Child and developmental psychology Books

Book SynopsisDer sehr erfolgreiche kompakte Band »Systemische Interventionen« der beiden Autoren wird in ihrem neuen Buch ergänzt durch die erkenntnistheoretischen Basics, ohne die systemisches Arbeiten in allen Beratungskontexten im luftleeren Raum bleibt. Es geht um die selbstverständliche Konsequenz einer systemischen Sicht auf die Welt. Interventionen, die als systemisch bekannt und beliebt geworden sind, lassen sich auf einige wesentliche Gedanken zurückführen: Das Interesse richtet sich nicht mehr darauf, Fakten herauszufinden, es wird also nicht nach etwas gesucht, das es gibt, sondern eher nach dem, was sich zwischen Menschen ereignet. Daraus entsteht wie von selbst eine Praxis, die nicht versucht, Defizite zu finden oder eine Ursache, eine Diagnose, eine Störung festzuschreiben. Systemische Praxis sucht danach, wie ein Phänomen, ein Problem von unterschiedlichen Menschen unterschiedlich beschrieben wird. Sie will Beziehungsverhältnisse ergründen und Reflexionen anregen. Sie zielt auf die Muster flüchtiger Kommunikationen, die sich in den vielen, ständig neu erzeugten zwischenmenschlichen und psychischen Wirklichkeiten menschlichen Lebens beobachten lassen. Es geht weniger um den richtigen Einsatz von Techniken oder Tools als vielmehr um eine systemische Sicht auf die Welt.

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Book SynopsisJust being a child – that is not so easy anymore in our modern world. How to best prepare children for their future?How can we adults strengthen our children for going through important transitional phases, e.g., when exiting the family fold to enter kindergarten? How can we treat each child fairly, e.g., girls, boys, children from other cultures? What media, forms and educational chances can best help us in this endeavour? How can we support children who have lost a parent or other family member or who are growing up in broken homes? How can we protect children from drugs and sexual abuse? These are some of the questions addressed in this volume and answered based on the latest scientific findings and educational experiences.

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Book SynopsisThe textbook represents the central foundations of developmental psychology in relation to the first six years of life. The entire book takes a culturally sensitive perspective and establishes a connection to the practice of social work and childhood education. Borke, Lamm and Schröder represent the central dimensions of development from zero to six years. Development theories such as the binding theory, as well as different areas of development, u. a. the emotional development, language development, cognitive development, the development of gaming behavior as well as sensory and motor skills are described. Practical examples deepen the theoretical presentation and encourage reflection. For the first time in German-speaking countries, different cultural development paths are taken into account. This central feature of the book enables the development of action strategies for a systematic handling of cultural diversity.

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Book SynopsisIn each group there are children, who the professionals through their behavior, such as great urge to move, aggression or differentiation from other children, challenge more than others. How can you integrate them into everyday educational life and create conducive framework conditions for their development without this challenge becoming too much? Based on the description of the respective behavioral patterns in children with conspicuously aggressive behavior, ADHD and autism spectrum disorders, the author presents the necessary development-promoting framework conditions in a very practical manner. Concrete and easily implementable ways of dealing with challenging behavior are shown. Ultimately, this knowledge not only helps the child. Active, concept-based behavior also reduces the workload of specialists who can experience themselves as successful and effective in their work. Now in the 3rd, revised edition!

