuro-systems dialogue. 12. Systems balance and imbalance: mental health, mental disorders, and some implications for education
£128.25
Taylor & Francis Ltd Supporting Children with Social Emotional and Mental Health Needs in the Early Years
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£24.51
Taylor & Francis Handbook of Practical Second Language Teaching
Book SynopsisThis authoritative volume is a practical, comprehensive, and state-of-the-art overview of current knowledge and research on second and foreign language teaching and learning. Thorough and reader-friendly, the Handbook is organized logically into six parts that address all major areas of L2/FL teaching and learning: Part I: Learning Contexts and Language Teaching covers the diverse populations of language learners, their needs, and the challenges they face Part II: Curriculum and Instruction addresses curriculum and materials design, and includes exemplars of instructional approaches with wide applicability across contexts Part III: Listening and Speaking overviews listening pedagogy, speaking skills, and pronunciation, among other key topics Part IV: Reading and Writing includes chapters on all practical matters related to learning to write in another language, with attTable of ContentsPreface Eli Hinkel Part I. Learning Contexts and Language Teaching Chapter 1. The Changing Landscape of English Language Teaching and Learning David Nunan Chapter 2. Second Language Literacy: Kindergarten to Grade 12 Reginald Arthur D’Silva and Lee Gunderson Chapter 3. Teaching L2 Academic Language in K-12: A Contextual and Developmental Perspective Maria Estela Brisk Chapter 4. English for Academic Purposes Christine M. Tardy Chapter 5. English for Specific Purposes: Classroom Needs Analysis James Dean Brown Chapter 6. Teaching English to Young Learners Sue Garton and Serdar Tekin Chapter 7. English as a Lingua Franca Andy Kirkpatrick and Iris Schaller-Schwaner Part II. Curriculum and Instruction Chapter 8. Curriculum in Language Teaching Kathleen Graves Chapter 9. Materials Development for Language Learning: Ways of Connecting Practice and Theory in Coursebook Development and Use Brian Tomlinson Chapter 10. Content-Based Instruction: Innovations and Challenges Marguerite Ann Snow Chapter 11. Corpus Uses in Language Teaching Eric Friginal and Ashleigh Cox Chapter 12. Computer Assisted Language Learning Greg Kessler Chapter 13. Digital Literacies and Language Learning Rodney H. Jones Chapter 14. Teaching Online: Design for Engagement Maggie Sokolik Chapter 15. Professional Learning through Professional Development for Second Language Teachers MaryAnn Christison and Denise E. Murray Part III. Listening and Speaking Chapter 16. Teaching Listening: Dichotomies, Choices, and Practices Anne Burns and Joseph Siegel Chapter 17. Second Language Listening Michael Rost and Steven Brown Chapter 18. Teaching Speaking to Language Learners in the 21st Century MaryAnn Christison Chapter 19. Teaching Speaking in L2 Contexts Willy A. Renandya and Minh Thi Thuy Nguyen Chapter 20. Effective Pronunciation Teaching Donna M. Brinton Chapter 21. Pronunciation and Technology John M. Levis and Ivana Rehman Part IV. Reading and Writing Chapter 22. Teaching and Learning English Spelling Adam Brown Chapter 23. L2 Writing: Toward a Theory-Practice Praxis Lawrence Jun Zhang Chapter 24. Feedback on L2 Student Writing: Current Trends and Future Directions Dana R. Ferris Chapter 25. Principles for Reading Instruction William Grabe and Fredricka L. Stoller Chapter 26. Building a Convergent Model of the Interlanguage Reading System Barbara Birch Chapter 27. Extensive Reading Rob Waring Part V. Vocabulary and Grammar Chapter 28. Teaching and Learning Vocabulary Paul Nation Chapter 29. Re-Examining Some Conventional Assumptions in Vocabulary Teaching: What Can We Learn from the Research? Penny Ur Chapter 30. Taking a Practical Approach to Academic Vocabulary in Second Language Teaching and Learning Averil Coxhead and Thi My Hang Nguyen Chapter 31. Teaching and Learning Multiword Expressions Eli Hinkel Chapter 32. Teaching Grammar for a Purpose in Academic Writing Jan Frodesen Chapter 33. The Grammar Choices that Matter in Academic Writing Nigel A. Caplan Part VI. Intercultural Communication and Pragmatics Chapter 34. Principles of Teaching Intercultural Communication in TESOL Lixian Jin and Martin Cortazzi Chapter 35. Teaching and Learning Pragmatics Naoko Taguchi
£123.50
Taylor & Francis Ltd Practice and Automatization in Second Language
