Child and developmental psychology Books

Book SynopsisWinner of the Autism Society of America’s Dr. Temple Grandin Award for the Outstanding Literary Work in Autism A groundbreaking book on autism, by one of the world’s leading experts, who portrays autism as a unique way of being human—this is “required reading...Breathtakingly simple and profoundly positive” (Chicago Tribune).Autism therapy typically focuses on ridding individuals of “autistic” symptoms such as difficulties interacting socially, communication problems, sensory challenges, and repetitive behavior patterns. Now, this updated and expanded edition of Dr. Barry M. Prizant’s Uniquely Human tackles new language such as shifting from “person-first language” to “identity-first language,” diversity of identity in the autism sphere, and the future of autistic advocacy by amplifying the voices of autistic and neurodivergent individuals. “A must-read for anyone touched by autism…Dr. Prizant’s Uniquely Human is a crucial step in promoting better understanding and a more humane approach” (Associated Press). Instead of classifying “autistic” behaviors as signs of pathology, Dr. Prizant sees them as part of a range of strategies to cope with a world that feels chaotic and overwhelming. Rather than curb these behaviors, it’s better to enhance abilities, build on strengths, and offer supports that will lead to more desirable behavior and a better quality of life. Uniquely Human is a “brilliant” (Steve Silberman, author of NeuroTribes) approach to autism in the modern age that provides “common sense [and] practical advice” (Temple Grandin, author of The Autistic Brain) drawn from Dr. Prizant’s four-decade career. It conveys a deep respect for people with autism and their own unique qualities. Filled with humanity and wisdom, Uniquely Human “should reassure parents and caregivers of kids with autism and any other disability that their kids are not broken, but, indeed, special (Booklist, starred review).

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Book Synopsis“Bertram and Kerns present a compelling imperative for evidence based practice. Selecting and Implementing Evidence-Based Practice: A Practical Program Guide is timely, cogent, masterful and forceful. […] Advancing the evidentiary movement among practitioners, managers and academics, these authors have made an indelible contribution to our behavioural health and social service communities and to those we serve.”-Katharine Briar-Lawson, PhD, LMSW, Professor and Dean Emeritus, University at Albany School of Social Welfare and National Child Welfare Workforce InstituteFrom the Foreword:“This book will serve as a valuable resource for clinicians, administrators, students, faculty, and academicians. I would also recommend it to family organizations as a resource in their education programs for the families they serve ... Bertram and Kerns have done an excellent job of blending hard science, clinical applications, and big picture issues into a very readable volume that will have valuable information for these diverse audiences” -- Albert Duchnowski, Ph.D. , Professor Emeritus University of South FloridaTo improve client outcomes and practitioner competence, this book clarifies practices to address common problems such as anxiety, depression, traumatic stress, and child behavioural concerns. The authors also provide examples and suggest how to integrate implementation of evidence-based practice into academic programs through collaboration with behavioural health or social service programs.Among the many topics discussed: Academic workforce preparation and curricula development Data-informed selection and implementation of evidence-based practice Anticipating and resolving practical challenges to implementation Negotiating treatment challenges with clients Collaboration between academic and behavioural health care programs This text is a valuable resource for both academic and behavioural health care programs. It will improve workforce preparation and behavioural health care service provision by helping aspiring practitioners and programs develop the necessary knowledge and skills to select, effectively implement and sustain evidence-based practice. Table of ContentsBeginning with the End in Mind.- Visiting the Clinic: A Child and Family Tale.- Definitions and Debates.- Misconceptions and Facts.- Workforce Preparation: Academic Curricula and Concerns.- Establishing Effectiveness: An Innovation Tale.- An Explorer’s Guide to Evidence-Based Practice.- Implementation Science: Slowing Down to Install a Practice.- Starting Small: Transformation Zones and Initial Implementation.- Trouble-Shooting Implementation Challenges.- Data-Informed Implementation.- Pathways to the Future: A Tale of Two Programs.

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Book SynopsisThis open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners.This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN. Table of ContentsForeword.- Introduction.- Part I Addressing the Well-Being of Refugee and Migrant Children.- 1. A Multi-Method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and migrant families.- 2. Engaging Men to Support the Resilience of Syrian Refugee Children & Youth in Lebanon.- 3. Promoting civic engagement and social inclusion interventions for minors involved with crimes.- 4. Indirect Contact Interventions to Promote Peace in Multicultural Societies.- 5. Promoting prosocial behaviour toward refugees: Exploring the empathy-attitude-action model in middle childhood.- 6. Civic Participation and Other Interventions that Promote Children’s Tolerance of Migrants.- 7. Does Participating in Volunteer Organizations Promote Migrant Integration? A Study with Young First and Second Generation Immigrants.- 8. About power and empowerment for intergroup harmony.- Part II Children Growing Up in Violent Geopolitical Contexts.- 9. Beyond Risk Factors: Structural Drivers of Violence Affecting Children.- 10. Growing up in violent contexts: Differential effects of community, family and school violence on child adjustment.- 11. When do Intergenerational Narratives of Ingroup Responsibility for Past Violence Result in Peace and Violence?.- 12. Youth identity, peace and conflict: Insights from conflict and diverse settings.- 13. Children’s Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict.- Part III Promoting Peace and Well-Being in Children.- 14. Learning for Peace: Lessons Learned from UNICEF’s Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme.- 15. Educating towards a culture of peace through an innovative teaching method and experiences between secondary school and university.- 16. The Role of Cognitive Complexity in Promoting a Positive Representation of Diversity in Children.- 17. Political Orientation and Engagement from Adolescence to Adulthood: Evidence of (Dis)Continuity from a Three-Decade Longitudinal Study in the German Peace Movement.- 18. Enabling Full Participation: A Community-Led Approach to Child Protection.- 19. From research to action and the spaces in-between: experiences from peacebuilding programs for young people in Cambodia and Uganda.- 20. Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-Agency Approach.- Part IV Children and Survival of the Species.- 21. Climate change and children: An issue of intergenerational justice.- Conclusion.

