Child and developmental psychology Books

Book SynopsisA practical manual, The Treatment of Sex Offenders with Developmental Disabilities contains traditional methods and techniques to guide clinicians through setting up and delivering group therapy to sexual offenders. Particular attention is given to how to set up role plays, how to present material effectively, and how to motivate the group.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.

Read more less

Book SynopsisPsychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can''t help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology''s new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.Table of ContentsHandbook of Psychology Preface xi Irving B. Weiner Volume Preface xiii Richard M. Lerner, M. Ann Easterbrooks, and Jayanthi Mistry Contributors xv I Foundations of Development Across the Life Span 1 1 Developmental Science Across The Life Span: An Introduction 3 Richard M. Lerner, M. Ann Easterbrooks, and Jayanthi Mistry 2 Metatheories, Theories, and Concepts in The Study Of Development 19 Willis F. Overton and Ulrich Muller II Infancy and Early Childhood 59 3 Infant Perception And Cognition 61 John Colombo, Caitlin C. Brez, and Lori M. Curtindale 4 Social and Emotional Development in Infancy 91 M. Ann Easterbrooks, Jessica Dym Bartlett, Marjorie Beeghly, and Ross A. Thompson 5 The Developmental Psychobiology of Stress and Emotion in Childhood 121 Camelia E. Hostinar and Megan R. Gunnar 6 Parent–Infant Communicative Interactions in Cultural Context 143 Catherine S. Tamis-LeMonda and Lulu Song III Childhood 171 7 Language Development 173 Laura Wagner and Erika Hoff 8 Cognitive Development in Childhood: A Contemporary Perspective 197 David Henry Feldman 9 Emotion and Personality Development 215 E. Mark Cummings, Julia M. Braungart-Rieker, and Tina D. Du Rocher Schudlich 10 Social Development and Social Relationships in Middle Childhood 243 Joan E. Grusec, Maria Paula Chaparro, Megan Johnston, and Amanda Sherman 11 Culture and Child Development 265 Jayanthi Mistry, Mariah Contreras, and Ranjana Dutta IV Adolescence 287 12 Puberty: Its Role in Development 289 Elizabeth J. Susman and Lorah D. Dorn 13 Schools As Developmental Contexts During Adolescence 321 Jacquelynne S. Eccles and Robert W. Roeser 14 Identity Development, Personality, and Well-Being in Adolescence and Emerging Adulthood: Theory, Research, And Recent Advances 339 Seth J. Schwartz, M. Brent Donnellan, Russell D. Ravert, Koen Luyckx, and Byron L. Zamboanga 15 Positive Youth Development: Processes, Philosophies, and Programs 365 Jacqueline V. Lerner, Edmond P. Bowers, Kelly Minor, Michelle J. Boyd, Megan Kiely Mueller, Kristina L.Schmid, Christopher M. Napolitano, Selva Lewin-Bizan, and Richard M. Lerner 16 Adolescents, Parents, Friends/Peers: A Relationships Model 393 Marc H. Bornstein, Justin Jager, and Laurence D. Steinberg V Adulthood and Aging 435 17 Disease, Health, And Aging in the First Decade of the 21st Century 437 Ilene C. Siegler, Hayden B. Bosworth, Adam Davey, and Merrill F. Elias 18 Cognitive Development in Adulthood and Aging 451 Roger A. Dixon, G. Peggy McFall, Bonnie P. Whitehead, and Sanda Dolcos 19 Personality Development in Adulthood and Old Age 475 Rosanna M. Bertrand, Eileen Kranz Graham, and Margie E. Lachman 20 Social Relationships and Aging 495 Toni C. Antonucci, Kira S. Birditt, and Kristine J. Ajrouch VI Applied Developmental Psychology Across The Life Span 515 21 Applied Developmental Science: Contributions and Challenges For The 21st Century 517 Celia B. Fisher, Nancy A. Busch-Rossnagel, Daniela S. Jopp, and Joshua L. Brown 22 Disabilities and Development 547 Penny Hauser-Cram, Amanda M. Cannarella, Miriam Tillinger, and Ashley C. Woodman 23 Child Development and The Law 571 Michael E. Lamb and Lindsay C. Malloy 24 Health and Human Development 595 Fred W. Vondracek and Ann C. Crouter 25 Successful Aging 615 Alexandra M. Freund, Jana Nikitin, and Michaela Riediger 26 Developmental Technologies: Technology and Human Development 639 Marina Umaschi Bers and Elizabeth R. Kazakoff Author Index 659 Subject Index 711

Read more less

Book SynopsisA revised and concise guide to the latest thoughts and findings on Tourette''s Syndrome Edited by two of the leading international authorities on Tourette''s Syndrome and tic-related, obsessive-compulsive disorders, Tourette''s Syndrome is the most up-to-date edited reference covering this neuropsychiatric disorder and related disorders from a variety of perspectives. Featuring contributors from the world-renowned Yale Child Study Center, this volume introduces a groundbreaking developmental framework for understanding Tourette''s-defined by persistent motor and vocal tics and frequently associated with obsessions, compulsions, and attentional difficulties-and maps out the diagnosis, genetics, manifestations, and treatment. Reflecting more than 25 years of research, this comprehensive resource describes the major categories of disorders (TS, obsessive-compulsive disorder, attention deficit hyperactivity disorder, learning disabilities) as well as the strengthsTrade Review"...strongly recommended ... The book is a must, for anyone , with a special interst in any aspect of TS...." (Infant & Child Development, June 2003)Table of ContentsIntroduction: The Self under Siege (D. Cohen and J. Leckman). SECTION ONE: INDIVIDUALS, SYMPTOMS, AND DIAGNOSES. Tics and Tic Disorders (J. Leckman, et al.). Obsessive-Compulsive Disorder, Anxiety, and Depression (R. King, et al.). Phenomenology and Natural History of Tic-Related ADHD and Learning Disabilities (J. Walkup, et al.). Neuropsychological Findings (R. Schultz, et al.). Peer Acceptance and Adaptive Functioning (E. Dykens, et al.). Differential Diagnosis (K. Towbin, et al.). Beyond the Diagnosis--Darwinian Perspectives on Pathways to Successful Adaptation (J. Leckman & D. Cohen). SECTION TWO: CAUSES AND DETERMINANTS. Evolving Models of Pathogenesis (J. Leckman & D. Cohen). Epidemiological Studies (A. Zohar, et al.). Genetic Vulnerability (D. Pauls, et al.). Environmental Risk and Protective Factors (B. Peterson, et al.). Neuroanatomical Circuitry (B. Peterson, et al.). Neurochemical and Neuropeptide Systems (G. Anderson, et al.). SECTION THREE: PARTNERSHIPS FOR MAKING THE BEST OF TOURETTE'S. Yale Approach to Assessment and Treatment (J. Leckman, et al.). Selection and Use of Diagnostic and Clinical Rating Instruments (L. Scahill, et al.). Comprehensive Psychological and Educational Assessments (A. Carter, et al.). Psychosocial and Behavioral Treatments (R. King, et al.). Recommendations for Teachers (A. Carter, et al.). Pharmacological and Other Somatic Approaches to Treatment (L. Carpenter, et al.). Role of Voluntary Organizations in Clinical Care, Research, and Public Policy (K. Taubert). AppendiX 1. Appendix 2. References. Author Index. Subject Index.

Read more less

Book SynopsisA delightful way to build children's self-esteem and self-confidence-from age three to twelve. The key ingredient in children's development, emotionally, socially, and intellectually, is a strong sense of their own self-worth. The 300 games and activities in this fun book will give them just that.Table of ContentsBEING UNIQUE! Knowing my Strengths. Enjoying my Name. GETTING TO KNOW ME! My Feelings. My Reactions. My Senses. My Body. SHARING WHO I AM! Telling Others. Being with Friends. Learning to Trust. Expressing Affection. Closing Thoughts. Index.

Read more less

Book SynopsisThis volume contains an overview of the history of the field of child psychiatry and examines contemporary issues facing child and adolescent psychiatrists, including the roles that changing family dynamics, multi-culturalism, new technologies, play in children''s development, specialized applications such as forensic psychiatry; and insurance-related, ethical and administrative issues that affect child psychiatrists'' practices.Table of ContentsA BRIEF HISTORY OF CHILD MENTAL HEALTH IN THE UNITED STATES: THE PRECURSORS OF CHILD AND ADOLESCENT PSYCHIATRY (J. Noshpitz). THE IMPACT OF SOCIOCULTURAL EVENTS. THE SEXUAL REVOLUTION (P. Adams). FAMILIES AND YOUNG PEOPLE. The Changing American Family (C. Bergstrand). Mother-Only, Father-Only Families (J. Milner & P. Adams). Feminism and the Rearing of Children (N. Schrepf). OUT-OF-HOME CHILD CARE AND CHILD AND ADOLESCENT DEVELOPMENT. Foster Care (A. Rosenfeld & D. Pilowsky). Clinical Implications of Early Day Care (B. Siegel & A. Rosenfeld). Children and Adolescents in Institutions (L. Kiser). THE CONDUCT-DISORDERED DELINQUENT AND SOCIETY (C. Keith). RELIGION, PARENTING, AND THE MENTAL HELATH OF CHILDREN AND ADOLESCENTS (J. Swanson). AIDS IN CHILDREN AND ADOLESCENTS (E. Sperling). THE ROLE OF TECHNOLOGY IN THE REARING OF CHILDREN. The Impact of Television on Children and Adolescents (G. Henson). The Impact of Computers on Children (C. Holzer & C. Holzer). Space Exploration: Influence on Children and Adolescents (D. Anderson). The Impact of the Nuclear Threat on Children and Adolescents (H. Peck). Children and Reproductive Biotechnology: An Essay into the Unkown (N. Stotland & B. Harwood). WHAT DOES A MULTIETHNIC, PLURALISTIC SOCIETY MEAN FOR YOUTH? (E. Kendrick & P. Ruiz). PREVENTION AND RISK FACTORS. Risk and Protection Factors in Child and Adolescent Psychiatric Disorders (J. McDermott). Demographic and Epidemiologic Studies in Child and Adolescent Psychiatry (C. Holzer & C. Thomas). Parenting and the Development of Children (K. Minde & Regina Minde). Prevention in Child and Adolescent Psychiatry (M. Silverman). CONSULTATION AND CHILD AND ADOLESCENT PSYCHIATRY. The Process of Consultation in Child and Adolescent Psychiatry (L. Brown & G. Fritz). Pediatric Consultation Liaison (M. Jellinek & D. Herzog). School Consultation (I. Berkovitz). Principles of Child Forensic Psychiatry Consultations (D. Schetky). Clinical Consulatation to Mental Health Agencies and Practitioners (D. Gair). EMERGENCY ASSESSMENT AND INTERVENTION. Emergency Assessment (M. Benoit). Emergency Assessment and Treatment of the Child Who Has Witnessed Homicide or Violence (S. Eth). Emergency Assessment and Response to Child Physical and Sexual Abuse (S. Kaplan & E. Pinner). Emergency Assessment and Intervention with a Child or Adolescent Who Has Experienced a Catastrophe (S. Thaggard). Suicide Assessment in Child and Adolescent Emergency Psychiatry (M. Benoit). Violent and Homicidal Children and Adolescents: Emergency Assessment and Intervention (M. Alessi & M. Ghaziuddin). Psychiatric Emergency Evaluation and Inervention with Runaway and Homeless Youngsters (D. Inwood). Emergency Assessment and Treatment of the Anxious Child (D. Fisher & H. Koplewicz). The Emergency Assessment and Response to the Acutely Psychotic Child and Adolescent (J. Sison & L. Flaherty). The Emergency Assessment and Response to the Substance Abusive Child and Adolescent (M. Dell & S. Jaffe). FORENSIC CHILD AND ADOLESCENT PSYCHIATRY. The Rights of Children and Adolescents (J. Milner). The Child and the Law (D. Goyette & P. Schuler). The Child and Adolescent Psychiatrist and the Law (W. Bernet). Ethics in Child Psychiatry (S. Flick & W. Winslade). PROFESSIONAL ISSUES IN CHILD AND ADOLESCNET PSYCHIATRY. Health Insurance and Child/Adolescent Psychiatry (D. Pruitt & L. Kiser). Managed Care as Viewed from the Managed Behavioral Health Care Organization Perspective (I. Shaffer & M. Nelson). The Practice of Child and Adolescent Psychiatry in the Era of Managed Care (Practitioner Perspective (S. Villani). Training in Child and Adolescent Psychiatry (E. Beresin). Administration in Child Psychiatry (D. Pruitt). The Private Practice of Child Psychiatry (I. Fras). Child Psychiatry and Behavioral-Developmental Pediatrics (J. Heston). Research in Child Psychiatry (A. Apter). Indexes.