Book SynopsisPractice is a recurring and popular theme in language education. However, the concepts of practice and automatization have recently received renewed theoretical and practical interest and are increasingly being explored from the skill acquisition theory and cognitive psychology perspectives.In this volume, leading scholars discuss the optimal types, amounts, and schedules of practice for specific language structures and skills, as well as for various types of learners and learning contexts, to facilitate second language development. They illuminate how practice is instantiated for specific groups of teachers and learners in diverse institutionalized contexts, such as foreign language curriculum development, intelligent computer-assisted language learning systems, task-based language teaching, and study abroad. Furthermore, original methodological syntheses of extant research on practice and automatization are presented, along with guides for conducting empirical research on tTable of ContentsList of contributors AcknowledgementsChapter 1 Introduction: Practice and Automatization in a Second LanguageYuichi SuzukiPART I FoundationsChapter 2 Explicit learning at the initial stages of SLA: Optimizing input and intake processingYuichi Suzuki, Tatsuya Nakata, and John RogersChapter 3 Skill learning theories and language teaching: Different strokes for different folksMasatoshi SatoPART II Teaching Approaches and ContextsChapter 4 Situating practice in a limited-exposure, foreign languages school curriculum Emma Marsden and Rachel HawkesChapter 5 Supporting individualized practice through Intelligent CALLSimon Ruiz, Patrick Rebuschat, and Detmar MeurersChapter 6 Integrating systematic practice into task-based language teachingCraig LambertChapter 7 Practice in study abroad contextsKevin McManusPART III Methodological SynthesisChapter 8 A synthesis of L2 practice research: What is “practice” and how has it been investigated?Ryo Maie and Aline GodfroidChapter 9 Measuring automaticity in a second language: A methodological synthesis of experimental tasks over three decades (1990-2021)Yuichi Suzuki and Irina ElgortChapter 10 Measuring speaking and writing fluency: A methodological synthesis focusing on automaticityShungo Suzuki and Andrea RévészChapter 11 Conclusion: Future directions of practice and automatization researchYuichi SuzukiIndex
£42.74
Taylor & Francis Childrenâs Interests Inquiries and Identities
Book SynopsisChildrenâs curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what childrenâs interests are and have been criticised for trivialising childrenâs interests. This book offers a critical and accessible engagement with research on childrenâs interests that challenges us to move beyond surface-level understandings. Childrenâs Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding childrenâs learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take childrenâs interests seriously. Moving beyond play-based activities, Helen Trade ReviewRaising critical questions about children’s interests, Helen Hedges invites deeper interpretations of a concept that has suffered from surface level understandings and simplistic practices for many years. She has created a thought-provoking book for all those who believe that we owe it to children to make their learning deep, relevant, and meaningful.Associate Professor Maria Birbili, Aristotle University of Thessaloniki, Greece This inspiring book presents a compelling case for taking children’s interests seriously. Drawing upon a wealth of examples, the book guides readers towards deeper analysis and understanding of children’s interests, inquiries, and identity development. Bringing together theory, research, and practice, the author demonstrates how interests can inform models of curriculum and pedagogy that have meaning and relevance for children. This is an essential resource for all involved in the education of young children.Dr Liz Chesworth, University of Sheffield, England A systematic theorisation of children’s interests has not received the attention it needs. Helen Hedges takes up this challenge and brings together interpretations of what we mean by "children’s interests". Vignettes add richness to the book, speaking directly to practice and building professional knowledge. By re-naming, re-claiming, and theorising children’s interests, she brings forward new ways of conceptualising foundational practices in early childhood education. Professor Marilyn Fleer, Monash University, Melbourne, Australia This original and scholarly book draws on sustained empirical research with a wealth of examples, a coherent theoretical framework that stands as a timely counterpoint to the dominant narratives of child development, and critical analysis of contemporary policy frameworks. The focus on children’s interests, inquiries, and identities brings attention to their diverse lives, experiences and capabilities. The strong theory-practice integration makes this book accessible for teachers, professionals who work with children and families, and for parents and kinship members. Students will benefit from the ethical and methodological reflections, as well as the scholarly justifications for engaging with alternative ways of understanding children’s possibilities and potential. Professor Elizabeth Wood, University of Sheffield, England Table of Contents1. Children’s interests: Beyond the activities of the moment 2. Interests and informal learning: A powerful relationship 3. Children’s interests: Debates, tensions, and possibilities in practice and policy 4. Understanding children’s interests: Relational, ethical research 5. Deeper understandings 1: Funds of knowledge as a framing for interests 6. Deeper understandings 2: Children’s inquiries and identities 7. Deeper understandings 3: Children’s working theories 8. (Re)Positioning teachers’ interests in curriculum and pedagogy 9. Interests, identities, and outcomes beyond childhood 10. Taking children’s interests seriously: Interests-related curriculum and pedagogy
£34.19