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Book SynopsisThis book evaluates how autism is experienced and addressed in four areas critical to the developmental phase of adulthood: self-awareness, individuality, comprehensive support systems, and the dissemination of information and expanded education. The editors present comprehensive coverage of new developments in the field of adults with autism spectrum disorder (ASD), particularly with regards to the updating of diagnostic criteria in the DSM-5 and an increased level of interest in research on adults with ASD. Contributors also make recommendations regarding services that should be provided to people with ASD based on recognition of their needs, the frequent lack of accessibility to relevant services, and an understanding of how a person's living situation both influences and is influenced by the way they conduct their lives.Among the topics discussed: The distinctive stage of Emerging Adulthood in individuals with ASD Late diagnosis of autism spectrum disorder Sexuality and romantic relationships among people with ASD Parents, siblings, and communities of individuals with ASD Cultural-demographic influences on life choices among people with ASD Adult women on the high-functioning autism spectrum The experience of academia and employment for people with ASD Autism in Adulthood is a unique resource for professionals, clinicians, researchers and caregivers that emphasizes both theoretical and practical information regarding ASD in the critical adult stage of life. Table of Contents

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Book SynopsisThis book offers a comprehensive overview of the latest developments in the social psychology of nonverbal communication. It explores topics including social skill, empathy, adaptive advantage, emotion-reading and emotion-hiding; and examines personal charisma, memory and communicating with robots. Together, the authors present diverse, cutting-edge research on nonverbal social intelligence as an adaptive strategy for survival and success. The collection provides an effective demonstration of the interdisciplinary nature of this topic, and it’s relevance to researchers across the social sciences and beyond. Table of Contents1. Social intelligence: What it is and why we need it more than ever before; Robert J. Sternberg, Avery Siying Li.2. Nonverbal receiving ability as emotional and cognitive empathy: Conceptualization and measurement; Ross Buck, Brett Graham, Ryan Allred, Roeland Hancock.3. Empathy and rapport as spontaneous communication: At the intersection of the traditional social and behavioral sciences, and the new affective and communication sciences; Ross Buck, Stephen Stifano, Brett Graham, Ryan Allred.4. Factors that facilitate or impair kinesic and vocalic nonverbal behaviors during interpersonal deception; Judee K. Burgoon, Lauren M. Hamel, J. Pete Blair, Nathan W. Twyman.5. Nonverbal communication: Evolution and today; Mark G. Frank and Anne Solbu.6. Nonverbal steps to the origin of language; David B. Givens.7. A new look at person memory; Terrence G. Horgan.8. Communicating with robots: What we do wrong and what we do right in Artificial Social Intelligence, and what we need to do better; Arvid Kappas, Rebecca Stower, Eric J. Vanman.9. Reading faces: Ability to recognize true and false emotion; Aleksandra Kostić, Derek Chadee, Jasmina Nedeljković.10. Hidden tears and scrambled joy: On the adaptive costs of unguarded nonverbal social signals; Dennis Küster.11. Interpersonal accuracy and interaction outcomes: Why and how reading others correctly has adaptive advantages in social interactions; Tristan Palese, Marianne Schmid Mast.12. Skill in social situations: The essence of savoir-faire; Ronald E. Riggio, Leslie G. Eaton, David C. Funder.13. Inter- and intrapersonal downsides of accurately perceiving others’ emotions; Katja Schlegel.14. Trait impressions from faces demonstrate preserved social intelligence in older adulthood; Leslie A. Zebrowitz, Robert G. Franklin.15. Postscript: Social intelligence as the social construction of reality: An augmented Agenda for social-intelligence research; Robert J. Sternberg.

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Book SynopsisThis brief examines the U.S. foster care system and seeks to explain why the foster care system functions as it does and how it can be improved to serve the best interest of children. It defines and evaluates key challenges that undermine child safety and well-being in the current foster care system. Chapters highlight the competing values and priorities of the system as well as the pros and cons for the use of foster care. In addition, chapters assess whether the performance objectives in which states are evaluated by the federal government are sufficient to achieve positive health and well-being outcomes for children who experience foster care. Finally, it offers recommendations for improving the system and maximizing positive outcomes. Topics featured in this brief include: Legal aspects of removal and placement of children in foster care. The effectiveness of prior efforts to reform foster care. The regulation and quality of foster homes. Support for youth aging out of the foster care system. Racial and ethnic disparities in the foster care system. Foster Care and the Best Interests of the Child is a must-have resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology. Table of ContentsChapter 1. An Introduction to Foster Care.- Chapter 2. Current Use of the “Best Interests of the Child” Standard in Foster Care Policy and Practice.- Chapter 3. Foster Care as a Problem and a Solution.- Chapter 4. Reforming the Foster Care System: Legislative and Judicial Efforts.- Chapter 5. Reorienting the Foster Care System toward Children’s Best Interests.

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Book SynopsisThis book is a theoretical and practical guide in the field of social skills and social competence, based on decades of experience gained by the authors as researchers and professionals in psychology. The book was written for students and professionals who are involved in some way improving individuals´ social skills in different contexts, such as clinical, educational, organizational and community settings. The authors present the conceptual foundations, procedures, techniques, strategies and practical guidelines for planning and conducting effective programs aimed to social skills and social competence.In the first part of the book, key concepts and fundamentals on the area are presented, as well as the basic behavioral classes of social skills and their non-verbal and paralinguistic components. The authors also propose a portfolio for the assessment of clients’ social skills deficits and strengths to thereby define the aims and procedures of interventions.The second part focuses on guidelines to select and use procedures and techniques for promoting social skills and social competence. The authors present experiential activities that they created in previous interventions and that were tested in their research, showing evidence of effectiveness. Suggestions on how to evaluate participants’ repertoires and how to use these ideas in intervention planning are also described. Finally, in the third part of the book, the authors go further presenting practical guidelines for planning and conducting programs and sessions to promote social skills and social competence, in either group or individual settings. Table of ContentsPART I CONCEPTUAL BASIS1) SOCIAL SKILLS2) SOCIAL COMPETENCE3) INTERPERSONAL TASKS AND CULTURAL PRACTICES4) THE EXPERIENTIAL METHOD AND PROGRAMSPART II GUIDELINES FOR PRACTICE5) EVALUATION6) TECHNIQUES, PROCEDURES AND RESOURCES ASSOCIATED WITH EXPERIENTIAL ACTIVITIES7) HOW TO PROMOTE SOCIAL COMPETENCE REQUIREMENTSPART III PLANNING AND CONDUCTING PRACTICE8) PLANNING A SOCIAL SKILLS PROGRAM TARGETED AT SOCIAL COMPETENCE9) CONDUCTING A SOCIAL SKILLS PROGRAM ORIENTED TOWARD SOCIAL COMPETENCE10) EXPERIENTIAL ACTIVITIES AND OTHER PROCEDURES AND TECHNIQUES FOR SOCIAL SKILLS PROGRAMS

