Child and developmental psychology Books

Book SynopsisPip and the Flyaway Balloon is the second book in the invaluable âPip and Bunnyâ collection; a set of six picture books with an accompanying handbook and e-resources carefully written and illustrated to support the development of visual and literary skills. By inspiring conversation and imagination, the books promote emotional and social literacy in the young reader. Designed for use within the early years setting or at home, each story explores different areas of social and emotional development. The full set includes: six beautifully illustrated picture books with text and vocabulary for each a handbook designed to guide the adult in using the books effectively âTalking Pointsâ relating to the childâs own world âWhatâs the Word?â picture pages to be photocopied, downloaded or printed for language development detailed suggestions as to how to link with other EYFS areas of learning. The set is designed to be used in both individual and group settings. It will be a valuable resource for teachers, SENCOs (preschool and reception), Early Years Staff (nursery, pre-school and reception), EOTAs, Educational Psychologists, Counsellors and Speech Therapists.Table of ContentsStorybook 1: Pip's Dream Storybook 2: Pip and the Flyaway Balloon Storybook 3: Bunny Visits London Storybook 4: Pip at the Seaside Storybook 5: The Cheeky Ostrich Storybook 6: Pip at Home

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Book SynopsisBunny Visits London is the third book in the invaluable Pip and Bunny' collection; a set of six picture books with an accompanying handbook and e-resources carefully written and illustrated to support the development of visual and literary skills. By inspiring conversation and imagination, the books promote emotional and social literacy in the young reader. Designed for use within the early years setting or at home, each story explores different areas of social and emotional development. The full set includes: six beautifully illustrated picture books with text and vocabulary for each a handbook designed to guide the adult in using the books effectively Talking Points' relating to the child's own world What's the Word?' picture pages to be photocopied, downloaded or printed for language development detailed suggestions as to how to link with other EYFS areas of learning.Table of ContentsHandbook: Supporting Language and Emotional Development in the Early Years Through Reading Storybook 1: Pip’s Dream Storybook 2: Pip and the Flyaway Balloon Storybook 3: Bunny Visits London Storybook 4: Pip at the Seaside Storybook 5: The Cheeky Ostrich Storybook 6: Pip at Home

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Book SynopsisPip at the Seaside is the fourth book in the invaluable âPip and Bunnyâ collection; a set of six picture books with an accompanying handbook and e-resources carefully written and illustrated to support the development of visual and literary skills. By inspiring conversation and imagination, the books promote emotional and social literacy in the young reader. Designed for use within the early years setting or at home, each story explores different areas of social and emotional development. The full set includes: six beautifully illustrated picture books with text and vocabulary for each a handbook designed to guide the adult in using the books effectively âTalking Pointsâ relating to the childâs own world âWhatâs the Word?â picture pages to be photocopied, downloaded or printed for language development detailed suggestions as to how to link with other EYFS areas of learning. The set is designed to be used in both individual and group settings. It will be a valuable resource for teachers, SENCOs (pre-school and reception), Early Years Staff (nursery, preschool and reception), EOTAs, Educational Psychologists, Counsellors and Speech Therapists.Table of ContentsHandbook: Supporting Language and Emotional Development in the Early Years Through Reading Storybook 1: Pip’s Dream Storybook 2: Pip and the Flyaway Balloon Storybook 3: Bunny Visits London Storybook 4: Pip at the Seaside Storybook 5: The Cheeky Ostrich Storybook 6: Pip at Home

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Book SynopsisThe Cheeky Ostrich is the fifth book in the invaluable âPip and Bunnyâ collection; a set of six picture books with an accompanying handbook and e-resources carefully written and illustrated to support the development of visual and literary skills. By inspiring conversation and imagination, the books promote emotional and social literacy in the young reader. Designed for use within the early years setting or at home, each story explores different areas of social and emotional development. The full set includes: six beautifully illustrated picture books with text and vocabulary for each a handbook designed to guide the adult in using the books effectively âTalking Pointsâ relating to the childâs own world âWhatâs the Word?â picture pages to be photocopied, downloaded or printed for language development detailed suggestions as to how to link with other EYFS areas of learning. The set is designed to be used in both individual and group settings. It will be a valuable resource for teachers, SENCOs (pre-school and reception), Early Years Staff (nursery, preschool and reception), EOTAs, Educational Psychologists, Counsellors and Speech Therapists.Table of ContentsHandbook: Supporting Language and Emotional Development in the Early Years Through Reading Storybook 1: Pip’s Dream Storybook 2: Pip and the Flyaway Balloon Storybook 3: Bunny Visits London Storybook 4: Pip at the Seaside Storybook 5: The Cheeky Ostrich Storybook 6: Pip at Home

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Book SynopsisPip at Home is the sixth book in the invaluable Pip and Bunny' collection; a set of six picture books with an accompanying handbook and e-resources carefully written and illustrated to support the development of visual and literary skills. By inspiring conversation and imagination, the books promote emotional and social literacy in the young reader. Designed for use within the early years setting or at home, each story explores different areas of social and emotional development. The full set includes: six beautifully illustrated picture books with text and vocabulary for each a handbook designed to guide the adult in using the books effectively Talking Points' relating to the child's own world What's the Word?' picture pages to be photocopied, downloaded or printed for language development detailed suggestions as to how to link with other EYFS areas of learning. Table of ContentsHandbook: Supporting Language and Emotional Development in the Early Years Through Reading Storybook 1: Pip’s Dream Storybook 2: Pip and the Flyaway Balloon Storybook 3: Bunny Visits London Storybook 4: Pip at the Seaside Storybook 5: The Cheeky Ostrich Storybook 6: Pip at Home

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Book SynopsisHuman Memory, 4th edition, provides a comprehensive overview of research and theory on human memory. Written in an engaging style, the book is divided into three sections, providing an accessible introduction to the application and assessment of memory theory. Beginning with the history of memory, the first section explores basic methodology and neuroscience. The second section examines the key topics of memory such as the sensory registers, mechanisms of forgetting and short-term, nondeclarative, episodic, and semantic memory. The third section focuses on specialist topics such as amnesia, memory for space and time, autobiographical memory, memory and reality, memory and the law, metamemory and formal models of memory. Instructors could pick and chose which of these chapters best fit the goals of their course.New to this edition: More prominent discussion of neuroscience findings. Coverage of a wider range of neuroscTrade Review"Human Memory has an unconventional and appealing organization. It covers critical topics that are omitted from most textbooks and weaves historical and modern research together into a format that will serve well for both beginning and advanced study of the topic. Most importantly, it covers both the theoretical and the applied side of human memory research, making it a valuable resource for understanding how and where the formal study of human memory fits into the social sciences more broadly." – Aaron S. Benjamin, University of Illinois at Urbana-Champaign, U.S.A. "This is an impressive text: Comprehensive, well-written and sure to be a winner. Radvansky provides a great blend of classic and contemporary research and the pedagogical features built into the book will be helpful for students." - Henry L. Roediger III, Washington University in St. Louis, U.S.A. "Human Memory has an unconventional and appealing organization. It covers critical topics that are omitted from most textbooks and weaves historical and modern research together into a format that will serve well for both beginning and advanced study of the topic. Most importantly, it covers both the theoretical and the applied side of human memory research, making it a valuable resource for understanding how and where the formal study of human memory fits into the social sciences more broadly." – Aaron S. Benjamin, University of Illinois at Urbana-Champaign, U.S.A. "This is an impressive text: Comprehensive, well-written and sure to be a winner. Radvansky provides a great blend of classic and contemporary research and the pedagogical features built into the book will be helpful for students." - Henry L. Roediger III, Washington University in St. Louis, U.S.A. Table of ContentsBackground Chapter 1 Overview and History of Memory Research Chapter 2 Neuroscience of Memory Chapter 3 Methods and Principles Core Memory Topics Chapter 4 Sensory and Short-Term Memory Chapter 5 Working Memory Chapter 6 Nondeclarative Memory Chapter 7 Episodic Memory: Past and Future Chapter 8 Forgetting Chapter 9 Semantic Memory Special Topics in Memory Chapter 10 Forms of Amnesia Chapter 11 Memory for Space and Time Chapter 12 Autobiographical Memory Chapter 13 Memory and Reality Chapter 14 Memory and the Law Chapter 15 Metamemory Chapter 16 Memory in Infancy and Childhood Chapter 17 Memory and Aging Chapter 18 Formal Models of Memory

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Book SynopsisWill sits and watches the world go by, feeling all alone. Will he be alone forever?This picture book targets the /w/ sound and is part of Speech Bubbles 2, a series of picture books that target specific speech sounds within the story.The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for childrenâs speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness.Picture books are sold individually, or in a pack. There are currently two packs available â Speech Bubbles 1 and Speech Bubbles 2. Please see further titles in the series for stories targeting other speech sounds.Table of ContentsWill the Wolf: Targeting the /w/ Sound

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Book SynopsisPlaytime is essential for childrenâs wellbeing and provides key opportunities to make friends. Yet for some children, unstructured play can present real challenges. This original resource provides ideas and tools to support children aged 6-9 with communication conditions as they socialise with their peers. The set includes: Zedie & Zoolaâs Playtime Cards â a pack of 25 cards containing ideas for fun playground games that encourage children with different communication styles to play together. Zedie & Zoola Light Up the Night â a beautifully illustrated storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. Zedie & Zoolaâs Playful Universe â an evidence-based guide offering additional advice for adults to use the cards effectively, with helpful contextual information to assist in making playtimes more accessible. The first of its kind to draw attention to the barriers to play experienced by children with communication conditions, this practical and informative set aims to engage children and foster an inclusive and supportive environment. It is suitable for use at both school and at home, with plenty of opportunities to encourage play, and will be a valuable resource for primary school teachers, speech and language therapists, and parents.

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Book SynopsisPlaytime is essential for children's wellbeing and provides key opportunities to make friends. This pack contains 25 beautifully illustrated cards containing ideas for fun playground games that draw from Zedie & Zoola's Playful Universe. They are designed to be used alongside: Zedie & Zoola Light Up the Night a colourful storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. Zedie & Zoola's Playful Universe an evidence-based guide offering additional advice for adults to use the cards effectively, with helpful contextual information relating to child development, communication differences, and play, to assist in making playtimes more accessible. The cards and storybook explore the topic of communication differences through engaging characters and games, and the accompanying guide offers additional advice for adults to use the cardsTable of ContentsCards: There are 25 cards in total and each card gives children instructions on playing a unique, simple game. The resource features cartoon aliens named Zedie and Zoola and each game draws from an imaginary universe of characters. There are two subsets of games: two-player and multi-player. Each card will include: subset type, title and image, number of players, any props needed, aim of the game, instructions to play, any new terms.