Taylor & Francis Ltd The Routledge Handbook of Second Language
Book SynopsisThis Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.Table of ContentsEditors’ IntroductionPart I: Theoretical Foundations and Processes Underlying Speaking1. Bilingual Models of SpeakingKees de Bot and Szilvia Bátyi2. Psycholinguistic Processes in L2 Oral Production Daphnée Simard3. A Complex Dynamic Systems Theory Perspective on Speaking in Second Language Development Wander Lowie and Marjolijn Verspoor4. Sociocultural Approaches to Speaking in SLAVictoria Surtees and Patricia Duff5. Aptitude and Individual Differences Joan C. Mora6. Language AnxietyMałgorzata Baran-ŁucarzPart II: Research Issues7. Speaking Research MethodologiesCharles Nagle, Tracey M. Derwing and Murray J. Munro8. Spoken CorporaAmanda Huensch and Shelley Staples9. Speaking Assessment Noriko IwashitaPart III: Core Topics10. Pronunciation Learning and TeachingTracey M. Derwing and Murray J. Munro11. Speech Intelligibility John M. Levis and Alif O. Silpachai12. Speech ComprehensibilityPavel Trofimovich, Talia Isaacs, Sara Kennedy and Aki Tsunemoto13. FluencyJimin Kahng14. The Role of Prosody Across LanguagesYanjiao Zhu and Peggy Mok15. Grammar for SpeakingJune Ruivivar and Laura Collins16. Conversational Interaction Studies Jaemyung Goo17. Pragmatics: Speaking as a Pragmalinguistic ResourceKathleen Bardovi-HarligPart IV: Teaching Speaking18. Second Language Speaking StrategiesSara Kennedy19. Teaching VocabularyMarlise Horst 20. The Role of Formulaic Sequences in L2 Speaking Duy Van Vu and Elke Peters21. Technology for Speaking Development Walcir Cardoso22. Curriculum Issues in Teaching L2 SpeakingJonathan Newton, Trang Le Diem Bui, Bao Trang Thi Nguyen, and Thi Phuong Thao Tran23. Oral Language Development in Immersion and Dual Language Classrooms Roy Lyster and Diane J. Tedick24. Speaking and English as a Lingua FrancaEnric LlurdaPart V: Emerging Issues25. Workplace Communication Lynda Yates26. The Relationship Between L2 Speech Perception and Production Ron I. Thomson27. The Relationship Between Gestures and Speaking in L2 LearningMarianne Gullberg28. Speech-Language Pathologists and L2 SpeakersMarie Nader29. Child L2 Speakers with Language and Communication Disorders Johanne Paradis30. Training Interpreters Jim Hlavac31. First Language AttritionMonika SchmidIndex
£204.25
Taylor & Francis Really Raising Standards
Book SynopsisWritten by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children''s performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.Trade Review`... recommend this book ... strongly to anyone who has specific interests in cognitive intervention programmes and indeed, to all those who are interested in reading an account of a research project aimed at raising standards in schools today.' - British Education Research Jrnl'This book is a challenging account of an interesting experiment and should be read widely. It underlines the importance of long term research programmes based on a consistent theoretical perspective.' - European Journal for High AbilityTable of ContentsPreface 1. Learning, development and intervention 2. Describing and measuring cognitive development 3. A review of intervention programmes 4. Features of successful intervention 5. The development and delivery of a programme 6. Evaluating the programme 7. Implications for the models of the mind 8. Other domains, other ages 9. Changing practice 10. Really raising standards Appendix: Added value
£37.99
Taylor & Francis Lifespan Development
Book SynopsisThis thorough revision of the highly successful first edition of Life-Span Development offers the reader a wide-ranging and thought provoking account of human development throughout the lifespan. The lifespan approach emphasises that development does not stop when we cease to be adolescents but goes on throughout adulthood and into old age. In initial chapters Leonie Sugarman outlines the issues surrounding the notion of development and how it can be studied, including reviews of the work of key theorists Erikson, Levinson and Gould. She goes on to consider the different ways in which the life course can be construed: as a series of age-related stages; as a cumulative sequence; as a series of developmental tasks; as a series of key life events and transitions or as a narrative construction which creates a sense of dynamic continuity. A final chapter looks at how people cope, the resources that are available and the theoretical and practical issues regarding interventions to aTrade Review"In a relatively short book it is quite remarkable how many concepts, theories and perspectives are described with such clarity, detail and critique. ... It all adds up to a tapestry as rich and as complex as human life itself." - Christine Doyle, Department of Psychology, University of East London"This is an excellent revision to the original text. … This book makes a substantial contribution to the furthering of our understanding of life-span development psychology." - Ian Rivers, College of Ripon and York St JohnTable of ContentsLifespan Developmental Psychology. Collecting Data About Lives. Age Stages and Lifelines. Cumulative Sequences. Developmental Tasks. Life Events and Transitions. Dynamic Continuity Through Narrative. Intervention.