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Book SynopsisSexueller Missbrauch von Kindern und Jugendlichen ist ein sehr emotionales und nach wie vor hochaktuelles Thema, wie der „Missbrauchsskandal“ des Jahres 2010 um massive sexuelle Übergriffe in Institutionen zeigte. Am häufigsten findet Missbrauch jedoch nach wie vor in der Familie statt. In beiden Fällen sind Personen aus pädagogischen sowie medizinisch-therapeutischen Berufen oft wesentliche Ansprechpartner/-innen für betroffene Kinder und Jugendliche. In den letzten Jahren wurde allerdings deutlich, dass diese Ansprechpersonen derzeit nicht immer über die umfassende Wissensbasis und Handlungskompetenz verfügen, um den Betroffenen professionell Unterstützung bieten zu können. An der Klinik für Kinder- und Jugendpsychiatrie/Psychotherapie Ulm wurde in der Konsequenz 2011-2014 unter Leitung von Prof. Jörg M. Fegert der Online-Kurs „Prävention von sexuellem Kindesmissbrauch“ für medizinisch-therapeutische und pädagogische Berufe entwickelt. Das vorliegende Handbuch, das sich aus den Grundlagen- und Rechtstexten des positiv evaluierten Online-Kurses zusammensetzt, bietet durch die Beiträge namhafter Autorinnen und Autoren eine in diesem Umfang und in dieser Praxisnähe bislang in Deutschland noch nie präsentierte Darstellung des fachlichen Basiswissens zu dieser Thematik. Die Darstellung praktischer Bezüge, konkreter Vorgehensweisen und relevanter rechtlicher Aspekte soll dabei zu einem besseren theoretischen Verständnis und einer Erhöhung der Handlungskompetenz im Umgang mit (potentiellen) Missbrauchsfällen in der beruflichen Praxis beitragen. Nur in diesem Buch erhältlich sind Konzepte und Übungsmaterialien, die im Rahmen des Online-Kurses für ergänzende Präsenzkurse erstellt und evaluiert wurden. Die Leserinnen und Leser sollen dadurch in die Lage versetzt werden, die Auseinandersetzung mit den wichtigen Themen dieses Buches in ihrem Arbeitsbereich als Multiplikatoren anzuleiten, um diese im kollegialen Austausch, z.B. in Teamgesprächen, Supervisionsgruppen oder Fortbildungen, für den eigenen beruflichen Kontext zu reflektieren.Trade Review“... Das umfassende Handbuch ist geschrieben für Fachpersonen aus medizinischen, therapeutischen und pädagogischen Berufsfeldern und enthält zahlreiche Beiträge ... übersichtlich und strukturiert gestalteten Handbuches bilden die Arbeitsmaterialien mit detaillierten Beschreibungen und Anleitungen sowie Hinweisen für die Kursleitung ...” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 19. Mai 2016)“… Der Leser wird mit viel Hintergrundinformation realitätsnah und detailliert informiert … Das Werk ist gut und interessant zu lesen und ist in Relation zum Umfang ein relativ preisgünstiges und sinnvolles Werk, das in jeder fachtherapeutischen Stelle von Jugendhilfe stehen sollte.” (R. Mathan, in: änd Ärztenachrichtendienst, facharzt.de, 29. September 2015)“... Alles in allem ein ungemein brauchbarer Band, der in jede Beratungsstelle gehört und unbedingt auch im Bereich der ambulanten und stationären Jugendhilfe sowie im therapeutischen und schulischen Kontext seinen Platz haben sollte ...” (Detlef Rüsch, in: Amazon.de, 23. Dezember 2014)Table of Contents1 Gesellschafts- und bildungspolitische Notwendigkeit eines umfassenden Kursangebots zur Prävention von sexuellem Kindesmissbrauch.- 2 Didaktisches und inhaltliches Konzept des Onlinekurses "Prävention von sexuellem Kindesmissbrauch".- 3 Ergebnisse der Evaluation des Online-Kurses "Prävention von sexuellem Kindesmissbrauch".- 4 Sexueller Missbrauch und Kinderschutz – Perspektiven im Wandel.- 5 Sexueller Kindesmissbrauch: Begriffe, Definitionen und Häufigkeiten.- 6 Straftaten gegen die sexuelle Selbstbestimmung nach dem 13. Abschnitt des Strafgesetzbuches.- 7 Kinderschutz und Vernetzung im Bereich Prävention von und Intervention bei sexuellem Kindesmissbrauch.- 8 Der Widerspruch zwischen gesprochenem Recht und erlebter Gerechtigkeit, wenn Kinder Opfer von sexualisierter Gewalt werden.- 9 Psychische und körperliche Entwicklung von Kindern und Jugendlichen.- 10 Gefährdungslagen und Schutzfaktoren bei Kindern und Jugendlichen in Bezug auf sexuellen Kindesmissbrauch.- 11 Sexueller Missbrauch von Kindern – Ursachen und Verursacher.- 12 Missbrauchstäter – Schuldfähigkeit und strafrechtliches Sanktionensystem.- 13 Gefährdungslagen und Schutzfaktoren im familiären und institutionellen Umfeld in Bezug auf sexuellen Kindesmissbrauch.- 14 Auffälligkeiten und Hinweiszeichen bei sexuellem Kindesmissbrauch.- 15 Umgang mit Vermutung und Verdacht bei sexuellem Kindesmissbrauch.- 16 Rechtliche Grundlagen zu Kinderrechten, Kindeswohl und Kindeswohlgefährdung.- 17 Klinische Diagnostik bei sexuellem Kindesmissbrauch.- 18 Körperliche Befunde bei sexuellem Kindesmissbrauch.- 19 Gesprächsführung mit von sexuellem Missbrauch betroffenen Kindern und Jugendlichen.- 20 Zur Bedeutung der Aussagepsychologie für die Rechtsprechung bei Delikten des sexuellen Missbrauchs von Kindern .- 21 Planung der Intervention nach Aufdeckung eines sexuellen Kindesmissbrauchsfalls .- < 22 Rechte von Kindern und Jugendlichen im Rechtssystem, die Aufgaben von Jugendamt und Familiengericht im Bereich sexueller Missbrauch.- 23 Die Strafanzeige bei der Polizei und das Verfahren vor dem Strafgericht bei sexuellem Kindesmissbrauch.- 24 Standards in der Dokumentation bei sexuellem Kindesmissbrauch.- 25 Unterstützung für von sexuellem Missbrauch betroffene Kinder und Jugendliche.- 26 Eingliederungshilfen bei drohender seelischer Behinderung.- 27 Unterstützung für Bezugs- und Kontaktpersonen sexuell missbrauchter Kinder und Jugendlicher.- 28 Selbstfürsorge in der Fallarbeit bei sexuellem Kindesmissbrauch.- 29 Sexueller Missbrauch in Institutionen – bisherige Problematisierungen des Themas und die Entwicklung am Runden Tisch „Sexueller Kindesmissbrauch“.- 30 Beschwerdesysteme als integraler Bestandteil eines institutionellen Qualitätsmanagements.- 31 Sexueller Missbrauch in Institutionen – Umgang mit Missbrauchsfällen und institutionelle Traumabewältigung.- 32 Die Leitlinien zur Einschaltung der Strafverfolgungsbehörden bei sexuellem Kindesmissbrauch in Institutionen – Konsequenzen für die Praxis.- 33 Arbeitsrechtliche Reaktionsweisen im Umgang mit (potenziellen) Fällen von sexuellem Missbrauch.- 34 Prävention von sexuellem Missbrauch – Möglichkeiten und Grenzen.- 35 Sexualpädagogik und Sexualerziehung.- 36 Nutzung und Wirkungen sexueller Medieninhalte im Jugendalter.- 37 Sexuelle Übergriffe unter Kindern und Jugendlichen.- 38 Rechtliche Aspekte bei sexuellen Übergriffen unter Kindern und Jugendlichen: Strafmündigkeit, Jugendstrafrecht und Verantwortungsreife.- 39 (Inter-)Kulturelle Faktoren von sexuellem Kindesmissbrauch.- 40 Sexueller Missbrauch von Kindern und Jugendlichen mit Behinderung.- 41 Kommerzielle Formen von sexuellem Missbrauch an Kindern und Jugendlichen.- 42 Evaluationsergebnisse der begleitenden Präsenzkurse im Rahmen des Online-Kurses "Prävention von sexuellem Kindesmissbrauch".- 43 Übungen.

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Book SynopsisIn diesem Buch erfahren Eltern, wie sie ihre Kinder stärken und beim Umgang mit Stress unterstützen können. Konflikte mit anderen, Stress in der Schule oder bei den Hausaufgaben, Zeitdruck bei den Freizeitaktivitäten oder auch Probleme in der eigenen Familie – die Gründe sind vielfältig. Einige Kinder leiden durch ste igenden Erwartungs- und Leistungsdruck in Schule und Freizeit unter Stress. Symptome wie Kopf- und Bauchweh, Schlafschwierigkeiten oder Appetitlosigkeit sind nicht selten die Folge. Was aber können Eltern und die Kinder selbst tun, um angemessen mit Stress umzugehen? Holger Domsch, Arnold Lohaus und Mirko Fridrici, ausgewiesene Experten zum Thema Stress bei Kindern, wissen hier Rat.Aus dem Inhalt(1) Stress unter der Lupe, Was Kinder stresst, Stresswirkungen – (2) Hilfen gegen Stress: Was Kinder tun können, Hilfen gegen Stress: Was Eltern tun können.Die AutorenDr. Holger Domsch, Dipl.-Psych., Schulpsychologische Beratungsstelle der Stadt Münster. Prof. Dr. Arnold Lohaus, Entwicklungspsychologie, Universität Bielefeld. Dipl.-Psych. Mirko Fridrici, Regionale Schulberatungsstelle für den Kreis Minden-Lübbecke.Trade Review“... Positive Auswirkungen auf die stressgeplagten Kinder haben sicherlich die Entspannungsgeschichten und die zahlreichen Tipps für die Eltern, die durch ihr Verhalten zur Bewältigung der Probleme viel beitragen können. Die zahlreichen Fallbeispiele und Hinweise auf Problemlösungen sind für alle Eltern mit stressbelasteten Kindern eine hilfreiche Lektüre. Für viele Büchereien zu empfehlen.” (Helmut Eggl, in: Buchprofile/Medienprofile, Jg. 61, Heft 3, 2016)“… sehr gelungenen Ratgeber erfahren Eltern ... Zunächst werden die Grundlagen erläutert. Konkrete Hilfen sowie praktische Ratschläge und Beispiele für kritische Belastungssituationen folgen ...” (in: Naturheilkunde Journal, Heft 1, 1. Juni 2016)Table of ContentsI Hintergrundinformationen zu Stress im Kindesalter: Stress unter der Lupe.- Was Kinder stresst.-Stresswirkungen.- II Unterstützungsmöglichkeiten bei Stress: Hilfen gegen Stress: Was Kinder tun können.- Hilfen gegen Stress: Was Eltern tun können.- Entspannungsgeschichten für Kinder.