Read more less

Book SynopsisValuable guidance on adjusting to and managing this new stage ofyour life When you retire, your emotions, lifestyle, and relationshipsundergo an enormous change. This comforting journal encourages youto examine the impact retirement will have on your life, invokingthe healing power of writing to allow you to reflect upon andinterpret your feelings. The Healing Journey Through Retirement is designed to help you lookdeep within yourself to determine what work has meant to you,explore what you want when you leave the work force, and shape yourplans and expectations for the future. This inspirational resourcewill be your guide to redesigning and rebuilding a centralstructure for your life beyond work-and doing so with a renewedsense of purpose. Acclaim for The Healing Journey Through Retirement . . . A must read for retirees and those contemplating retirement. Inretirement most feel that financial security is all that isneeded-not so. The shocker is we rTable of ContentsEmbarking on Your Journey. A Road Map to Retirement. Destination: Understanding Your Feelings. Destination: The Transition From Work. Destination: Accepting a New Role. Destination: Discovering All You Can Do. Destination: Getting Straight About Money. Destination: Another Job or Business. Destination: Redefining Your Marriage. Destination: Being Single in Retirement. Destination: Managing Family Relationships. Destination: Looking to the Past. Destination: Planning Ahead. As One Journey Ends, Another Begins. Acknowledgments. About the Authors.

Read more less

Book SynopsisTHE DEFINITIVE RESOURCE ON MIDLIFE DEVELOPMENT Edited by Margie Lachman, a leader in the field, Handbook of Midlife Development provides an up-to-date portrayal of human development during the middle years of the life span.Table of ContentsFRAMEWORKS AND CONTEXTS. A View on Midlife Development from Life-Span Theory (U. Staudinger& S. Bluck). Middle Adulthood in Cultural Perspectives: The Imagined and theExperienced in Three Cultures (U. Menon). BIOMEDICAL ASPECTS. Towards a Biology of Middle Age (C. Finch). The Physical Aging Process in Midlife: Interactions withPsychological and Sociocultural Factors (S. Whitbourne). Health in Midlife: Toward a Life-Span View (A. Spiro). Stress, Coping, and Health at Midlife: A Developmental Perspective(C. Aldwin & M. Levenson). PSYCHOLOGICAL PROCESSES. The Development of Intelligence at Midlife (R. Sternberg, et al.). Memory in Midlife (R. Dixon, et al.). Personality and the Self in Midlife (M. Lachman & R.Bertrand). Emotional Development During the Middle Years (C. Magai & B.Halpern). Adaptation and Resilience in Midlife (J. Heckhausen). Generativity in Midlife (D. McAdams). SOCIAL FACTORS. The Role of Work in Midlife (H. Sterns & M. Huyck). Moving into Retirement: Preparation and Transitions in LateMidlife (J. Kim & P. Moen). Families, Intergenerational Relationships, and Kinkeeping inMidlife (N. Putney & V. Bengtson). Dynamics of Social Relationships in Midlife (T. Antonucci, etal.). Author Index. Subject Index.

Read more less

Book SynopsisQuickly acquire the knowledge and skills you need to confidently administer, score, and interpret behavioral assessment tests Behavioral assessment tests analyze and assess a broad range of behavioral problems found among children and adolescents, including hyperactivity, impulsivity, and ADHD.Table of ContentsChapter 1. Approaches to Standardized Behavioral Assessment. Chapter 2. Merits of the Inventories. Chapter 3. The Behavior Assessment System for Children. Chapter 4. The Child Behavior Checklist and Related Instruments. Chapter 5. Conners' Rating Scales-Revised. Chapter 6. Classroom Observations

Read more less

Book SynopsisPraise for Peter Goldenthal s previous books: [Dr. Goldenthal s] techniques...are presented with insight and clarity. This is a unique and valuable book. --William B. Carey, M.D., Clinical Professor of Pediatrics, University of Pennsylvania School of Medicine Peter Goldenthal gives us new insights.... This is a must-read book. --Myrna Shure, Ph.D., author of Raising a Thinking Child Hasn t it gone on long enough the rivalry, the jealousy, the pent-up anger, and the grudges rooted in the past? In this book, renowned author and family psychologist Peter Goldenthal offers proven prescriptions for brothers and sisters who want to break through old, destructive patterns and create a richer, more loving, and more rewarding relationship with their adult siblings. Using dramatic case histories drawn from his own clinical practice, Dr. Goldenthal helps you understand why adult siblings fight. Warmly and insightfully, he presents practical techTable of ContentsPreface xi Acknowledgements xv Introduction 1 Part 1: Understanding Sibling Relationships 7 1 Five Myths about Sibling Rivalry 9 2 Acknowledgement is Powerful 27 3 Know Yourself: The Value of Self-Awareness 47 Part 2: Strategies for Healing Sibling Relationships 65 4 How to Talk – and listen to – Your Sibling 67 5 Freeing Yourself from Resentment 91 6 How to Break Destructive Patterns 113 Part 3 Help with Hard-to-Heal Relationships 131 7 “My Sibling Is Just So Selfish!” 133 8 “But I’m Still Angry!” 149 9 Understanding and Helping a Sibling with Mood Problems 163 10 Understanding and Managing Your Sibling with Mood Problems 163 Part 4: Looking to the Future 201 11 Eighteen Ways to Help Your Children Avoid Sibling Struggles 203 Afterword 225 Index 227

Read more less

Book Synopsis300 quick, Simple Ways to Make Every Day a Happier Day! Spirit games make children feel brighter and more confident. By tapping into children''s natural delight, spirit games restore the sparkle to their eyes. By sharing the upbeat activities in Spirit Games, you can encourage your child''s self-esteem and provide a lasting foundation for happiness. Developed by Barbara Sher over the course of thirty years as a parent, teacher, and play-therapy specialist, this collection of 300 wise and nurturing ideas fosters parent-child interaction and requires no special preparation or equipment. Play these games with your family-or any children you cherish-to increase the level of joy in their lives. SPECIAL SECTIONS HIGHLIGHT: Creating joy every day Getting past anger and self-doubt Learning compassion and sharing wonder Healing sadness and overcoming fear Nurturing your own spirit, too! Table of ContentsIntroduction. PART I: Spirit Games for You. Chapter 1: Nurturing Your Spirit. PART II: Spirit Games for Children. Chapter 2: More Joy, Please! Chapter 3: When I Doubt Myself. Chapter 4: When I m Sad. Chapter 5: When I m Angry. Chapter 6: When I m Afraid. Chapter 7: Learning Compassion. Chapter 8: Making Magic. Closing Thoughts. Index.

Read more less

Book SynopsisThis book presents a thorough, step-by-step approach to the comprehensive psychological assessment of young children. It covers the major psychological tests and features specific guidelines and formats for interviewing parents and other caregivers, observing children and parent-child interactions, dynamic assessment, and follow-up.Table of ContentsChapter 1: In the Beginning... Chapter 2: Observing Children, Programs, and Teachers. Chapter 3: Families, Homes, and Cultural Contexts. Chapter 4: Assessment of Play. Chapter 5: Development-, Curriculum-, and Performance-Based Assessment. Chapter 6: Dynamic Assessment. Chapter 7: Standardized Testing. Chapter 8: Social-Emotional Functioning. Chapter 9: The Neuropsychological Functioning of Young Children. Chapter 10: Assembling, Reporting, and Evaluating the Pieces. Appendix A: National Association of School Psychologists Position Statement on Early Childhood Assessment. Appendix B: New York Association of School Psychologists (NYASP) Guidelines for Preschool Psychological Assessment in New York State. Appendix C: Division for Early Childhood of the Council for Exceptional Children Position Paper on Developmental Delay as an Eligibility Category. Appendix D: National Association for the Education of Young Children Position Paper: Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education.

Read more less

Book SynopsisThe evaluation, justification, and improvement of clinical psychology and psychotherapy in everyday clinical practice depends on practitioners maintaining not only their knowledge of advances in the science of mental disorder and in results from large-scale clinical research, but in learning from their own experience.Table of ContentsList of Figures. List of Tables. About the Authors. Preface. Introduction. Quality Assurance in Mental Health. Controlled Practice as Quality Assurance. History of the Single-Case Approach. Illustrating the Steps of Controlled Practice. Diagnostics: A Graphical Problem Description. A Graphical Treatment Explanation. Therapy Process Questionnaire. Data Collection. Statistical Analysis. A Documentation System for Controlled Practice. References. Index.

Read more less

Book SynopsisThis volume deals with the use of the Rorschach Inkblot Method in the clinical assessment of children and adolescents. It has been updated to reflect developments in the Rorschach Comprehensive System, and to describe advances in the formulation and understanding of developmental psychopathology.Table of ContentsINTERPRETATION AND THE YOUNGER CLIENT. The Nature and Interpretation of the Rorschach. Rorschach and the Younger Client. Normative Data and the Interpretive Process. The Interpretive Process: Some Nonpatient Records. ISSUES OF SCHIZOPHRENIA AND DEPRESSION. Issues of Schizophrenia. Issues of Depression. OTHER ISSUES. Faltering Personality Development. Problems in Behavior. School Learning Problems. Custody Issues. Indexes.