£37.99
Taylor & Francis Ltd Delinquent and Neurotic Children A comparative study
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£71.99
Taylor & Francis A Study of Childrens Thinking International Behavioural and Social Sciences Classics from the Tavistock Press
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£185.00
Taylor & Francis Ltd Studies of Troublesome Children
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£250.00
Taylor & Francis Ltd Discussions on Child Development Volume one Vol 1
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£210.00
Taylor & Francis Discussions on Child Development Volume two 2
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£54.99
Taylor & Francis Ltd Discussions on Child Development Volume three Vol 3
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£210.00
Taylor & Francis Discussions on Child Development Volume four Vol 4
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£210.00
Taylor & Francis Ltd Collected Papers Through paediatrics to psychoanalysis
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£325.00
Taylor & Francis The Child and the Outside World
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£210.00
Taylor & Francis Ltd The Emotional Experience of Adoption
Book SynopsisAdoption is an extremely complex and emotionally demanding process for all those involved. This book explores the emotional experience of adoption from a psychoanalytic perspective, and demonstrates how psychoanalytic understanding and treatment can contribute to thinking about and working with adopted children and their families.Drawing on psychoanalytic, attachment and child development theory, and detailed in-depth clinical case discussion, The Emotional Experience of Adoption explores issues such as: the emotional experience of children placed for adoption, and how this both shapes and is shaped by unconscious processes in the child's inner world how psychoanalytic child psychotherapy can help as a distinctive source of understanding and as a treatment for children who are either in the process of being adopted or already adopted how such understanding can inform planning and decision making amongst professionals and carers. <Trade Review'An interesting, informative and enjoyable read, the volume conveys core psychoanalytic ideas relevant to adoption and insights into therapeutic processes in a very vivid and accessible fashion.' - Malcolm Hill, Glasgow School of Social Work, UK'Focusing on the trauma experienced by most adopted children prior to being taken into care, this book conveys the damage these children have sustained and the impact of this on their new family and the professionals involved. Psychoanalytic ideas both help understanding and provide a means of amelioration by offering treatment possibilities and a consultation framework. An accessible but painful book to read.' - Judith Trowell, West Midlands Care Service Improvement Partnership and University of Worcester, UKTable of ContentsPart I: Setting the Scene 1. Developing a curiosity about adoption: a psychoanalytic perspective 2. Why is early development important? 3. Understanding an adopted child: a child psychotherapist’s perspective Part II: Unconscious Dynamics in Systems and Networks 4. Multiple families in mind 5. Enabling effective support: secondary traumatic stress and adoptive families 6. The network around adoption: the forever family and the ghosts of the dispossessed Part III: Primitive States of Mind and their Impact on Relationships 7. The mermaid: moving towards reality after trauma 8. On being dropped and picked up: the plight of some late-adopted children Part IV: Belonging and Becoming: Transitions 9. Playing out, not acting out: the development of the capacity to play in the therapy of children who are ‘in transition’ from fostering to adoption 10. Just pretend: the importance of symbolic play and its interpretation in intensive psychotherapy with a four year-old adopted boy 11. The longing to become a family: support for the parental couple 12. Shared reflections on parallel collaborative work with adoptive families. Part V: Being Part of a Family: Oedipal Issues 13. Loss, recovery and adoption: a child’s perspective 14. Oedipal difficulties in the triangular relationship between the parents, the child and the child psychotherapist Part VI: Adoption and Adolescence: The Question of Identity 15. Deprivation and development: the predicament of an adopted adolescent in the search for identity 16. Idealisation and overvalued ideas Further Reflections 17. A cautionary tale of adoption: fictional lives and living fictions Final Thoughts
£42.99
Taylor & Francis Jean Piaget
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£185.00
Taylor & Francis Making Sense of Piaget
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£185.00
Taylor & Francis An Outline of Piagets Developmental Psychology
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£185.00
Taylor & Francis Piaget and Knowing
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£60.62
Taylor & Francis Piagets Theory
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£60.62
Taylor & Francis Gifted Lives
Book SynopsisThis book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality. Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help wheTrade Review"At last, an honest picture of what really happens to the gifted. Prof Joan Freeman understands the psychology of having gifted abilities and its challenges, and has brought a breath of fresh air to this area of human development. I learned a lot and highly recommend it." - Lewis Wolpert CBE, FRS, FRSL, Emeritus Professor of Biology as Applied to Medicine, University College London, UK"A sensitive, probing and revealing analysis of the super-bright from childhood to middle-age by Britain's leading analyst of gifted children, Joan Freeman." - Brenda Maddox, biographer and winner of the Los Angeles Times Biography Award, the Silver PEN Award, the French Prix du Meilleur Livre Etranger, and the Whitbread Biography Prize"Joan Freeman has written engaging and often surprising portraits of 20 of the 210 gifted children she has followed into adulthood. This book will inform not only parents, teachers, and scholars of giftedness but all those interested in the unpredictable course of individual lives." - Ellen Winner, Professor and Chair, Department of Psychology, Boston College USA & Author of Gifted Children: Myths and Realities"Again and again in this book, the stories surprise and confound. No one reading this book could possibly come away with simple prejudices unchallenged. ... These true stories contain lessons for us all about what it is to have, and respond to, special qualities." – John Stoboda, Guildhall School of Music and Drama and Keele University, in The Psychologist"Freeman’s writing throughout is disciplined and carefully objective, without sacrificing any narrative power. ... Gifted Lives—with its many twists and turns—is captivating, inspiring, and educating. I want to recommend the book to parents and educators everywhere. It seems to me it will be easy to find a nugget of information that you can utilize almost immediately." - Joseph Cardillo, Psychology Today"At last, an honest picture of what really happens to the gifted. Joan Freeman understands the psychology of having gifted abilities and its challenges, and has brought a breath of fresh air to this area of human development. I learned a lot and highly recommend it." - Lewis Wolpert CBE, FRS, FRSL, Emeritus Professor of Biology as Applied to Medicine, University College London, UK "A sensitive, probing and revealing analysis of the super-bright from childhood to middle-age by Britain's leading analyst of gifted children." - Brenda Maddox, biographer and winner of the Los Angeles Times Biography Award, the Silver PEN Award, the French Prix du Meilleur Livre Etranger, and the Whitbread Biography Prize."Joan Freeman has written engaging and often surprising portraits of 20 of the 210 gifted children she has followed into adulthood. This book will inform not only parents, teachers, and scholars of giftedness but all those interested in the unpredictable course of individual lives." - Ellen Winner, Professor and Chair, Department of Psychology, Boston College USA & Author of Gifted Children: Myths and RealitiesTable of ContentsIntroduction: Ideas of Gifts and Talents, and Description of Study. Part 1. So Many Gifts. 1. Maths Prodigy to Saint. 2. Spoilt For Choice. 3. Stark Odds. Part 2. A Dominant Gift. 4. Opera Star. 5. Two Davids and the Goliath of Art. 6. A Good Samaritan. 7. The Gift of Integrity. 8. Musical Chairs. Part 3. Challenges to Gifted Potential. 9. The Label of ‘Gifted’. 10. Barriers in The Mind. 11. A Gifted Gambler. 12. Gifted Women. Part 4. Beyond Gifts and Talents… 13. Genius. References.