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Book SynopsisWhat can Jungian psychology contribute to understanding children and childhood?Childhood Re-imagined considers Carl Jung''s psychological approach to childhood and argues that his symbolic view deserves a place between the more traditional scientific and social-constructionist views of development. Divided into four sections this book covers: Jung on development theoretical and methodological discussion the Developmental School of analytical psychology towards a Jungian developmental psychology. This book discusses how Jung''s view of development in terms of individuation is relevant to child development, particularly the notion of regression and Jung''s distinction between the child archetype and the actual child. It shows how Jung''s understanding of the historically controversial notion of recapitulation differs from that of other psychologists of his time and aligns him with contemporary, post-modern critiques of devTrade Review"Shiho Main has given us the most important Jungian work on childhood in recent years. Unlike other writers she manages to bridge the 'developmental' and the symbolic archetypal and bring the concept of the child up-to-date socially and politically. Seldom is Jungian writing so comprehensive and informing. This is essential reading for psychotherapists, psychologists, trainees and everyone concerned with what 'childhood' means in our time." - Christopher Hauke, Goldsmiths College, University of London, Author of Jung and the Postmodern and Human Being Human, Culture and the Soul.Table of ContentsPart I: Jung on Development. Psychological Development. Regression. Symbolic Child Psychology. Part II: Theoretical and Methodological Discussions on Development. ‘Recapitulation’ and ‘Development’ in Analytical Psychology. Methodological Issues in Developmental Psychology and Analytical Psychology. Part III: The Developmental School of Analytical Psychology. Jung, Fordham, and the ‘Developmental School’. The Children’s Rights Movement and Fordham’s Work with Children. Part IV: Towards a Jungian Developmental Psychology. Jung as a Qualitative Psychologist. Conclusion.

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Book SynopsisWhen a man becomes a father, it can be a very daunting time. He is suddenly thrust into a new and emotional world. He can feel unprepared (despite the preceding nine months of build-up), useless (despite all the uses the mother of his child could offer him), and apprehensive. However, the new father is about to embark upon the most exciting and rewarding experience of his life. But let's face it, no one teaches men exactly how to become fathers. So, what does being a dad in the 21st Century mean? Dads today, more than ever, want to play an active role in their children's lives and development. To do this, fathers need to know how children grow up so that they can learn to cope with, play with, control, and love their kids in an intelligent way. This book provides a guide for men on how to be a good dad and a supportive partner. Dealing directly with the key issues and the many stresses that fathers can face, it looks at the psychological rTrade Review"What Every Man Should Know about Being a Dad is humane and witty, an outcome of his own experience as a parent, and of his training in psychology. ... On the one hand he knows his psychology inside out – and this book deserves to be on psychology reading lists – but on the other hand he is full of humanity. ... It will do you no harm at all as a man to let your partner spot you reading this warm, witty and humane book. When you’ve read it, pass it on. I think she’ll like it, too." – Padraig O'Morain in The Irish Times"This book is an insightful and amusing guide for dads. It reports from the male perspective and takes a psychological approach to dealing with parenting issues." - Wanda Lynne Young, http://yummymummyclub.ca "A great combination of psychological insight, scientific fact, and practical advice all presented in a relaxed and humorous tone. I found all of the chapters very useful, especially those which contain subject matter not normally talked about in parenting books. There are so few good books for dads - I would definitely recommend this one!" - Kevin Brown, father to twins Hamish and Mia (5 years)."This book has given me the confidence to trust my judgement and enjoy being a Dad. I feel qualified to make important parenting decisions like 'Yes, I will spend quality time watching the Champions League with my daughter.'" - Chad Kennedy, father to Annabel (11 months)"Having recently become a father, I wanted to know how I was doing and be challenged on my approach to being a dad. This book is full of insightful, personal and thought provoking observations which allowed me to begin an internal discussion about how to be the best dad I could be." - Simon Waldron, father to Ephraim (20 months)"Cohen offers a deliberately challenging account of fatherhood, drawing effectively on his own experiences as well as theory and research. Sometimes controversial, Cohen is always a passionate and entertaining writer." – Matt Jarvis, School of Education, Keele University and father of 2"What Every Man Should Know about Being a Dad is humane and witty, an outcome of his own experience as a parent, and of his training in psychology. ... On the one hand he knows his psychology inside out – and this book deserves to be on psychology reading lists – but on the other hand he is full of humanity. ... It will do you no harm at all as a man to let your partner spot you reading this warm, witty and humane book. When you’ve read it, pass it on. I think she’ll like it, too." – Padraig O'Morain in The Irish Times"This book is an insightful and amusing guide for dads. It reports from the male perspective and takes a psychological approach to dealing with parenting issues." - Wanda Lynne Young, http://yummymummyclub.ca "A great combination of psychological insight, scientific fact, and practical advice all presented in a relaxed and humorous tone. I found all of the chapters very useful, especially those which contain subject matter not normally talked about in parenting books. There are so few good books for dads - I would definitely recommend this one!" - Kevin Brown, father to twins Hamish and Mia (5 years)."This book has given me the confidence to trust my judgement and enjoy being a Dad. I feel qualified to make important parenting decisions like 'Yes, I will spend quality time watching the Champions League with my daughter.'" - Chad Kennedy, father to Annabel (11 months)"Having recently become a father, I wanted to know how I was doing and be challenged on my approach to being a dad. This book is full of insightful, personal and thought provoking observations which allowed me to begin an internal discussion about how to be the best dad I could be." - Simon Waldron, father to Ephraim (20 months)"Cohen offers a deliberately challenging account of fatherhood, drawing effectively on his own experiences as well as theory and research. Sometimes controversial, Cohen is always a passionate and entertaining writer." – Matt Jarvis, School of Education, Keele University and father of 2Table of Contents1.Joy 2. You Are Not a Spare Part Whatever Psychologists Say 3. Fathers Have a History 4. The Only True Immortality - For a Man 5. In at The Birth 6. Love At First Cry 7. Tensions for Parents 8. The Newborn Baby is No Fool 9. How the Baby's Mind Develops and the Eternal Puzzle: Nature or Nurture? 10. Sex and Personality 11. The Toddler's Brain 12. Lies, Games and the Imagination, Oh and the Small Matter of Big Dragons: How Children Don't Lie Brilliantly 13. Sex and Young Children 14. The Arts and Smarts of Discipline 15. School 16. Modern Stepfamily Life 17. Can We See Inside the Teenage Mind? 18. Stress and Mental Health 19. The Worst: Depression, Attempted Suicide, Suicide 20. Savvy Kids Don't Come Cheap 21. Who Is the Child?

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Book SynopsisFrom Birth to Five Years: Practical Developmental Examination is a step-by-step âhow toâ guide to the developmental examination of pre-school children. This book has been developed alongside the original From Birth to Five Years as a companion volume that expands on the normative developmental stages outlined in Mary Sheridanâs pioneering work in the field, by offering practical guidance for health, education and social care professionals, or anyone concerned with putting the theory behind childrenâs developmental progress into practice in a real-life setting.This book is based on up-to-date research into current child development philosophies and practices, and aims to support the wider group of professionals that are required to assess childrenâs developmental progress as part of their day-to-day working practices. The book begins with a practical framework for developmental examination, then progresses through each of the key physical, cognitive and social developmeTable of ContentsSection 1 A Practical Framework for Developmental Examination Influences on Development Promoting, Protective and Risk Factors Section 2 Vision and Hearing Self-Care and Independence Motor Development Fine Motor and Non-Verbal Cognitive Development Speech, Language and Communication Social Behaviour and Play Attention, Impulsivity and Activity Level Emotional Regulation and Behaviour Physical Examination and Investigations Section 3 Making Sense of Findings Communicating with Parents and Carers Section 4 Web-Based Resources Glossary Pictures to Help Examination of Non-Verbal and Verbal Skills

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Book SynopsisFeaturing excerpts of essays collected from over one thousand young adults while in the throes of divorce, this book paints a picture of the pain and the hope shown by the storytellers. By framing the narratives with an analysis of the most recent divorce literature, the authors provide readers with a greater and more vivid understanding of the effects of divorce.Challenging the contention that most children will be irretrievably hurt by their parents'' divorce, some stories clearly demonstrate the strength and resilience many have learned in dealing with a divorce in the family. Emphasis is placed on how hope about the possibilities of having close relationships - as well as a willingness to create stronger families in their own lives - represent abiding motivations in this sample of young people. The authors hope that the use of the raw input of respondents will make the experiences more realistic and ultimately help people deal with major loss events in their lives.Trade Review"This work is unique in that it is largely a collection of writings by college students on personal family experiences of divorce ... (including) deeply moving accounts of individual reactions and narratives. ...The authors appreciate the diversity and complexity of the divorce process, as well as the variety of ways it may impact individuals." - J. LeBron McBride, Director of Behavioral Medicine and Faculty Member, Floyd Medical Center Family Medicine Residency, USA in Network- National Council on Family Relations"The book makes interesting light reading and the stories shared are varied and rich." – Kelly Lewis-Cole in The Psychologist"This is a brilliant synthesis of existing research on the impact of divorce upon children informed by detailed personal narratives of divorce by over 1,000 college students. The personal narratives provide the richest view that I know of the inside of marriages coming apart. ... This slender volume would be excellent supplement to social psychology courses which emphasize close relationships, courses in marriage and the family, and courses in adolescent counseling. It is written with a sensitivity to the limitations fof the data and methods, but with a sophisticated grasp of the theories and issues relevant to make social psychology relevant to our students." - Keith Davis, Ph.D., University of South Carolina, USAThis slender volume would be excellent supplement to social psychology courses which emphasize close relationships, courses in marriage and the family, and courses in adolescent counseling. It is written with a sensitivity to the limitations fof the data and methods, but with a sophisticated grasp of the theories and issues relevant to make social psychology relevant to our students. "Two distinguished researchers collaborate on this exciting, timely, relevant and humane project so the result is excellent. This book lives up to all expectations, with the authors' hallmark blend of technical expertise and accessible writing." - Steve Duck, University of Iowa, USA"Reflecting the voices of young adults and researchers this book provides balance at many levels. It captures well the variable impact of parental divorce from diverse perspectives. Engaging and lively, it is a must read for anyone interested in the topic." - Frank Fincham, The Florida State University, USA"Once again, Harvey and Fine remind us that divorce is a pivotal event, a dichotomy in a life. Yet divorce is also on a continuum from "devastating" to "civil and compassionate." Therein lies both the pain – and the hope." - Susan Hendrick, Texas Tech University, USA"The focus on college students' narratives is unique and it quickly grabs the [readers'] interest... my students can easily relate to them. Relevant and important literature is included and guides the understanding of the stories. ... The inclusion of "comments" following each narrative helps to solidify the concepts portrayed and … connect content across chapters....an appropriate supplemental text ... for courses in family crisis and stress, divorce and stepfamily life, adolescent development, young adulthood, and parenting." - Karen Blaisure, Western Michigan University, USATable of ContentsPreface. 1. The Pervasiveness of Divorce and the Value of Diverse Voices. 2. Theoretical Perspectives and Methods. 3. Voices of Despair. 4. Voices of Hope. 5. Becoming "Parentless" Due to Divorce. 6. Family Chaos and Resilience. 7. Recent Narratives and New Perspectives on Divorce. 8. Conclusions. Appendix.

