Child and developmental psychology Books

Book SynopsisThis book assesses the life and success of the writer Paulo Coelho, one of the most fascinating and contemporary writers in the world, through new lenses. It applies a positive psychology perspective and contributes to using innovative theories in psychobiographical studies. This study explores the development of holistic wellness (HWM) and faith development (FDT) throughout the writer's life. It presents radical changes in spirituality, self-direction, love and faith across the life span. Further, it analyses the development of Coelho’s relationship with God and the creation of meaningfulness through his belief and writing. This study contributes to a new era of psychobiographical works within the positive psychology framework. Table of ContentsChapter 1. Introduction.- Chapter 2. Psychobiographical Research.- Chapter 3. The Life and Creative Works of Paulo Coelho: A Chronological Overview.- Chapter 4. The Holistic Wellness Model.- Chapter 5. Stages of Faith Development.- Chapter 6. Research Design and Methodology.- Chapter 7. Research Findings and Discussion on Paulo Coelho’s Life.- Chapter 8. Holistic Wellness and Faith Development Stages in Selected Creative Works of Paulo Coelho.- Chapter 9. Revisions, Conclusions and Recommendations.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisYoung people have the potential to educate and inspire their communities, if only adults will listen to them. Felton Earls and Mary Carlson have spent decades listening to children and encouraging them to use their voices for social change.Trade ReviewEarls and Carlson have discovered, studied, and advocated for an aspect of development previously unrecognized: how children and youth can find their voice, feel empowered to use that voice, and translate that voice into political action. This is a remarkable book, personally, scientifically, and politically. -- Gordon Harper * Journal of the American Academy of Child & Adolescent Psychiatry *Aims to provide convincing proof that children are and can be political actors in their own communities, and attempts to show the tools required for child and youth citizenship to develop and flourish…It provides a comprehensive exploration of the potential for enabling children to develop into deliberative citizens…A valuable read for researchers on childhood in any discipline. -- Nico Brando * Journal of Human Development and Capabilities *Reflecting their years of research and dedication to an action-based, participatory approach, the authors provide specific guidelines for parents, teachers, police, and other authority figures in setting up a Young Citizens program, aimed at children ages 10 to 14, in their own communities…An inspiring vision of a newly inclusive democracy. * Kirkus Reviews (starred review) *A wide-ranging and inspiring study of citizen engagement among young people…Earls and Carlson provide an educational program for improving children’s communication skills and reasoning capacities in order to make them effective advocates for themselves and others…Readers interested in childhood development, progressive causes, and public health will want to take note. * Publishers Weekly *This important book presents fascinating research about children’s experiences under difficult conditions in several parts of the world. The book shines with rich detail, heartfelt concern, and deep insight. -- William Damon, Professor and Director, Stanford Center on AdolescenceHere is a compelling argument for the democratic capacities of children and youth. Science, philosophy, and two lifetimes of hands-on experience support its bold vision. -- Peter Levine, Jonathan M. Tisch College of Civic Life, Tufts UniversityIn this insightful and revelatory book, Earls, a psychiatrist, and Carlson, a neurobiologist—lifelong partners in work and love—sing a duet that blends empiricism and social activism, theory and practice, intellectual biography and interdisciplinarity. Their international journeys and projects, distinguished by scientific rigor, innovation, and discovery, offer strong evidence of the power and wisdom of children’s voices, raised in disciplined and deliberative discourse, to the building of a more inclusive and just democracy. Voice, Choice, and Action is at once a richly detailed narrative, a discerning analysis, a moral declaration, a rigorous roadmap, and an urgent call to action. -- Sara Lawrence-Lightfoot, Emily Hargroves Fisher Research Professor of Education, Harvard Graduate School of EducationA landmark work. Integrating neurobehavioral and social sciences, Earls and Carlson link theory and social action to offer a transformative vision of children as active agents in democratic societies around the world. -- Lincoln Chen, President, China Medical Board of Cambridge, MA; Chair, BRAC/USA; former Chair, CARE/USAVoice, Choice, and Action is a book for these times as we confront the fault lines in our democracy. Tony Earls and Maya Carlson have written a cri de coeur, urging us to include children as full citizens, as participants in the public square. It’s a deeply provocative work about the place of children in strengthening our sense of community. -- Alex Kotlowitz, author of An American Summer and There Are No Children Here