£25.20
Taylor & Francis Ltd Gender and the Politics of the Curriculum Routledge Library Editions Education
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£91.99
Taylor & Francis Ltd (Sales) Why Love Matters How affection shapes a babys
Book SynopsisWhy Love Matters explains why loving relationships are essential to brain development in the early years, and how these early interactions can have lasting consequences for future emotional and physical health. This second edition follows on from the success of the first, updating the scientific research, covering recent findings in genetics and the mind/body connection, and including a new chapter highlighting our growing understanding of the part also played by pregnancy in shaping a babyâs future emotional and physical well-being. The author focuses in particular on the wide-ranging effects of early stress on a baby or toddlerâs developing nervous system. When things go wrong with relationships in early life, the dependent child has to adapt; what we now know is that his or her brain adapts too. The brainâs emotion and immune systems are particularly affected by early stress and can become less effective. This makes the child more vulnerable to a range of later difficulties such as depression, anti-social behaviour, addictions or anorexia, as well as physical illness. Trade Review"This book provides an interesting and eminently readable account, compressively set out, with a clear description, assisted by case studies, as to how the interaction between automatic physiological responses and biochemical reactions function to help maintain a good state." – Nicola Miller, in Seen and Heard"For a reader acquainted with psychology, this truly is an all-encompassing book on early human development and presents fascinating links between genetic expression and socio-cultural and environmental influence. " – Michael Fiorini, International Journal of Psychotherapy"This book is a rare achievement. It succeeds in combining the most accessible and readable account of the neurobiology of early development I have come across with an impressive level of scholarship. Though written with a light touch this fascinating updated volume eloquently describes how very recent advances in neuroscience are being used to re-define and deepen our understanding of the relational origins of human nature, and how this knowledge can be used to address the early roots of many of the common problems that all societies are now facing. A best seller in the UK, Sue Gerhardt's book deserves to be more widely read in the USA." – Allan N. Schore, Ph.D., UCLA David Geffen School of Medicine"A sensational read. Combining cutting edge research on the brain, parenting and emotional development with wonderful writing, this is popular science at its best. A page-turner of a book which packs a powerful and life-changing message and is a must-read for parents, policy-makers, childcare professionals, students and indeed anyone interested in a healthier and happier future." – Dr. Graham Music, consultant psychotherapist, Tavistock Clinic, London, and author of Nurturing Natures"With the knowledge summed up in this superb book, we can ensure that our child and every child gets close to the very limits of human potential." – Steve Biddulph, from the forewordPraise for the first edition: "Why Love Matters is hugely important. It should be mandatory reading for all parents, teachers and politicians." – Rebecca Abrams, in The Guardian"Sue Gerhardt writes in an easy-to-read, page-turning way and makes complex science tangible, relevant, popular and accessible." – Martine Horvath, Eye on Education"The book is successful in conveying the important message about the role which early relationships play in the formation of the brain and is a useful tool for parents, professionals and students… An informative, enjoyable and motivating read." – Gemma Roxanne West, Student Play Therapist for BAPT Magazine"Bolstering the work of the best-selling 2004 edition is this trade-meets-specialist publication that itnersects neuropsychology with attachment theory to emphasise the foundational importance of scure attachement through one-on-one primary care. The book is the product of impressive literature review and synthesis to further Gerhardt's argument... What is striking about Gerhardt's contribution is the volume of evidence she amasses and the wholistic, arguably 'whole-brained' approach she adopts. Perhaps most compelling, however, is the reported extent of the attachment disturbances... [A] courageous and mmeticulously argued, highly elucidating call to take the care of our most vulnerable dependents more seriously, and install good, present, securely attached love at the centre of our plan to help children live well." - Susie Elliot, researcher, Psychotherapy and Counselling Journal of Australia"This book is a rare achievement. It succeeds in combining the most accessible and readable account of the neurobiology of early development I have come across with an impressive level of scholarship. Though written with a light touch this fascinating updated volume eloquently describes how very recent advances in neuroscience are