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Book SynopsisSacred Matters explores the multi-disciplinary literature about the role of religion in family life and provides new research and a new theory about ways various aspects of the sacred are helpful and harmful. The authors hope that their new conceptual framework will stimulate new research and encourage the creation of new intervention programs designed to help families.Sacred Matters features: a new conceptual framework and theory about how, when, and why sacred matters influence family processes and outcomes new qualitative and quantitative research collected in a variety of ways from people with different religious perspectives in different geographical areas an expansion in theory and research about the role of forgiveness, sacrifice, prayer, and sanctification in family life the integration of studies and issues from psychology, sociology, family studies, anthropology, and religion. ThTrade Review"Finally – a comprehensive family theory that addresses what millions of families find central to their lives – spirituality and religion. Sacred Matters will be the launch pad for decades of research on faith and families. I am developing a course called "Family Spirituality." Sacred Matters is sure to be one of my primary texts for the course." – Chris Gonzalez, Lipscomb University, USA"This ground-breaking work is sure to become a classic. These outstanding scholars combine their expertise in theory development and empirical research to provide a volume that will serve both as a text in theory courses and as a framework for future research and theory." - Joe D. Wilmoth, Mississippi State University, USA"This book is one of the most impressive works on family theory in decades. Its scope is quite impressive, ranging from philosophical issues to applied issues. The writing is... clear and the use of quotes from family members is refreshing... I think the authors have hit gold in their core proposition that the experience of the sacred is an important domain of family life, irrespective of religious belief or even participation." - William Doherty, University of Minnesota, USA"This [book] is valuable not only for its treatment of the relationships between religion and family life, but also for its ambitious effort to spell out the positive behaviors that go into a good family life, and the negative behaviors that undercut a positive family life." – W. Bradford Wilcox, University of Virginia, USATable of Contents1. Overview and Main Ideas in Sacred Theory. 2. Forgiving. 3. Asking and Seeking. 4. Sacrificing. 5. Loving Others. 6. Aspects of Loving. 7. Coping with Disagreements. 8. Coping with Undesirable Behavior. 9. Loving God. 10. Generations. 11. Morality. 12. Psychosocial Aspects. 13. Relationships with Other Perspectives. 14. Researching Sacred Matters. 15. Methods.

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Book SynopsisBased on her proven techniques, Suzette Haden Elgin gives parents, teachers, youth workers, law enforcement personnel, and anyone who needs to talk effectively with children a system of language behaviour that makes the task of communication easier and more effective.Table of ContentsUsing the Language Traffic Rules. Managing the English Verbal Attack Patterns. Using Three-Part Messages. Using the Satir Modes. Using the Sensory Modes. Special Communication Problems. Conclusion. Additional Resources. The Gentle Art of Verbal Self-Defense--An Overview. Bibliography. Index.

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Book SynopsisExtremely valuable....this book is full of words of wisdom about parenting and is highly recommended to professionals, parents, educators, and all those interested in the welfare of children.Trade ReviewThere is hardly a single paragraph in the entire book that isn't worth quoting. * Suburban Express *Extremely valuable....this book is full of words of wisdom about parenting and is highly recommended to professionals, parents, educators, and all those interested in the welfare of children. * Journal of the American Academy of Child & Adolescent Psychiatry *Raising Kids with Character offers a wise, sensible perspective and pragmatic guidance for parents trying to raise ethical, compassionate children. Dr. Berger focuses on intimacy, relationships, and intelligent, self-confident parental authority. She gives the reader numerous clinical jewels and sensitive wisdom to learn from in this thoughtful, informative book. -- Alvin Rosenfeld M.D., co-author of Hyper-ParentingIn a sea of books on child rearing that focus on blame or nurture, it is a joy to welcome Raising Kids with Character. Dr. Berger writes in an easygoing style that encourages readers to participate, without the jargon of the profession. Designed for everyone from therapists to parents, Dr. Berger's text provided me with new insights even after thirty years of my own practice. -- Theodore Shapiro, M.D., Professor of Psychiatry, Weill Medical College of Cornell University; Director of Child Psychiatry, Payne Whitney ClinicThis book spells out insightfully the 'whys and hows' that lead to healthy child development, self-discovery, good citizenship, and true consideration for others. -- Ruth F. Lax Ph.D., author of Becoming and Being a WomanA timeless message of understanding, Raising Kids with Character explores the very nature of the intimate relationship between parent and child. This book is destined to become a classic! -- Vanita Braver M.D., author of Teach Your Children WellTable of ContentsChapter 1 Why Character Counts Chapter 2 Intimacy from Birth through Preschool Chapter 3 On the Parent's Good Authority Chapter 4 Building Self-Discipline Chapter 5 From Collapsing to Coping Chapter 6 The Struggle to Be Nice Chapter 7 The Emphasis on People Chapter 8 Citizenship in School Chapter 9 The Floundering Student Chapter 10 The Adolescent's Needs Chapter 11 Fostering Maturity Chapter 12 Male and Female Chapter 13 Romance and Marriage Chapter 14 Towards the Eternal

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Book SynopsisTeresa Watkins is the Executive Producer of the award-winning Channel 4 series, The Secret Life of 4, 5 and 6 year Olds. Professor Paul Howard-Jones is Professor of Neuroscience and Education at the University of Bristol.Trade ReviewFascinating * The Sun *Just like the television series, the book is peppered with funny quotes, unexpected moments and insights into how young children operate...An ideal stocking filler * Times Educational Supplement *

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Book Synopsis A provocative guide to the hidden dangers of “parentspeak”—those seemingly innocent phrases parents use when speaking to their young children. Imagine if every time you praise your child with “Good job!” you’re actually doing harm? Or that urging a child to say “Can you say thank you?” is exactly the wrong way to go about teaching manners? Jennifer Lehr is a smart, funny, and fearless writer who “takes everything you thought you knew about parenting and turns it on its ear” (Jennifer Jason Leigh). Backing up her lively writing and arguments with research from psychologists, educators, and organizations like Alfie Kohn, Thomas Gordon, and R.I.E. (Resources for Infant Educarers), Ms. Lehr offers a conscious approach to parenting based on respect and love for the child as an individual.  Trade Review“A thought-provoking read that will prompt parents of all stripes to consider what they're saying when they talk to their kids.”—Booklist “Underlying her friendly, enjoyable critique of certain phrases parents use reflexively—the kind that lead us to wonder, ‘How did my mother get in my larynx?’—Lehr offers a substantive and subversive message of respect for kids. The chapter about time-outs is worth the price of the book by itself, but I highly recommend you read the whole thing.” —Alfie Kohn, author of Unconditional Parenting and The Myth of the Spoiled Child “Parentspeak is the antidote to all those words we find ourselves saying to our children automatically, because everyone else says them: ‘Good job!’ . . . ‘Say you’re sorry.’ . . . ‘Don’t cry, you’re okay.’ . . . ‘Where’s my kiss?’” Lehr holds these and other thoughtless responses up to the light, where we suddenly see through them. I love Lehr’s clarity, her respect for children, and her ability to make it fun for readers as they have their worldview dismantled and renovated. Important for all parents; I will be recommending it to everyone.” —Dr. Laura Markham, author of Peaceful Parent, Happy Kids: How to Stop Yelling and Start Connecting “Smart, audacious, and often hilarious. Takes everything you thought you knew about parenting and turns it on its ear.” —Jennifer Jason Leigh, actress, LBJ “I’m obsessed with this brilliant gem of a book. I’m sharing it with my spouse, in-laws, extended family, and babysitters as a way to start discussions about when to ask for hugs, whether ‘please’ and ‘thank you’ are always necessary, and that awful thing that constantly comes out of my mouth: ‘Be careful!’ What I love about Jennifer is that she deals out the most incisive, specific, modern advice, but then shares honest, authentic, and even awful true stories about her own mistakes. It’s like getting on the phone with the best expert and your best friend all at once.” —Jill Soloway, creator of Transparent “If the phrase ‘Good job, buddy!’ has ever made you cringe and you’re not sure why (except that you just heard it 6,873 times on the playground, including 146 times coming from your own mouth), this book is for you. Jennifer Lehr’s serious, skeptical look at why we sound so patronizing, controlling, and fake nice when we talk to our kids may change not only the way you talk to yours, but even the way you bring them up. Language is power, and this powerful book blows my mind—a fascinating read.” —Lenore Skenazy, founder of the book, blog, and movement Free-Range Kids “Beautifully bold. This book bucks convention so well you’ll wonder why you never questioned these platitudes before. Jennifer Lehr deeply understands kids, and her book is a lifesaver. Get ready to shake up your brain, ditch old habits, and discover what the parent-child relationship can really be.” —Heather Shumaker, author of It’s OK Not to Share and It’s OK to Go Up the Slide “Children, even the youngest ones, are not dolls or pets; they are human beings, more intelligent than most adults realize. In this often witty, always highly engaging book, Jennifer Lehr helps us think about how to talk to and with these small humans. I recommend it for all new parents, and also for aunts, uncles, grandparents, early educators, and anyone else who interacts with young children.” —Peter Gray, research professor at Boston College and author of Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life “Funny, relatable, and packed with wisdom, Parentspeak encourages parents to proceed with compassion and meet kids where they are: in the thick of childhood. Lehr has a profound understanding of how language impacts children and provides practical strategies to help parents do what they often ask of their own kids . . . to choose your words carefully.” —Katie Hurley, LCSW, author of The Happy Kid Handbook “Wow. I had more EUREKA! moments in the first fifteen pages of this book than I have had in most of my 9 years of parenting. This book is now my forever shower gift. Thanks to the painstaking research and consideration of Jennifer Lehr, I now can understand why so many of my well-intentioned impulses have not always provided the calm, confident, loving outcomes I dream of. . . . It is never too late to examine or change the way we talk to and with our children. Words fly out so fast as a parent—this book gives us a second to step back and hear what we are actually saying. Bravo!” —Kathryn Hahn, actress, Bad Moms “Jennifer Lehr adds a new twist to the parenting literature. With humor and clear examples from her own and others’ experiences, she unravels messages that parents might not intend to give to their children but unknowingly are. This book will make them rethink how they interact and the language they use.” —Tovah P. Klein, author of How Toddlers Thrive and director of the Barnard College Center for Toddler Development “Language matters. It shapes our perceptions and influences how our children view themselves and their world. As such, Parentspeak is an important book in our time. With humor and grace, Lehr brings to light the issues with our common parental language and offers practical solutions. Well researched and insightful, Parentspeak will challenge you in the best possible way. Read it and grow.” —Rebecca Eanes, author of Positive Parenting: An Essential Guide “Finally someone who says what we shouldn’t say to our children—and, more importantly, why. If we want our children to follow their hearts, be resilient, and find their potential, then we must stop trying to lead and manipulate their way. Lehr shows us how we can derail their paths to success—and how to get back on track.” —Bonnie Harris, MSEd, author of When Your Kids Push Your Buttons and What You Can Do About It