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Book SynopsisTrade Review"Using an expository style, interspersed with first-person accounts of his own research, Harris provides an authoritative synopsis of developmental neuroscience."---R. Douglas Fields, Science"[Zero to Birth] really is a masterpiece in terms of how much information is packed into this average sized book."---Nicole Barbaro, Bookmarked Reads"The story of how this development takes place is filled with as much drama as any Shakespearian plot. There are accounts of self-love and selfless cooperation, suicide and cannibalism, rivalry and survival of the fittest. All on the cellular level. And, fortunately for readers who are not experts in the field, the style makes the story comprehensible and engaging."---Gunnel Minett, Breathwork Science"Highly illuminating."---Andrew Robinson, Nature

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Book SynopsisLying is a healthy and inevitable part of child development. But when do lies become a problem? In this book, psychologist Victoria Talwar presents practical, science-based strategies to address lying and foster truthfulness in children, from early childhood to the teenage years.Trade ReviewVictoria Talwar is the leading authority on the development of lying and deception in children. I’m a huge fan of her work. The Truth About Lying: Teaching Honesty to Children at Every Age and Stage is especially for parents, but I recommend it to anyone interested in the topic. -- Timothy Levine, PhD, University of Alabama Birmingham, author of Duped: Truth-Default Theory and the Social Science of Lying and DeceptionTalwar is a renowned researcher of children’s deception, and this book will enhance her reputation among scholars and, what’s more important, explain the nuances of lying to a lay audience. It is chock full of evidence-based insights for parents and children. There is nothing quite like it, and both parents and students will benefit immensely from reading it. -- Stephen J. Ceci, PhD, Carr Professor of Developmental Psychology at Cornell University, Ithaca, NY, and Past President, Society for Experimental Psychology and Cognitive ScienceTable of ContentsIntroduction: We Can Teach Honesty to Children I. What You Need to Know About Children’s Lies 1. Keeping Things in Perspective: Adult Behavior 2 How Lying Develops as a Normal Part of Child Development 3. Why People Lie II. Teaching Honesty to Children 4. Stay Calm and Address the Motivation 5. Use Positive Discipline 6. Talk to Children About Honesty 7. Acknowledge and Recognize Honesty 8. Walk the Talk 9. Encourage Open Communication 10. Build a Foundation for Character Development III. The Gray Zone 11. Secrets and Tattles 12. When Lies Are a Symptom of Other Problems Final Thoughts References Index About the Author