Read more less

Book SynopsisOffers information on significant advances in sand play diagnosis, theraplay, group play, and other well-known approaches, covering important adaptations of play therapy to client populations such as the elderly, and various applications of play therapeutic methods such as in the assessment of sexually abused children.Table of ContentsPartial table of contents: THEORETICAL APPROACHES TO THE PRACTICE OF PLAY THERAPY. Adlerian Play Therapy (T. Kottman). Ecosystemic Play Therapy (K. O'Connor). DEVELOPMENTAL ADAPTATIONS OF PLAY THERAPY. Adolescent Theraplay (T. Koller). The Use of Play Therapy with Adults (D. Frey). PLAY THERAPY TECHNIQUES AND METHODS. Jungian Play Therapy Techniques (G. De Domenico). The Good Feeling-Bad Feeling Game (S. Ammen). PLAY THERAPY APPLICATIONS. Play Therapy with Mentally Retarded Clients (J. Hellendoorn). Play Therapy with Children of Alcoholics and Addicts (M.Hammond-Newman). Indexes.

Read more less

Book SynopsisApproximately two-thirds of all children referred to mental health agencies are labeled conduct-disordered. Typically such children exhibit antisocial behavior -- lying, cheating, stealing, firesetting, fighting, oppositional behavior and noncompliance to parental requests -- at abnormal rates. Troubled Families -- Problem Children helps the mental-health clinician understand the most effective therapeutic processes for supporting families who have children with conduct disorders. Help for these families is particularly urgent as the children are not only at increased risk of abuse by their parents but are more likely to be involved in school dropout, alcoholism, drug abuse, juvenile delinquency, etc., and also to suffer from poor physical health. From the Foreword by Thomas Ollendick What sets this book apart from others of its genre is its careful attention to, and elucidation of, the ''collaborative process'' in working with these oppositional, defiant, and conduct-Table of ContentsUNDERSTANDING THE PROBLEM OF CHILD CONDUCT DISORDERS. Introduction to Child Conduct Disorders and Overview of TreatmentApproaches. Parenting a Child with Conduct Disorders: "Families UnderSiege". The Process of Assessing Families of Children with ConductDisorders. HELPING FAMILIES WITH CHILDREN WHO HAVE CONDUCT DISORDERS. Working with Parents Who Have Children with Conduct Disorders: ACollaborative Process. Helping Parents Understand Behavioral Methods and Principles. Parents Undergoing Therapy: An Experience of Gaining Knowledge andControl. Parent Intervention Content: Typical Questions. Epilogue: Future Directions. Appendices. Index.

Read more less

Book SynopsisThis book is concerned with the education of children with autism. It offers practical guidance based on the premise that effective teaching must be rooted in understanding. The book deals with the fundamental triad of impairments in autism: in social understanding and relatedness, in communication and in flexibility of thought and behavior.Table of ContentsSocial Aspects of Development. Emotional Aspects of Development. The Development of Communication. The Development of Language. The Development of Thinking. Managing Behaviours. Curricular Issues. Entitlement to an Appropriate Education. References. Index.

Read more less

Book SynopsisAutism is a lifelong condition that requires special care and consideration right into adulthood, and has an impact on many lives. This book is aimed at those concerned with the education and welfare of children with autism; particularly at teachers in Special Education and the psychologists and care professionals who work with teachers and parents of children with autism. Although there is no miracle cure for autism, this book brings a message of hope: that early intervention is advantageous and that, by a better understanding of autism and the different ways it is experienced by individual children, more effective ways can be found to meet educational needs and improve quality of life. Understanding the development processes and problems of children with autism, and the implications of these problems for social and educational learning, is the purpose of this book. The authors provide an accessible account of psychological concepts and research in social and emotional development, coTable of ContentsSocial Aspects of Development. Emotional Aspects of Development. The Development of Communication. The Development of Language. The Development of Thinking. Managing Behaviours. Curricular Issues. Entitlement to an Appropriate Education. References. Index.

Read more less

Book SynopsisThis, the first book in the Wiley Series in Culture and Professional Practice, is designed as a practical guide for professionals who work with children from differing cultural backgrounds. It relates cultural differences in development to the problems and practice of child care with a special contribution from cross-cultural psychology.Table of ContentsThe Role of Culture in Child Development. Temperamental and Behavioural Differences. The Family and the Child. Social Interactions. The Development of Concepts of Cultural Identity. Cultural Factors in Children's Motivations and Anxieties. Multicultural Interaction and Cultural Change. References. Indexes.

Read more less

Book SynopsisMental health problems and disorders among adolescents are an increasingly endemic problem, causing anxiety and distress for young people themselves, challenges for the health care professional, social worker, teachers and parents, and demands on the managed care system. This is the only book of its kind to offer a comprehensive yet accessible introduction to this topical and rapidly developing field.Trade Review"This book is a welcome addition to an increasing literature on what is a broad subject." (Community Care) "...a helpful review of risk and protective factors, and of preventative strategies." (Adoption Fostering, Vol 24/2, 2000) "the book can be recommended for youth workers in the field of health, education and social work..." (International Jnl. of Adolesc. Med. Health, Vol 12/1, 2000) "I recommend this book to anyone working with young people and urge you not just to read about your particular interests but to gain from the whole...." (British Journal of Guidance Counselling, Vol 29/2, 2001) "...straightforward, accessible guide..thought provoking and informative..." (Behavioural & Cognitive Psychotherapy, April 2001) “…serious and scholarly…a valuable resource…” (Metapsychology online 21/06/04)Table of ContentsAbout the Authors vii 1 Introduction 1Jane Hurry, Peter Aggleton, and Ian Warwick 2 Young People and Alcohol Use 13Martin Plant 3 Young People and Drugs 29John B. Davies 4 Emotional Disorders in Young People 47John Pearce 5 Eating Disorders 73Andreas Karwautz and Janet Treasure 6 Serious Antisocial Behavior 91Sue Bailey 7 Youth Suicide and Deliberate Self-harm 111Michael Kerfoot II Special Groups and Special Needs 8 Sexuality and Mental Health Promotion: Lesbian and Gay Young People 131Ian Warwick, Christine Oliver, and Peter Aggleton 9 Young People with Learning Difficulties 147Jenny Corbett III Special Contexts and Settings 10 The Mental Health of “Looked After” Young People 165Juliet Koprowska and Mike Stein 11 Young People, Mental Health and Homelessness 183Davina Lilley 12 Bullying and Harassment in and out of School 197David A. Thompson Index 211

Read more less

Book SynopsisCommenced in 1958 with 142 young women who were seniors at Mills College, the Mills Study has become the largest and longest longitudinal study of women's adult development, with assessments of these women in their twenties, forties, fifties, sixties, and seventies. Women on the River of Life synthesizes five decades of research to paint a picture of women's personality and development across the lifespan. The book explores questions of family, work, life-path, maturity, wisdom, creativity, attachment, and purpose in life, unfolding in the context of a rapidly changing historical period with far-reaching consequences for the kinds of lives women would envision for themselves. Helson and Mitchell breathe life into abstract theories and concepts with the real-life stories and voices of the study's participants. Woven throughout the book are the authors' reminiscences on the profound endeavor of sustaining a longitudinal study of women's lives through time.Table of ContentsAcknowledgments Introduction and Overview 1. How the Mills Study Came About 2. Transforming into a Study of Women’s Adult Development 3. Sustaining Fifty Years of the Mills Study Part I. Early Adulthood 4. The Roots of Creativity in Women 5. The Social Clock Projects 6. Marriage and Motherhood 7. Illustrating Two Developmental Theories 8. Loevinger’s Theory of Ego Development Part II. Major Influences 9. The Enormous Impact of Gender Expectations 10. The Sweep of History: Individualism, Gay Liberation, the Counterculture 11. The Astonishing Importance of Personality Part III. Middle Age 12. The Social Clock in Middle Age 13. Ups and Downs in Middle Age 14. Whatever Happened to Creativity in Women? 15. Women’s Prime of Life Part IV. Developmental Achievements 16. The Centrality of Attachment 17. Paths of Development: Three Conceptions of Positive Mental Health 18. Wisdom 19. Generativity and Individuation: Tasks of the Second Half of Life Part V. The Crown of Life 20. Answering Four Questions about Creative Personality 21. The Place of Purpose in Life in Women’s Positive Aging: Women with Low Purpose 22. The Place of Purpose in Life in Women’s Positive Aging: Women with High Purpose 23. Late Adulthood: The Third Age Complete Published Work of the Mills Study References Index

Read more less

Book SynopsisIn this book, the authors attempt to show how a cognitive account of development can be derived from a biological basis, using the example of the development of face recognition. While some research has indicated that newborn infants possess information about the general characteristics of faces, teh majority of studies indicate that infants may take several months before they respond selectively to faces. Mark Johnson and John Marton examine the results of their own replication and extension of both sets of findings. Biology and Cognitive Development offers an important new theory of the development of face recognition and what it can tell us about the interaction between nature and nurture.Trade Review"Johnson and Morton have written a fascinating and important book. They have integrated findings from ethology, neuroscience, and experimental studies of human infants into a bold account of the early development of face perception. The implications of this landmark work go way beyond the story of the origins of face perception, per se. This book should become the standard work of an emerging new field of scientific endeavour - developmental cognitive neuroscience." Professor Susan Carey, Massachusetts Institute of TechnologyTable of ContentsWhy bring biology into cognitive development?; the development of face recognition; bringing in biology; Conspec, Conlern and the development of face recognition; Conspec and Conlern in the human infant; biology, cognition and faces.

Read more less

Book SynopsisCase Studies are familiar as problem-solving devices in business and in education, as well as having a traditional role in the teaching of medicine and as the psychoanalytic research. In experimental psychology, however, case studies have only recently resurfaced as a useful way of asking questions about the structure of the mind. Each of the chapters in this book describes a particular real person whom the investigator believes can tell us something important about the way the human mind develops and performs. Each chapter is written by an internationally known academic researcher in their chosen field in psychology. The cases range widely over developmental subjects, such as the girl born blind and the autistic child, to elderly patients who have had strokes or other brain damage that has oddly curtailed some previously intact cognitive skills such as drawing, writing or remembering. The aim of this book is to bring these real life cases to life in a clear and relatively jargon-frTable of ContentsContributors. Introduction: Ruth Campbell. 1. The Girl who liked to shout in church: Simon Baron-Cohen. 2. More than meets the eye: Linda Pring. 3. Visual Thoughts: Barbara Dodd and Judith Murphy. 4. When Language is a problem: M. Gopnik. 5. Developmental verbal dyspraxia: a longitudinal case study: Joy Stockhouse. 6. Developmental reading and writing impairment: Maggie Snowling and Nata Goulandris. 7. Deaf to the meaning of words: Sue Franklin and David Howard. 8. The write stuff: a case of acquired spelling disorder: Janice Kay. 9. The two-legged apple: Jennie Powell and Jules Davidoff. 10. The smiling giraffe: an illustration of a visual memory disorder: M. Jane Riddoch and Glyn W. Humphreys. 11. Drawing without meaning?: dissociations in the graphic performance of an agnostic artist: Sue Franklin, Peter van Sommers and David Howard. 12. Developmental memory impairment: faces and patterns: Christine M. Temple. 13. Face to Face: interpreting a case of developmental prosopagnosia: Ruth Campbell. 14. Transient global amnesia: John R. Hodges. 15. Adult commissurotomy: separating the left from the right side of the brain: Dahlia W. Zaidel. Glossary. Author index. Patient index. Subject index.