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Book SynopsisThis book addresses an important and relatively neglected topic in the scientific literature: individuals with autism spectrum disorder (ASD) who have dealings with the legal system. It examines issues and implications for autistic people, who have a significant risk for engagement with the legal system in some capacity (e.g., witness/bystander, victim, or perpetrator).Key areas of coverage include:Autistic people as victims and perpetrators of criminal activities, including violence, stalking, sexual exploitation, and cybercrime. Risks for unlawful behavior in individuals with autism and Asperger's. Legal assessment issues, such as witness protection and postconviction diagnoses. Legal outcomes for autistic people, including case law, prevention, service provisions in correctional settings, and rights and support systems. The Handbook of Autism Spectrum Disorder and the Law is an essential, comprehensive resource that explores the risk for unlawful behaviors affecting autistitc people as victims and perpetrators, as well as related issues of assessment and treatment, and outcome. It is a must-have reference for researchers, clinicians/practitioners, and graduate students in psychology, psychiatry, social work, and law, as well as professionals in such related fields, as criminology/criminal justice and the legal system.Table of ContentsChapter 1. Introduction.- Chapter 2. The Autism Diagnosis.- Chapter 3. Expert Evidence about Autism Spectrum Disorder.- Chapter 4. Neuroscience of Autism in the Legal Context.- Chapter 5. Trauma in Individuals with Autism Spectrum Disorder: An Empirically-Informed Model of Assessment and Intervention to Address the Effects of Traumatic Events.- Chapter 6. Legal Defense in Criminal Cases.- Chapter 7. Obtaining testimony from autistic people.- Chapter 8. ASD and unlawful behaviour: background.- Chapter 9. Bullying & Autism and Related Disorders.- Chapter 10. Cyber-dependent crime, autism and autistic-like traits.- Chapter 11. Violent Behavior in Autism and Asperger's Disorder.- Chapter 12. Sexual Offending and ASD.- Chapter 13. Defending Men with Autism Accused of Online Sexual Offenses.- Chapter 14. Stalking, Autism and the Law Chapter 15. The Right to Special Education.- Chapter 16. Navigating The Transition To Adulthood—Preparing For Life Under The U.S. Legislative Model.- Chapter 17. Legal Issues and Academic Accommodations in Higher Education.- Chapter 18. Autism Spectrum Disorder and the Workplace.- Chapter 19. Laws Affecting the Health, Security, Autonomy and Well-Being of People with ASD.- Chapter 20. Clinicians as Advocacy Allies for People with ASD.- Chapter 21. Psychological Assessment of Autism Spectrum Disorders and the Law.- Chapter 22. Violence Risk Assessment in Autism Spectrum Disorder (ASD).- Chapter 23. Autism and Operational Policing.- Chapter 24. Preventing Criminal Sexual Behavior.- Chapter 25. Violence Prevention.- Chapter 26. Service provision in forensic settings Chapter 27. Moving Forward.

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Book SynopsisThis book is the first to introduce applied behavioral, social, and health sciences researchers to a new analytic method, the time-varying effect model (TVEM). It details how TVEM may be used to advance research on developmental and dynamic processes by examining how associations between variables change across time. The book describes how TVEM is a direct and intuitive extension of standard linear regression; whereas standard linear regression coefficients are static estimates that do not change with time, TVEM coefficients are allowed to change as continuous functions of real time, including developmental age, historical time, time of day, days since an event, and so forth.The book introduces readers to new research questions that can be addressed by applying TVEM in their research. Readers gain the practical skills necessary for specifying a wide variety of time-varying effect models, including those with continuous, binary, and count outcomes. The book presents technical details of TVEM estimation and three novel empirical studies focused on developmental questions using TVEM to estimate age-varying effects, historical shifts in behavior and attitudes, and real-time changes across days relative to an event. The volume provides a walkthrough of the process for conducting each of these studies, presenting decisions that were made, and offering sufficient detail so that readers may embark on similar studies in their own research. The book concludes with comments about additional uses of TVEM in applied research as well as software considerations and future directions. Throughout the book, proper interpretation of the output provided by TVEM is emphasized.Time-Varying Effect Modeling for the Behavioral, Social, and Health Sciences is an essential resource for researchers, clinicians/practitioners as well as graduate students in developmental psychology, public health, statistics and methodology for the social, behavioral, developmental, and public health sciences.Table of ContentsChapter 1. A Conceptual Introduction to Time-Varying Effect Modeling.Chapter 2. Specifying and Interpreting Time-Varying Effect Models.Chapter 3. Generalized Time-Varying Effect Models: Binary and Count Outcomes.Chapter 4. Estimation and Technical Details.Chapter 5. TVEM to Study Age-Varying Associations.Chapter 6. TVEM to Study Historical Change.Chapter 7. TVEM for Intensive Longitudinal Data.Chapter 8. Further Applications and Future Directions.

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Book SynopsisJaan Valsiner has made numerous contributions to the development of psychology over the last 40 years. He is internationally recognized as a leader and innovator within both developmental psychology and cultural psychology, and has received numerous prizes for his work: the Alexander von Humboldt prize, the Hans Killian prize, and the Outstanding International Psychologist Award from the American Psychological Association. Having taught at Universities in Europe, Asia and north and south America, he is currently Niels Bohr professor at Aalborg University, Denmark. This book is the first to discuss in detail the different sides of Valsiner’s thought, including developmental science, semiotic mediation, cultural transmission, aesthetics, globalization of science, epistemology, methodology and the history of ideas. The book provides an overview, evaluation and extension of Valsiner’s key ideas for the construction of a dynamic cultural psychology, written by his former students and colleagues from around the world.Table of Contents1. Introduction—Brady Wagoner, Bo Allesøe Christiansen, Carolin Demuth Part I. Rethinking the History of Psychology 2. Valsiner and van der Veer: A case of intellectual interdependency—Rene van der Veer 3. Jaan Valsiner: A Ganzheitspsychologist?—Rainer Diriwächter 4. The Self inside Us: Biologism, internalization, quantification and science—Martin Dege 5. Rising up to humanity: Towards a cultural psychology of Bildung—Svend Brinkmann Part II. Developmental Science in the Making 6. The dynamics of agency and context in human development: Holism revisited—Nancy Budwig 7. Forever feeding forward—Tania Zittoun 8. The construction of generalized knowledge: First essay on abbreviation—Maria C.D.P. Lyra 9. The concept of Irreversible Time—Dany Boulanger 10. The trajectory of Jaan Valsiner’s Thought— James Wertsch 11. The bounded indeterminancy of tradition— Lívia Mathias Simão Part III. The Semiotic Mind 14. A stroll through the birthplace of signs—Carlos Cornejo 15. Expansive and restrictive semiosis—Alex Gillespie 16. Hypergeneralized affective-semiotic fields: The generative power of a construct—Angela Branco 17. Unfolding semiosis: The field of mediated activity— Maria-Cécile Bertau Part IV. Cultural Transmission and Transformation 12. Culture as a creative process—Vlad Glaveanu 13. The Carnivalesque pedagogy: Jaan as a pedagogist?!—Kyoko Murakami 14. Overcoming the binary logic of biculturalism—Elke Murdock 15. Sense of belonging in the context of migration—Isabel Albert & Stephanie Barros 16. Political plasticity and culture—Fathali M. Moghaddam V. Aesthetics in Culture and Mind 23. Aesthetic Notes on Ornamented Lives— Robert Innis 24. Pleromatization: Bringing psychology closer to human experience—Hroar Klempe & Olga Lehman 25. The Vorbild of Donor Portraits and Cultural Psychology— Lucas Mazur 26. Poetic Genesis: Intimacy as a special form of boundary dynamics—Emily Abbey & Ana Cecilia Bastos 27. The fabric of (faked) behaviors shows in theater rehearsals— Alberto Rosa VI. Psychology as a Global Science 27. Local ideas for a global science— Nandita Chaudhary 28. From cross-cultural psychology towards a collective culture of general psychology— Pernille Hviid & Jacob Waag-Villadsen 29. The relationalism of Jaan Valsiner —Danilo Silva Guimarães 30. Jaan Valsiner, creator of opportunities for cultural ecology—Xiaowen Li, Shuangshuang Xu and Aruna Wu VII. Epistemological Foundations of Psychology 33. The science of psyche: Jaan Valsiner’s way at the frontiers—Aaro Toomela 34. Ideas and challenges for cultural psychology— Sergio Salvatore 35. Action-theoretical cultural psychology and the decentred subject— Jürgen Straub 36. Valsiner on Facts: making cultural practices explicit—Bo A. Christensen 37. Bridging: Some personal reflections— Jens Mammen VIII. Innovating Methodology 38. Method as Process— Mariann Märtsin 39. Catalysis in cultural psychology: Its past and future— Zack Beckstead 40. The Catalytic powers of psychoanalytic thought models—Erik Stänicke and Tobias Lindstad 41. Interpersonal psychoanalysis as a culturally unique field— Philip Rosenbaum 42. From ‘I-AM’ to ‘WE-AM’ predicates— Kevin Carriere 43. Trajectory equifinality approach— Tatsuya Sato, Teppei Tsuchimoto, Yasuda Yuko, and Ayae Kido IX. Concluding Comments 43. Jaan Valsiner