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Book SynopsisDieser Leitfaden setzt sich anhand zahlreicher klinischer Fallberichte mit möglichen somatischen Differenzialdiagnosen auseinander und ist somit bestens geeignet für das multiprofessionelle Behandlungsteam psychisch kranker Kinder und Jugendlicher.Aufgrund der Komplexität und der fachübergreifenden Krankheitsbilder fällt es häufig schwer, die verschiedenen Aspekte psychischer Erkrankungen auf der einen Seite und körperlicher Erkrankungen auf der anderen Seite einzuschätzen.Das Buch richtet sich an Kinder- und Jugendlichenpsychiater und Kinder- und Jugendlichenpsychotherapeuten, Ergo-, Physio- und Kunsttherapeuten und an alle Menschen, die mit psychisch kranken Kindern und Jugendlichen arbeiten.Zusätzlich ist das Buch auch für Kinderärzte, die differenzialdiagnostische Überlegungen bei psychischen Symptomen anstellen wollen, nützlich. So wurde Wert darauf gelegt, die psychischen und somatischen Beschreibungen der Krankheiten für die jeweils fachfremde Gruppe verständlich zu gestalten.Trade Review“... Jedem/ jede, der/die im psychologischen und wohl auch medizinischen Kontext mit Kindern und Jugendlichen arbeitet, kann dieses Buch empfohlen werden, zumal es den Blick für mögliche Ätiologien aus Nachbardisziplinen schärft, den diagnostischen Horizont erweitert und im Abklärungsprozess zielsichere Zuweisungen an Diagnostiker anderer Fachdisziplinen unterstützt. Auf kompakten 148 Seiten wird ein großer Wissensschatz ausgesprochen übersichtlich und anschaulich präsentiert. Dem Buch sind eine große Leserschaft und noch viele Auflagen zu wünschen ...” (Reinhard Gstättner, in: Psychologie in Österreich, Jg. 36, Heft 4, September 2016)Table of ContentsEinleitung.- Störung des Denkens (schizophrene Psychose).- Manie.- Depression.- Angststörungen.- Dissoziative Störungen.- Somatoforme Störungen.- Essstörungen.- Störung des Sozialverhaltens.- Intelligenzminderung.- Autismus.- Tic-Störungen.- Enuresis.- Enkopresis.- Regulationsstörungen im Säuglings- und Kleinkindalter.

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Book SynopsisWas ist Intelligenz? Wie kann diese bei Kindern gemessen und gefördert werden? Und was geschieht eigentlich bei einem IQ-Test? Dieser Ratgeber erklärt Eltern gut verständlich und wissenschaftlich fundiert, wie man die geistigen Potenziale des Nachwuchses entdecken und fördern kann.Nach einer Einleitung und Erklärung, welche Intelligenztheorien und -modelle es gibt, werden ausführlich sieben Intelligenzbereiche erläutert: sprachgebundenes Denken, anschauungsgebundenes Denken, zahlengebundenes Denken, Verarbeitungskapazität, Einfallsreichtum, Merkfähigkeit und Bearbeitungsgeschwindigkeit. Um aufzuzeigen, wie das geistige Potenzial in diesen Bereichen bestimmt werden kann, werden einige der bekanntesten Intelligenztests mit Beispielaufgaben vorgestellt. Ergänzend erhalten Eltern Anregungen, wie sie die einzelnen Intelligenzbereiche durch einfache spielerische Übungen im Alltag fördern können. Die Autoren verdeutlichen, welche Komponenten die schulische Hochleistung eines Kindes beeinflussen, an welchen Merkmalen Minder- und Hochbegabung beim Kind entdeckt werden können und was Eltern tun können, damit ihre Kinder glücklich und schlau aufwachsen.Table of ContentsTeil 1: Grundlagen.- Definition und Interpretation von Intelligenz.- Schulische Leistung und Begabung.- Was Kinder schlau und glücklich macht.- Teil 2: Messung und Förderung verschiedener Intelligenzbereiche.- Intelligenzbereiche und ihre Messung mit Tests.- Sprachgebundenes Denken.- Anschauungsgebundenes, figural-bildhaftes Denken.- Zahlengebundenes Denken.- Verarbeitungskapazität.- Einfallsreichtum.- Merkfähigkeit.- Bearbeitungsgeschwindigkeit.- Kritik an Intelligenztests.- Teil 3: Testverfahren und Aufgaben.- Überblick über einige Testverfahren.- Übungsaufgaben.

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Book SynopsisGeborgenheit, Autonomie und Erfolg, das wünschen sich junge Menschen. In diesem Rahmen entwickeln sie Lösungsversuche, um sich diese grundlegenden psychologischen Bedürfnisse zu erfüllen. Sind diese nicht angemessen, reagiert die Umgebung oft mit abwertenden Reaktionen. Schnell entsteht bei den Jugendlichen Scham. Und: Es ist vor allem der Verlust der Würde, der es für sie so schwer macht. Philip Streit arbeitet seit über 20 Jahren mit jungen Menschen und mit deren Familien. In diesem Buch zeigt er Eltern und interessierten Laien, welche Kraft in Neuer Autorität und Positiver Psychologie steckt, damit Erwachsene respektvoll und präsent an Jugendliche herangehen können, und wie sie diese Scham für gelingende Beziehungen nützen können. Zahlreiche Fallbeispiele und Übungen erleichtern die Umsetzung im Alltag. Die Erfahrung zeigt: Wer das übt und ausprobiert, ist nicht nur von den günstigen Auswirkungen überrascht, sondern auch davon, wie leicht es gelingt.Geschrieben für … Eltern, interessierte Laien; Psychotherapeuten, Psychologen, Ärzte, Schulberater, Lehrer können mitlesen.Der Autor: Dr. Philip Streit leitet das Institut für Kind, Jugend und Familie in Graz, wo er als Klinischer Psychologe und Psychotherapeut mit Kindern, Jugendlichen und ihren Familien arbeitet. Er ist Autor verschiedener Bücher über Neue Autorität und Positive Psychologie im Alltag mit Kindern und Jugendlichen.Table of Contents1 Coolness, Scham und Würde – eine Annäherung.- 2 Die Macht der Gefühle – ein bisschen Psychologie.- 3 Das Schamgefühl – die versteckte öffentliche Emotion.- 4 Scham konstruktiv für eine gelingende Erziehung und Beziehung mit Kindern und Jugendlichen nutzen.- 5 Die konstruktive Kraft der Scham nutzen – Werkzeuge, Tools und Interventionen.- 6 Schamlosigkeit - wenn die Scham „offline“ ist.- 7 Brennpunkt Schule – wie Scham hier zu gelingenden Beziehungen verhelfen kann.- 8 Scham konstruktiv für gelingende Erziehung nutzen – ein Leitfaden für Familie und Alltag.