Read more less

Book SynopsisThe second edition of this successful book describes and explains the development of children''s spoken and written language. Drawing on both classical and recent research studies, the processes whereby literacy is achieved during the period from infancy to about 8 years of age are traced. The authors emphasize the importance of early experiences with language in relation to later developments of literacy, highlighting the connections between learning to talk and learning to read and write. Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy. Theoretical positions and research studies that support the argument are discussed, to provide a broad contextual framework. Early chapters describe the processes of spoken language development and the theoretical explanations put forward to account for them. Subsequent chapters discuss the development of reading and writing, as well as theoretical cTable of Contents1. Literacy: The Spoken and Written Language. 2. Explanations of Spoken Language Development. 3. Social Interaction and the Development of Language. 4. Learning Spoken Language: From Precursors to First Word Combinations. 5. Learning Spoken Language: Further Accomplishments. 6. Communicating with Language. 7. Reflecting on Language. 8. Learning to Write. 9. Learning to Read. 10. The Accomplishment of Literacy.

Read more less

Book SynopsisSince it was first published in 1989, Suzanne Romaine''s book has been recognized as the most authoritative introduction to the sociolinguistics of bilingualism. The new edition has been completely revised to incorporate recent work in this fast developing field. Throughout the book, bilingualism is seen as both a societal and cognitive phenomenon. Professor Romaine explores various aspects of bilingual behavior, such as code switching and language mixing, in terms of neurolinguistic organization in the individual speaker. The author also assesses the positive and negative claims made for the effects of bilingualism on children''s cognitive, social and academic development, and examines the assumptions behind various language policies and programs for bilingual children. In all this, Professor Romaine draws on her own research with Punjabi /Engllish bilinguals in Britain, and Tok Pisin/ English bilingual children in Papua New Guinea.Table of ContentsList of Figures. List of Tables. Editor's Preface. Preface to Second Edition. Acknowledgments. 1. Introduction to Study of Bilingualism. 2. The Bilingual Speech Community. 3. The Bilingual Brain and the Blingual Individual. 4. Code-switching and Communicative Competence. 5. The Bilingual Child. 6. Bilingualism and Education. 7. Attitudes towards Bilingualism. 8. Conclusion. Notes. References. Index.

Read more less

Book SynopsisHow and why do languages change over time? Could the way an individual child develops affect aggregate language change? What do the mechanisms of change tell us about the evolution of language in our species? This book asserts that a child develops a grammar on exposure to some triggering experience.Trade Review"My favourite parts were those that gave detailed explanations for learning in the context of a changing language input: how children solve the problem of an emergent syntactic property, one that doesn't appear to cohere with the rest of the system, with the result that the grammar is reorganized in the next generation." Lila Gleitman "David Lightfoot is addressing the core questions of the study of language: what it is, how it comes to be that way, how the child acquires it. His account is richly textured, integrating many different approaches with lucidity and insight. His analyses and conclusions are challenging and provocative, both for specialists in the particular areas he brings together, and for those seeking a clear picture of current understanding and open problems." Noam Chomsky 'There can be little question that it will represent a major work, required reading for anyone with interests in this area.' Mark Hale, Concordia University "This book challenges conventional understanding of language learning by showing that language change is essentially contingent-unpredictable but explainable. The role of natural selection in facilitating the understanding of the evolution of the language faculty in the human species is contested." PsycholinguisticsTable of ContentsForeword. Part I: Introduction:. 1. Progress or Degeneration?. 2. The Records, our Witnesses. 3. Lack of Change and Historical Explanation. 4. Our Odyssey. Part II: The Nineteenth: Century of History:. 5. Historical Relationships. 6. Sound Change. 7. Historical Explanations. 8. Determinist Views of History. Part III: Grammars and Language Acquisition:. 9. We Know More than we Learn. 10. The Nature of Grammars. 11. The Acquisition Problem: The Poverty of the Stimulus. 12. The Analytical Triplet. 13. Real-Time Acquisition of Grammars. Part IV: Gradualism and Catastrophes:. 14. Grammars and Change. 15. Social Grammars. 16. Gradualism, Imagined and Real. 17. Catastrophes. 18. Competing Grammars. 19. The Spread of New Grammars. 20. Parametric Change. Part V: The Loss of Case and its Syntactic Effects:. 21. Case. 22. Middle English Split Genitives. 23. Inherent Case and Thematic Roles in Early English. 24. The Loss and Origin of Case Systems. Part VI: Cue-Based Acquisition and Change in Grammars:. 25. Models of Learnability. 26. Cue-Based Acquisition and Loss of Verb-Second. 27. V-to-I Raising and its Cue. 28. Creolization and Signed Languages. Part VII: Equilibrium and Small Punctuations:. 29. Equilibrium. 30. English Auxiliary Verbs in the Eighteenth Century. 31. French chez. Part VIII: Historicism: The Use and Abuse of Clio:. 32. Principles of History. 33. Clio Working through Biology. 34. Diachronic Reanalyses. 35. Trajectories. Part IX: The Evolution of the Language Faculty:. 36. Bumpiness. 37. Explaining Evolution. 38. A UG Condition on Movement Traces. 39. The Condition is Maladaptive. 40. Conclusion. Part X: A Science of History:. 41. Classical and Chaotic Views of Science. 43. History as an Epiphenomenon. References. Index.

Read more less

Book SynopsisPresents an account of how children learn and of the kinds of knowledge and skills they acquire at school. This title gives practical account of learning, remembering and related processes. It draws upon cognitive psychology to increase our understanding of those kinds of learning that are needed for making progress in the classroom.Trade ReviewReviews of the previous edition: "In a most readable fashion he leads us through a plethora of well-supported material." (Education) "A straightforward and very readable introduction." (Times Higher Education Supplement)Table of ContentsPreface. Introduction: the beginnings of human learning. Preparing for learning at school. Mental activities and human learning. Rehearsing and practicing. How existing knowledge aids learning. Intelligence and human abilities. How motivation affects learning. Reading, comprehension and learning. Extending writing skills. References. Index.

Read more less

Book Synopsis* Edited by well--known and influential researchers in the field * Takes an interactive, rather than nativist, approach * Looks forward to the future of research into language development * Can be used as a supplement or as a main text for language development courses.Table of ContentsAcknowledgments vii General Introduction 1 Part I Introduction to Speech Perception 13 1 Finding and Remembering Words: Some Beginnings by English-Learning Infants 19 Peter W. Jusczyk 2 Listening to Speech in the 1st Year of Life 26 Janet F. Werker and Renée N. Desjardins 3 Language Discrimination by Human Newborns and by Cotton-Top Tamarin Monkeys 34 Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, and Jacques Mehler 4 Infant Artificial Language Learning and Language Acquisition 42 R.L. Gómez and L.A. Gerken 5 Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year 49 Anne Fernald, John P Pinto, Daniel Swingley, Amy Weinberg, And Gerald W. Mcroberts Part II Introduction to Word Learning 57 6 Young Children’s Appreciation of the Mental Impact of Their Communicative Signals 62 Helen I. Shwe and Ellen M. Markman 7 Lexical Development in English und Italian 76 Maria Cristina Caselli, P. Casadio, and E. Bates 8 Perceiving Intentions and Learning Words in the Second Year of Life 111 Michael Tomasello 9 Evidence Against a Dedicated System for Word Learning in Children 129 Lori Markson and Paul Bloom 10 On the Inseparability of Grammar and the Lexicon; Evidence from Acquisition 134 Elizabeth Bates and Judith C. Goodman Part III Introduction to Grammatical Development 163 11 The Item-Based Nature of Children’s Early Syntactic Development 169 Michael Tomasello 12 Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure 187 Nameera Akhtar 13 The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules 203 Klaus-Michael Köpcke 14 An Exploration into Children’s Use or Passives 227 Nancy Budwig 15 Acquisition of Complementation 248 Lois Bloom, Matthew Rispoli, Barbara Gartner. And Jeremie Hafitz 16 Form Function Relations: How Do Children Find Out What They Are? 267 Dan I. Slobin Part IV Brains, Genes, and Computation in Language Development 291 17 Connectionism and Language Acquisition 295 Jeffrey L. Elman 18 Neural Correlates of Early Language Learning 307 Barbara Clancy and Barbara Finlay 19 Development Itself Is the Key to Understanding Developmental Disorders 331 Annette Karmiloff-Smith Index 351

Read more less

Book SynopsisThis monograph studies research conducted for the purpose of investigating the relationship between vocabulary recognition and morphological knowledge during the early and middle elementary school years. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity, and as a child ages, the proportion of known complex words that the child figured out by analyzing their morphological structure increased.Table of ContentsAbstract v I. Introduction 1 II. Estimating Children’s Vocabulary Knowledge 8 III. Morphological Development 27 IV. Constructing a Basis for Estimating Vocabulary Knowledge 43 V. A Study of Vocabulary Development in Elementary School Children 57 VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80 VII. Vocabulary Development and the Growth of Morphological Knowledge 118 Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153 References 157 Acknowledgements 166 Commentary On Anglin’s Analysis of Vocabulary Growth 167George A. Miller and Pamela C. Wakefield Reply Knowing Versus Learning Words 176Jeremy M. Anglin Contributors 187 Statement of Editorial Policy 188

Read more less

Book SynopsisAn investigation into differences in early childhood development Variability in Early Communicative Development demonstrates that the modal child does not, in fact, exist. Interviews with parents of over 1,800 children reveals both typical and exceptional communication development between the ages of eight and 30 months, providing unusually specific detail on the variability of individual lexical, gestural, and grammatical skills. Discussion of the Macarthur Communicative Development Inventories delves into the inventory's reliability, validity, and interrelations, before moving into an examination of the stability of differences and individual contributing factors.Table of ContentsAbstract I: Introduction II: History and Development III: The Macarthur Communicative Development Inventories and Methods of the Normative Study IV: Reliability and Validity of the CDI Inventories V: Developmental Trends and Variability in the Acquisition of Communicative Skills VI: Interrelations Among the Major Components of the CDI VII: The Contribution of Gender, Social Class, and Birth Order to Variation in Early Language and Communication VIII: Stability of Individual Differences IX: Individual Item Analyses X: Discussion Appendix A: The CDI Infant and Toddler Forms Appendix B Appendix C Appendix D Appendix E References Acknowledgments The Instrument is Great, But Measuring Comprehension is Still a ProblemMichael Tomasello, Carolyn B. Mervis. On the Nature of Informant Judgments in Inventory Measures: . . . and So What is it You Want to Know? Joan Stiles Contributors Statement of Editorial Policy

Read more less

Book SynopsisThe attachment bond that develops between infant and mother is the first of many intimate relationships we form throughout life, and as such it has been the focus of much research. But how does the quality of the secure base phenomena that defines this bond vary among individuals and across cultures? What methods can be used to asses its presence and characteristics? Following an interview with Mary S. Ainsworth, the originator of the concept of secure base, this new Monograph brings together eleven papers that consolidate our understanding of the empirical advances that have occurred in attachment research. The collection is organized into three sections. Part One includes papers on the generalizability of attachment theory and data, including cross-cultural research. Part Two addresses both normative and individual differences among mothers, children, caregivers, and their interactionsand methods for the valid assessment of these. Part Three examines the mental repres

Read more less

Book SynopsisThis work makes the claim that strategies of knowledge acquisition may vary significantly across (as well as within) individuals and can be conceptualized within a developmental framework.