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Book SynopsisIn Facing Cancer and the Fear of Death: A Psychoanalytic Perspective on Treatment, Dr. Norman Straker proposes that âœdeath anxietyâ is responsible for the American societyâs failure to address costly futile care at the end of life.Trade ReviewIn Facing Cancer and the Fear of Death, the psychoanalyst Norman Straker...enriches the work enormously by allowing us to look into the minds of cancer patients, some our own colleagues, as they face these difficult and painful times. . . .[T]he varying voices combine to create an emotionally meaningful, deeply intelligent work. I think everyone, and not just therapists, should read this book. We all face death, many of us in the specter of cancer, and the experiences, difficulties, and resolutions described here could help us navigate the challenging times. * Journal of the American Psychoanalytic Association *In this compilation of essays, Norman Straker of Memorial Sloan-Kettering Cancer Center and his colleagues offers helpful perspectives into the widespread death anxiety that affects individual health care decisions as well as large-scale policy imperatives. ... The reader is provided with a unique opportunity to peer inside varying states of existential threat, guided by analysts of superior psychological insight. ... On the whole, the text is succinct, well written, and wide ranging in its sources of knowledge while staying grounded in psychiatric theory. Palliative care clinicians will likely find this book to be interesting and helpful. The issue of deciding the optimal use of the psychoanalytic frame (and which rules to break) has relevance for palliative care consultants who often navigate the difficult waters of end-oflife decision making. The psychiatric perspective featured in the book provides palliative care clinicians with a refreshing approach to understanding complex psychodynamics in various clinical settings. The personal essays as well as case presentations are bracing in their honesty and are invaluable sources of insight for all who care for seriously ill patients. * Palliative Medicine *The issues dealt with in this book are topical and real. It was interesting to read about the psychological needs in end-of-life care from a slightly different angle (i.e. by psychoanalysts), and the potential benefits of palliative care as viewed from outside our specialty. * IAHPC Newsletter *This is a much needed and remarkable book that is a must read for all therapists who treat cancer patients, and those therapists who unexpectedly may be facing the prospect of their own mortality. The elegiac and moving narratives of analysts treating cancer patients, and analysts who become cancer patients themselves, can profoundly inform and shape the reader’s appreciation of the need for flexibility of technique in these situations. The reader will also derive great benefit from Dr. Straker’s summary conclusions and recommendations, distilled from these stories and from his thirty five years of experience as a psychoanalyst working in the field of psycho-oncology. -- Stephen M. Saravay M.D., American Academy of Psychosomatic MedicineThis book provides a deeply personal yet strongly academic perspective on the experience of cancer. Dr. Straker has assembled a group of professionals who openly share their knowledge and experience. The depth of Dr. Straker's scholarly understanding envelopes the other contributions and provides an informed psychoanalytic framework. The book will be valuable to those who work with cancer patients and will be extremely useful in the education of trainees. -- Philip Muskin M.D., Columbia University Medical CenterAnxiety over dealing with death and the dying process affects patients, their families, friends, and physicians, often leading to inadequate and unsatisfying management of this inevitable, natural life event. The results of not dealing with “the elephant in the room” can have long-term adverse consequences on the survivors, including the physicians caring for the patient. Posttraumatic stress disorder, depression, guilt, and alcohol abuse may be the unfortunate legacies of dealing with death anxiety poorly. Dr. Norman Straker, who has devoted much of his career to managing the psychological needs of patients with cancer, as well as their families and caregivers, has produced a superb book on defining the causes and management of death anxiety. Using a combination of psychiatric theory, research results, and in-depth case studies, he and his colleagues present practical, flexible approaches to dealing with death and death anxiety in cancer patients. It is a book that will be especially useful to oncologists, radiation therapists, internists, psychologists, psychiatrists, and others who deal with death and dying. -- Glen D. Braunstein M.D., Cedars-Sinai Medical CenterTable of ContentsTable of Contents INTRODUCTION Norman Straker MD MEDICAL SECTION Chapter One: Where We Are Now The Avoidance OF Death, Its Consequences to Our Patients, Families, Medical Students, Young Physicians. Norman Straker MD Chapter Two: A Psycho Oncology Fellow’s Perspective On Facing Death David Yuppa MD & Norman Straker MD Chapter Three: Confronting the Fear of Death: Trying To Detoxify Norman Straker MD Two Memoirs Dan Birger MD, Hillel Swiller MD PSYCHOANALYTIC SECTION Chapter Four: The Denial Of Death by Psychoanalysts Norman Straker MD Chapter Five: Finding Meaning in Death: Terror Management Among the Terminally Ill Molly Maxfield, Tom Pyszczynski & Sheldon Solomon Chapter Six: The Psychoanalytic Literature On The Treatment Of Dying Patients Norman Straker MD Chapter Seven: An Update In The Psychoanalytic Treatment Of Cancer Patients Facing Death Norman Straker MD CASE PRESENTATIONS SECTION Chapter Eight: “That The Darkness Is About To Pass” The Treatment Of a Dying Patient Abby Adams Silvan PhD Chapter Nine: Guidelines to Live By and Rules To Break John W. Barnhill MD Chapter Ten: “Titration Of Psychotherapy For Patient And Analyst” Alison C Phillips MD Chapter Eleven: Psychotherapy With A Hospitalized Patient Dying Of Cancer M. Philip Luber MD Chapter Twelve: Being a Cancer Patient In Analysis, While Continuing To Work As An Analyst Patricia Plopa PhD CONCLUSION: Norman Straker MD References Index About the contributors

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Book SynopsisThis book constitutes the first time in the field of developmental psychology that cross-cultural roots of minority child development have been studied in their ancestral societies in a systematic way--and by an international group of researchers. Most child development and child psychology texts take cultural diversity in development into account only as an addendum or as a special case--it is not integrated into a comprehensive theory or model of development. The purpose of this text is to redress this situation by enlisting insiders'' and outsiders'' perspectives on socialization and development in a diverse sampling of the world''s cultures, including developing regions that often lack the means to speak for themselves in the arena of international social science. The unique feature of this text is the paradigm. For the minority groups represented, the questions focused on how development was behaviorally expressed within the culture of origin and in new socTrade Review"...an excellent source for gaining information regarding the socialization and development of the minority groups....present[s] useful information which can help graduate students in the social sciences, developmental, educational, clinical and school psychologists, and researchers to give more credence to the impact of culture on development and socialization in their respective fields of work. This book would be appropriate for courses that have a focus on multicultural aspects, such as race and ethnicity, educational aspects of minority groups, and mental health courses addressing appropriate interventions."—Cultural Diversity and Mental Health"...effectively brings together theory and research findings on child development within various cultural groups. In practical terms, this volume enables those interested in cross-cultural research to obtain useful information about similarities and dissimilarities within and across groups, from one source. Additionally, the book serves to stimulate interest in the field and leads the reader to question previously held assumptions and beliefs about culture and the manner in which cross-cultural research is conducted....this volume makes an important contribution to the field of developmental psychology and to the study of minority child development. It is encouraging for those trying to advance cross-cultural research and informative for those wanting to learn more about diverse groups in a pluralistic society."—Journal of Applied Developmental Psychology"Greenfield and Cocking...provide a useful framework for examining the influence of cultures in contact on learning and cognitive development....the volume meets the editors' goals of contributing to a cultural-historical approach and to a theory of development that reaches beyond Euro-American norms. The collection has breadth."—Mind, Culture, and Activity"Not since the turn of the century has it been so important for those who study and work with children to recognize the impact of cultural history, the reason for migration, the migratory experience itself, and the experience of integration into the host society by the family. All of these concepts are crucial to understanding the cross-cultural roots of minority child development. This book is an excellent beginning."—American Journal of Mental Retardation"The editors are to be applauded for bringing together a stunning range of locales and settings and a highly competent group of international scholars."—Comparative Education ReviewTable of ContentsContents: Preface. P.M. Greenfield, Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice. Part I: American Roots.F.M.T. Uribe, R.A. LeVine, S.E. LeVine, Maternal Behavior in a Mexican Community: The Changing Environments of Children. C. Delgado-Gaitan, Socializing Young Children in Mexican-American Families: An Intergenerational Perspective. R.G. Tharp, Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis. J.R. Joe, Revaluing Native-American Concepts of Development and Education. J.H. Suina, L.B. Smolkin, From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students. Part II: African Roots.A.B. Nsamenang, M.E. Lamb, Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon. J. Rabain-Jamin, Language and Socialization of the Child in African Families Living in France. I.K. Blake, Language Development and Socialization in Young African-American Children. B.A. Oloko, Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition. Part III: Asian Roots.U. Kim, S-H. Choi, Individualism, Collectivism, and Child Development: A Korean Perspective. T.S. Lebra, Mother and Child in Japanese Socialization: A Japan-U.S. Comparison. H. Azuma, Two Modes of Cognitive Socialization in Japan and the United States. D.Y.F. Ho, Cognitive Socialization in Confucian Heritage Cultures. H. Stevenson, Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States. B. Schneider, J.A. Hieshima, S. Lee, S. Plank, East-Asian Academic Success in the United States: Family, School, and Community Explanations. R. Takanishi, Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans. Part IV: Concluding Perspectives.J.U. Ogbu, From Cultural Differences to Differences in Cultural Frame of Reference. R.R. Cocking, Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts.