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Book SynopsisRyoko Morioka.- Yumiko Motomura.- Osamu Sudoh and Koji Tsuda.- Information Geometry of Structural Change in Input Output Models.- 2 Yasuyuki Muradate Developing New Dynamic Disequilibrium Models.- 3 Soichiro Takagi The Macroeconomic Impact of Artificial Intelligence.- 4 Hideyuki Tanaka The Impact of Social Media on Local Community Activities and Social Capital A Quantitative Comparative Study of Two Areas.- 5 Reiko Gotoh What Citizens Need and What Governments Think They Need.- 6 Osamu Sudoh Evolution of Artificial Intelligence and Coevolution of Humans.

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Book SynopsisBrings together the research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. This book addresses four main themes that include traditional cognitive views on knowledge acquisition and socioconstructionist perspectives.Table of ContentsPreface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Hallden). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Saljo). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limon, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preus). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).

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Book SynopsisExamines scientific views about children's emotional needs and mother love from World War II until the 1970s, paying particular attention to John Bowlby's ethological theory of attachment behavior. In this title, the author tracks the development of Bowlby's work and the research that he used to support his theory.

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Book SynopsisIs it right for children to believe in myths? By encouraging such myths, are parents lying to children? This text explores how children themselves see characters such as Santa, the Easter Bunny and the Tooth Fairy, and discusses the possible effects that belief in such figures has on children.

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Book SynopsisIn Boys and Girls, the author took readers inside a kindergarten classroom to show them how boys and girls play. In this edition, the author goes deeper into the mystery of play as she follows a group of children through the kindergarten year.Trade Review"Paley has a sharp ear for the rhythm and inflections of childhood. Her vignettes give us a revealing glimpse into children's inner lives, and her discussion of her own discomfort with boys' play and approval of that of girls raises an important issue." (Carole Wade, Psychology Today)"

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Book SynopsisIt is often said that a teen old enough to do the crime is old enough to do the time, but are teens mature and capable enough to participate in adult criminal court? In this book, leaders in developmental psychology and law combine their expertise to investigate the limitations of youth policy.

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Book SynopsisHow do children imagine God? Surprisingly, few researchers have asked this question. In crayon drawings, doll-play, letters, and carefully designed interviews, the forty children in David Heller's study reveal a rich array of spiritual imagery. Though Heller does find some differing views attributable to age, gender, and religious background (the children were Jewish, Catholic, Protestant, and Hindu), he discovers to a surprising degree a common vision of God that cuts across ethnic and religious differences. He also considers related issues of school prayer and the psychology of religion.

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Book SynopsisCovering more than forty years of scholarship, this volume brings together Bernice Neugarten's contributions in four areas: Age as a Dimension of Social Organization; The Life Course; Personality and Adaptation; and Social Policy Issues.

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Book SynopsisA broad critical survey of the research literature on child language development, providing coverage of both theoretical and empirical issues. Covering a wide range of perspectives, this text constructs a picture of how children acquire the syntax of English.Table of ContentsAcknowledgments 1: The Study of Language Acquisition 2: One-Word Utterances 3: Early Multiword Utterances 4: Word Order and Case 5: Subject Drop 6: Embedded Clauses 7: Wh Questions 8: Inversion 9: Relative Clauses and Clefts 10: Passives 11: Constraints on Coreference 12: The Learnability Problem 13: UG-Based Theories of the Acquisition Device 14: Alternatives to UG 15: Theories of Development 16: Concluding Remarks Notes Glossary References Index

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Book SynopsisA broad critical survey of the research literature on child language development, providing coverage of both theoretical and empirical issues. Covering a wide range of perspectives, this text constructs a picture of how children acquire the syntax of English.

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Book SynopsisExamines attachment theory and its relationship to other psychodynamic theories of development, from Sigmund Freud to Heinz Kohut, and then discusses the contributions of John Bowlby, the "father" of modern attachment theory. This book also focuses on clinical applications with child, adolescent, and adult client populations.Trade Review"An important contribution to social work literature. " -- Joanna Bettmann, Clinical Social Work JournalTable of ContentsAcknowledgments Introduction 1. Beginnings: Early Conceptions of the Mother-Infant Relationship 2. Bowlby's Theory of Attachment 3. Contemporary Psychoanalytic Perspectives on Attachment 4. Research on Attachment 5. Children 6. Adolescents 7. Adults Notes References Index

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Book SynopsisTable of ContentsPreface Acknowledgments Introduction, by Vincent Guilamo-Ramos and James Jaccard Part I: Contemporary Issues in Parental Monitoring 1. Parental Monitoring: A Critical Examination of the Research, by Hakan Stattin, Margaret Kerr, and Lauree Tilton-Weaver 2. Developmental and Interactional Antecedents of Monitoring in Early Adolescence, by Robert D. Laird, Matthew M. Marrero, and Jennifer K. Sherwood 3. Impediments to Parental Monitoring in the After-School Hours: A Qualitative Analysis, by Deborah Belle and Brenda Phillips 4: Cross-Cultural Analysis of Parental Monitoring and Adolescent Problem Behavior: Theoretical Challenges of Model Replication When East Meets West, by Sonia Venkatraman and Thomas J. Dishion 5. When Is Parenting Over? Examining Parental Monitoring and High-risk Alcohol Consumption in Young Adult College Students, by Rob Turrisi and Anne E. Ray 6. From Research to Practice: Development and Scaling Up of ImPACT, by a Parental Monitoring Intervention for African American Parents of Adolescents, by Jennifer S. Galbraith and Bonita Stanton 7. A Three-Process System of Parental Monitoring, by James Jaccard, by Vincent Guilamo-Ramos Part II. Expert Perspectives on Parental Monitoring List of Contributors Index