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Book SynopsisThis book delves deep into the hidden population of former gang members who share their positive and negative experiences of being gang members. Their stories of violence, hopelessness, despair, and loneliness also offer a seed of hope – they contain the building blocks for prevention. By understanding why they each turned to gangs, how they turned to gangs, and what went wrong for some along their pathways during childhood, as well as how and why they chose to leave the gang lifestyle, we can begin to put the pieces together and understand tools for gang prevention. Schools are in the unique position to become an oasis or a safe haven for a child in a world that does not otherwise feel safe to them. School staff members can step in and become consistent people in a child’s life. They can help to identify at-risk youth and intervene, facilitating a change in path away from gang membership. This book discusses how schools and staff can be instrumental in gang prevention and outlines warning signs and risk and protective factors for gang involvement. It also talks about components of gang prevention programs in schools. Additional topics explored include: Theories of Gang Involvement Lack of Family Consistency: Relating Attachment Theory with Gang Involvement “Brotherhood, Sisterhood, Unity:" Gangs as Replacement Family "No Other Option:" The Role of Social Environment "Death, Jail, or a Turnaround:" Making the Decision to Disengage A Piece About Trauma-Informed Practice Authored by a school social worker who has an insider's perspective on working in a school, Gang Prevention in Schools is a useful resource that gives a humanistic view of former gang members. The book will engage readers in the fields of psychology, social work, education and educational administration, and criminal justice, as well as have potential appeal to a lay audience due to the richness of the stories and interviews. Table of ContentsChapter 1: Theories of Gang InvolvementThis section includes discussion of current understandings and theory relating to the presence, development, and growth of gangs. Interactional theory suggests that gang membership arises from negative peer relationships, poor social structural environments, weak relationships, and an environment that is supportive of crime (Alleyne & Wood, 2014). Social control theory says that adolescents join gangs because they do not have positive relationships and do not have access to normal social norms (Dickson-Gomez et al, 2017). If one does not have good relationships with positive peers and positive role models, he may feel as if a gang is the only viable option. Multiple marginalization is defined as a lack of employment opportunities, poor living conditions, poverty, and family and community stress (Dickson-Gomez et al, 2017). This means that there are many factors causing stress, making it appear as if there is no good way out. A gang might seem like a way to get out of a bleak home situation. Social disorganization theory states that a community structure fails to see the value in its residents and does not keep social control (Sampson and Groves, 1989). A community cannot feel connected or have social control when there are higher crime rates and juvenile delinquency such as in disadvantaged neighborhoods (Santiago et al., 2011; Sampson and Groves, 1989).Chapter 2: Attachment TheoryAttachment theory has the utility to add to the existing knowledge base about gang membership. Children’s relationships with their primary caregivers are the foundation for their future relationships (Bowlby, 1998; Parrigon, et al., 2015). A secure attachment forms if the primary caregiver is consistently providing a safe secure base for the child from which he can explore the environment and return for comfort and support (Bowlby, 1998). An insecure attachment is formed when the caregiver is not consistent with care or is neglectful (Bowlby, 1988).Attachment theory posits that the earliest human interactions shape our survival functions (Schore & Schore, 2012). Early interactions between primary caregiver (attachment figure) and infant influence the brain systems’ maturation and organization, which causes affect and self-regulation (Schore & Schore, 2012; Hill, 2015). Affect is how one’s emotion is communicated through facial expressions, body movements, and tone of voice (Hill, 2015). During infancy, it is the primary caregiver’s job to regulate the child during states of hyper- or hypo arousal (Hill, 2015). Early attachment communications are crucial to neurobiological systems in the right brain, which is where stress regulation, emotional processing, and regulation of self are all found (Schore & Schore, 2012). The primary attachment figure, in being that secure attachment figure and responding appropriately to an infant’s needs, can soothe and regulate his internal system, thereby teaching emotional regulation at an early age. Trauma can influence brain development. If one has an insecure attachment, it can affect the person in a lifelong way. Kim and Page (2013) found that insecurely attached children develop behavioral problems more frequently, especially in a school setting, as opposed to securely attached children. Konishi and Hymel (2014) found that adolescents have a difficult time handing anger, which can lead to mental health and physical problems, including bullying, gang involvement, substance abuse, dating violence, low academic performance, and peer rejection. Insecurely attached children may turn to gangs as a way of coping with the lack of having a consistent attachment figure (De Vito, 2017). They may have been looking for a secure base in the gang membership, so they would have a replacement family, searching for that stability (De Vito, 2017).The attachment relationship between social worker and client is of critical importance. Schore & Schore (2012) discuss how attachment theory is a theory of regulation and developing an attachment to a therapist can assist in internal affect regulation. The therapist takes on that attachment role and can help the client regulate emotions internally, by becoming that secure base. This relationship can repair damage done previously and can help create a new way of coping (Schore & Schore, 2012). A client can develop a resilient self through a secure attachment that can then have meaningful relationships (Schore & Schore, 2012). Since gang members are seeking attachment figures that were not present in childhood, as youth develop meaningful relationships with therapists or school counselors, that counselor can take on a role of an attachment figure, thus repairing that damage and possibly intervening in the way of gang prevention. De Vito (2019) was a qualitative research study that promoted the use of attachment theory to analyze motivating/disengagement factors for gang involvement. The voices of fourteen former gang members are heard through qualitative interviews. Thematic analysis was used to identify the following themes: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Option,” and “Jail, Death, or Turnaround:” Making the Decision to Disengage. In this chapter, there is an emphasis on attachment theory driving gang membership, which is a key finding of my qualitative research. There is a discussion of how and why attachment theory is key in our understanding of gang members’ behavior, and the importance of a safe educational setting in preventing or responding to gang issues.Chapter 3: Gangs as FamilyGangs function because of internal group processes much like a military organization or corporation. There are leaders and a hierarchy of command with people having their own duties and responsibilities. Gangs can be seen as a family for youth. They can be an extension of their family or in some cases actually take the place of the family. Gangs have been said to function like family systems. Some similarities include feeling protected, receiving affection, and having a sense of belonging and loyalty (Ruble and Turner, 2000). If there is a lack of attachment figure in the family, then youth will look outside the family of origin to find a replacement attachment figure. Youth look up to their parents as role models for support, so having no suitable family role model would be a major risk factor (Alleyne and Wood, 2014; Walters, 2016). Lack of strong family attachment can increase interest in crime, since youth will likely not care about parents’ opinions, discipline, or school performance, leaving them open to gangs, crime, and poor peer influences (McNulty and Bellair, 2003). The gangs become a “surrogate family,” filling the void of the family of origin (Ruble and Turner, 2000). If there is no positive role model in the family, another person can become a role model outside of the family. Another attachment figure can step in to fill a void (Ainsworth, 1989).Chapter 4: Former Gang Members Speak: Themes/Findings from Qualitative Study (why do they join?)ResultsThe following four themes were identified: Lack of Family Consistency, Brotherhood, Sisterhood, Unity: Gang as Replacement Family, “No other Choice,” and “Jail, Death, or a Turnaround:” Making the Decision to Disengage. Participants’ verbatim quotes were included to highlight each theme. No identifying information was included and pseudonyms were used to protect participant identities.Lack of Family Consistency All participants described having a lack of secure, consistent primary care givers/attachment figures during childhood for various reasons, including death, divorce, substance abuse, and being absent. Other participants experienced a childhood where primary caregivers were not able to offer that consistent, caring relationship.Not having reliable, dependable primary caregivers can cause a hopeless state and a feeling of being alone. Because of the lack of consistency with primary caregivers, some participants looked outside the family for sources of consistency, such as peers and gangs. If family members are already gang members, they can be bred into gang membership. Brotherhood, Sisterhood, Unity: Gang as Replacement FamilyMost of the participants said gang members became family. There was a bond and a unity. They were willing to offer protection, unity, and love to one another. Gangs may be a form of brotherhood or sisterhood, but it comes with a hefty price, violence. In many cases, the gang took the place of their family of origin, which was broken in some way. They were fleeing something negative, looking for an escape. Some of the participants were searching for something to fill a void at home, such as love, respect, validation, affection, and attention. Those who join gangs can be missing something within themselves and are seeking it elsewhere. However, there were a few participants who felt as though the gang did not replace their family entirely, but rather were an extension of their family. They still considered the gang members part of their extended family. Also, there was one negative case. “No other Option”Participants said gang members are bred as a product of growing up in their environment. Gangs are often their friends, family members, and in their neighborhood. They describe joining as having “no other option” and “accepting their fate” or “destiny.” Gang members may feel as though joining was a normal, natural progression in life, based on the environment where they grew up. Growing up in a poor neighborhood, the gang lifestyle can seem like a way out to a better life. The gang members become role models. Gang membership can be a way of life. There can be an expectation for membership within families and peer groups. Police may label and assume gang membership based on the neighborhood. Some participants felt as if their environment led them to join a gang. A large gang presence in the neighborhood can be persuasive. “Death, Jail, or Turnaround:” Making the Decision to Disengage Participants talked about how they realized that they could not stay engaged in gang activity forever and decided to disengage because there was no positive outcome or future in gang membership. Gang membership comes with the risk of violence, death, physical injury, or incarceration. If one had difficulty with primary caregivers, it can be another blow to have a new family turn away. Some participants felt betrayed by their fellow gang members. They realized that they were not trustworthy, turning their backs on them. Chapter 5: How and Why Do They Leave? Gang members leave gangs usually because of a combination of push and pull factors. Push factors are negative things that push one away from gang involvement, such as getting tired of the gang lifestyle, being a victim of violence, witnessing violence, aging, and gang disillusionment (Berger et al., 2016; O’Brien et al., 2013; Pyrooz et al., 2011). Disillusionment occurs when gang members feel betrayed by fellow members (Berger et al., 2011). The pull factors are positive things that pull one away from the gang lifestyle, such as stable employment and relationships, religious beliefs, moving away, and aging and maturing, which would promote marriage, having children, and family responsibilities (O’Brien et al., 2013; Pyrooz and Decker, 2011; Berger et al., 2013). As one ages and matures, having stable employment, children, and being in a stable relationship become important. These things are not priorities for youth. Gang members leave gangs by moving out of the neighborhood, severing ties with gang associates: Leaving a gang can involve moving out of the neighborhood, severing ties with gang associates, or slowly distancing oneself, becoming involved in separate activities (Pyrooz and Decker, 2011).Chapter 6: Prevention This chapter extends the findings and understandings of the role of attachment theory and the ways in which schools might use this understanding to inform prevention and support. This extends current scholarship, understanding, and practice. It talks about identifying risk factors for gang involvement, broken down into three areas, family, school, and social environment. It also outlines protective factors. In addition, it talks about warning signs and how to identify gang involvement in schools. The final section talks about how schools can be a safe haven, how staff can intervene and become attachment figures, and components of prevention programs. It also talks about my own clinical experience in working with youth involved in gangs as well as features interviews with gang experts and school staff.The following came from the results of the qualitative interviews: Having a secure base within the family home with strong attachment to parents or caregivers could have prevented gang members from joining. Having a consistent home life with parents who are at home and there to supervise are protective factors. Having different ways of making money or seeing there are opportunities outside of their neighborhood that do not involve gang life. If there is a missing attachment figure in the home, another person could step into that role, such as a school staff member, counselor, or another family member. Getting counseling when there are risk factors can be a protective factor. Almost none of the study participants had counseling. Identifying Risk Factors Some risk factors are related to family. If there are cracks in the family foundation, including lack of parental supervision, involvement, and discipline, low family income, or gang-involved family members, gang membership chances increase (Alleyne and Wood, 2014). Other risk factors include experiencing childhood maltreatment or having a family history of criminal activity (Del Carmen et al., 2009). Risk factors are also related to school, including learning disabilities, mental health concerns, or weak school attachment or investment to school. These factors can lead students to not care about school, which leads to poor school performance, which is related to gang involvement (Alleyne and Wood, 2014; Del Carmen et al., 2009; Gover, 2002; McNulty and Bellair, 2003; O’Brien et al., 2013). The social environment can also play a role as a risk factor. Residing in a neighborhood with a gang presence could increase chances of gang involvement (Alleyne and Wood, 2014; Del Carmen, et al., 2009; O’Brien et al., 2013). Gang presence can influence youth, especially if friends have joined. Wanting protection, friendship, and a sense of belonging are pull factors for gang involvement (O’Brien et al., 2013). Having friends engaged in criminal activity or gangs, living in disadvantaged communities, and desiring ways to earn money are all related to gang involvement (Alleyne and Wood, 2014; O’Brien et al., 2013). Poverty is a significant life stressor. If one lives in a poor are, there will be fewer resources and a higher crime rate (Santiago et al., 2011).Identifying Protective Factors Having a high level of parental supervision and strong family attachment (McNulty & Bellair, 2003; O’Brien, Daffern, Chu & Thomas, 2013; Gover, 2002; Walters, 2016), having both parental and nonparental role models, (Higgins, Wesley & Mahoney, 2010; McNulty & Bellair, 2003; Walters, 2016), and positive relationships with the same sex parent (Walters, 2016) are all protective factors. Protective factors include a high investment and attachment to school and staff, teaching youth coping and social skills (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016). Positive peer influences, (Gover, 2002; McNulty & Bellair, 2003; O’Brien et al, 2013; Walters, 2016) and community attachment and involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016) are all protective factors. Identifying Warning SignsThere are many warning signs including: colors, clothing/accessories, graffiti, tattoos, change in behavior, new friends, weapons, drug usage, money, social media, music and movies, safety worry, fighting/injuries. All of these will be explored in depth. Building a Safe Haven Providing a safe environment without fear is the most important thing that schools can do to prevent gang involvement (Gottfredson, 2013). Many principals do not admit there are gang problems in their schools (Gottfredson, 2013). Therefore, this may get in the way of prevention programs being in place. Gang problems are more likely to occur in areas that have poverty and experience social disorganization (Gottfredson, 2013). Unemployment rates are usually high and families have fallen on hard economic times with many children living with single mothers (Gottfredson, 2013). Gangs can be like a social problem, where youth may feel that they need to participate to keep them safe from harm (Gottfredson, 2013). Prevention programs in schools should address things such as impulse control, lack of attachment to school, and rules (Gottfredson, 2013). Helping youth to resist peer pressure and rewarding involvement in school are also key (Gottfredson, 2013). Strategies for Youth: Connecting Cops & Kids (2019) reported that 71% of public schools have school resource officers (SROS). The federal and state governments spent about $2 billion to place these armed law enforcement officers into school buildings. There has not been evidence that says that these SROs are helpful in decreasing tragedies, but they do increase students getting arrested for small crimes and students of color and those with disabilities are treated more harshly than others. There also needs to be regulation so that SROs are not pushing children into the juvenile justice system needlessly. Therefore there has been a recent push to have SROs receive training in half the states. Staff become attachment figures/building a secure base within the school. This is a suggestion coming from my qualitative research. If there is a missing attachment figure at home, staff members, especially school counselors, can step in and help to become those missing attachment figures. The school building can become a safe haven in a world that does not feel safe for these students. A high investment in school is a protective factor against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Create positive peer interactions for youth. Students can join activities during and after school like sports and clubs to keep them involved with a higher attachment to school and off the streets. Having positive role models for youth is a key protective factor in dissuading gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Schools have an opportunity to set up positive role models for at-risk students, such as positive peers, staff members, or a mentoring program, such as Big Brothers Big Sisters. Gang prevention should be tailored to each school. It is important to assess the school's needs first before deciding on individual needs (Gottfredson, 2013). It is important to provide education to staff, parents, and students on the danger and signs of gangs. School staff should forge relationships with parents and caregivers, getting them involved. Close parental supervision and having consistent and involved family are protective factors against gang involvement (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Get counselors involved. They can assess for risk and either provide mental health counseling or refer to outside counseling resources. Research shows that programs with a cognitive behavioral component are most effective at reducing problem behaviors (Gottfredson, 2013). Create a strong antibullying and harassment program in school. Staff members need to be able to recognize risk factors, signs of gangs, and address and eliminate problem behaviors by enforcing rules and consequences consistently (Gottfredson, 2013). It is important that youth see law enforcement in a positive light and form positive relationships early on in their early elementary school years. Schools and law enforcement should also collaborate and share information, such as local gang trends and activity. Attachment and involvement to community can assist in preventing gang involvement (Higgins et al, 2010; McNulty & Bellair, 2003; Walters, 2016). Form a collaboration with community agencies and faith-based programs, like churches, to create a strong sense of belonging in the community. Teaching youth coping and social skills can aid in gang prevention (McNulty & Bellair, 2003; O'Brien et al, 2013; Walters, 2016). Teaching anger management, conflict resolution, emotional awareness, social skills, and how to say no to peer pressure are all important prevention skills.Trauma-Informed PracticeHarden, Kenemore, Mann, Edwards, List, and Martinson (2014) describes how trauma-informed practice tries to understand the impact of violence exposure on survivors of trauma. There are programs that train therapists strategies and interventions with violence survivors and help them understand how they are impacted by traumatic events (Harden et al, 2014). National Childhood Traumatic Stress Network has a wealth of research and practice for childhood trauma (Harden et al, 2014). This section delves further into this topic. School Prevention ProgramsThere are many gang prevention programs being utilized in schools today. The GREAT Program is an evidence-based gang and violence prevention program that is set in schools and run by law enforcement officers. It is run in schools where police officers come in and teach a curriculum to groups of students in a school. Components of the program include: respecting and having empathy for others, making good choices, and positive goal setting. The program utilizes skills training, group discussions, cooperative learning, and using role plays. The goal is to prevent gang membership, criminal activity, and helping students to form a positive relationship with law enforcement. Some other programs include: Safe Futures, OJJDP Comprehensive Model, Chicago Model, and GRYD in LA. These are detailed in this chapter.