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Book SynopsisIn 1928, Margaret Mead published her first book, entitled Coming of Age in Samoa, in which she described to the Western world an exotic culture where people came of age with a minimum of storm and stress. In 1983, Derek Freeman, an Australian anthropologist, published a book in which he systematically attacked Mead's conclusions about that culture and the way people came of age. Since then, a great deal of attention has been directed toward the Mead-Freeman controversy. This book contributes to that controversy and to the general understanding of adolescent storm and stress by undertaking an interdisciplinary analysis of Freeman's criticisms and an assessment of the plausibility of Mead's work. Addressing the issue of what has become of Mead's Samoa of the 1920s, this book historically tracks the nature of the coming of age in Samoa to the present, in order to give the reader an understanding of the circumstances confronting young people in contemporary Samoa. It shows that MTrade Review"Côté succeeds in presenting an arresting description of Samoan adolescence in historical perspective, making clear how coming of age has become more stressful, confusing, and undermined by the forces of modernization."—Journal of AdolescenceTable of ContentsContents: The Mead-Freeman Controversy: Mead on Trial. Freeman's Case Against Mead. Mead's Culpability. A Social History of Adolescence in Samoa: Precontact Culture. A Social History of Adolescence in Samoa: Changes in Samoan Culture. Mead's Samoa. Coming of Age in Contemporary Samoa. Conclusion: Mead's Samoa in Sociological Perspective.

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Book SynopsisAlthough current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget''s death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development. This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of eTable of ContentsContents: Preface. L.B. Smith, Self-Organizing Processes in Learning to Learn Words: Development Is Not Induction. B. MacWhinney, F. Chang, Connectionism and Language Learning. K. Freeman, G. Deák, Systems Learning Symbol Systems: Commentary on MacWhinney and Smith. L.B. Resnick, Inventing Arithmetic: Making Children's Intuition Work in School. J.W. Stigler, C. Fernandez, Learning Mathematics From Classroom Instruction: Cross-Cultural and Experimental Perspectives. H.W. Stevenson, Mathematics Achievement of American Students: First in the World by the Year 2000? K.E. Kremer, E.K. Adam, S.R. Jimerson, Research and Reform for U.S. Mathematics Education: What Counts? A Commentary on Stevenson, Stigler and Fernandez, and Resnick. W.R. Charlesworth, An Evolutionary Approach to Cognition and Learning. J.E. Turnure, The Evolution of Mind and Culture: A Commentary on Charlesworth.

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Book SynopsisAsking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning: * Is there something inherent in journal writing that encourages students to write reflectively? * What psycholinguistic or cognitive factors help to explain the power of journal writing? * Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading? * Why do teachers find some journal entries so much more engaging than others? * How do teachers'' ways of responding to journals affect their students'' development as writers and thinkers? This book addresses such questions through a careful analysis of the journal writing of the students in the author''s ESL classes at a large urban college. It contains detailed case studies of five cTrade Review"Conversations of the Mind is intended to raise our consciousness about our teaching and our students' learning. I finished her study with an increased sense of the possibilities for improving my own teaching, for transforming my own classroom work. Mlynarczyk's willingness to share her own tribulations and flaws, as well as her triumphs and strengths, plays no small part in making curriculum transformation look at least possible, if not easy."—Transformations, The New Jersey Project Journal"Conversations of the Mind is highly recommended reading not just for ESL or Writing teachers, but for anyone wnating glimpse into the minds of young urban college students who are struggling with language acquisition and the immigrant experience."—MultiCultural Review"It is not Mlynarczyk's intent to solve teaching problems. Her intent is to heighten the reader's sensitivity to and apreciation for the unexpected situations that continually occur in teaching. She has done so sensitively and remarkably well."—Journal of Adolescent and Adult Literacy."This easy-to-read paperback is the result of the author's desire to learn more about how students think and feel about themselves as learners in a 'large urban college' prefreshman ESL composition class."—Studies in Second Language Acquisition"This is profoundly a book about teaching and learning, but it is not a collection of lesson plans or even a method as such. It is, rather, the description of a reflective practitioner in action as she tries to understand how what she does as a teacher affects her students. Equally, she is trying to get beneath the surface of the polite ESL class to see how her students are learning as they experiment with a kind of writing which is new to all of them and which 'works' in different ways for all of them -- powerfully for some, minimally for others....One of the great joys of this book is a chance to visit with a teacher whose merit does not derive from great performances at the chalkboard, but from a deep commitment to understanding how students learn and bending her efforts toward strengthening their learning."—John S. MayherNew York University, from the Foreword"A wonderful book -- well grounded in theory and research and well written. It tells a very important story about the meanings and uses of journal writing by a writing teacher and different students. This fascinating study makes a valuable contribution to the field...."—Joy Kreeft PeytonCenter for Applied Linguistics"An artful, forthright, engrossing weaving by a teacher-researcher who insists that we -- her readers -- are collaborators on the journey....A pastiche vibrant with life, with dimension...."—Margot ElyNew York UniversityTable of ContentsContents: J.S. Mayher, Foreword. Preface. Introduction: The Teacher, The Study, The Students. Textual Explorations: Thinking and Writing in Journals. The Writing Class: Journals in Context. Roberto: Validation Through Connected Knowing. Cliff: Unspoken Words From the Deepest Part of the Mind. Maribel: Tension Between Private and Public Worlds. Lan and Kiyoko: Surprising Reactions to Journal Writing. The Conversation Continues. Appendices: Response Letters to Entire Class. Selected Entries From Roberto's Journal and Teacher's Response Letters. Selected Entries From Cliff's Journal and Teacher's Response Letters. Selected Entries From Maribel's Journal and Teacher's Response Letters. Selected Entries From Lan's Journal and Teacher's Response Letters.

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Book SynopsisThis book is about bilingual young people who have been selected by their families to carry out the hard work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young interpreters and the skills they develop in order to fulfill this role. The authors' purpose in this volume is to contribute to extending current definitions of gifted and talented, by proposing and offering evidence that the young people who are selected to serve as family interpreters perform at remarkably high levels of accomplishment when compared with others of their age, experience, and environment, and should thus clearly be included in the 1993 U.S. federal definition of giftedness. They maintain that not only are these capabilities currently overlooked by existing assessment procedures, but also that there is little understanding of the ways in which the unique talents of young interpreters might be nurtured and developed in academic settings. A strong case is made that in order for such students to be identified as gifted on the basis of their bilingual abilities, the field of gifted and talented education must embrace the concept that bilingualism is a strength. The field must also make developing bilingualism a focus of programs designed to meet the needs of the increasingly multilingual student population in the United States. The research this book reports--part of a larger five-year study of giftedness through linguistic and cultural lenses, funded by OERI through the National Research Center on the Gifted and Talented--was conducted by researchers whose background is very much outside the field of gifted education. Rather, their focus is on language, working within the traditions of qualitative sociolinguistics. Thus, this book offers a unique approach to the exploration of giftedness. It asks researchers and practitioners ordinarily accustomed to working with quantitative data to examine and make sense of detailed and rich analyses of students' linguistic performance, and argues that it is only by understanding the challenges of such bilingual interactions that the field of gifted and talented education can expand and reframe its vision of giftedness.Trade Review"Building on several decades of research on the topic and highlighting new empirical research, these books, accessible to a variety of readers, move the discussion of gifted bilinguals from the pages of scholarly journals to the public domain. For that and for the depth of treatment and concreteness of proposed solutions they deserve great recognition."—Bilingual Education and Bilingualism"This is an important and groundbreaking book. Teachers and administrators working in gifted programs and with students whose native language is not English need to read it and expand their understanding of what giftedness involves."—Studies for Second Language Acquisition"This is an important book because it brings together sociolinguistics and education to analyze a field that has been superficially explored. It clearly lays out what a complicated cognitive process interpretation/translation is. Society in general takes for granted the work of interpreters, especially casual interpreters. This volume dispels that myth and raises the notion of bilingualism as an asset, not a detriment....The potential implications for education are tremendous."—Mar¡a Estela BriskBoston College"The authors merge two very different bodies of literature and research--interpreting and giftedness--and propose that one can inform the other. I think they are right....As a whole, the book is a refreshing look at an area of competence that is given little attention in the literature or in practice."—Patricia GandaraUniversity of California at Davis"The breadth of the book is substantial. It will prove interesting and valuable to persons who are not in the specific field of gifted and talented education, but who want to understand better the adaptation needs and strategies for survival of non-English background immigrant youth and families....and will interest educational professionals in the areas of school psychology, teacher training, educational research, and educational policy analysis...and will be highly informative to graduate students and professional researchers in sociolinguistics, bilingualism, and applied linguistics."—Richard DuranUniversity of California at Santa BarbaraTable of ContentsIntroduction; Chapter 1 In Search of Giftedness, Guadalupe Valdés; Chapter 2 Bilinguals and Bilingualism, Guadalupe Valdés, Heather Brookes, Christina Chávez; Chapter 3 A Performance Team, Guadalupe Valdés, Christina Chávez, Claudia Angelelli; Chapter 4 The Study of Young Interpreters, Guadalupe Valdés, Christina Chávez, Claudia Angelelli, Dania García, Marisela González, Leisy Wyman; Chapter 5 The Performance of the Young Interpreters on the Scripted Task, Guadalupe Valdés, Christina Chávez, Claudia Angelelli, Kerry Enright, Dania García, Marisela González; Chapter 6 The Gifts and Talents of Young Interpreters, Guadalupe Valdés; Chapter 7 Developing the Talents of Latino Immigrant Children, Guadalupe Valdés;

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Book SynopsisThis new book examines the interrelationship between neuroscience and developmental science to help us understand how children differ in their capacity to benefit from their early motor and cognitive experiences. In so doing, it helps us better understand how experience affects brain growth and a child's capacity to learn. In this interdisciplinary book, the authors review the most significant research findings and historical scientific events related to early experience, the brain, and consciousness. Authors Dalton and Bergenn propose a new theory to help demonstrate the crucial roles of attention and memory in motor and perceptual development. The goal is to help readers better understand the differences between how individuals with normal and dysfunctional brains process information and how this impacts their ability to learn from experience.Early Experience, the Brain, and Consciousness opens with a critical examination of why motor and perceptual development shoulTable of ContentsContents: Preface. Historical and Contemporary Perspectives in Developmental Neuroscience. Toward a General Theory of Neuropsychological Development. Prenatal Patterns of Neural Growth and Behavior. Postnatal Sensorimotor Integration. Experience and the Reorganization of the Brain: Animal and Infant Studies. The Neuropsychological Dynamics of Infant Learning. Language, the Self, and Social Cognition. Changing the Phenotype: Developing the Mind Through the Brain.