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Book SynopsisA mother’s attempt to know the heart and mind of a daughter with mental retardationTrade Review“Jane Bernstein’s Rachel in the World is a remarkable book about tough love--about the many challenges of raising a child with special needs, and about the woeful inadequacy of terms like ‘special needs.’ It is a fearlessly honest book about disability and family life, in which children with disabilities are not heaven’s special angels, and in which children with disabilities grow up to be adults with disabilities. It is a necessary book, in which parents of children with disabilities worry about the world of social services and group homes and uncomprehending strangers. And it is a bracing book that reminds us how tough a parent’s love can be-- and how the power of love can sustain us in even the toughest times.”--Michael Bérubé “The battles and triumphs of motherhood are featured in Bernstein’s compelling account of life with Rachel. The honesty is apparent, as is the love, the pain, the hope—always the hope.”--Eva Feder Kittay, author of Love’s Labor: Essays on Women, Equality, and Dependency"Refreshingly unsentimental, wrenchingly candid sequel to the author’s previous memoir about her developmentally challenged daughter, Loving Rachel (1988). . . .A bracing testimony--not at all self-flattering--to parental love and advocacy."--Kirkus, July 15, 2007

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Book SynopsisDuring a difficult year, acclaimed writer Susan Gubar celebrates her lasting partnership and the reciprocity of lovers in later life.Trade Review"[A] winning, intelligent mix of candid personal history and reflections on relevant fiction, poetry and movies... [An] impressive, often heartening addition to the literature of aging." -- The Wall Street Journal"Age in love loves not to have years told,' Shakespeare wrote, explaining the elaborate game of lies that enabled him to pretend that he was still young. But what if one loves and stops pretending? Susan Gubar’s Late-Life Love is a tender, unsparing, poignant answer to this question, a love story that braids together intimate self-revelation with a rich meditation on the literature of aging." -- Stephen Greenblatt"Gubar turns her fertile, critical mind and vast bibliographic knowledge to 'the physical and psychological, the sexual and familial challenges of later-life love." -- The Boston Globe"Late-Life Love is a realistic but tender-hearted account of the ways in which an amorous relationship can thrive even after the bloom is off the rose." -- Times Literary Supplement

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Book Synopsis"This is full of many wonderful vignettes, richly developed and integrated into a unified theoretical framework. . . . One of the best books in the field." --Gary Cohen, M.D.

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Book SynopsisPresentation of the author's psychoanalytic beliefs and experiences in child psychoanalytic therapy.

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Book SynopsisMaking sure the child's voice in family therapy is heard.Trade Review"The language in this text is straightforward, graphic, colourful and practical, with a focus on technique and not on the theory behind it….I recommend this book highly because of the clarity of the vignettes, which are broadly applicable….This is a great book." -- Journal of the Canadian Academy of Child & Adolescent Psychiatry

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Book SynopsisExploring the differences between temperamental traits and psychological disorders.Trade Review"Rettew’s book is a great starting point for parents in search of a basic primer on the subject. . . . [T]he book will not only help you learn what to do, but help you prepare for your child’s next psychiatric assessment, clinical review, or IEP meeting." -- PsychCentral"[F]ull of useful practical advice for parents, schools, psychologists, and psychiatrists. This Harvard-trained physician discusses the issues with wisdom, compassion, and clinical insight." -- PsycCritiques"Dr. Rettew has channeled his career-long pursuit of the concepts surrounding temperament into a fascinating, comprehensive, and most of all clear and sensible working model. Child Temperament will be of enormous value to clinicians, scientists, parents, and all who are interested in the development of children. Beautifully written in a style that is amazingly enjoyable to read, with tables and summaries that students and scientists alike will find indispensable, this is a major compilation that should anchor all future exploration of temperament and help illuminate the path forward for future work in this field." -- John N. Constantino, MD, Washington University School of Medicine, St. Louis, Missouri; Psychiatrist-In-Chief, St. Louis Children’s Hospital"This is the only book you will need on child temperament. Dr. Rettew provides a clear, comprehensive, and credible synthesis of the current scientific research and techniques for applying this knowledge in a high-quality, practical manner, in a variety of settings. This book is highly accessible and relevant to a broad audience—from clinicians and researchers to parents, teachers, and other professionals who work with children." -- Sanchit Maruti, MD, MS, Chief Resident and Clinical Instructor in Psychiatry, University of Vermont, College of Medicine and Fletcher Allen Health Care, Burlington, Vermont

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Book SynopsisA toolbox of scripts for practising a popular relaxation technique with child clients.Trade Review"I would highly recommend this one to all counsellors, as its depth, breadth and insight make it a valuable source of information and practical techniques." -- BACP Children & Young People

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Book SynopsisA comprehensive guide to the medical, emotional and social issues of trans children.Trade Review"I found [Transgender Children and Youth] extremely helpful and would recommend it to any practitioner." -- BACP Children & Young People"There is much to be gained from a work such as this. It fundamentally humanises a population that has been long been pathologised. It presents a stark image of the damage that can be done to young transgendered individuals. More importantly, it stands as a positive framework to nurture young people and celebrate diversity in all its forms." -- British Journal of Psychiatry

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Book SynopsisAn integrative approach for child therapists of all disciplines and at all levels of training and experience.Trade Review"Time will tell if it [How to be a Better Child Therapist] has made me a better therapist, but as a therapist, I certainly feel a little bit better equipped." -- BACP Journal"I thoroughly enjoyed this accessible guide to being a better child therapist by Kenneth Barish... It manages to combine clinically informed theory with practical recommendations for treatment, and conveys real warmth and compassion for both children and parents." -- SCAP

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Book SynopsisDay-to-day clinical guidance on what to do with all the attachment theory you've learned.

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Book SynopsisEasy-to-understand science-based strategies to maximise your brain’s potential.

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Book SynopsisA comprehensive guide to the medical, emotional, and social issues of trans kids.