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Book SynopsisThis sourcebook is an unparalleled resource in the field of family science. It provides a comprehensive overview of both traditional and contemporary theories and methodologies to promote a greater understanding of increasingly complex family realities. It focuses on broad developments in research design and conceptualization, while also offering a historical perspective on developments in family science over time, particularly emerging theories from the past several decades. Each chapter summarizes and evaluates a major theory or methodological approach in the field, delving into its main principles; its debates and challenges; how it has evolved over time; its practical uses in policy, education, or further research; and links to other theories and methodologies. In highlighting recent research of note, chapters emphasize the potential for innovative future applications.Key areas of coverage include:· Risk and resilience, family stress, feminist, critical race, and social exchange theories.· Ambiguous loss, intersectionality, Queer, and family development theory.· Life course framework.· Biosocial theory and biomarker methods.· Symbolic interactionism.· Ethnography.· Mixed methods, participatory action research, and evaluation.Table of ContentsStretching Theory and Theorizing in Contemporary Family Research.- Methodological Approaches and Methods in Contemporary Family Research.- Meta-Theories.- History.- Risk and Resilience Theories.- Family Stress Theories.- Symbolic Interactionism.- Ethnographic Approaches.- Family Development Theory.- Family Systems Theory.- Ecological Theories.- Social Exchange.- Life Course Framework.- Grounded Theory.- Longitudinal Research.- Dyadic and Family Level Modeling.- Feminist Theories.- Critical Race Theories.- Intersectionality Theory.- Queer, Quare, and Transgender.- Phenomenological Approaches.- Participatory Action Research.- Family Communication.- Developmental and Attachment.- Family Policy.- Biosocial Theory .- Biomarker Methods .- Mixed Methods.- Evaluation Approaches.- Translation and Prevention.- Transdisciplinary Family Science.- Editors’ Final Word.