being used to re-define and deepen our understanding of the relational origins of human nature, and how this knowledge can be used to address the early roots of many of the common problems that all societies are now facing. A best seller in the UK, Sue Gerhardt's book deserves to be more widely read in the USA." - Allan N. Schore, Ph.D., UCLA David Geffen School of Medicine"A sensational read. Combining cutting edge research on the brain, parenting and emotional development with wonderful writing, this is popular science at its best. A page-turner of a book which packs a powerful and life-changing message and is a must-read for parents, policy-makers, childcare professionals, students and indeed anyone interested in a healthier and happier future." - Dr. Graham Music, consultant psychotherapist, Tavistock Clinic, London, and author of Nurturing Natures"With the knowledge summed up in this superb book, we can ensure that our child and every child gets close to the very limits of human potential." – Steve Biddulph, from the forewordPraise for the first edition: "Why Love Matters is hugely important. It should be mandatory reading for all parents, teachers and politicians." - Rebecca Abrams, in The GuardianTable of ContentsPart 1: The Foundations: Babies and their brains 1. Before we meet them 2. Back to the beginning 3. Building a brain 4. Corrosive Cortisol. Conclusion to Part 1. Part 2: Shaky Foundations and their Consequences 5. Trying Not to Feel 6. Melancholy Baby 7. Active Harm 8. Torment 9. Original Sin. Part 3: Too Much Information, Not Enough Solutions 10. ‘If all else fails, hug your teddy bear’ 11. Birth of the Future.
£21.99
Taylor & Francis Conducting Reaction Time Research in Second
Book SynopsisThis book offers a general introduction to reaction time research as relevant to Second Language Studies and explores a collection of tasks and paradigms that are often used in such research. It provides a lucid explanation of the technical aspects of collecting reaction time data and outlines crucial research principles and concepts that will ensure accurate data. In addition, Conducting Reaction Time Research in Second Language Studies provides step-by-step instructions for using DMDX, a software program widely used for conducting reaction time research. From general guidelines to techniques to working with data, this complete why and how guide for conducting reaction time research is ideal for both students/beginners and more seasoned researchers. Table of ContentsCH 1: Introducing Reaction Time Research. CH 2: Basic Concepts and General Guidelines. CH 3: Lexical and Phonological Tasks. CH 4: Semantic Tasks. CH 5: Sentence-Based Tasks. Appendix A: Tutorial for DMDX.
£45.59
Elsevier Science Advances in Child Development and Behavior
Book SynopsisTable of Contents 1. Children’s beliefs in invisible causal agents – both religious and scientific Ayse Payir, Kathleen H. Corriveau, and Paul L. Harris 2. Development of Representational Theory of Mind: Concepts of Mental States, Awareness of Thinking, and Self-Permanence William V. Fabricius 3. Objects in a social world: Infants’ object representational capacity limits are shaped by objects' social relevance Melissa M. Kibbe and Aimee E. Stahl 4. Curiosity constructs communicative competence through social feedback loop Julia A. Venditti, Emma Murrugarra, Celia R. McLean, and Michael H. Goldstein 5. Early Care and Education Margaret Burchinal 6. Designing Learning Environments for Promoting Young People’s Constructive Coping with Climate Change Abigail Brown, Silvia Collado, Gary W. Evans, and Janet E. Loebach 7. Growing up Amid Conflict: Implications of the Developmental Peacebuilding Model Celia Bähr and Laura K Taylor 8. Co-Rumination and Conversational Self-Focus:Adjustment Implications of Problem Talk in Adolescents’ Friendships Amanda J. Rose, Rebecca Schwartz-Mette, Sarah K. Borowski, and Allie Spiekerman
£75.04
Basic Books The Einstein Syndrome
Book SynopsisThe Einstein Syndrome is a follow-up to Late-Talking Children, which established Thomas Sowell as a leading spokesman on the subject. While many children who talk late suffer from developmental disorders or autism, there is a certain well-defined group who are developmentally normal or even quite bright, yet who may go past their fourth birthday before beginning to talk. These children are often misdiagnosed as autistic or retarded, a mistake that is doubly hard on parents who must first worry about their apparently handicapped children and then must see them lumped into special classes and therapy groups where all the other children are clearly very different.Since he first became involved in this issue in the mid-1990s, Sowell has joined with Stephen Camarata of Vanderbilt University, who has conducted a much broader, more rigorous study of this phenomenon than the anecdotes reported in Late-Talking Children. Sowell can now identify a particular syndrome, a cluster of common symptoms and family characteristics, that differentiates these late-talking children from others relate this syndrome to other syndromes speculate about its causes and describe how children with this syndrome are likely to develop.