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Book SynopsisThis book offers a unique interdisciplinary perspective on argument structure and its role in language acquisition. Drawing on a broad range of crosslinguistic data, this volume shows that languages are much more diverse in their argument structure properties than has been realized.The volume is the outcome of an integrated research project and comprises chapters by both specialists in first language acquisition and field linguists working on a variety of lesser-known languages. The research draws on original fieldwork and on adult data, child data, or both from seventeen languages from eleven different language families. Some chapters offer typological perspectives, examining the basic structures of a given language with language-learnability issues in mind. Other chapters investigate specific problems of language acquisition in one or more languages. Taken as a whole, the volume illustrates how detailed work on crosslinguistic variation is critical to the developmentTable of ContentsI. Verb Meaning and Verb Syntax: Crosslinguistic Puzzlse for Language Learners II. Participants Present and Absent: Argument Ellipsis and Verb Learning III. Transitivity, Intransitivity, and Their Associated Meanings: A Complex Work-Space for Learnability

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Book SynopsisThis volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.Part I introduces the book''s approach to description of ESP andTrade Review"...a fascinating book that could be a groundbreaking contribution to critical literacy education."—Linguist ListTable of ContentsContents: Preface.Part I: Preliminaries. Introduction. Approach. Issues in ESP Course Design. Part II: Ideas and Options.Section A: Language. Language Systems. Language Uses. Combining Language Descriptions. Section B: Learning. Conditions for Learning. Processes of Learning. Section C: Teaching. Methodologies. Objectives in Teaching ESP. Part III: General. Synthesis.

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Book SynopsisCultures of Infancy presents the first systematic analysis of culturally informed developmental pathways, synthesizing evolutionary and cultural psychological perspectives for a broader understanding of human development. In this compelling book, author Heidi Keller utilizes ethnographic reports, as well as quantitative and qualitative analyses, to illustrate how humans resolve universal developmental tasks in particular sociodemographic contexts. These contexts are represented in cultural models, and three distinct models are addressed throughout the text: the model of independence with autonomy as developmental organizer; the model of interdependence with relatedness as the developmental organizer; and the model of autonomous relatedness representing particular mixtures of autonomy and relatedness. The book offers an empirical examination of the first integrative developmental task-relationship formation during the early months of life. Keller shows that early parenting exTrade Review'The author of Cultures of Infancy asserts that the human brain is designed to be molded by the enviornments it encounters... Heidi Keller posits a parenting system to explain the ways in which infants are socialized into the ways of their culture... Culture of Infancy would be appropriate for cultural anthropologists interested in comparative child-rearing practices and for psychologists researching cross-cultural differences in parenting.' - Karen Zelan, PsycCRITIQUETable of ContentsContents: Preface. Foreword. The Conception of Infancy. The Psychobiology of Infancy. The Concept of Culture. The Research Methodology: Infancy Assessment. Cultural Models of Parenting. Variations of Independence and Interdependence. Relationships Among the Dimensions of the Parenting Model. Developmental Consequences of the Early Parenting Experiences. Cultural Models of Parenting and Developmental Pathways: Synthesis and Conclusion.

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Book SynopsisAs a testament to the scope of Peter MacNeilage's scholarly work across his 40 year career, contributions to this tribute volume represent a broad spectrum of the seminal issues addressed by phonetic and evolutionary science over a number of years. Approaches to the problems raised by attempting to understand these fundamental topics are illustrated in the broad diversity of paradigms represented in the volume. This diversity in itself is a tribute to the breadth of scholarly questions pursued by MacNeilage across his career.Chapters are arranged around five thematic areas. Two themes, Evolutionary Perspectives on Speech Production and Acquisition of Speech, reflect the major thrust of Peter's scholarly career over the past 25 years. The other themes are reflective of the broad implications of MacNeilage's work for scholars in disparate scientific domains. One of the strengths of this volume is the unitary focus of contributions by scientists from diverTable of ContentsB. Lindblom, Foreword. B.L. Davis, K. Zajdo, Introduction. P.F. MacNeilage, The Frame/Content Theory. Section 1. Evolutionary Perspectives. D. Kimbrough Oller, U. Griebel, The Origins of Syllabification in Human Infancy and in Human Evolution. L.-J. Boë, P. Bessière, N. Ladjili, N. Audibert, Simple Combinatorial Considerations Challenge Ruhlen’s Mother Tongue Theory. D. Demolin, The Frame/Content Theory and the Emergence of Consonants. J.L. Locke, Lipsmacking and Babbling: Syllables, Sociality, and Survival. Section 2. Neurobiological Aspects. L. Fogassi, P. Francesco Ferrari, Mirror Neurons and Evolution of Communication and Language. N.O. Schiller, Syllables in Psycholinguistic Theory: Now You See Them, Now You Don’t. Section 3. Perception/Action Relationships. J.J. Ohala, The Emergent Syllable. K. Schauwers, P.J. Govaerts, S. Gillis, Co-occurrence Patterns in the Babbling of Children with a Cochlear Implant. J.A. Moore, The Development of Consonant Vowel Syllables in Children Following Cochlear Implantation. F.J. van Beinum, Frames and Babbling in Hearing and Deaf Infants. Section 4. Acquisition of Speech. J.M. van der Stelt, Teething, Chewing, and the Babbled Syllable. C. Matyear, An Acoustical Analysis of Consonant-Vowel Co-occurrences in Babbling: Coronal and Dorsal Contexts. C. Stoel-Gammon, B. Peter, Syllables, Segments, and Sequences: Phonological Patterns in the Words of Young Children Acquiring American English. Section 5. Modeling and Movement. B. Lindblom, The Target Hypothesis, Dynamic Specification and Segmental Independence. M.A. Redford, P. van Donkelaar, Jaw Cycles and Linguistic Syllables in Adult English. Section 6. Alternative Perspectives on the Syllable. W. Sadler, The Syllable in Sign Language: Considering the Other Natural Language Modality. C. Abry, V. Ducey, A. Vilain, C. Lalevée, When the Babble-Syllable Feeds the Foot.

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Book SynopsisIn this text, students are invited to rethink psychology by grounding it in the natural sciences with the understanding that evolutionary and developmental processes work together with culture to solve problems of human adaptation. These processes are cast as interdependent: Development cannot be understood except in the light of evolutionary theory, and the best proof of evolution is the fact of development. For students of evolutionary psychology, all the central topics -- such as evolved mental modules for theory of mind or language -- require an understanding of the developmental processes that lead to their expression. Genes, as important as they are, are never the whole story. The role of biological factors is explored in chapters outlining evolution, development, genetics, human origins, hormones and the brain. Then, the integrative value of this evolutionary/developmental vision in understanding key topics in psychology is illustrated by applying it to traditional area of inquiry including infancy and attachment, emotions and their expression, social relations with peers, cognitive and language development, sex differences, courtship and mating, violence and aggression, and cooperation and competition. Trade Review"[Adaptive Origins is] relevant to anyone interested in people, not only speech and language therapists … this is a hugely interesting book." – Katie Cullian, pediatric speech and language therapist, in Speech & Language Therapy in Practice"Peter LaFrenière, an evolutionary developmental psychologist, intends Adaptive Origins:Evolution and Human Development to serve as a developmental psychology textbook for undergraduates. However, it is probably better described as a new primer for the entire field of evolutionary psychology. ... LaFrenière has made a significant contribution to the progress of evolutionary psychology through his integration of the many disciplines that nonbiologists need to take into account in order to understand the impact of evolution on human behavior. His book belongs in the libraries of professors and researchers as well as the students for whom it was written." – Sidney Perloe in PsycCRITIQUES "For anyone from undergraduate students to accomplished scientists, LaFrenière's book provides the crucial groundwork for understanding development and evolution, and why understanding either requires investigation of both. A very readable textbook for all levels from one of the key contributors to understanding humanity in a fully biological context." – D. Kimbrough Oller, Ph.D., Professor and Plough Chair of Excellence, The University of Memphis School of Audiology and Speech-Language Pathology, USA"This is a terrific book. Peter LaFrenière has a remarkable talent for presenting seemingly difficult ideas clearly, concisely, in a way that draws readers in and holds them through the sheer power of the ideas. On every topic he goes right to the heart of the matter, with no hemming and hawing, so there is no room for boredom. The book represents beautifully the new wave in the evolutionary analysis of human behavior. The developmental perspective puts flesh on the skeleton that evolutionary psychology was just a few years ago. I recommend the book to anyone who wants to understand our species." – Peter Gray, Ph.D., Research Professor of Psychology, Boston College, USATable of Contents1. Evolutionary Theory. 2. Contemporary Evolutionary Perspectives. 3. The Genetic Basis of Evolution and Development. 4. Human Origins. 5. Brain Evolution and Development. 6. Hormones and Behavior. 7. Facial Expressions and Basic Emotions. 8. Attachment in Infancy. 9. Theory of Mind and Language. 10. Sex Differences. 11. Mate Choice and Reproductive Strategies. 12. Darwinian Medicine and Evolutionary Psychiatry. 13. Altruism, Cooperation and Competition.

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Book SynopsisMany dimensions of family life have changed. Age at marriage has risen, arranged marriages and extended families have declined, intergenerational relationships have been altered, and contraceptive usage has become widespread. Until now, most explanations have focused on structural influences that emphasize changes in social and economic circumstances and constraints.There is growing recognition, however, that structural changes alone are insufficient and that broad ideational and normative forces must be included in order to better understand family changes around the world. These ideational forces include the growing emphasis on personal freedom, social equality, and individual prerogative. These new ideas are related to the place and role of individuals relative to family and larger community, and to changing norms concerning marriage, the relationships between men and women, the connections across generations, and the place of children in families. Featuring contributions Table of ContentsR. Jayakody, A. Thornton, W. Axinn, Preface. R. Jayakody, A. Thornton, W. Axinn, Perspective on International Family Change. A. Thornton, G. Binstock, D. Ghimire, International Dissemination of Ideas About Development and Family Change. T. Locoh, M. Mouvagha-Sow, An Uncertain Future for African Families. R. Lesthaeghe, J. Surkyn, When History Moves On: The Foundations and Diffusion of the Second Demographic Transition. W. Axinn, A. Emens, C. Mitchell, Ideational Influences on Family Change in the United States. G. Binstock, Continuity and Change: The Family in Argentina. M.J. Abbasi-Shavazi, P. McDonald, Family Change in Iran: Religion, Revolution, and the State. R. Jayakody, V.T. Huy, Social Change and Marriage in Vietnam: From Socialist State to Market Reform. M. Atoh, The Relevance of Ideational Changes to Family Transformations in Postwar Japan. W. Axinn, D. Ghimire, J. Barber, The Influence of Ideational Dimensions of Social Change on Family Formation in Nepal. B. Nauck, D. Klaus, Family Change in Turkey: Peasant Society, and the Revolution "From Above". W. Axinn, R. Jayakody, A. Thornton, Conclusion.