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Book SynopsisHow the power of peers and peer culture shapes individual behavior and future successFor decades, parents across America have asked their kids, If your friends jumped off a bridge, would you? The answer is, Duh, yes. Peers, as parents well know, have a tremendous impact on who their kids are and what they will become. And even while they insist otherwise, parents know that they're largely powerless to change this. But the effect of peers is not just a story about kids; peers can also affect adult behaviorthey affect what we do and who we are well into old age. Noted sociologists Syed Ali and Margaret M. Chin call this the peer effect. In their book, they take readers on a tour of how our peers, and the peer cultures they create, shape our behavior in schools and the workplace. Ali and Chin begin their look at the peer effect at the high school from which they both graduated: New York City's prestigious Stuyvesant High School, arguably the best public high school in the Trade Review"The Peer Effect offers persuasive and refreshing perspectives on some of the toughest cultural conversations today—from school demographics to diversity initiatives in corporate America, racism in law enforcement to the (who knew?) futility of hands-on parenting. Syed Ali and Margaret Chin combine academic authority with a forthright style that makes them seem like people who’d actually be a joy to have as peers." * Ada Calhoun, New York Times-bestselling author of Why We Can't Sleep: Women's New Midlife Crisis *"Ali and Chin knock down the myth that parents determine everything for kids and break down how peer pressure is not only about things that affect kids negatively. The Peer Effect helps readers understand segregation, economics, and one of the most valuable lessons of our pandemic era: that how we succeed in the world depends on the reinforcing success of our peers. A must-read for any parent, educator, or former student for understanding, not just schools, but how we can socialize one another into being better people." * Steven W. Thrasher, author of The Viral Underclass: The Human Toll When Inequality and Disease Collide *"Ali and Chin have written a stunning book on the power of our peers in shaping who we are and how we interact in the world. Challenging the myth that change comes from heroic individuals, willpower, or top-down commands, Ali and Chin argue that peer cultures encouraging positive norms can help fix pressing social problems. The Peer Effect is a rare book—cutting-edge research written with verve, humor, and committed to improving the world." * Victor Ray, author of On Critical Race Theory: Why It Matters & Why You Should Care *"By asserting that peers make all the difference, The Peer Effect introduces a provocative idea into a stale discourse. Surprisingly intuitive, exhaustively researched, and delightfully written, it has profound implications for everyone and every part of life. A must-read for anyone who belongs to anything!" * Lisa Wade, author of American Hookup: The New Culture of Sex on Campus *"With an engaging mix of biography and research expertise, Ali and Chin present strong arguments for the connections between inequality, communities, and individual well-being. Peers matter. This is a really witty and compelling read!" * Prudence L. Carter, author of Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools *"Ali and Chin write with passion about the influence of peers in a variety of domains—education, policing, and the workplace. They bring a wide range of sociological insights and a good dose of humor into this wide-ranging book." * Natasha Warikoo, author of Race at the Top: Asian Americans and Whites in Pursuit of the American Dream in Suburban Schools *"The Peer Effect is a refreshingly honest evaluation of political and family dynamics that have driven personal and systemic educational decisions in NYC and around the country. This is a must-read for anyone interested in better understanding the educational landscape." * Akil Bello, Senior Director of Advocacy and Advancement at FairTest *"There's a certain allure to agency—to the idea that we make our own destinies or, in the case of parents and educators, that we can dictate how our kids' lives will turn out. The reality, however, as The Peer Effect, with its propulsive style and its engaging blend of personal anecdotes and research-based evidence makes clear, is that our agency is both created and constrained by the groups to which we belong." * Jessica McCrory Calarco, author of Negotiating Opportunities: How the Middle Class Secures Advantages in School *"Whether you’re an educator, policymaker, or organizational leader, this book will challenge you to account for the social dynamics that shape our lives and transform the places where we learn and work." * Sam M. Intrator, co-author of The Quest for Mastery: Positive Youth Development Through Out-of-School Programs *"This highly convincing and totally readable book gives readers an inside tour of the ups and downs of the U.S. educational system." * Robert Crosnoe, author of Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education *"Authors Ali and Chin take on the issue of school reform and diversity initiatives and weave an argument around how the effect of individual peers has greater influence than top-down structural attempts at change." * Hillary Anger Elfenbein, John K. Wallace, Jr. and Ellen A. Wallace Distinguished Professor, Olin School of Business, Washington University in St. Louis *