£15.99
Cambridge University Press The Learning Sciences in Educational Assessment
Book SynopsisThis volume identifies visual models of the knowledge and strategies students consider as they think and perform in the domains of reading, science and mathematics. It also discusses how these models could be adapted, translated and used to design educational assessments that are based on advances in the learning sciences.Trade Review"This book inhabits an important space in the current market for educational and psychological assessment and is very sorely needed." -André A. Rupp, University of MarylandTable of Contents1. The learning sciences in educational assessment: an introduction; 2. Evaluating cognitive models in large-scale educational assessments; 3. Cognitive models of task performance for reading comprehension; 4. Cognitive models of task performance for scientific reasoning and discovery; 5. Cognitive models of task performance for mathematical reasoning; 6. Putting it all together: cognitive models to inform the design and development of large-scale educational assessment; 7. Cognitively-based statistical methods - technical illustrations.
£24.29
Cambridge University Press The Development of Romantic Relationships in
Book SynopsisAlthough innumerable songs, poems, plays and movies have been written about adolescent romantic relationships, no scientific book has been written on that topic. Numerous volumes exist on adult romantic relationships and on adolescent sexuality, but this volume, first published in 2000, was the first to examine adolescent romantic relationships. A group of eminent investigators met to discuss the topic and were charged with the task of writing about their conceptualization of these relationships and of romantic experiences in adolescence. The papers cover the full range of aspects of romantic relationships, and examine general processes and individual differences within the general context of adolescent development. Each paper contains numerous provocative ideas that are designed to stimulate research on the topic.Trade Review"In this pioneering book, well known, first-line researchers present chapters focused on conceptual and theoretical matters. The authors have been careful to resist the temptation to turn their chapters into reports of original research or literature reviews. This volume is an authentic milestone in scholarship. The book offers an important contribution for professionals working with adolescents. In addition, it offers insights about interpersonal relationships, as they are studied in the social and personality development areas, family studies, and clinical psychology. Readers with an interest in romantic relationships would be well rewarded in reading this book, even if they have no special interest in adolscents or human development." William G. Graziano, Contemporary Psychology"...the editors have done a superb job of pulling the different sections together so that it reads as a coherent work and does not have the disjointed quality of many multiauthored texts. This book can best be described as a comprehensive, up-to-date text on the subject of the devlopment of relationships in adolescents. Those in academic medicine who are responsible for training programs in adult and child psychiatry as well as pediatrics would find the book contains useful information to incorporate into the curricule." JAMA: Journal of the American Medical Association"This is the first scientific book written on adolescent romantic relationships...the book certainly succeeds in laying the conceptual groundwork on which to base research on adolescent romance. The chapters are well written and pitched toward a professional or graduate student readership. Nonetheless, very little prior knowledge of the topic is necessary to understand the book, making it ideal for someone interested in exploring a new area. This book would be useful for a variety of professionals. I would strongly recommend it for anyone in a sexuality-related profession (educators, therapists, and researchers with an interest in adolescent sexuality), those who counsel adolescents, or anyone teaching a course in related areas. I applaud the work of the editors and authors, and I am grateful that this book has come my way." Journal of Sex Research"Work presented in The Development of Romantic Relationships in Adolescence represents a major scholarly achievement." APA Review of Books"...little research has been done in the area of romantic relationships in adolescence. Therefore, this is an important and interesting new topic of discussion." The Canadian Child Psychology ReviewTable of Contents1. Missing the boat: why researchers have shied away from adolescent romance B. Bradford Brown, Candice Feiring and Wyndol Furman; Part I. Processes in Romantic Relationships: 2. The emotions of romantic relationships: do they wreak havoc on adolescents? Reed W. Larson, Gerald L. Clore and Gretchen A. Wood; 3. The nature and functions of social exchange in adolescent romantic relationships Bren Laursen and Lauri A. Jensen-Campbell; 4. Cognitive representations of adolescent romantic relationships Wyndol Furman and Valerie A. Simon; 5. Romantic and sexual development during adolescence Brad Benson; Part II. Individual Differences in Romantic Relationships: 6. Capacity for intimate relationships: a developmental construction W. Andrew Collins and L. Alan Sroufe; 6. Rejection sensitivity and adolescent romantic relationships Geraldine Downey, Cheryl Bonica and Claudia Rincon; 8. Sex, dating, passionate friendships and romance: intimate peer relations among lesbian, gay and bisexual adolescents Lisa M. Diamond, Ritch C. Savin-Williams and Eric M. Dube; 9. Gender identity and the development of romantic relationships in adolescence Candice Feiring; Part III. The Social Context of Romantic Relationships: 10. Adolescent romance and the parent–child relationship: a contextual perspective Marjory Roberts Gray and Laurence Steinberg; 11. Romantic relationships in adolescence: the role of friends and peers in their emergence and development Jennifer Connolly and Adele Goldberg; 12. You're going out with who?!: peer group influences on adolescent romantic relationships B. Bradford Brown; 13. The cultured and culturing aspects of romantic experience in adolescence Deborah L. Coates; 14. What's love got to do with it? Adolescents' and young adults' beliefs about sexual and romantic relationships Julia A. Graber, Pia R. Britto and Jeanne Brooks-Gunn; Part IV. Conclusion: 15. Love is a many splendored thing: next steps for theory and research Wyndol Furman, Candice Feiring and B. Bradford Brown.