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Book SynopsisReviews the data on how families influence their children's transitions into school. This book explores the inequalities that exist in school readiness, the roots of the inequalities, and the ways in which families exacerbate or minimize these inequalities. It then shows how families, schools and communities can address these disparities.Table of ContentsPreface. Part 1. Inequalities in Children's School Readiness at School Entry. G.Farkas, J. Hibel, Being Unready for School: Factors Affecting Risk and Resilience. M. Lopez, S. Barrueco, In Search of Meaning: Disentangling the Complex Influences on Children's School Readiness. J. McLeod, Explaining the Gap in School Readiness. L. Vernon-Feagans, E. Odom, N. Pancsofar, K. Kainz, Farkas and Hibel, and a Transactional/Ecological Model of Readiness and Inequality. G. Farkas, J. Hibel, Reply to Lopez and Barrueco. Part 2. Effects of Family Processes on Earlybrain Development and Academic Skills Acquisition. S. Landry, K. Smith, Family Processes that Support School Readiness: Specific Behaviors and Contextual Conditions that Set This Process in Motion. C. Blair, Study of the Effects of Parenting on Aspects of Brain Growth and Development Relevant to School Readiness: A Work in Progress. G. Guo, J. Daw, Genetic Source of Reading Disability and a Proposal to Use NLSY-Children to Study Genetic and Environmental Influences on Reading Disability. K. Snow, Proximal Processes in School Readiness. Part 3. Parental Conceptualization and Organization of Non-familial Experiences for Children. A. Lareau, E. Weininger, The Context of School Readiness: Social Class Difference in Time Use in Family Life. D. Hughes, Cultural versus Social Class Contexts for Extra-Curricular Activity Participation. S. Hofferth, Linking Social Class to Concerted Cultivation, Natural Growth and School Readiness. J. Mahoney, J. Eccles, Organized Activity Participation for Children from Low- and Middle-Income Families. Part 4. Effects of Child Risk Characteristics and Family Processes on the Development of Children's Behavioral Control. S. Campbell, C. von Stauffenberg, Child Characteristics and Family Processes that Predict Behavioral Readiness for School. H. Yoshikawa, E. Godfrey, Using Developmental Evidence on Behavioral School Readiness to Inform Prevention and Policy. R. DeV. Peters, D. Ridgeway, Behavioral Unreadiness for School: Issues and Interventions. K. Bierman, R. Nix, K. Makin-Byrd, Using Family-Focused Interventions to Promote Child Behavioral Readiness for School. R. Sanford DeRousie, R. Durham, Processes and Factors Influencing Family Contributions to School Readiness.

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Book SynopsisExplores the human being and social life, the individual and community, based on Koenig's own experiences in building up Camphill communities.Trade ReviewHis lectures are easily accesible..., I found them inspiring containing advice that can be lived with, discussed and practised immediately. --Anna Phillips - Camphill Correspondence Jan/Feb 2010'Konig's insights in human development ought to be essential reading for all those working in education, healthcare and care, whether special needs or other, such as raising a family. He deserves to be read much more widely outside the Camphill movement… I applaud the efforts of the people behind the Karl Konig archive to make his work available in print. It is a tremendous task, not only because of the volume of material but also because of its importance. Serious, yet very accessible; a work not just for Camphill.'--New View, Summer 2010

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Book SynopsisExplores children's developmental stages up to age seven, and suggests suitable toys, dolls, games and activities to nurture and develop them.

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Book SynopsisLaunched in 1971, Adolescent Psychiatry promised to explore adolescence as a process . . . to enter challenging and exciting areas that may have profound effects on our basic concepts. Further, they promised a series that will provide a forum for the expression of ideas and problems that plague and excite so many of us working in this enigmatic but fascinating field. The repository of a wealth of original studies by preeminent clinicians, developmental researchers, and social scientists specializing in this stage of life, the series has become an essential resource for all mental health practitioners working with youth. Volume 24 of The Annals surveys four broad areas of adolescent psychiatry that speak to the challenges and opportunities now before the field. Part I offers three important reassessments of adolescent development; they focus, respectively, on separation-individuation theory, the interpersonal matrix of adolescence, and the psychology of belonging. Part II explores the future of child and adolescent psychiatry in the context of school-based mental health services. Several assessments of ongoing school-based mental health clinics provide the context for reflection on the future of school-based delivery systems. Part III examines forensic issues in adolescent psychiatry and includes an overview of forensic psychiatry for adolescent psychiatrists, an update on juvenile justice, and a review of the issue of competence in adolescents. Finally, Part IV offers a series of current perspectives on psychopharmacology in relation to adolescence. Contributors review the current status of pharmacological treatment of different adolescent populations, including adolescents with behavior disorders, affective disorders, anxiety disorders, pervasive developmental disorders, and psychosis. The volume concludes with a timely examination of the role of psychiatric consultation on an adolescent medical service.Table of ContentsPart I: Developmental Considerations: Adolescent Development Reconsidered.Doctors, Horowitz, Introduction. Levy-Warren, I Am, You Are and So Are We: A Current Perspective on Adolescent Separation-Individuation Theory. Gaines, The Interpersonal Matrix of Adolescent Development and Treatment. Noam, The Psychology of Belonging: Reformulating Adolescent Development. Part II: School-Based Programs for Adolescents.Berkovitz, Introduction to Special Section. Adelson, Psychiatric Public Health Opportunities in School-based Health Centers. Rappaport, On-Site School-based Mental Health Clinics: 15 Years' Experience in Orange County, California. Adelsheim, School Mental Health in New Mexico. Rappaport, An Advising Program in a Large Urban High School: The Magic Match. Weist, Acosta, Tashman, Nabors, & Albus, Changing Paradigms in Child and Adolescent Psychiatry: Toward Expanded School Mental Health. Part III: Forensic Issues in Adolescent Psychiatry.Rosner, Forensic Psychiatry for Adolescent Psychiatrists: An Introduction. Weinstock, Juvenile Justice Update. Weinstock, Competence in Adolescents. Part IV. Psychopharmacology in Adolescence: Current Perspectives.Hendren, Introduction to Special Section. Sheeram, Kruesi, Pharmacological Treatment of Behavior Disorders. Wolf, Wagner, Pharmacologic Treatment of Affective Disorders in Adolescents. Bhangoo, Riddle, Pharmacologic Treatment of Anxiety Disorders in Adolescence. Bernal-Schnatter, Hendren, Pharmacologic Treatment of Psychosis and Pervasive Developmental Disorders. Part V: Issues in Adolescent Consultation-Liaison.Dulit, Psychiatric Consultation on an Adolescent Medical Service.

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Book SynopsisVolume 25 of The Annals is a timely reprise on developmental, psychotherapeutic, and forensic issues that enter into the evaluation and treatment of adolescents. It traverses different explanatory perspectives, offers integrative expositions of several treatment modalities, and wrestles with the legal dimensions of adolescent care.The volume begins with three developmental studies: Shelley Doctors's clinically grounded reconsideration of adolescent turmoil, Charles Jaffe's dynamic systems approach to adolescent psychotherapy, and Saul Levin's thoughtful consideration of four aspects of the adolescent passage that clinicians tend to ignore: the adolescent's sense of being, of belonging, of believing, and of benevolence. A thorough review of adolescent personality pathology and a case report of adolescent mourning are followed by a series of papers exploring three principal treatment modalities commonly employed in work with disturbed adolescents: psychodynamic, interpersonal, and the integrated approach of the Austen Riggs Center. Consideration of the game of chess as a method and metaphor for working with object relationships in narcissistic teenagers concludes the section of material on therapeutic approaches. The final section of volume 25 engages two knotty forensic issues that have come to the fore in adolescent psychiatry. Saul Levin examines the legal and developmental dimensions of the informed consent of minors whereas Everett Dulit outlines three clinical constellations associated with female adolescents' denial of pregnancy and examines their relationship to neonaticide.Like its distinguished predecessors, volume 25 is a thoughtfully assembled collection that not only spans the many facets of adolescent psychiatry but is responsive to the most pressing challenges - evaluative, therapeutic, legal - before the field.Table of ContentsPart I: Developmental Issues.Doctors, Attachment-Individuation: Clinical Notes Toward a Reconsideration of "Adolescent Turmoil." Jaffe, Organizing Adolescents(ce): A Dynamic Systems Perspective on Adolescence and Adolescent Psychotherapy. Levine, The Tao and Talmud of Adolescence and Young Adulthood: Being, Belonging, Believing, Benevolence. Part II: Psychopathology in Adolescence.Westen, Chang, Personality Pathology in Adolescence: A Review. Garber, Adolescent Mourning: A Paradigmatic Case Report. Part III: Psychotherapeutic Approaches to Adolescents.Shapiro, Psychoanalysis and Dynamic Psychotherapy in Adolescence. Mufson, Dorta, Interpersonal Psychotherapy for Depressed Adolescents: Theory, Practice, and Research. Fowler, Rosenberg, Integrated Treatment in the Care of Seriously Disturbed Adolescents and Their Families. Gaines, Berkovitz, & Kohn, Chess as a Way of Improving Object Relationships in Narcissistic Teenagers. Part IV: Forensic Considerations in Adolescent Psychiatry.Levine, Informed Consent of Minors in Crucial and Critical Health Care Decisions. Dulit, Girls Who Deny a Pregnancy; Girls Who Kill the Neonate.

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Book SynopsisVolume 26 of The Annals begins with essays that address the challenge of maintaining human connections in a biological century; Philip Katz focuses on the human encounter between therapist and patient whereas Vivian Rakoff emphasizes the continuing identity of the healer throughout history.  Papers on adolescent development, which challenge readers to look beyond preconceived ideas, include Robert Galatzer-Levy''s examination of adolescence as a social construction expressed in contradictory cultural narratives and Jack Drescher''s exploration of the developmental narratives of gay men in order to illuminate the seeming invisibility of gay adolescents. A section dedicated to Trauma, Violence, and Suicide explores interventions with special groups of high-risk adolescents, including violent offendors, suicide attempters, and adolescent refugees.  A special section on attention deficit/hyperactivity disorder and conduct disorders includes a debate on whetherTable of ContentsPart I: Schonfeld and Keynote Addresses.Katz, Lessons My Patients Taught Me. Rakoff, Perennial Medicine and Changing Technologies. Part II: Developmental Issues.Galatzer-Levy, Created in Others' Eyes. Drescher, Invisible Gay Adolescents: Developmental Narratives of Gay Men. Part III: Trauma, Violence, and Suicide.Rothe, Castillo-Matos, & Busquets, Posttraumatic Stress Symptoms in Cuban Adolescent Refugees During Camp Confinement. Thomas, Holzer III, & Wall, The Island Youth Programs: Community Interventions for Reducing Youth Violence and Delinquency. Ponton, A Risky Partnership: Working with the Adolescent Suicide Attempt. Katz, Gunasekara, & Miller, Dialectical Behavior Therapy for Inpatient and Outpatient Parasuicidal Adolescents. Part IV: ADHD and Conduct Disorders.Barnett, LaBellarte, Practical Assessment and Treatment of ADHD. Huffine, Conduct Disorder Should Be Eliminated from the DSM. Weissman, Conduct Disorder is a Useful Diagnosis for Adolescents. Flaherty, Editor's Comment: Is There Hope for Conduct Disorder? Part V: ASAP Position Papers.ASAP, ASAP Position Statement on Gays in the Military. ASAP, ASAP Position Statement on the Death Penalty for Minors. Flaherty, Summary of Thompson v. Oklahoma 487 U.S. 815 (1988). Ratner, Introduction to the Brief of the ASAP and the AOA as Amici Curiae in Support of Petitioner in Thompson v. Oklahoma. McLaughlin, Epstein, Weisburg, Freeling, Peabody, & Pincus, 1987 Amici Curiae Brief in the U.S. Supreme Court Case of Thompson v. Oklahoma.