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Book SynopsisIn Children in Mind, clinical psychologist Jenny Perkel presents a broad range of up-to-date findings from psychological, neurobiological, genetic, psychiatric, sociological and epidemiological research related to the diagnosis and treatment of mental health problems faced by children in South Africa today. Theoretically informed but not theoretically dense, the book cites both local and international studies to increase awareness and understanding of children’s mental health. It focuses on key issues children and adolescents in today’s world face: The Covid-19 pandemic, the influence of electronic media, diverse family structures, stress and trauma, and difficult socio-economic circumstances. Children in Mind is an invaluable resource for all those who work with troubled children and adolescents: psychologists, social workers, counsellors, educators and parents. The author’s informed and compassionate approach will help equip professionals and parents to help young people navigate complex issues and make adjustments in their behaviour in order to live more balanced and happier lives.Table of Contents Acknowledgements Introduction Part I The clinical picture of childhood mental distress Chapter 1 What brings today’s children to psychotherapy? Chapter 2 Childhood psychiatric diagnosis today Chapter 3 Scared, sad children and their self-protective defences Chapter 4 Treating today’s troubled children: Paradigm clashes Chapter 5 New findings about nature versus nurture Part II The impact of modern life on children’s mental health Chapter 6 The internet and today’s children Chapter 7 Childhood adversity today Chapter 8 Socio-economic considerations: The gap between rich and poor children Chapter 9 Children of the pandemic Chapter 10 When children don’t go outside and play Chapter 11 Today’s parents in mind Chapter 12 Modern families Conclusion Bibliography Index

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Book SynopsisTenacity in Children examines how multiple generations of parents and caregivers raised children to become successful adults. Until relatively recent times in human history, there were no schools or organized institutions, nor were there parenting books. Rather, caregivers depended on the seven important instincts that evolved across tens of thousands of years in the human species. This volume highlights the ways in which these instincts are more important than ever in preparing children for tomorrow’s successes. Key areas of coverage include individual chapters devoted to examining each of the seven instincts – intuitive optimism, intrinsic motivation, compassionate empathy, simultaneous intelligence, genuine altruism, virtuous responsibility, and measured fairness – as well as practical strategies to guide children in acquiring and fine-tuning these essential human instincts.Tenacity in Children provides a solid foundation to prepare children for a resilient and happy future. It offers well-defined guideposts for adults committed to providing every child with the opportunity to access, strengthen, and employ these instincts as they negotiate childhood and passage into adult life. This book also serves as a rich resource for researchers, practitioners, and graduate students in mental health and public health disciplines as well as many interrelated fields as we all strive to promote the well-being of children. The collaboration of these two esteemed psychologists has been impacting on our field for decades. This new book continues that tradition.– Richard D. Lavoie, M.A., M.Ed.Author of It's So Much Work to Be Your Friend:Helping Children with Learning Disabilities Find Social Success Tenacity in Children is the perfect balance between concepts, knowledge, scientific discourse, practical ideas and touching stories that truly illustrate the principles shared in the book. This book should reach the hands of every person dedicated to working with children.– Encarni Gallardo, MBA, CBMExecutive Director, Children’s Service Society of Utah Written in an easy-to-read, narrative style, Drs. Goldstein and Brooks impart their innovative concept of Tenacity in Children along with its seven essential instincts by using heartwarming stories, personal and professional insights, research, and wisdom.– Joyce C. Mills, Ph.D.Co-author of Therapeutic Metaphors for Children and the Child Within Visit our website at www.tenacityinchildren.com Table of ContentsChapter 1. Our Thirty-Year Journey.- Chapter 2. Tenacity is Instinctual.- Chapter 3. Intuitive Optimism.- Chapter 4. Intrinsic Motivation.- Chapter 5. Compassionate Empathy.- Chapter 6. Simultaneous Intelligence.- Chapter 7. Genuine Altruism.- Chapter 8. Virtuous Responsibility.- Chapter 9. Measured Fairness.- Chapter 10. Brain Dance.

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Book SynopsisNow updated with new material throughout, Alicia F. Lieberman’s The Emotional Life of the Toddler is the, detailed look into the varied and intense emotional life of children aged one to three.Anyone who has followed an active toddler around for a day knows that a child of this age is a whirlwind of explosive, contradictory, and ever-changing emotions. Alicia F. Lieberman offers an in-depth examination of toddlers’ emotional development and illuminates how to optimize this crucial stage so that toddlers can develop into emotionally healthy children and adults. Drawing on her lifelong research, Dr. Lieberman addresses commonly asked questions and issues. Why, for example, is “no” often the favorite response of the toddler? How should parents deal with the anger they might feel when their toddler is being aggressively stubborn? Why does a crying toddler run to his mother for a hug only to push himself vigorously away as soon as she be