Read more less

Book SynopsisThis unprecedented collection of articles is an introduction to the study of cultural variations in childhood across the world and to the theoretical frameworks for investigating and interpreting them.Trade Review"I recommend this book as a good introduction to the study of child development that draws upon anthropology's unique ability to hone in on both the extraordinary complex phenomenon of individual childhood agency and the social constructions ilia1 lend 1.0 bind and limit our notions of children as social actors." (Journal of Anthropological Research, 2010) “Not unexpectedly, LeVine and New – true scholars – have rendered a reader, a reference, and a stunningly prescient volume that should be savored and studied, not merely read. Of sweeping breadth across time and place and of unparalleled depth regarding the nature of children and childhood, Anthropology and Child Development challenges deeply held conventions while provoking invigorating ways of thinking and acting – an indispensable, intellectual compass for globalists, futurists, and all who care about children.” Sharon Lynn Kagan, Columbia University “The cutting-edge scholarship presented in this important and timely book richly documents that the nuances of cultural context constitute a fundamental basis for significant variation in the development of diverse children and adolescents.” Richard Lerner, Tufts University“This is an artfully organized collection of seminal papers, a collection that pulls together research across stages of childhood; domains (of the development of emotion, thought, and language); theories; methods; and, of course, cultures. The collection also provides a sense of the historical development of the field, as a chronological reading of the papers, from a Boas essay published in 1911 to several papers published in the new millennium, reveals the changing concerns, concepts, and theories that have characterized work on culture and child development over the past 100 years.” Joseph Tobin, Arizona State University Table of ContentsAcknowledgments x Introduction 1Robert A. LeVine and Rebecca S. New Part I Discovering Diversity in Childhood: Early Works 9 Introduction 11 1 Plasticity in Child Development 18Franz Boas 2 The Ethnography of Childhood 22Margaret Mead 3 Childhood in the Trobriand Islands, Melanesia 28Bronislaw Malinowski 4 Tallensi Childhood in Ghana 34Meyer Fortes 5 Continuities and Discontinuities in Cultural Conditioning 42Ruth Benedict Part II Infant Care: Cultural Variation in Parental Goals and Practices 49 Introduction 51 6 The Comparative Study of Parenting 55Robert A. LeVine, Suzanne Dixon, Sarah E. LeVine, Amy Richman, Constance Keefer, P. Herbert Liederman, and T. Berry Brazelton 7 Infant Care in the Kalahari Desert 66Melvin J. Konner 8 Multiple Caregiving in the Ituri Forest 73Edward Z. Tronick, Gilda A. Morelli, and Steve Winn 9 Fathers and Infants among Aka Pygmies 84Barry S. Hewlett 10 Swaddling, Cradleboards and the Development of Children 100James S. Chisholm 11 Talking and Playing with Babies: Ideologies of Child-Rearing 115Catherine Snow, Akke De Blauw, and Ghislaine Van Roosmalen 12 Attachment in Anthropological Perspective 127Robert A. LeVine and Karin Norman 13 An Experiment in Infant Care: Children of the Kibbutz 143Melford E. Spiro with the assistance of Audrey G. Spiro Part III Early Childhood: Language Acquisition, Socialization, and Enculturation 157 Introduction 159 14 The Acquisition of Communicative Style in Japanese 165Patricia M. Clancy 15 Why African Children Are So Hard to Test 182Sara Harkness and Charles M. Super 16 Autonomy and Aggression in the Three-Year-Old: The Utku Eskimo Case 187Jean L. Briggs 17 Narrating Transgressions in U.S. and Taiwan 198Peggy J. Miller, Todd L. Sandel, Chung-Hui Liang, and Heidi Fung 18 Child’s Play in Italian Perspective 213Rebecca S. New 19 Discussione and Friendship in Italian Peer Culture 227William A. Corsaro and Thomas A. Rizzo Part IV Middle and Later Childhood: Work, Play, Participation, and Learning 245 Introduction 247 20 Age and Responsibility 251Barbara Rogoff, Martha Julia Sellers, Sergio Pirrotta, Nathan Fox, and Sheldon H. White 21 Child and Sibling Caregiving 264Thomas S. Weisner and Ronald Gallimore 22 Altruistic and Egoistic Behavior of Children in Six Cultures 270John W. M. Whiting and Beatrice Blyth Whiting 23 Children’s Daily Lives among the Yucatec Maya 280Suzanne Gaskins 24 Children’s Work, Play, and Relationships among the Giriama of Kenya 289Martha Wenger Epilogue 307 Index 309

Read more less

Book SynopsisThis book represents a test to the hypothesis that vocal rhythm coordination at four months of age predicts attachment and cognition at age 12 months. The findings show that high coordination can index more or less optimal outcomes, as a function of outcome measure, partner, and site.Table of ContentsAbstract. Introduction. Literature Review. Method. Results: The Timing of Sound and Silence. Results: Coordinated Interpersonal Timing (CIT) at Age 4 Months. Results: CIT Rhythms at Age 4 Months Predicts Outcomes at Age 12 Months. Discussion. References. Acknowledgments. Commentaries. Dialogical Nature of Cognition (Philippe Rochat). Face-to-Face Play: Its Temporal Structure as Predictor of Socioaffective Development (Daniel N. Stern). Contributors. Statement of Editorial Policy.

Read more less

Book SynopsisDevelopmental Psychology and Youis a lively and accessible introduction to the psychology of human development. The authors, who all have extensive experience in teaching and research, have selected topics that will appeal to new students of this subject and have presented them in a way that demonstrates their relevance to everyday life. The fully revised second edition includes a new chapter on gender development and gender differences, while the material on adult life and growing older has been expanded. Key concepts are highlighted throughout, and each chapter contains objectives, exercises, self-assessment questions and recommendations for further reading.Trade Review"This book provides an excellent introduction to developmental psychology. There is coverage from infancy to old age. The style is engaging with prominence given to practical and applied topics."—David Messer, South Bank University "Given the extensive nature of the chosen topic - no less than the whole of developmental psychology - it is a testament to keen selective eyes and authorial skills that many of the essential features of the subject are conveyed in a readable and easily accessible style ... it succeeded in one of its chief aims, 'to whet the reader's appetite' for the discipline, sharpening as it did my own critical inclinations!"—Tom Billington, University of Sheffield, British Journal of Educational Psychology, December 2003Table of ContentsList of Exercises. List of Figures. List of Tables. Preface and Acknowledgements. 1. What is Developmental Psychology?. 2. First Views of the World. 3. First Relationships. 4. Early Influences and Personality. 5. Playing and Learning. 6. Developing Language. 7. Children's Thinking. 8. Intelligence and Experience. 9. Creativity and Artistic Development. 10. Moral and Social Development. 11. Gender Development and Gender Differences. 12. Childhood Problems. 13. Puberty and Adolescence. 14. Growing Older: Young and Middle Adulthood. 15. Growing Old. 16. Studying Development. Glossary. Author Index. Subject Index.

Read more less

Book SynopsisThis text introduces students to the key issues in the study of childhood, from infancy through to adulthood, from an interdisciplinary and multi-professional perspective. A broad-ranging introductory guide to key issues in the study of childhood. Approaches childhood studies from an interdisciplinary and multi-professional perspective. Presents the basics of psychology, social welfare, education, health, law, culture, rights, politics, and economics as they relate to children. For each discipline, the role of relevant professionals, such as social workers, nursery teachers, paediatric nurses and child lawyers, is also considered. Contributors have both practical and academic backgrounds in a range of specialist areas. Each chapter includes an independent learning activity, case studies, a glossary and annotated bibliography. Will inspiTrade Review"With a broad range of perspectives introducing students to the study of childhood, further readings that encourage a deeper level of study, a range of material to support specific lectures or modules, and short chapters allowing students to dip into specific areas for future study, this book is extremely accessible to students. I would make this an essential text prior to starting a foundation or undergraduate degree programme in childhood studies; in fact, I will be using it next year!" Annie Woods, Programme Leader, BA and FdA Childhood Studies, Nottingham Trent University "This is an extensive text which will form a seminal work for students embarking on childhood studies degree courses. Holistic and child-centred in its underpinning philosophy, it brings together contributions from experts from a wide range of disciplines in a clear and succinct form, backed up by a breadth of references including web-based resources." Wendy Jolliffe, Lecturer in Early Years Education and Course Leader, BA Educational Studies with Early Childhood Studies, University of Hull "This comprehensive book takes a multidisciplinary approach and will inform, explain, challenge and stimulate all those who contribute to the lives and well-being of children. The resources are up-to-date, easy to access and should encourage readers to seek further information on the fascinating subject of childhood studies." Muriel O’Driscoll, Lecturer and Practitioner, Hugh Baird College, Liverpool "an excellent and essential resource for students on childhood studies programmes and courses, new and experienced practitioners and trainers, lecturers and course leaders. Mostly written in chapters that are no more than 3000 words, the professional writers aim to be detailed yet succinct. There are forty chapters covering important topics such as histories of childhood, play, parenting, cognitive development, child abuse, children's rights, the Children's Act and ethnicity and race. The text is bursting with essential information for anyone who is interested in children and their well-being." Nursery Education, September 2004 Table of ContentsList of Plates. List of Tables. Notes on Contributors. Foreword. Acknowledgements. Introduction. Part I: Children And Childhood:. 1 Inter-Disciplinary Perspective: Histories Of Childhood: John Clarke (Liverpool John Moores University). 2 Self-Concept: Nicola Leather (Liverpool John Moores University). Relationships. 3 Attachment: Nicola Leather (Liverpool John Moores University). 4 Peers: Dominic Wyse (Liverpool John Moores University). 5 Family Structures: Robert Banton (Liverpool John Moores University). 6 Parenting: Jane Baker (Hugh Baird College). 7 Parental Separation: Robert Banton (Liverpool John Moores University). Psychology. 8 The Nature/Nurture Debate: Nicola Leather (Liverpool John Moores University). 9 Cognitive Development: Nicola Leather (Liverpool John Moores University). 10 The Development Of Language And Literacy: Dominic Wyse (Liverpool John Moores University). 11 Mental Health: John Harrison (Liverpool John Moores University). Sociology. 12 The Sociology Of Childhood: John Clarke (Liverpool John Moores University). 13 Childhood And Juvenile Delinquency: John Clarke (Liverpool John Moores University). 14 Sexuality: John Clarke (Liverpool John Moores University). Part II: Children And Services:. 15 Inter-Disciplinairy Perspective: Children’s Rights: Dominic Wyse (Liverpool John Moores University). Social Welfare. 16 Overview Of Social Welfare: Ali Mekki (Liverpool Social Services). 17 The Role Of The Child And Family Social Worker: Ali Mekki (Liverpool Social Services). 18 Child Abuse: Robert Banton (Liverpool John Moores University). Education. 19 Overview Of Children’s Education And Care: Nell Napier (Manchester Metropolitan University). 20 The Role Of The Early Years Practitioner: Ainé Sharkey (Liverpool John Moores University). 21 National Curricula: Nell Napier (Manchester Metropolitan University) And Ainé Sharkey (Liverpool John Moores University). 22 Play: Nell Napier (Manchester Metropolitan University) And Ainé Sharkey (Liverpool John Moores University). 23 International Perspectives In Early Years Education & Care: Ainé Sharkey (Liverpool John Moores University). Health. 24 Overview Of Health: Robert Banton (Liverpool John Moores University). 25 The Role Of The Health Visitor: Robert Banton (Liverpool John Moores University). Law. 26 Overview Of The Legal System: Angela Brennan (Liverpool John Moores University). 27 Legal Personel: Angela Brennan (Liverpool John Moores University). 28 The Children Act 1989: Angela Brennan (Liverpool John Moores University). 29 The Legal Status Of The Child: Angela Brennan (Liverpool John Moores University). Part III: Children And Society:. 30 Inter-Disciplinary Perspective: The Demonisation Of Childhood: Dominic Wyse (Liverpool John Moores University). Culture. 31 Toys And Games: Nell Napier (Manchester Metropolitan University). 32 Children’s Literature: Russell Jones (Manchester Metropolitan University). 33 Visual Art: Nicholas Medforth (Liverpool John Moores University). 34 Multimedia: Dominic Wyse (Liverpool John Moores University). Equality. 35 Ethnicity And Race: Russell Jones (Manchester Metropolitan University). 36 Disabled Children: Jane Baker (Hugh Baird College). 37 Poverty: Jane Baker (Hugh Baird College). Society. 38 Non-Government Organistions (Ngos): John Harrison (Liverpool John Moores University). 39 Children Working: Nicholas Medforth (Liverpool John Moores University). 40 Research With Children: Dominic Wyse (Liverpool John Moores University). Appendix 1: Further Reflections On The Activities. Glossary. Index