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Book SynopsisEmotional abuse and neglect are at the core of all types of child maltreatment, and have the most harmful effects on the physical and psychological development and well-being of children. Yet they are considered to be the most difficult to deal with by those who have the responsibility to protect and intervene in effective ways. In this book the author explores the concept of a damaged child, and asks what are the different types of injury, ranging from active to passive, physical to emotional, that stop children from reaching their full potential psychologically and physically? The author questions whether emotional damage to a child can be repaired and answers questions such as: Is some injury irreversible? What therapeutic techniques are available to deal with emotional abuse? Can the abusers as well as the abused be helped to change? Case studies are provided to illustrate the features of emotional abuse, and chapters are devoted to the asseTable of ContentsAbout the Author. Preface. Acknowledgements. SECTION 1: The Problem. 1. Introduction to Emotional Abuse and Neglect. Introduction. History of the Concept. Early Studies. The Concept of Emotional Abuse. Case Studies. Consequences of Emotional Abuse. Purpose and Overview of the Book. Terminology. The Organisation of the Book. Summary. 2. Definition, Prevalence, and Characteristics of Emotionally Abused Children and their Carers. Introduction. Definition. Defining Characteristics. Definition and Typology of Emotionally Abusive Behaviour. Emotionally Abusive Parenting. Problem Profile of Emotionally Abused and Neglected Children. Rejected Children. Consequences of Emotionally Harmful Parenting – Messages from Research and Practice. Identification and Incidence. Summary. 3. Emotional Abuse and Neglect Within the Family. Introduction. Family Violence. Case Study. Parental Divorce/Separation. Post-Divorce Parental Conflict and the Effect on Children. Contact Dispute Case. Parental Substance Misuse. Summary. 4. Emotional Abuse and Neglect Outside the Family. Introduction. School Bullying: Peer Abuse. A Case of Bullying. Emotional Abuse/Neglect by Teachers. The Extent and Nature of Child Emotional Abuse/Neglect by Teachers. Verbal Attacks and Humiliating Behaviours. Rejecting and Isolating. Emotional Abuse and Neglect in Out-of-Home Care. Children and Young People in Custody. Summary. 5. Attachment and Bonding in Cases of Emotional Abuse. Introduction. What is Attachment? The Origins of Attachment Theory. Parental Sensitivity and Formation of Attachment. Individual Differences: The Strange Situation. Child-to-Parent Attachment and Emotional Abuse. Parent-to-Infant Attachment (Bonding). Significance of the Parent–Child Attachment. Adult Attachment Styles. Mothers who Promote Secure Attachment Behaviour in their Children. Dismissing and Rejecting Mothers. Consequences of Insecure Attachment. Summary. 6. Emotional Abuse and Neglect: Effects on the Growing Child. Introduction. Infancy. Attachment Behaviour. Early Childhood. Middle Childhood. Adolescence. Summary. 7. Failure to Thrive and Emotional Stunting in Growth. Introduction. What is Failure to Thrive? Emotional Stunting in Growth. Case Study. Causal Mechanisms. Hyperphagic and Anorexic Short-Stature Children. Growth-Hormone Deficiencies. Manifestation of Disturbed Behaviour. Twenty-Year Follow-Up Study. Other Findings. Summary. 8. Children with Disability at Risk of Emotional Abuse and Neglect. Introduction. Incidence and Prevalence Rates. Risk-Factors. Case Study. Practice Issues. Summary. 9. Risks and Resilience in Cases of Emotional Abuse. Introduction. Risk and Resilience Factors for Emotional Maltreatment. Case Studies. Case Discussion. Predisposing Factors. Precipitating Factors. Factors Intrinsic to the Child. Environmental Factors. Comments on Risk and Resilience. Early Adversities and Recovery. Summary. SECTION 2: Assessment of Emotional Abuse and Neglect. 10. Assessment of Emotional Abuse and Neglect. Introduction. Department of Health Framework of Assessment. Parenting Duties and Problems. Assessment of Basic Care. Parental Characteristics. Ensuring Safety. Emotional Warmth. Parent–Child Interaction. Rating Criteria. Stimulation. Guidance and Boundaries. Stability. Children’s Developmental Needs. Interview with the Child. Observation of Children. Summary. SECTION 3: Treatment and Intervention of Emotional Abuse and Neglect. 11. Levels of Intervention and Service Provision in Cases of Emotional Abuse and Neglect. Introduction. Levels of Prevention and Intervention. Universal Prevention/Intervention. Selective Prevention/Intervention. Family Support. Targeted Prevention/Intervention Multidisciplinary Approach. Case Conferences. Multidisciplinary Inter-Agency Co-operation and Service Delivery. Case Study. Civil Court Intervention. Summary. 12. Behavioural-Cognitive Approaches in Helping Emotionally Abused and Neglected Children and their Families: Theory, Practice, and Research. Introduction. Behavioural Work. Behavioural Methods and Techniques. Use of Cognitive Methods of Intervention. Essential Components of Cognitive Treatment. Relaxation Training. Problem-Solving. Case Study. Motivational Interviewing. Summary. 13. Improving Parent–Child Relationship and Children’s Attachment to Parents: Psychodynamic Approach – Theory and Practice. Introduction. Building Secure Attachment. Improving Children’s Attachment Behaviour to Parents with Mental-Health Problems. Child–Parent Psychotherapy. Watch, Wait, and Wonder. Video-Recording and Feedback. Recalling Early-Childhood Memories. Parent–Child Interaction Therapy. Working with Foster-Parents – Counselling Regarding Attachment. Summary. 14. Direct Work with Emotionally Abused and Neglected Children and Young People. Introduction. Play Therapy. Promoting Resilience. Social-Skills Training. Assertiveness Training. The Jug of Loving Water. Case Study. Summary. 15. Helping Parents and Families. Introduction. Counselling. Family Therapy. Psychoeducation. Group Work with Emotionally Abusive and Neglectful Parents. Dealing with Marital Problems. Summary. SECTION 4: The Burden of Proof: Legal and Social Work Difficulties in Dealing with Emotional-Abuse and Neglect Cases.16 The Burden of Proof: Legal and Social Work Difficulties in Dealing with Emotional-Abuse and Neglect Cases. Introduction. Legal and Social Work Decisions in Cases of Emotional Abuse. Applications to the Court. Children’s Rights and the Parents’ Rights as Legal Requirements. Gathering Information. Decision-Making. Independent Assessment of Expert Witness. Issues for Social Workers and Lawyers Working Together. Training. Summary. References. Index.

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Book SynopsisThis book critically analyses and reviews the development of language in direct relation to social disadvantage in the early years and beyond. Definitions and descriptions of social disadvantage are addressed and the wider aspects discussed.Trade Review"…a book for all teachers and parents." (The Guardian, December 2006) Table of ContentsList of contributors. Introduction. PART I. Chapter 1 Language and social disadvantage: the effects of socio-economic status on children’s language acquisition and use (Jane Ginsborg). Chapter 2 The interplay between language and cognition in typical and atypical development (Nicola Botting). Chapter 3 Literacy and numeracy (Ivy Doherty and Jenny Landells). Chapter 4 Childhood speech and language difficulties and later life chances (Judy Clegg). Chapter 5 Language and the development of social and emotional understanding (Marion Farmer). Chapter 6 Language, behaviour and social disadvantage (Helen Stringer and Judy Clegg). Chapter 7 Language and communication in young people with learning difficulties: stories of social disadvantage (Monica Bray). Chapter 8 The effects of intervention on the communication skills of socially disadvantaged children (James Law and Francis Harris). PART II: Research reports. Chapter 9 Interventions to promote language development in socially disadvantaged children – the devil may be in the detail (James Law). 9.1 Participation in Sure Start: lessons from language screening (Caroline Pickstone). 9.2 The ‘Teaching Children Talking’ project (Linda Hobbs). 9.3 The Talking Table (Marion Farmer and Fleur Griffiths). 9.4 Implementing effective oral language interventions in preschool settings: no simple solutions (Julie E. Dockrell, Morag Stuart and Diane King). 9.5 Working and learning together: an evaluation of a collaborative approach to intervention with student speech and language therapists and nursery staff (Jenny Leyden and Marcin Szczerbinkski). 9.6 Facilitating narrative and social skills in secondary school students with language and behaviour difficulties (Helen Stringer). 9.7 Enhancing language and communication in language impaired secondary school-aged children (Victoria Joffe). Afterword (Ann Locke). Index.