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Book SynopsisThroughout our country, atrocities are taking place in doctor’s offices and hospital operating rooms. Physically healthy children and adolescents are being permanently disfigured and sometimes sterilized. Those youth say they’re transgender, and we—their parents, teachers, therapists, and doctors—are supposed to agree with their self-diagnosis and take a back seat as they make the most consequential decision of their lives: to alter their bodies in order to, we are told, “align” them with their minds. Medical, educational, and government authorities advise us to support the “gender journeys” of still developing kids, including medical interventions with poor evidence of long-term improvement. This would not be acceptable in any other field of medicine. Indeed, the treatments our medical authorities and Washington call “crucial” and “life-saving” have been banned in progressive Sweden, Finland, and Britain. Dr. Miriam Grossman is a child and adolescent psychiatrist whose practice consists of trans-identified youth and their families. In Lost in Trans Nation, she implores parents to reject the advice of gender experts and politicians and trust their guts—their parental instincts—in the face of an onslaught of ideologically driven misinformation that steers them and their children toward risky decisions they may end up mourning for the rest of their lives. The beliefs that male and female are human inventions; that the sex of a newborn is arbitrarily “assigned”; and that as a result the child requires “affirmation” through medical interventions—these ideas are divorced from reality and therefore hazardous, especially to children. The core belief—that biology can and should be denied—is a repudiation of reality and a mockery of what hard science teaches about being male and female. Dr. Grossman believes that parents know their child best; they especially know if they have a son or daughter. But currently in our country when it comes to gender identity, everyone knows better than mom and dad. Schools enable students to live double lives—Patrick at home, Patti at school. Activists tell kids their loving homes are “unsafe” when parents voice doubts about the child’s new identity. For refusing to see their son as their daughter, parents might be reported to protective services, a development that can lead to a family’s destruction.Lost in Trans Nation arms parents with the ammunition to avoid, or, if necessary, fight what many families describe as the most difficult challenge of their lives. Parents will learn what to say and how—at home, at school, and if necessary, to police when they appear at the door. “Don’t be blindsided like so many parents I know,” warns Grossman, “be proactive and get educated. Feel prepared and confident to discuss trans, nonbinary, or whatever your child brings to the dinner table.” Whether it’s the “trans is as common as red hair” claim, or the “I’m not your son, I’m your daughter” proclamation, or the “do you prefer a live son or a dead daughter’ threat, says Grossman, no family is immune, and every parent must be prepared. No child is born in the wrong body, Dr. Grossman reassures us, their bodies are just fine; it’s their emotional lives that need healing. Whether you’re facing a gender identity battle in your home right now, or want to prevent one, you need this book to guide you and your loved ones out of the madness.