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Book SynopsisThis book reflects on the various ways in which intelligence can manifest itself in the wide range of diverse contexts in which people live. Intelligence is often viewed as being tantamount to a score or set of scores on a decontextualized standardized intelligence test. But intelligence always acts within a sociocultural context. Indeed, early theorists defined intelligence in terms of adaptation to the environment in which one lives. The tradition of decontextualization is old, dating back to the very beginning of the 20th century with the development of the Binet-Simon Intelligence Scales. This tradition is not only old, however, but obsolete. Because people live in different sociocultural as well as physical environments, intelligence can take somewhat different forms in different places and even at different times. The chapters in this edited volume show that intelligence viewed in the abstract is a somewhat vacuous concept - it needs to be contextualized in terms of people’s physical and sociocultural surroundings.Table of ContentsPreface.1. Introduction. Robert J. SternbergPart I. Intelligence and cultural evolution2. Intelligence as Ecological and Cultural Adaptation. John W. Berry3. Adaptive Intelligence and Cultural Evolution. Chi-yue Chiu, Hiu-sze Chan, Sau-lai Lee, and Jennifer Yuk-Yue TongPart II. Culture and society in the history of research on human intelligence4. A Brief History of IQ Testing: Fixed vs. Malleable Intelligence. Alan S. Kaufman, Dowon Choi, Hansika Kapoor, James C. Kaufman5. The Idea of a Peculiarly Female Intelligence: A Brief History of Bias Masked as Science. Gerd Gigerenzer6. Intelligence and Wisdom in Chinese Intellectual History and in Modern Day Taiwan. Shih-ying Yang, Kimberly Y. H. Chang, and Shin-yi HuangPart III. Socio-cultural influences in human intelligence7. The Status of Intelligence as a Panhuman Construct in Cross-Cultural Psychology. Johnny R. J. Fontaine and Ype H. Poortinga8. Cultural intelligence: From Intelligence in Context and across Cultures to Intercultural Contexts. Kok Yee Ng, Soon Ang, Thomas Rockstuhl 9. Cultural change in Africa under the Pressure of HIV/AIDS: The Role of Natively Developed Intelligence. Mei Tan, Elena L. GrigorenkoPart IV. Context, assessment, and intellectual performance10. Taking an Intelligence Test: Does the Context Matter? Adrian Furnham11. A Contextual Approach to Research on Intelligence and Complex Task Performance. David Z. HambrickPart V. Social issues and the science of human intelligence12. Mindsets of Intelligence: Their Development, Consequences, and Relation to Group-based Inequality. Lin Bian13. Re-Envisioning Intelligence in Cultural Context. Lisa Suzuki, Taymy Josefa Caso, Aysegul Yucel14. Challenges for Intelligence Today: Combatting Misinformation and Fake News. Stephen J. Ceci, Wendy M. Williams Part VI. The future of the science of human intelligence and its implications for society15. Human intelligence in the Time of the Anthropocene. David D. Preiss16. Time Bomb: How the Western Conception of Intelligence Is Taking Down Humanity. Robert J. SternbergPart VII. Conclusion17. Conclusion: Intelligence Does Not Inhere within the Individual but rather in Person x Task x Situation Interactions. Robert J. Sternberg, David D. Preiss