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Book SynopsisA practical treatment manual, specifically developed for use with offenders who have intellectual disabilities, which will help clinicians to prepare and run therapeutic group sessions as part of an offender rehabilitation programme. Traditional methods and techniques have been modified so that they can be used with offenders with developmental disabilities Looks at topics such as disclosure, dealing with cognitive distortions, the cycle of offending, victim awareness, pathways to offending and non-offending and relapse prevention As well as CBT, new initiatives in offender rehabilitation, such as self-regulation and the Good Lives Model (GLM), are covered Trade Review"Each chapter is made up of a series of exercises in which specific group activities are described in detail, frequently including examples of dialog that might occur during the exercise to illustrate the focus of the session." (PsycCRITIQUES, March 2010)Table of ContentsList of Figures. Foreword. Preface. About the Author. Part One Background Research and Theory. Chapter 1 Introduction to Offenders, Sex Offenders and Abusers with Intellectual Disability. Chapter 2 Assessment of Offence-Related Issues. Chapter 3 Risk Assessment. Chapter 4 Treatment of Inappropriate Sexual Behaviour. Chapter 5 Theories of Sexual Offending and Intellectual Disability. Chapter 6 A Theory for the Sex Offence Process and a Model for Treatment in Offenders with Intellectual Disabilities. Part Two Treatment Considerations. Chapter 7 Introduction to the Treatment Programme. Chapter 8 Promoting Motivation. Part Three Treatment Manual. Chapter 9 Induction, Setting the Rules, Explaining the Modules. Chapter 10 Offence Disclosure and Accounts. Chapter 11 Allocating Offenders to Pathways. Chapter 12 Cognitive Distortions and Attitudes. Chapter 13 Problem Solving Scenarios and Exercises Which Challenge Cognitive Distortions. Chapter 14 Personal Physical and Sexual Abuse. Chapter 15 The Cycle of Offending. Chapter 16 Victim Awareness and Empathy. Chapter 17 Use of Pornography and Dealing with Sexual Fantasy. Chapter 18 Attachments and Relationships. Chapter 19 Lifestyle Change and Preventing Relapse. Chapter 20 Evaluation of Progress. References. Appendix 1 Vignettes and Scenarios for Problem Solving Exercises. Appendix 2 Examples of Quiz Questions. Index.

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Book SynopsisThe Bestselling Text on the Theory and Practice of Play Therapy?Completely Updated and Revised Play Therapy Theory and Practice: Comparing Theories and Techniques, Second Edition provides a forum for the direct comparison of the major theoretical models of play therapy and their implications for treatment. Co-edited by Kevin O''Connor, one of the foremost authorities on play therapy, and Lisa Braverman, an experienced child psychologist, the new edition contains the most recent coverage of diagnostic approaches and treatment modalities in child psychology as they relate to integrating play therapy in practice. This edition also covers new topics such as bipolar and ADHD diagnosis and treatment. Thorough, yet extraordinarily practical, the editors use two case studies throughout the text to demonstrate the application of each play therapy technique and treatment approach, allowing the reader to compare each major model of play therapy and assess its utility to theTable of ContentsPreface ix Contributors xi Orientation to the Text: The Cases of Jason L. and Cassie B. 1Kevin J. O’Connor and Lisa D. Braverman 1 Psychoanalytic Play Therapy 25Anna C. Lee 2 Jungian Analytical Play Therapy 83Eric J. Green 3 Child-Centered Play Therapy 123Daniel S. Sweeney and Garry L. Landreth 4 Filial Therapy 163Risë VanFleet 5 Cognitive-Behavioral Play Therapy 203Susan M. Knell 6 Adlerian Play Therapy 237Terry Kottman 7 Gestalt Play Therapy 283Felicia Carroll 8 Theraplay: Supporting Attachment Relationships 315Susan Bundy-Myrow and Phyllis B. Booth 9 Ecosystemic Play Therapy 367Kevin J. O’Connor 10 Prescriptive Play Therapy 451Eliana Gil and Jennifer A. Shaw Author Index 489 Subject Index 497

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Book SynopsisHandbook of Evidence-Based Practice in Clinical Psychology, Volume 1 covers the evidence-based practices now identified for treating children and adolescents with a wide range of DSM disorders. Topics include fundamental issues, developmental disorders, behavior and habit disorders, anxiety and mood disorders, and eating disorders.Trade ReviewThe volumes are exhaustive in terms of topic breadth and depth, replete with a plethora of research findings on the etiology of numerous psychological and psychiatric "disorders," along with treatment modalities and their efficacy with children/adolescents and adults.It would be hard to surpass what these volumes offer in terms of the sheer amount of clinical and research information that they present and have synthesized, not to mention their vast bibliographies. Both volumes contain 28 chapters in two sections, one on foundational issues and the other on specific disorders. Each "disorder" chapter, essentially, is a review of the current state of the "evidence" as it pertains to the disorder at hand and how to treat it.This is a book collection that should be in every psychology and psychiatry library and on clinical graduate program reading lists. The collection is also an excellent comprehensive sourcebook for practitioners and researchers. Moreover, it can serve as an important component of academic assignments pertaining to critical review and thinking in the clinical decision-making process, provided that clinical instructors and students dig a bit deeper, beyond the syntheses and reviews of the literature, the conclusions of which sometimes need to be questioned. (Roland A Carlstedt, PsycCritiques, May 1, 2013, volume 58, Release 18, Article 9)Table of ContentsPreface ix Acknowledgments xi Contributors xiii I Overview and Foundational Issues 1 1 Rationale and Standards of Evidence in Evidence-based Practice 3 Oliver C. Mudford, Rob McNeill, Lisa Walton, and Katrina J. Phillips 2 Evidence-based Practice in Child and Adolescent Disorders 27 Daniel A. Waschbusch, Gregory A. Fabiano, and William E. Pelham Jr. 3 Professional Issues and Evidence-based Practice: The Quality Problem in Behavioral Health Care 51 William T. O’Donohue and Scott O. Lilienfeld 4 Developing Clinical Guidelines for Children and Adolescents: Experience From the National Institute For Health and Clinical Excellence 73 Stephen Pilling and Peter Fonagy 5 The Economics of Evidence-based Practice in Disorders Of Childhood and Adolescence 103 E. Michael Foster and Kimberly McCombs-Thornton II Specific Disorders 129 6 Intellectual Disabilities 131 Robert Didden, Jeff Sigafoos, Russell Lang, Mark O’Reilly, Klaus Drieschner, and Giulio E. Lancioni 7 Learning Disabilities 161 T. Steuart Watson, Jane E. Cole, Sarah Gebhardt, and Tonya S. Watson 8 Stuttering 185 Mark Onslow, Mark Jones, Susan O’Brian, Ann Packman, and Ross Menzies 9 Autism Spectrum Disorders 209 Glen O. Sallows and Tamlynn D. Graupner 10 Attention-deficit/hyperactivity Disorders 243 Rebecca J. Hamblin and Alan M. Gross 11 Conduct, Oppositional Defiant, and Disruptive Behavior Disorders 267 Michael Handwerk, Clint Field, Angie Dahl, and Jessica Malmberg 12 Pica 303 David B. McAdam, Jonathan Breidbord, Michelle Levine, and Don E. Williams 13 Pediatric Feeding Disorders 323 Valerie M. Volkert and Cathleen C. Piazza 14 Tics and Tourette Disorders 339 Benjamin T. P. Tucker, Christine A. Conelea, and Douglas W. Woods 15 Encopresis 361 W. Mellon 16 Enuresis 389 W. Larry Williams and Marianne Jackson 17 Separation Anxiety Disorder 411 Maaike H. Nauta and Paul M. G. Emmelkamp 18 Reactive Attachment Disorder and Severe Attachment Disturbances 433 Thomas G. O’Connor, Mary Spagnola, and J. Gerard Byrne 19 Stereotypic Behavior Disorder 455 Michael E. May, Craig H. Kennedy, and Jennifer L. Bruzek 20 Self-injurious Behavior 477 Peter Sturmey, Lindsay Maffei-Almodovar, Maya S. Madzharova, and Joshua Cooper 21 Smoking in Children and Adolescents 493 Roger E. Thomas 22 Depressive Disorders in Children and Adolescents 521 William Martinez, Kristen Zychinski, and Antonio J. Polo 23 Anxiety Disorders in Children and Adolescents 545 Anthony James, Felicity Cowdrey, and Christine James 24 School Refusal 559 Glenn A. Melvin and Bruce J. Tonge 25 Anorexia Nervosa 575 Cynthia M. Bulik, Kimberly A. Brownley, Jennifer R. Shapiro, and Nancy D. Berkman 26 Bulimia 599 Ata Ghaderi 27 Sleep Disorders in Children 621 Kurt A. Freeman, Tonya M. Palermo, and Megan Scott 28 Child Abuse and Neglect 647 Amy L. Damashek and Mark J. Chaffin Author Index 679 Subject Index 709