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Book Synopsis''Mind-blowing ... It is a hugely important book ... His story is crucial'' Matt Ridley, The TimesOne of the world''s top behavioural geneticists argues that we need a radical rethink about what makes us who we areThe blueprint for our individuality lies in the 1% of DNA that differs between people. Our intellectual capacity, our introversion or extraversion, our vulnerability to mental illness, even whether we are a morning person - all of these aspects of our personality are profoundly shaped by our inherited DNA differences. In Blueprint, Robert Plomin, a pioneer in the field of behavioural genetics, draws on a lifetime''s worth of research to make the case that DNA is the most important factor shaping who we are. Our families, schools and the environment around us are important, but they are not as influential as our genes. This is why, he argues, teachers and parents should accept children for who they are, rather than trying to mould them in certain directions. Even the environments we choose and the signal events that impact our lives, from divorce to addiction, are influenced by our genetic predispositions. Now, thanks to the DNA revolution, it is becoming possible to predict who we will become, at birth, from our DNA alone. As Plomin shows us, these developments have sweeping implications for how we think about parenting, education, and social mobility.A game-changing book by a leader in the field, Blueprint shows how the DNA present in the single cell with which we all begin our lives can impact our behaviour as adults.Trade ReviewIt is a hugely important book - and the story is very well told. Plomin's writing combines passion with reason (and passion for reason) so fluently that it is hard to believe this is his first book for popular consumption, after more than 800 scientific publications. His story is crucial. -- Matt Ridley * The Times *An important book, a must-read guide to one enormous aspect of the human future -- Bryan Appleyard * Sunday Times *I cannot tell you how well thumbed this book is . . . every single person listening to me qualifies to read this book because it's about human beings . . . this is our story -- Jo Good * BBC Radio London *A challenging and thought-provoking new book. * Daily Mail *Important new evidence in a never-ending argument * The Evening Standard *You can't read the book without seeing the world afresh. -- Andrew Anthony * Observer (Books of the Year) *An extraordinary book -- Stephen Sackur * BBC HARDtalk *Plomin writes with authority about the ongoing genomic revolution that will unquestionably transform our lives and society. -- Steven Mithen * The Guardian *No-one should be making any proposals about how to improve education without being aware of the contents of, and ideally having read, Robert Plomin's new book, Blueprint. Uncomfortable, but essential reading. -- Dylan William, Emeritus Professor at the Institute of EducationPlomin takes recent genetic research and draws some provocative conclusions. -- Andrew Anthony * The Guardian *What Plomin is saying at the moment is controversial, but it is a message that every teacher needs to at least consider carefully and objectively. -- Jon Severs * Times Educational Supplement *A clear and engaging explanation of one of the hottest (and most interesting) fields in science, by perhaps its most distinguished practitioner -- Steven Pinker, Johnstone Professor of Psychology, Harvard University, and author of The Blank Slate and Enlightenment NowSome blueprint, that creates the rainbow spectrum of humanity! Plomin is a masterful teacher as well as brilliant scientist. He coolly lays out the astonishing new evidence that genetic differences matter far more than environmental ones in producing individual differences in ability and character, and argues passionately that, if we want to build a fair society, we must plan accordingly -- Nicholas Humphrey, Emeritus Professor of Psychology, London School of EconomicsThis fascinating book, by the doyen of behavioural genetics, provides a superb introduction to the genetics of who we are. It is beautifully written and very challenging, but it is a challenge that we all need to reflect on -- Sir Richard Layard, emeritus professor of economics at LSE and the author of Happiness and ThriveSome blueprint, that creates the rainbow spectrum of humanity! Plomin is a masterful teacher as well as brilliant scientist. He coolly lays out the astonishing new evidence that genetic differences matter far more than environmental ones in producing individual differences in ability and character, and argues passionately that, if we want to build a fair society, we must plan accordingly -- Nicholas Humphrey, emeritus professor of psychology at the London School of Economics and author of Consciousness Regained and Soul DustRobert Plomin's research has been educating us about environmental and genetic influences on psychological characteristics for decades. This is an accessible and pacy summary of the field's accumulated results, with provocative future-gazing on the uses of genetic material for prediction about people's lives -- Ian Deary, professor of differential psychology at the University of EdinburghRobert Plomin's engaging book, drawing on his 35 years of research experience, makes the complex field of behavioural genetics accessible for a non-expert reader. An important work, Blueprint calls for a society-wide conversation to debate the ethics of this new knowledge and our responsibilities, as this shouldn't just be left in the hands of geneticists -- Simon Baron-Cohen, Director of the Autism Research Centre at Cambridge University and author of Zero Degrees of EmpathyIf anyone is going to write a book that challenges deeply held beliefs about who we are, it is Plomin: a psychologist with 45 years' experience in research, but with an undimmed passion for his subject. -- David James * Tes Magazine *Plomin finally finds himself at the crest of the wave as cutting edge research begins to back what have long been theories and hypotheses. * Guardian Books podcast *

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Book SynopsisThis groundbreaking book, a Pulitzer Prize finalist and New York Times notable pick, rattled the psychological establishment when it was first published in 1998 by claiming that parents have little impact on their children''s development. In this tenth anniversary edition of The Nurture Assumption, Judith Harris has updated material throughout and provided a fresh introduction.Combining insights from psychology, sociology, anthropology, primatology, and evolutionary biology, she explains how and why the tendency of children to take cues from their peers works to their evolutionary advantage. This electrifying book explodes many of our unquestioned beliefs about children and parents and gives us a radically new view of childhood.