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Book SynopsisPractical, evidence-based guide to using time-out safely and effectivelyTrade ReviewTime-Out in Child Behavior Management is a brilliantly written book covering every aspect of the time-out procedure, from its history and research base to its application in parent-child interaction therapy and in a fascinating case vignette.The authors directly confront existing controversial views about time-out and importantly address critical developmental and diversity considerations in the use of time-out. All mental health providers working with young children need to read this book!;Daniel M. Bagner, PhD, ABPP, Professor of Psychology and Director of Clinical Training, Florida International University, Miami, FL, USA; Many parents, and some healthcare professionals, report using "time-out" in child discipline. The technique is often misunderstood and misapplied. In this volume the authors document the evidence-base showing how this well-established technique can be used properly and be implemented most effectively and efficiently. They describe the theoretical concepts and the foundational research into time-out protocols with a full range of presenting behavioral problems. They ably consider the controversies and issues raised about time-out procedures and then present applications with different populations. With this comprehensive yet succinct book, practitioners and clinical trainees will have a better understanding of this ubiquitous strategy and provide caregivers with practical and effective guidance on its optimal use.;Michael C. Roberts, PhD, ABPP, Professor Emeritus, Clinical Child Psychology Program, University of Kansas, Lawrence, KS, USATable of Contents1 Description 1.1 History of Time-Out 1.2 Defining Time-Out: Extinction or Punishment? 2 Review of Time-Out Research 2.1 Children With Attention-Deficit/Hyperactivity Disorder (ADHD) 2.2 Children With Autism Spectrum Disorder (ASD) 2.3 Children With Intellectual Disability/ Cognitive Delay 2.4 Children With Internalizing Disorders 2.5 Child Trauma 2.6 Changing Caregiver Behavior 2.7 Child Compliance Training 2.8 Long-Term Outcomes of Child Behavior Management 2.9 Summary 3 Using Time-Out: Developmental Age- Based Considerations 3.1 Children Younger Than 24 Months 3.2 Children Ages 2-10 Years 3.3 Children Ages 8-10 Years and Older 4 Diversity Issues 4.1 Ethnic, Racial, and National Considerations 4.2 Time-Out in Relation to Other Socioeconomic Factors 5 Evidence-Based Programs Including Time-Out 5.1 The Defiant Children Program 5.2 Family Interaction Training Program (FIT) 5.3 The Helping the Noncompliant Child Program 5.4 The Incredible Years Program 5.5 Parent-Child Interaction Therapy (PCIT) 5.6 The Kazdin Method (Formerly Parent Management Training) 5.7 Triple P - Positive Parenting Program 5.8 Summer Treatment Program 5.9 Parent Management Training - Oregon / Generation PMT-O 5.10 Summary 6 Parameters of Time-Out 6.1 Verbalized Reason 6.2 Warning 6.3 Administration 6.4 Location/Type 6.5 Duration 6.6 Schedule 6.7 Release From Time-Out 6.8 Escape 7 Controversial Issues Related to Time-Out 7.1 Behavioral Parenting Approaches 7.2 Punishment 7.3 Controversies Around Time-Out 7.4 Legal Issues 7.5 Ethical Issues 7.6 Conclusion 8 Parent-Child Interaction Therapy (PCIT) Time-Out as an Exemplar 8.1 Introducing Time-Out 8.2 PDI Teach Session 8.3 First PDI Coaching Session 8.4 Gradual Roll-Out Approach 8.5 Alternatives to Chairs, Back-Up Spaces, and Carrying Children 8.6 Conclusion 9 Case Vignette 9.1 Case Background 9.2 Treatment Plan and Goals 10 Further Reading 11 References 12 Appendix: Tools and Resources

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Book SynopsisState-of-the-art guidance on the effective assessment and treatment of children and adolescents with ADHD * New updated edition * Provides guidance on multimodal care and diversity issues * Includes downloadable handoutsTable of ContentsAcknowledgments 1 Description 1.1 Terminology 1.2 Definition 1.3 Epidemiology 1.3.1 Prevalence and Incidence 1.3.2 Sex 1.3.3 Age 1.3.4 Culture 1.4 Course and Prognosis 1.5 Differential Diagnosis 1.5.1 Behavioral Conditions 1.5.2 Emotional Conditions 1.5.3 Neurologic or Developmental Conditions 1.5.4 Environmental and Psychosocial Factors 1.5.5 Physical and Medical Conditions 1.6 Comorbidity 1.6.1 ODD/CD 1.6.2 Anxiety 1.6.3 Mood 1.6.4 Bipolar Disorder 1.6.5 Learning Disorder 1.6.6 Tics/ASD 1.6.7 Substance Use Disorders 1.6.8 Sleep Issues 1.7 Diagnosis 1.7.1 Diagnostic Interviews 1.7.2 Rating Scales 1.7.3 Psychoeducational Testing 1.7.4 Neuropsychological Testing 1.7.5 Laboratory Testing 2 Theories and Models of ADHD in Children 2.1 Neurobiological Factors in ADHD 2.1.1 Genetic Contributions 2.1.2 Neurological Factors 2.1.3 Cognitive Determinants 2.2 Environmental Risk Factors 2.2.1 Pre-, Peri-, and Postnatal Factors 2.2.2 Environmental Toxins 2.2.3 Dietary Factors 2.3 Psychosocial Factors 2.4 Interactions Between Neurobiological, Environmental, and Psychosocial Factors 3 Diagnosis and Treatment Indications 3.1 Assessment Procedures 3.1.1 General Considerations 3.1.2 Developmental History 3.1.3 Clinical Interviews 3.1.4 Behavioral Rating Scales 3.1.5 Differential Diagnosis/Comorbidities 3.1.6 Testing 3.2 The Decision-Making Process 3.3 Treatment Considerations 4 Treatment 4.1 Methods of Treatment 4.1.1 Psychopharmacology 4.1.2 Stimulant Medications 4.1.3 Nonstimulant Medications 4.1.4 Psychosocial/Behavioral Therapies 4.1.5 Behavioral Parent Training 4.1.6 Behavioral Peer Interventions 4.1.7 Behavioral Classroom Management 4.1.8 Academic Interventions and Organizational Skills Training 4.1.9 School Accommodations 4.1.10 Neurofeedback and Cognitive Training 4.1.11 Psychoeducation 4.2 Mechanisms of Action 4.3 Efficacy and Prognosis 4.4 Variations and Combinations of Methods 4.5 Problems in Carrying Out the Treatment 4.6 Multicultural Issues 5 Case Vignettes 6 Further Reading 7 References 8 Appendix: Tools and Resources

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Book SynopsisAbused and traumatized children have special therapeutic needs. This book focuses on the impact of trauma and how to help children achieve a positive resolution.Trade ReviewEliana Gil occupies an unparalleled position among professionals in the child abuse field. No one has worked longer, more faithfully, and more responsibly with such a diverse array of abusive interactions. --Roland C. Summit, M.D.After reading The Healing Power of Play, child therapists from every professional background will feel better equipped to confront the enormous challenge of treating the abused child....Dr. Gil's readable guide should inspire the field and thereby benefit all of our patients. --Spencer Eth, MD - Both the novice child therapist and experienced clinician will learn abundantly from Dr. Gil's instruction about effective intervention with even the most severely neglected and abused children. --Treating Abuse Today, 3/18/1991Table of Contents* The Abused Child: Treatment Issues.* The Child Therapies: Application in Work with Abused Children.* The Treatment of Abused Children.CLINICAL EXAMPLES.* Leroy: A Child Traumatized by Severe Parental Neglect.* Johnny: A Child Traumatized by Sexual Abuse.* Antony: A Child with Multiple Traumas.* Gaby: A Child Traumatized by a Single Episode of Sexual Abuse.* Laurie: A Neglected Child Traumatized by a Hospitalization.* Sharlene: A Child Traumatized by Chronic Sexual Abuse.* Special Issues.

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Book SynopsisAsks, what is a child, what is a parent and why does a child need a parent. A warm and human way of understanding the nature and needs of children.

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Book SynopsisPete and Jem are having lots of fun playing in the snow until they run into each other and fall over. Targeting Subject-Verb sentences and present progressive verbs, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsPete and Jem: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem are having lots of fun at the zoo, but they both want to see different animals, and are pulling their mother in different directions!Targeting Subject-Verb-Object sentences and regular plurals, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsA Trip to the Zoo: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisBelle loves to try and get involved with all of the things that her big bother, Pete, can do, but sheâs not quite big enough to sprint or swim or read. They discover things that they can both do.Targeting Subject-Verb sentences, pronouns and the auxiliaries âcanâ and âdoâ, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsAnything You Can Do: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem get ready for Belleâs birthday, but get stuck trying to blow up balloons.Targeting Subject-Verb sentences, pronouns and the auxiliary âbeâ, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsThe Birthday Party: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisJem's friend, Lottie, has come to play, but Jem is taking all the toys for herself. She learns that adventures are more fun when you share.Targeting Subject-Verb-Object sentences and pronouns, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsTime for Adventure!: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete and Jem are very helpful at the supermarket, but end up causing chaos with a tower of food on display.Targeting Subject-Verb-Object sentences and the conjunction and' for listing, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsLet’s Go Shopping: A Grammar Tales Book to Support Grammar and Language Development in Children

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Book SynopsisPete, Jem and Belle play hide and seek. Pete has a very good hiding spot â will they ever find him?Targeting Subject-Verb-Object sentences and prepositions, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form.Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.Table of ContentsHide and Seek: A Grammar Tales Book to Support Grammar and Language Development in Children

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