Read more less

Book SynopsisMartin Herbert''s latest book provides an interesting and informative account of the child''s journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children''s development. Herbert deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment. ''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' Thomas H. OllendickTrade Review'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development gone awry. Developmental psychopathology comes alive. His approach is theoretically sophisticated, clinically sensitive, and both engaging and timely. It is, in short, a volume whose time has come.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech 'Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry "Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8 "Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004Table of ContentsPreface. Introduction:. From Childhood to Adolescence. Parenthood. Concepts of Normality and Abnormality. Age- and Stage-Related Tasks. Crises of Development. The Developmental History. Part I: Typical Development:. Where the Journey Begins. The Intrauterine Stages and Perinatal Period. Introduction. 1. The First Steps:. Conception: The Beginning of Life. Genetic Variation and Influence. The Genotype. The Human Genome Project. Similarities and Differences in Individuals and Groups. Progress from Conception to Birth. Summary of Prenatal Developments. Unanswered Questions. 2. The Perinatal Period :. Anticipation of the Birth. Fads and Fashions. The Birth: Labour and Delivery. The Mother and Postnatal Infant Care. Maternal Bonding Theory. Bonding to the Unborn Baby. The Competent Infant. Parenting. Siblings. Environmental Influences. Representational Models of the Infant. Part II: Typical Development:. Infancy. Introduction. The First Relationship. The Development of Sociability. Crying And Smiling as Social Communication. The Nature of Attachment. Internal Representations and Selfhood. Development of Self--other Awareness. 3. Early Childhood: The Pre-School Stage:. Infant Growth and Development. Physical Development. The Nervous System. The Brain Growth Spurt. The Brain and Communication. Biological Basis of Personality. Sleeping Patterns. Feeding Behaviour. 4. Perceptual, Motor and Language Development:. Perceptual Development. Vision and Fine Movement. Motor Development. The Proactive Brain. Speech and Language Development. Part III: Typical Development:. Adaptation and Learning. Introduction. Adjustment and Adaptation. Cultural Influences. The Family Environment. Childcare Practices. Maternal Privation and Deprivation. The Father's Role. Divorce. Adoption. Surrogate Parenting. Learning Theory. Models of Learning. The Adaptive Role of Fear. Generalized Anxiety. 5. Early Childhood: The Pre-School Stage: Socialization and Cognitive Development. Socialization and Self-Control. Learning and Identification: Social and Moral Awareness. Social Cognition. Social Compliance. The Development of Aggressive Behaviour. Sex-Role (Gender) Identity. Socializing Tasks. Cognitive Development. Play. Theory of Mind. 6. Middle and Late Childhood:The School-Going Child:. Developing a New Individuality. Rules and Values. Expectations of Parents. Social Skills and Friendships. Exchange Theory. Siblings: The Longest Lasting Relationship. 7. Adolescence: Leaving Childhood Behind:. The Changes of Puberty. The End of Childhood. Adolescent Sexuality. Identity and Self-Image. The Ending of Puberty. Part IV: Atypical Development: The Hazardous Route:. Introduction. Issues Of Assessment, Definition and Measurement. The Journey Begins Again: Prenatal Influences. Genetic Influences: Inherited Abnormalities. Chromosomal Abnormalities. Genetic Accidents. Patterns of Genetic Transmission. Prenatal, Antenatal and Neonatal Screening. Behavioural Genetics. Neuropsychological Causation. 8. The Perilous First Journey: The Inhospitable Environment:. Maternal Stress and Inherited Abnormalities. Biological Adversity. Teratogens. 9. The Hazardous Perinatal Period: The Atypical Route:. The Apgar Test. Survival Repertoires. Birth Complications. Prematurity. Birth Trauma. Anoxia. Parental Attachment to Atypical Infants. 10. Early Childhood: Atypical Physical, Sensory and Motor Development:. Physical Disorders and Disabilities. Congenital Physical Anomalies. Abnormalities of Haemoglobin. Impairments of Vision. Impairments of Hearing. Motor Impairments. Impairments of Speech and Language. Executive Functions of the Brain. Neurological Damage. Tics and Tourette's Syndrome. Head Injuries. 11. The Pre-School Child: Atypical Behavior:. The Authoritative Parent. Socialization. Assertive/Commanding Behaviour in Young Children. Adverse Temperamental Attributes. The ‘Difficult' Child. Oppositional Defiant Disorder. Developmental (Physical) Task Problems. 12. The School-Going Child: Atypical Behavior. Educational Failure. Insecurity Based Problems. Reactive Attention Disorder. Peer Group Problems. Rejection. Social Skills Problems. Selective Mutism. School Refusal. Attention Deficit and Hyperactivity at School. Severe (Profound) Learning Disabilities. Specific Learning Disabilities. Dyslexia. Part V: Atypical Development: Mental Health and Mental Illness:. Introduction. Positive Mental Health. Mental Illness. 13. Adolescence: Unsocial and Antisocial Behavior:. Prejudice. Risky Sexual Activity. Drug Use and Abuse. Antisocial Behaviour: Conduct Disorders. Attention Deficit Hyperactivity Disorder. Bullying. Delinquency. Personality Disorder. Moral Development. 14. Psychological and Psychiatric Disorders:. Mental Health Problems. Anxiety States. Phobic Anxiety. Panic Attacks. Agoraphobia. Obsessive–Compulsive Disorder. Depression (Affective Disorder). Schizophrenia. Part VI: Atypical Development: Children with Special Needs:. Introduction. Defining Need. Developmental Disability. The Child Who is Ill. Child Protection. 15. Pervasive Developmental Difficulties: Early to Late Childhood and Adolescence. Intellectual (Learning) Disability. Classification of Intellectual Impairment. Pervasive Developmental Disorders. The Autistic Continuum. Asperger's Disorder. Anorexia Nervosa. 16. When a Child is Ill:. Chronic Illness. Implications of Acute and Chronic Illness. Serious Illness (Hospitalization). Development of The Concept of Death. Ethical Issues. 17. Child Abuse and Maltreatment:. Physical Abuse. Emotional Abuse. Child Sexual Abuse. Epilogue. Appendix I: False and True Beliefs. Appendix II: Measurement of Intelligence. References and Bibliography. Index.