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Book SynopsisLearn how to navigate the challenging terrain of connecting with a child who is afraid, angry, and/or sad. Framing this work as emotionally responsive teaching, this book expands current conceptualizations of trauma-informed practice to encompass more broadly the relational demands of supporting young children with challenging life circumstances.Table of Contents Contents Foreword Mary Benson McMullen ix Acknowledgments and Dedication  xi Introduction  1 1.  Teaching Children With Messy Lives  7 Developing a Shared Perspective  8 Messy Lives as a Context for Development  11 Trauma Is the Symptom, Not the Problem  14 A Conceptual Framework for Thinking More Deeply  16 Summary  21 2.  Essential Elements of an Emotionally Responsive Teaching Approach  23 Defining Emotionally Responsive Teaching  24 The Essence of Emotionally Responsive Teaching  30 Development and Emotionally Responsive Teaching  33 The Aims of Emotionally Responsive Teaching  37 The Emotionally Responsive Ethic  39 Summary  40 3.  Teaching From Hope Versus Teaching From Fear  43 Self-Fulfilling Expectations  43 Teaching in Treacherous Times  46 We All Teach Our Own Story  57 Summary  66 4.  Reframing Resilience for Children With Messy Lives  69 I Keep Me Safe  70 Development Along Alternative Pathways  71 A Developmental Pathways Approach  74 Reframing Resilience  79 Moving Forward  87 Summary  88 5.  Redefining Trauma: The Embodied Experience of Threat  91 Sinking in the Pool  91 The Embodied Experience of Threat  95 The Stress Response System  100 Differentiating Brief Stress, Adversity, Toxic Stress, and Trauma  107 Summary  110 6.  Too Scared to Learn: The Impact of Fear on Development and Learning  111 A Shift in Worldview  112 Adversity and Learning  118 Summary  137 7.  Cultivating Emotionally Responsive Teaching  139 The Anchors of Emotionally Responsive Teaching  140 Summary  168 8.  The Courage to Care  171 All Children Benefit From Emotionally Responsive Teaching  172 Sustaining the Emotionally Responsive Teacher  176 Summary  185 References  187 Index  199 About the Author  207

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

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

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

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

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

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Book SynopsisMICHAEL J.A. HOWE sometime Professor of Psychology at the University of Exeter. Having worked in North America at Dalhousie University, Tufts University and the University of Alberta. He was the author of over a hundred journal articles and around 15 books including, most recently, IQ in Question: The Truth about Intelligence and Principles of Abilities and Human Learning.Trade Review'...a very readable and informative book which comes at a crucial time!This book is recommended to both parents and teachers.' - David George, Educational Research 'The book packs into its less than 200 pages a fine review of much of the literature on high abilities. [The author] supports his suggestions with research and his tone talks to, rather than down to, the reader. The book will be of interest to educators and psychologists with an interest in the psychology of high abilities. The book has a number of strengths: good writing; skillful combination of theory, research, and practice; sensible selection of topics; the author's obvious command of the subject matter; a coherent and consistent point of view favoring experiential explanations of high ability; and an optimistic tone.' - Robert J. Sternberg, Yale UniversityTable of ContentsPreface.- Some Influences on Abilities.- Family Backgrounds.- Accelerating the Acquisition of Children's Abilities.- Child Prodigies.- Geniuses.- Intelligence and High Abilities.- Innate Talents: Reality or Myth?.- Helping Young People to Learn.- References.- Index.

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

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

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