£44.09
Cambridge University Press Personal Epistemology in the Classroom Theory Research and Implications for Practice
a huge range and FREE tracked UK delivery on ALL orders.
£132.57
John Wiley and Sons Ltd Autism
Book SynopsisThe first edition of Autism: Explaining the Enigma provided a satisfactory psychological account of what happens in the mind of a person with autism. This updated edition reports on how this explanation has stood the test of time.Trade Review"Uta Frith's Autism has been an indispensable reference, an instant classic, since it was first published, and in this new edition it has been radically revised, with striking enrichments and enlargements in almost every chapter, most especially with dramatic new brain imaging studies which clarify the fundamental nature of autism. But it remains a deeply personal book, as moving and delightful as it is authoritative." Oliver Sacks, MD "One of the most recognised names in autism research ... Her [Frith's] book is valuable for educated parents interested in learning about autism in a larger historical context ... enlightening." Library Journal, July 2003 "provides a valuable introduction to contemporary cognitive theories." Sally Bigham, Brunel University, British Journal of Developmental Psychology, Vol.21, Part 3, September 2003 "Uta Frith has long been regarded as one of the leading experts in current autism research and psychological theory in this country ... this second edition presents an easy-to-read and logical journey through autism, from what it is and how it is and has been perceived, through current psychological theory to neurological explanation and practical implications. It is an extremely worthwhile book for anyone who wants a research-led understanding of the psychology of autism, particularly students interested in the topic or parents and professionals who may wish to understand the theories feeding future interventions and current understanding of this complex spectrum of conditions." Fiona J. Scott, Psychological Medicine, Vol. 34, 2004Table of ContentsPreface to the Second Edition. Acknowledgements. 1. What is Autism?. 2. The Enchantment of Autism. 3. Lessons from History. 4. Is there an Autism Epidemic?. 5. Mind-reading and Mind-Blindness. 6. Autism Aloneness. 7. The Difficulty of Talking to Others. 8. Intelligence and Special Talent. 9. A Fragmented World. 10. Sensations and Repetitions. 11. Seeing the Brain through a Scanner. 12. A Different Brain – A Different Mind. Notes. Index.
£29.40
SAGE Publications Ltd Researching Childrens Experience
Book Synopsis`Strongly recommended as it provides a very useful overview of a range of methods, mainly textual, for exploring children's experiences. These accounts are placed well in the broader conceptual frameworks concerning both methodologies and ethical considerations' - Educational ReviewHow should the researcher approach the sensitive subject of the child? What are the ethical issues involved in researching children's experiences? In essays written by a collection of key, international authors, Researching Children's Experience addresses these questions, and examines up-to-date methodological and conceptual approaches to researching children. This book is a practical, comprehensive and interdisciplinary guide for advanced students and researchers, exploring a range of studies, and the theoretical and ethical motivations behind them. The book is divided into three coherent sections:-Conceptual, methodological and ethical issues in researching children's experiences.-Methods for conducting research with children.-The generation and analysis of text.Researching Children's Experience provides examples of how researchers from a variety of social science perspectives have set about carrying out research into children's experience. Useful to students embarking on a research project, and to experienced researchers wishing to explore new methods, Greene and Hogan's book is an essential addition to anyone doing research on children. It will be especially useful to those in developmental psychology, education, nursing and other disciplines interested in studying children's experience.Table of ContentsPART ONE: CONCEPTUAL, METHODOLOGICAL AND ETHICAL ISSUES IN RESEARCHING CHILDREN′S EXPERIENCE Researching Children′s Experience - Sheila Greene and Malcolm Hill Methods and Methodological Issues Researching `The Child′ in Developmental Psychology - Diane Hogan Researching Children and Childhood - Pia Christensen and Alan Prout Sociological and Anthropological Perspectives Ethical Considerations in Researching Children′s Experiences - Malcolm Hill PART TWO: METHODS FOR CONDUCTING RESEARCH WITH CHILDREN Naturalistic Observations of Children in Their Families - Judy Dunn An Ecological Approach to Naturalistic Observations of Children′s Everyday Lives - Jonathan Tudge and Diane Hogan Ethnographic Methods with Children and Young People - Ruth Emond PART THREE: THE GENERATION AND ANALYSIS OF TEXT Exploring Meaning through Interviews with Children - Helen Westcott and Karen Littleton Interviewing Children Using an Interpretive Poetics - Annie Rogers Analysing Children′s Accounts using Discourse-Analysis - Pam Alldred and Erica Burman Narrative Analysis of Children′s Experience - Susan Engel Phenomenological Approaches to Research with Children - Tom Danaher and Marc Briod Exploring Children′s Views through Focus Groups - Eilis Hennessy and Caroline Heary Creative Methodologies in Participatory Research with Children - Angela Veale
£48.99