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Book SynopsisPart 1 How Immigration Policy Enforcement Shapes Families.- Chapter 1 Family Reunification and Separation: How U.S. Immigration Policy Shapes Family Structures.- Chapter 2 Adding Return Migration to the Equation: U.S. Immigration Policy and Migrant Families in Mexico.- Chapter 3 (Re)building Families: Undocumented Young Adults Contest Legal Violence.- Part 2 Exclusion in Immigrant Family Building.- Chapter 4 The Impact of U.S. Immigration Policy on Parenting.- Chapter 5 Parenthood Matters: Institutional Surveillance of U.S. Latinos by Citizenship and Parental Status.- Chapter 6 Motherhood, Legal Status, and COVID-19: How Immigration Policies Shaped the Pandemic Experiences of Latina Immigrant Mothers.- Part 3 Longer-Run Impact of Immigration Policy on Immigrant Families.- Chapter 7 Immigration Policy Vacuum: Health and Well-being of DACA-Eligible Immigrants and their Children.- Chapter 8 Well-being in Chinese Immigrant Families: Aging in a Foreign Land.- Chapter 9 Generational preca

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Book SynopsisChapter 1 History and Epidemiology of Intellectual Disability.- Chapter 2 Behavioral Phenotypes and Genetic Syndromes.- Chapter 3 Classification and Diagnosis Systems.- Chapter 4 Assessment of Mental Health Problems in People with Intellectual Disabilities.- Chapter 5 Obsessive Compulsive Disorder in Children and Young People with Intellectual Disabilities.- Chapter 6 Post Traumatic Stress Disorder (PTSD) and Abuse.- Chapter 7 Attention Deficit Hyperactivity Disorders (ADHD).- Chapter 8 Autism.- Chapter 9 New Insights on Challenging Behaviors: Assessment and Treatment cross the Lifespan.- Chapter 10 Characteristics and Assessment of Pica in Individuals with Intellectual Disability.- Chapter 11 Self-Injurious Behavior.- Chapter 12 The Assessment and Treatment of Feeding Disorders for Individuals with Intellectual Disability: An Interdisciplinary Approach.- Chapter 13 The Assessment of Sleep Disorders: in Dually Diagnosed Individuals.- Chapter 14 Psychological Treatments.- Chapter 15 Overview of Behavior Analytic Teaching Strategies.- Chapter 16 The Treatment of Dually Diagnosed Individuals with Sleep Disturbances and Intellectual Disabilities.- Chapter 17 Special Education for Individuals with Challenging Behaviors.- Chapter 18 Psychopharmacology.