Read more less

Book SynopsisMartin Herbert''s latest book provides an interesting and informative account of the child''s journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children''s development. Herbert deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment. ''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' Thomas H. OllendickTrade Review'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development gone awry. Developmental psychopathology comes alive. His approach is theoretically sophisticated, clinically sensitive, and both engaging and timely. It is, in short, a volume whose time has come.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech 'Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry "Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8 "Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004Table of ContentsPreface xii Introduction 1 From childhood to adolescence 1 Parenthood 1 Concepts of normality and abnormality 2 Age- and stage-related tasks 11 Crises of development 12 The developmental history 13 Part I: Typical Development Where the Journey Begins the Intrauterine Stages and Perinatal Period Introduction 17 Chapter 1 The First Steps 19 Conception: the beginning of life 19 Genetic variation and influence 22 The genotype 26 The human genome project 26 Similarities and differences in individuals and groups 28 Progress from conception to birth 30 Summary of prenatal events: times after conception 39 Unanswered questions 42 Chapter 2 The Perinatal Period 44 Anticipation of the birth 44 Fads and fashions 45 The birth: labour and delivery 47 The mother and postnatal infant care 51 Maternal bonding theory 54 Bonding to the unborn baby 56 The competent infant 57 Parenting 58 Siblings 59 Environmental influences 60 Representational models of the infant 62 Part II: Typical Development Infancy Introduction 63 The first relationship 63 The development of sociability 65 Crying and smiling as ‘social communication’ 65 The nature of attachment 67 Internal representations and selfhood 71 Development of self–other awareness 72 Chapter 3 Early Childhood: The Pre-School Stage Infant Growth and Development 75 Physical development 75 The nervous system 78 The brain growth spurt 78 The brain and communication 80 Growth of the brain 81 Biological basis of personality 83 Sleeping patterns 85 Feeding behaviour 89 Chapter 4 Perceptual, Motor and Language Development 90 Perceptual development 90 Vision and fine motor movement 91 Motor development 94 The proactive brain 99 Speech and language development 100 Part III: Typical Development Adaptation and Learning Introduction 107 Adjustment and adaptation 107 Cultural influences 109 The family environment 110 Childcare practices 110 Maternal privation and deprivation 111 The father’s role 113 Divorce 116 Adoption 119 Surrogate parenting 120 Learning theory 120 Models of learning 122 The adaptive role of fear 127 Generalized anxiety 129 Chapter 5 Early Childhood: The Pre-School Stage Socialization and Cognitive Development 131 Socialization and self-control 131 Learning and identification: social and moral awareness 132 Social cognition 134 Social compliance 135 The development of aggressive behaviour 137 Sex-role (gender) identity 139 Socializing tasks 141 Cognitive development 145 Play 151 Theory of mind 153 Chapter 6 Middle and Late Childhood the School-Going Child 156 Developing a new individuality 156 Rules and values 158 Expectations of parents 159 Social skills and friendships 160 Exchange theory 162 Siblings: the longest lasting relationships 163 Chapter 7 Adolescence: Leaving Childhood Behind 164 The changes of puberty 164 The end of childhood 166 Adolescent sexuality 171 Identity and self-image 173 The ending of puberty 176 Part IV: Atypical Development the Hazardous Route Introduction 177 Issues of assessment, definition and measurement 177 The journey begins again: prenatal influences 178 Genetic influences: inherited abnormalities 179 Chromosomal abnormalities 180 Genetic accidents 183 Patterns of genetic transmission 184 Prenatal, antenatal and neonatal screening 187 Behavioural genetics 187 Neuropsychological causation 188 Chapter 8 The Perilous First Journey the Inhospitable Environment 189 Maternal stress and inherited abnormalities 189 Biological adversity 190 Teratogens 191 Chapter 9 The Hazardous Perinatal Period the Atypical Route 195 The Apgar test 195 Survival repertoire 197 Birth complications 198 Prematurity 199 Birth trauma 205 Anoxia 206 Parental attachment to atypical infants 208 Stillbirth and infant death 211 Chapter 10 Early Childhood Atypical Physical, Sensory and Motor Development 213 Physical disorders and disabilities 213 Congenital physical anomalies 218 Abnormalities of haemoglobin 219 Impairments of vision 219 Impairments of hearing 221 Motor impairments 222 Impairments of speech and language 225 Executive functions of the brain 229 Neurological damage 230 Tics and Tourette’s syndrome 232 Head injuries 233 Chapter 11 The Pre-School Child Atypical Behaviour 236 The authoritative parent 236 Socialization 237 Assertive/commanding behaviour in young children 239 Adverse temperamental attributes 239 The ‘difficult’ child 241 Oppositional defiant disorder 242 Developmental (physical) task problems 244 Chapter 12 The School-Going Child Atypical Behaviour 252 Educational failure 252 Insecurity based problems 253 Reactive attachment disorder 254 Peer group problems 255 Rejection 256 Social skills problems 256 Selective mutism 257 School refusal 257 Attention deficit and hyperactivity at school 260 Severe (profound) learning disabilities 263 Specific learning disabilities 263 Dyslexia 265 Part V: Atypical Development Mental Health and Mental Illness Introduction 269 Positive mental health 269 Mental illness 270 Chapter 13 Adolescence: Unsocial and Antisocial Behaviour 275 Prejudice 275 Risky sexual activity 278 Drug use and abuse 280 Antisocial behaviour: conduct disorders 281 Attention deficit hyperactivity disorder 284 Bullying 291 Delinquency 291 Personality disorder 293 Moral development 294 Chapter 14 Psychological and Psychiatric Disorders 296 Mental health problems 296 Anxiety states 299 Phobic anxiety 301 Panic attacks 305 Agoraphobia 306 Obsessive–compulsive disorder 308 Depression (affective disorder) 309 Schizophrenia 315 Part VI: Atypical Development Children with Special Needs Introduction 321 Defining need 321 Developmental disability 321 The child who is ill 323 Child protection 324 Chapter 15 Pervasive Developmental Difficulties Early to Late Childhood and Adolescence 325 Intellectual (learning) disability 325 Classification of intellectual impairment 328 Pervasive developmental disorders 333 The autistic continuum 333 Asperger syndrome/disorder 347 Anorexia nervosa 348 Chapter 16 When a Child is Ill 357 Chronic illness 357 Implications of acute and chronic illness 361 Serious illness (hospitalization) 363 Development of the concept of death 363 Ethical issues 368 Chapter 17 Child Abuse and Maltreatment 371 Physical abuse 372 Emotional abuse 373 Child sexual abuse 373 Epilogue 381 Appendix I: False and True Beliefs 383 Appendix II: Measurement of Intelligence 385 References and Bibliography 388 Index 411

Read more less

Book SynopsisThis text provides coverage of the major research and theoretical perspectives on adoption, reviewing the work of several disciplines within psychology, sociology and social work. It also looks at the development of children once adopted.Trade Review“An easy-to-read book which covers a broad range of research on the social and psychological development of adopted children…likely to be particularly helpful to both parents and workers. It is therefore recommended reading.” Children AustraliaTable of ContentsNature and nurture; outcomes studies of children adopted as babies; children adopted as babies: genetic influences; children adopted as babies: environmental influences; outcome studies of older children placed for adoption; older children placed for adoption: pre-placement environmental influences; older children placed for adoption: post-placement environmental influences; heredity, environment and adoption; attachment, relationship-based theories and adoption pathways; secure patterns; anxious patterns; angry patterns; avoidant patterns; nonattached patterns; patterns of practice

Read more less

Book SynopsisVisiting a London nursery school, Paley observes the schoolchildren's reception of another visitor, a handicapped boy named Teddy. A predicament arises, and the children's response offers Paley the purest evidence of kindness she has ever seen.Trade ReviewIn this book about the kindness of children, witnessed by Paley in classrooms from a remote rural community on Lake Superior to London, she captures the urgency and precision in the stories they tell in her program...Paley tells these stories to her 97-year-old mother, who likens them to Hasidic storytelling, in which the author recounts stories of holy men doing mitzvoth or good deeds. "Children are eager," Paley writes, "to take part in another's stories so that they may fill in the empty spaces." Paley is a fine writer who has learned in her life of observation how to let the subject drive the story and how to be a vulnerable player as well. It's hard to live up to the sheer nobility of children, but Paley is its scholar. -- Susan Salter Reynolds * Los Angeles Times Book Review *Paley's method is to weave intimate stories about her story-filled classroom. The vignettes that result are ideally suited to her subject. Her classroom scenes, by capturing with precision the 3-foot-high child's-eye view, bring down to earth what risks sounding like a romantically sweeping credo about salvation through narration. Actual kindergartners swapping tales makes for more interesting and credible confusion than that. In Paley's pages, the familiar chatter of childhood becomes a quilt, scrappy but well sewn together, of journeys into a world that bewilders but also beckons children to join it...In The Kindness of Children, Paley...showcases a collection of...polished gems about children's "spontaneous acts of goodness," which she has gathered and retold as she goes about her emeritus career of lecturing and visiting schools. The tales in themselves are often quite moving--the paraplegic boy radiant at being included in a pretend game of "store"; the tough boy who whispers saving advice to a child on the brink of collapse; the girl who is suddenly overwhelmed with a feeling of generosity on a crowded bus. -- Ann Hulbert * New York Times Book Review *Vivian Paley, an author and former kindergarten teacher whose latest book, The Kindness of Children, is an exploration of children's impulsive goodness, contends that although each child comes into the world with an instinct for kindness, it is a lesson that must be reinforced at every turn. -- Barbara Mahany * Chicago Tribune *Paley, the author of numerous popular books and the recipient of a MacArthur genius grant, tells stories about children that will make you see kids in a new light. This book is filled with evidence of the surprising goodness of little boys and girls. A delightful read. -- Susan K. Perry * L. A. Parent *Vivian Gussin Paley's The Kindness of Children is the kind of book that once occupied a place on student teachers' shelves, where now you find only textbooks about the mechanics of the craft. It starts with an encounter in a London nursery between the children and a visiting child who has a severe disability. They display astonishing kindness, not to say inventiveness, in the way they include him in their play. Through the rest of the book the author tells how she went from town to town in Britain and the US, telling the story and receiving a host of interesting and moving reactions. This is one for half-term, a recharger of spiritual batteries. -- Gerald Haigh * Times Educational Supplement *This book will appeal to those who have followed Paley's writing throughout the years, and to teachers and professionals who work with young children. It reveals the important ways in which children can have an impact on our lives. It is also an important reminder, to all of us, of the power of mitzvot, good deeds, and the wonderful things that can happen with an act of kindness. * Harvard Educational Review *Whether she's reflecting on a rural Michigan boy who pretends for an entire year to be a truck or talking with her mother, who delights in making a new friend at the retirement home, Paley is a thoughtful reporter and commentator on human interaction and its inevitable sidekick, emotional growth. * Mercury News *[Paley] is surely one of our best teachers, one who has never stopped learning. * hipMama.com *In this enchanting and edifying book, [Paley] revels in what she has seen happen in schools when she has given children the chance to make up stories and have their classmates dramatize them. Paley observes: "these spontaneous storytellers create little homes for one another where everyone can imagine playing a role and no one is left out." Using a variety of the children's tales as examples, the author celebrates the ability of kids to create moments of happiness and hopefulness for each other. * Spirituality and Health Online *[The Kindness of Children] is a subtle, psychologically and imaginatively rich guide to one of the important ways in which children learn how to be more fully human: namely, kindness. Paley, a former kindergarten teacher, a MacArthur Award recipient, and the prolific author of many books about children and education, describes how very young students transform themselves and one another by taking in, narrating, and sometimes dramatically acting out tales of kindness and other acts of goodness. * Kirkus Reviews *This is an extraordinarily suggestive book, written for all of us who are interested in children and their educational lives. The author is an American treasure. -- Robert Coles, Harvard University

Read more less

Book SynopsisIn this lively book, Philippe Rochat makes a case for an ecological approach to human development. Looking at the ecological niche infants occupy, he describes how infants develop capabilities and conceptual understanding in relation to three interconnected domains: the self, objects, and other people.Trade ReviewThis is a well-written, well-argued book, with a novel structure… And what of the world of the infant? It is not the blooming, buzzing confusion of James, but neither is it our narratively structured, past-and-future–focused internal experience. It is something we can only guess at, but Rochat guesses better than most. -- Dina Lew * The Psychologist *Rochat’s delightful book detailing the development of infant social cognition is the first of its kind. In six compact chapters, the author brings the reader into the world of the infant… An excellent resource…highly recommended. -- J. F. Heberle * Choice *This is a marvelous book, an important book. It brings theorizing about human development into new, richer focus. Rochat articulates the ecological perspective with compelling clarity, carefully grounds his argument, and engages the reader with intriguing examples. -- Dare Baldwin, University of OregonAn exceptionally thoughtful reflection on how very young children organize their understanding of the world, which cites an abundance of evidence about details while never losing sight of the big picture. Rochat has written a little gem. -- Jerome Bruner, New York UniversityTable of ContentsPreface 1. Facts of Infancy 2. The Self in Infancy 3. The Object World in Infancy 4. The Infant and Others 5. Key Transitions in Infancy 6. Mechanisms of Infant Development References Index