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Book SynopsisINTRODUCING A PRACTICAL MODEL OF PLAY THERAPY FOR TRAUMATIZED CHILDREN Some of the most rewarding work a therapist can do is help a child recover from a traumatic event. But where to begin? A growing body of play therapy literature offers many specific techniques and a variety of theoretical models; however, many therapists are still searching for a comprehensive model of treatment that incorporates solid theoretical constructs with effective play therapy interventions. Clinicians have long recognized that trauma therapy is not just a matter of techniques but a journey with a beginning, middle, and end. In a pioneering contribution to the field, Play Therapy with Traumatized Children: A Prescriptive Approach, the author codifies the process in her model, Flexibly Sequential Play Therapy (FSPT). Integrating non-directive and directive approaches, this components-based model allows for the uniqueness of each child to be valued while providing a safe, systematic joTrade Review"Introduces a practical model of play therapy for traumatized children. There is an abundance of information and interventions. Additionally there are strategies for parents/caregivers to effectively serve as partners in the treatment process. This book will be an invaluable resource for any clinician seeking to enhance their work in play and trauma" (Play Therapy, December 2009)Table of ContentsForeword. Preface. Acknowledgments. Chapter 1 Introduction: Dimensions of Treatment for Traumatized Children. Chapter 2 Trauma Definitions and Symptoms. Chapter 3 Enhancing a Child's Sense of Safety. Chapter 4 Assessing and Augmenting Positive Coping Strategies. Chapter 5 Soothing the Physiology. Chapter 6 Parents as Partners. Chapter 7 Emotional Literacy. Chapter 8 The Continuum of Disclosure. Chapter 9 Experiential Mastery Play: A Form of Graduate Exposure. Chapter 10 Trauma Narrative Work. Chapter 11 Addressing the Child's Thought Life. Chapter 12 Making Positive Meaning in the Post-Trauma Self. References. Index.

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Book SynopsisThe landmark guide to play therapycompletely updated and revised Edited by Charles E. Schaeferthe father of play therapyFoundations of Play Therapy, Second Edition is a complete, state-of-the-art guide to the many diverse approaches to, and methods used in, play therapy practice with children and adolescents. Featuring an expert panel of contributors, this comprehensive reference provides up-to-date and insightful coverage of all of the major theoretical models of play therapy and offers practical examples for the application of each model, including: Narrative play therapy Solution-focused play therapy Experiential play therapy Release play therapy Integrative play therapy Psychoanalytic approaches to play therapy Child-centered play therapy Gestalt play therapy Family play therapy CoTable of Contents Preface ix About the Editor xi Contributors xiii Part I Fundamentals of Play Therapy Practice 1 Chapter 1: Play Therapy: Basic Concepts and Practices 3Julie Blundon Nash and Charles E. Schaefer Chapter 2: The Therapeutic Powers of Play and Play Therapy 15Charles E. Schaefer and Athena A. Drewes Chapter 3: Playing It Safe: Ethical Issues in Play Therapy 27Cynthia A. Reynolds and Laura J. Tejada Part II Major Theoretical Approaches 39 Psychodynamic Models 41 Chapter 4: Psychoanalytic Approaches to Play Therapy 43Alan J. Levy Chapter 5: Jungian Analytical Play Therapy 61Eric J. Green Chapter 6: Adlerian Play Therapy 87Terry Kottman Chapter 7: Release Play Therapy 105Heidi Gerard Kaduson Humanistic Models 127 Chapter 8: Child-Centered Play Therapy 129Daniel S. Sweeney and Garry L. Landreth Chapter 9: Filial Therapy: Strengthening Family Relationships with the Power of Play 153Risë VanFleet Chapter 10: Gestalt Play Therapy 171Violet Oaklander Chapter 11: Experiential Play Therapy 187Carol C. Norton and Byron E. Norton Systemic Models 205 Chapter 12: Family Play Therapy: Igniting Creative Energy, Valuing Metaphors, and Making Changes from the Inside Out 207Eliana Gil Chapter 13: Group Play Therapy 227Daniel S. Sweeney Chapter 14: Ecosystemic Play Therapy 253Kevin O’Connor Emerging Models 273 Chapter 15: Theraplay: Attachment-Enhancing Play Therapy 275Evangeline Munns Chapter 16: Solution-Focused Play Therapy: Helping Children and Families Find Solutions 297Donald R. Nims Chapter 17: Cognitive-Behavioral Play Therapy 313Susan M. Knell Chapter 18: Narrative Play Therapy 329Aideen Taylor de Faoite Chapter 19: Integrative Play Therapy 349Athena A. Drewes Chapter 20: Prescriptive Play Therapy 365Charles E. Schaefer Author Index 379 Subject Index 391

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