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Book SynopsisKapitel 1. Bindungstheorie.- Kapitel 2. Das IoWA-PCIT-Modell für die Arbeit mit Eltern-Kind-Dyaden.- Kapitel 3. Erwachsene Bindung.- Kapitel 4. Eltern-Kind-Bindung: Vier Beispiele.- Kapitel 5. Arbeit mit sicheren Eltern-Kind-Dyaden.- Kapitel 6. Elternberatung für Eltern mit einem sicheren/autonomen Arbeitsmodell der Bindung.- Kapitel 7. Arbeit mit ambivalenten/widerständigen Eltern-Kind-Dyaden.- Kapitel 8. Elternberatung für Eltern mit einem besorgten Arbeitsmodell der Bindung.- Kapitel 9. Arbeit mit vermeidenden Eltern-Kind-Dyaden.- Kapitel 10. Elternberatung für Eltern mit einem abweisenden Arbeitsmodell der Bindung.- Kapitel 11. Arbeit mit desorganisierten und kontrollierenden Eltern-Kind-Dyaden.- Kapitel 12. Elternberatung für Eltern mit ungelöster Bindung.- Kapitel 13. Arbeit mit adoptierten Kindern und Kindern in Pflegefamilien.- Kapitel 14. Elternberatung für Eltern adoptierten Kinder und Kinder in Pflegefamilien.- Kapitel 15. Lernen und Wachsen als Therapeuten: Unser eigenes Arbeitsmodell der Bindung erkennen.- Kapitel 16. Auf dem Weg zur Sicherheit.

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Book SynopsisChapter 1 Defining Durability.- Chapter 2 Preventing Challenging Behavior in Autistic Children.- Chapter 3 The Profound Impact of Early Intervention on Autistic Outcomes.- Chapter 4 Sustaining Toileting and Intimate-Care Skills.- Chapter 5 From Purees to Portion-Based Meals: Building Complex Feeding Repertoires for Children with Feeding Difficulties.- Chapter 6 Shaping Complex Verbal Behavior Across the Lifespan.- Chapter 7 Maintaining and Generalizing Social Skills for Individuals with Autism.- Chapter 8 Considerations Toward Increased Treatment Adherence for School-Based Behavior Analysts.- Chapter 9 Preparing for Adulthood: Generalization of Functional Living Skills.- Chapter 10 Promoting Cooperation with Dental and Medical Procedures.- Chapter 11 Durability in the Treatment of Socially Reinforced Destructive Behavior.- Chapter 12 Longevity of Treatment Effects for Automatically Maintained Problem Behavior.- Chapter 13 Toward Behavioral Stability with Psychotropic Medication.- Chapter 14 Skill Maintenance and Special Considerations for Aging Autistic Clients.- Chapter 15 The Critical Role of the Implementer.- Chapter 16 A Pursuit of the Generalization of DRA Treatment Effects.- Chapter 17 Ethical and Cultural Considerations When Supporting Individuals with Autism.- Chapter 18 Lifelong Care for Autistic Individuals: A Parent’s Perspective.- Chapter 19 Lifelong Care for Autistic Individuals: An Advocate’s Perspective.

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Book SynopsisChapter 1 Defining Leadership as a Social Function: Beyond the Big-Hero Myth.- Chapter 2 Towards a Cultural-Psychological Theory of Leadership: Getting Inspiration from Boesch, Lewin and Vygotsky.- Chapter 3 Towards Alternative Validity Criteria for the Qualitative Study of Leadership.- Chapter 4 Case Studies, Autoethnographies, and Ethnographies: Insights for Qualitative Leadership Research.- Chapter 5 Cross-Sectional and Longitudinal Interpretations of Ethnographic Leadership Patterns.- Chapter 6 Cross-Sectional and Longitudinal Interpretations of Autoethnographic Leadership Patterns.- Chapter 7 Digesting Field-Theoretical Findings Personally: Between a Letter to One’s Future Self and a Policy Brief.- Chapter 8 Lessons Learnt from Autoethnographic and Ethnographic Methodology in the Qualitative Study of Leadership.- Chapter 9 Pitfalls and Future Research Directions of Cultural-Psychological Leadership.- Chapter 10 Towards an Actualized Cultural-Psychological Theory of Leadership.

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Book SynopsisChapter 1 The First Steps in Understanding DMDD.- Chapter 2 Understanding DMDD.- Chapter 3 The Eight Guideposts for Raising Emotionally Resilient Children with DMDD.- Chapter 4 Teaching and Conveying Empathy to Children With DMDD.- Chapter 5 Effective Communication and Listening Actively.- Chapter 6 Accepting Our Children for Who They Are: Conveying Unconditional Love and Setting Realistic Expectations.- Chapter 7 Nurturing "Islands of Competence".- Chapter 8 Helping Children With DMDD Learn From, Rather Than Feel Defeated by Mistakes.- Chapter 9 The Importance of Problem-Solving and Decision-Making Skills for Children with DMDD.- Chapter 10 Disciplining in Ways that Promote Self-Discipline and Self-Worth.- Chapter 11 Developing Responsibility, Compassion, and a Social Conscience.- Chapter 12 Establishing a Partnership with Your Child's School.- Chapter 13 Rising Through the Storm.

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Book SynopsisChapter 1. An Introduction to Autism Intervention Training.- Chapter 2. Training Versus Mentorship: What Is the Difference and Why It Is Important.- Chapter 3. Building Effective Training Systems Within Organizations.- Chapter 4. Quality Trainer Repertoires.- Chapter 5. Assessment to Inform Training Goals.- Chapter 6. The Importance of a Common Vocabulary in Staff Training.- Chapter 7. Evidence-Based Staff Training.- Chapter 8. Pyramidal Staff Training and Evidence-Based Practices.- Chapter 9. Virtual/Remote Staff Training.- Chapter 10. Using Behavioral Skills Training to Train Staff.- Chapter 11. Using the Teaching Interaction Procedure to Train Staff.- Chapter 12. Comprehensive Staff Training Programs.- Chapter 13. Developing Clinical Judgment Skills.- Chapter 14. Training Effective and Efficient Shapers.- Chapter 15. Training Staff to Implement Preventive Interventions.- Chapter 16. Training Staff to Implement Function Based Interventions.- Chapter 17. Training Staff to ImplementSocial Skills Interventions.- Chapter 18. Training Staff to Implement Mealtime Interventions.- Chapter 19. Training for Intervention Across the Lifespan.- Chapter 20. Cultural Considerations Related to Staff Training.- Chapter 21. Considerations for Training School Staff.- Chapter 22. Considerations for Training Parents and Caregivers.- Chapter 23. Common Challenges and Solutions Related to Training.- Chapter 24. Future Directions in Research and Practice.

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