Read more less

Book SynopsisThis book, written by the codirectors of the largest ongoing longitudinal study of immigrant children and their families, offers a clear, broad, interdisciplinary view of who the immigrant children are and what their future might hold.Trade ReviewThis book addresses how immigrant children fare in America...What thought has American society given to the special needs of these students? Have we done anything to accommodate them? What have they experienced? The answers to these and many other questions are woven together with moving accounts of immigrant children. It is impossible to read this book without being moved. Highly recommended. -- Sandra Isaacson * Library Journal *This book contributes significantly to this debate not only for the U.S., but also for other receiving countries that have higher percentages of immigrants and less friction…The authors…review some issues in bilingual education in areas of backlash, such as California, and calmly promote the advantages of first-language retention and development until proficiency, accompanied or followed by sufficient English instruction to ensure full competence in both languages…In their interdisciplinary focus and wide knowledge of related fields, the authors are able to give a good account of the facilitating and hindering factors for immigrants from both individual and social perspectives…The book is written in an accessible style; rather friendly to higher-level undergraduates and well informed persons in general…The book is outstanding and will surely contribute to sane and possibly fruitful discussion of the issues both among Americans and those in similar countries that depend on relatively high rates of immigration. -- Judith K. Bernhard * Journal of International Migration and Integration *Table of ContentsIntroduction 1. The Varieties of Immigrant Experience 2. Rethinking Immigration 3. The Psychosocial Experience of Immigration 4. Remaking Identities 5. The Children of Immigration in School Epilogue Notes References Index

Read more less

Book SynopsisIn this fascinating introduction to primate minds, Gómez identifies evolutionary resemblances—and differences—between human children and other primates. He argues that primate minds are best understood not as fixed collections of specialized cognitive capacities, but instead as a range of abilities that can surpass their original adaptations.Trade ReviewThis is an important book that brings together information not otherwise readily available in concise form. Students and investigators interested in the origins of cognition will benefit from [it]. -- John D. Newman * Journal of Nervous and Mental Disease *Juan Carlos Gómez’s working thesis in Apes, Monkeys, Children, and the Growth of Mind is that ‘our minds are part of a wider evolutionary pattern discernible in the minds of other primates’. He aims to learn about our human minds, both how they originated and what their nature is, by looking at experimental studies with other primates. The book is a delightfully dense account of a wide range of such studies. This exploration into the historical and evolutionary heritage of the last great mystery—the human mind—is enlightening, informative, and simply a wonderful reminder of how complex evolutionary variation really is… The author should be lauded for his attempts to examine such difficult topics—the nature and origin of the human mind is difficult enough to approach, and an evolutionary perspective that approaches the topic through cognitive ethology was much needed. This review of the literature fills an important gap while being wonderfully engaging and informative. However, in a book ostensibly written to show our very fundamental connection with other primates on an evolutionary continuum, it instead serves to show not just the unique character of human experience and action, but the similarly unique character of a dozen other primate species, both far and near to us on the evolutionary tree. It opens up new questions in many areas, which, philosophically speaking, is a job well done. -- Robin L. Zebrowski * Phenomenology and the Cognitive Sciences *Amazing progress has been made in the past few years in the study of primate cognition. Juan Carlos Gómez documents this progress in a masterful and beautifully written book that will delight expert and novice alike. -- Michael Tomasello, Max Planck Institute for Evolutionary Anthropology, author of Constructing a Language: A Usage-Based Theory of Language Acquisition

Read more less

Book SynopsisKagan and Snidman summarize the results of this unique inquiry into human temperaments, one of the best-known longitudinal studies in developmental psychology. These results reveal how deeply certain fundamental temperamental biases can be preserved over development.Trade ReviewThis work has the potential to function as a bridge between more humanistic theories of human development and contemporary research and perspectives that are more thoroughly grounded in the natural sciences… [This] new book stands alongside Kagan’s previous works in terms of being thoughtful and stimulating. Regardless of the extent to which one agrees with Kagan and Snidman‘s assertions about the role of temperament, their concept of how it interacts with parenting and context, or their ideas regarding the degree to which it is genetic, the authors are always interesting and thought provoking. Together, Kagan and Snidman have provided a timely work on the relationship between biology and psychology that many readers will find provocative. -- John Snarey and Lynn Bridgers * PsycCritiques *Jerome Kagan and Nancy Snidman resolve many puzzling observations and theoretical controversies about the importance of innate vs. environmental factors in child development, in a book that is both intellectually satisfying and a pleasure to read. The Long Shadow of Temperament is a great delight. -- John T. Cacioppo, Tiffany and Margaret Blake Distinguished Service Professor, Department of Psychology, University of ChicagoA highly readable and comprehensive summary of a remarkable twenty-five year program of research on the nature and consequences of temperament. Broad, incisive and provocative, this volume should be mandatory reading for any student of development, personality or psychopathology. -- Richard J. Davidson, William James and Vilas Research Professor of Psychology and Psychiatry, University of Wisconsin–MadisonFor forty years, Jerome Kagan and his colleagues have done research that has allowed us to follow children’s lives over time. In this new book with Nancy Snidman, he traces children’s temperament and personality, from their reactivity in early infancy to their behavior and biology at age eleven. The reader will find surprising outcomes and exciting new links between psychology and biology that will be sure to influence future research in psychology. -- Mary K. Rothbart, Distinguished Professor Emerita of Psychology, University of OregonJerome Kagan is one of the major thinkers in developmental psychology today and a new book by him is always to be welcomed. He has always taken provocative positions and he does it so well that his readers rethink their old ideas and look at the world in a new way. -- Michael Rutter, Professor of Developmental Psychopathology, Institute of Psychiatry, King’s College LondonTable of ContentsPrologue 1. Overview 2. The Tapestries of Temperament 3. Biological Responses to Unfamiliarity 4. Behavioral and Biological Assessments 5. Integrating Behavior and Biology 6. Implications References Index

Read more less

Book SynopsisUntil very recently, almost all books on infancy assumed basic infant immaturity. Remarkably, as Tiffany Field shows in her survey of recent research, investigators are discovering that infants possess sophisticated perceptual skills, such as hearing, even before birth. Newborns can sense touch and motion, discriminate tastes and smells, recognize their mother's voice, and imitate facial expressions. In fact, the newborn is an active learner, looking, reaching, sucking, and grimacing from its first moments in its new environment. Field provides a readable account of our current knowledge about infant development. She looks at the emergence of sensorimotor and cognitive skills, which play an important role in social and emotional development in the months following birth as the infant experiences the world. In a chapter with important implications for working mothers, Field reviews the literature on infants in nursery and daycare programs, countering negative assessments with studies

Read more less

Book SynopsisHuman beings evolved in the company of others. Mutually reinforcing connections between brains, minds, and societies have profound implications for physical and emotional health. Social Neuroscience offers a comprehensive new framework for studying human brain development and human behavior in their social context.Trade ReviewThis first-class synthesis of the latest research in neurobiology, sociology, and psychiatry/psychology will be of the greatest interest to both pure scientists and practical clinicians. A new field is being born. Don’t miss it! -- Robert Rosenheck, Professor of Psychiatry and of Public Health, Yale School of MedicineA valuable contribution to this new and exciting field, with implications for potentially new solutions to age-old problems of human nature. -- A. Olivera * Choice *

Read more less

Book SynopsisProud, happy, grateful—gay youth describe their lives in terms that would have seemed surprising a generation ago. Yet many adults, including parents, are skeptical of this sea change—coming out is supposed to involve struggle. This is the kind of thinking, say the honest, humorous young men in Ritch Savin-Williams’s new book, that needs to change.Trade ReviewIn Becoming Who I Am, a rewarding study of youth, sexuality, and identity, Ritch C. Savin-Williams offers clear and insightful glimpses into the lives of young gay men… [An] important book. -- Jim Piechota * Bay Area Reporter *Becoming Who I Am is an engrossing book full of rich, varied personal stories on the subject of being young and gay now…Becoming Who I Am presents a broad range of experiences and insights, and is a rewarding look at what makes young gay humans tick. -- Greg Jameson * Entertainment Focus *Inspiring and insightful. Finally we have the full story showing the more positive aspects of gay youth experiences reminding us that they live a proud, resilient, and happy life. Ritch Savin-Williams takes us beyond the often heard stories of tragedy and despair by providing us with a glimpse into the ordinary lives of gay teens. Anybody with an interest in the future of gay youth will devour this book. -- David McFarland, Founder, United for Equality in Sports & Entertainment, and Former Chair and CEO, The Trevor ProjectGiven the ever-changing dynamics of youth sexuality in the contemporary age, a book such as this is sorely needed. Filled with valuable data and rigorous analysis, Becoming Who I Am is a vital contribution to the field. -- Mark McCormack, author of The Declining Significance of HomophobiaSavin-Williams has spent forty years studying the lives of gay teens. In Becoming Who I Am, he tells the stories of some of today’s gay teens and highlights the many ways they are typical of young people growing up in present-day America. -- Brian Mustanski, Director, Institute for Sexual and Gender Minority Health and Wellbeing

Read more less

Book SynopsisWhat is childhood? In recent years, a cluster of critical and complex ideas have emerged around the nature of biological, social and psychological growth in the early years, reflecting the changing nature of adult - child relations, and political and cultural understandings of childhood in the twenty-first century.Trade ReviewFocusing on children’s agency from multiple perspectives as well as globalization’s complex effects on children and childhood, Wyness provides a compelling and innovative contribution to childhood studies. The book is well written, well grounded in the relevant theoretical and substantive literature, and full of insightful and timely case studies. Wyness’s Childhood is a gem! William A. Corsaro, Indiana University Michael Wyness has a deep understanding of all the key issues in the sociology of childhood and this shines through this short but illuminating introduction to the topic. Alan Prout, University of LeedsTable of ContentsIntroduction Chapter 1. Conceptualizing Agency Chapter 2. The Recognition and Distribution of Children’s Agency Chapter 3. Childhood, Globalization and Global Standards Chapter 4. Childhoods: Diversity and Hybridity Chapter 5. Childhood and Generation Chapter 6. Childhood, Wellbeing and Multi-Disciplinarity Conclusion: Relocating Children and Childhood References

Read more less

Book SynopsisWhat is childhood? In recent years, a cluster of critical and complex ideas have emerged around the nature of biological, social and psychological growth in the early years, reflecting the changing nature of adult - child relations, and political and cultural understandings of childhood in the twenty-first century.Trade ReviewFocusing on children’s agency from multiple perspectives as well as globalization’s complex effects on children and childhood, Wyness provides a compelling and innovative contribution to childhood studies. The book is well written, well grounded in the relevant theoretical and substantive literature, and full of insightful and timely case studies. Wyness’s Childhood is a gem! William A. Corsaro, Indiana University Michael Wyness has a deep understanding of all the key issues in the sociology of childhood and this shines through this short but illuminating introduction to the topic. Alan Prout, University of LeedsTable of ContentsIntroduction Chapter 1. Conceptualizing Agency Chapter 2. The Recognition and Distribution of Children’s Agency Chapter 3. Childhood, Globalization and Global Standards Chapter 4. Childhoods: Diversity and Hybridity Chapter 5. Childhood and Generation Chapter 6. Childhood, Wellbeing and Multi-Disciplinarity Conclusion: Relocating Children and Childhood References

Read more less