Child and developmental psychology Books
Brookes Publishing Co Macarthur Communicative Development Inventories
Book SynopsisThis work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.
£26.96
Brookes Publishing Co Macarthur Communicative Development Inventories (Cdis) Inventario II: Palabras y Enunciados (Package of 25)
Book SynopsisThis work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.
£25.46
Brookes Publishing Co Macarthur Communicative Development Inventories (CDIs) Complete Set of Macarthur Inventarios (User's Guide and Package of 25 of Each Form)
Book SynopsisThis work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.
£72.00
Brookes Publishing Co CSBS™ Record Forms and Caregiver Questionnaires:
Book SynopsisThe CSBS™ Record Forms and Caregiver Questionnaires, sold in packages for easy re-ordering, are assessment forms for the Communication and Symbolic Behavior Scales (CSBS™), one of the best measures of early communication in children 8–24 months (or up to 72 months if developmental delays are present).The norm-referenced, standardized CSBS™ uses parent interviews and naturalistic sampling procedures to collect crucial information — not just on language skills but also on often-overlooked communicative behaviors like communicative functions, gestures, rate of communicating, positive affect, and gaze shifts. CSBS™ takes just 50–75 minutes for child assessment and 60–75 minutes for in-depth scoring. Backed by technical data, CSBS™ is compatible with most developmental curricula in use today.A package of CSBS™ Record Forms and Caregiver Quesionnaires includes:25 Caregiver Questionnaires: Caregivers complete this 15-minute qualitative questionnaire to provide background information. Their responses provide a baseline that helps professionals evaluate a child's performance.25 Behavior Sample Record Forms: Data from the CSBS™ behavior sample is tallied on this form and converted to scores on 22 five-point scales.2 Outline Cards: These reference cards outline sampling procedures step by step and give directions for scoring.Available separately or as part of the CSBS™ Complete Kit are the other materials required to conduct a CSBS™ assessment. These forms are part of CSBS™, a norm-referenced, standardized tool that uses parent interview and direct observation to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. With 22 rating scales that accurately survey children's language skills and symbolic development, CSBS is backed by technical data and compatible with most developmental curricula in use today.This product is sold in a package of 25.
£64.60
Brookes Publishing Co An Activity-based Approach to Developing Young
Book SynopsisThis book describes how to implement social-emotional interventions with young children (birth to age 5) in their daily environments. The target audience is professionals who are working with families who are not providing ideal environments for their children, such as those families living in extreme poverty and those who are experiencing mental health problems or substance abuse. Another target audience is early interventionists who are working with children who have an identified disability or who have experienced some biological risk (i.e., low birth weight, in utero exposure to drugs or alcohol). As well as learning about screening and assessment, readers of this book will learn to pick up on cues that show that the children in their care might have social-emotional difficulties. The interventions described can be put to use during daily routines such as meal time and bath time. The activities target ten key mental health concepts: healthy social interactions, expression of a range of emotions, regulation of responses, empathy, attention and engagement, independence, self-image, regulation of attention and activity level, compliance with simple requests, and adaptive skills.Table of ContentsIntroduction and Background; Introduction and Book Overview; The Mental Health Status of Young Children; Conceptual Principles and Framework; The Approach; The Activity-Based Intervention: Social Emotional Approach; Screening for Social Emotional Problems; Assessment to Determine Social Emotional Foals and Intervention Content; Developing Intervention Goals in the ABI:SE Approach; The Intervening Process; Evaluating Intervention Outcomes; Our Closing Perspective; Resources; Functional Behavioral Assessment and Behavior Support Planning; Descriptions of Center-Based and Home-Based Scenarios.
£37.95
Brookes Publishing Co Assessment Log and Developmental Progress Charts
Book SynopsisDesigned to accompany The Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN), Third Edition, The Assessment Log's convenient recording system encourages data collection about a child's performance of hundreds of discrete skills in more than 20 developmental sub-domains. The curriculum volumes take professionals step-by-step through the assessment process - from setting up to scoring and charting assessment results with the Developmental Progress Charts.
£29.71
Brookes Publishing Co Understanding Newborn Behavior & Early
Book SynopsisGiving babies a "voice" helps parents understand their baby's unique strengths and needs. This observational tool and handbook, complete with beautiful four-color photographs by a Pulitzer prize-winning photographer, gives professionals a systematic way to help parents respond with confidence to their baby's individual needs—and build positive parent–professional relationships in the process. Flexible, easy to integrate into everyday practice, and based on more than 25 years of research, this system includesA short, easy-to-use, interactive observational tool. With the Newborn Behavioral Observations (NBO) system, professionals will have a structured set of 18 observations for infants from birth to approximately 3 months. Including parents as partners, professionals guide the observation, discuss the baby's abilities and behaviors with parents, encourage parent insights and questions, and suggest specific ways to support the child's development. (Appropriate use of the NBO tool in clinical practice requires training through the NBO training program.)A complete guide to the NBO system. Through realistic case studies, step-by-step how-to instructions, and color photos illustrating each NBO item, professionals will understand how to use the NBO effectively with a wide variety of families.Invaluable professional guidance. More than a tool, the handbook helps professionals improve their daily work with in-depth information on infant and parent development, cultural competence, premature and at-risk infants, family–centered care, and more.An essential resource from the co-author of the highly regarded Neonatal Behavioral Assessment Scale (NBAS) and his colleagues, this system is just what clinicians in hospital, clinic, or home settings need to help new mothers and fathers get to know their baby, increase their confidence and competence as parents, and support their child's growth and development.Table of ContentsThe Newborn Behavioral Observations (NBO) System and the Theoretical and Clinical Principles Underlying Its Use; The Newborn Parent: Promoting the Parent-Infant Relationship through the NBO; The NBO Manual: Administration, Recording, Interpretation, Developmental Course and Implications for Caregiving; Communication for Relationship: Working with Parents and Their Infants in the Newborn Period; Incorporating the NBO into the Newborn Nursery Setting; Uses of the NBO with Preterm or Medically Fragile Infants.; The NBO in Clinical Settings: Nursing Perspectives; Cultural Considerations in the Use of the NBO.
£52.20
Brookes Publishing Co MacArthur Communicative Development Inventories
Book SynopsisProfessionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best: their parents or caregivers. CDIs At A Glance - Age range covered: 8-30 months (may also be used with older children who have developmental delays); Areas screened: Language and communication skills; Approximate time for the CDI: Each form generally takes 20-40 minutes to complete and 10-15 minutes to score; Who completes it: Parents or caregivers; professionals score; and Validity and reliability: Numerous studies document the reliability and the validity of the instruments. The CDIs were normed on approximately 1,800 children in three locations, and the Inventaries were normed on more than 2,000 children. Now, with the CDIs professionals can tap into parents' invaluable day-to-day knowledge - and respond to legislation that requires parental input in child evaluations. Top language researchers developed these standardized, parent-completed report designing the forms to focus on current behaviors and salient emergent behaviors that parents can recognize and track. A ""words and gestures"" form. ""The CDI: Words and Gestures"" is for use with children ages 8-16 months, the first part prompts parents to document the child's understanding of hundreds of early vocabulary items separated into semantic categories such as animal names, household items, and action words. Parents mark the words understood or used, and the forms yield separate indexes of words understood and words produced. The second part of each form asks parents to record the communicative and symbolic gestures the child has tried or completed.A pack of 20 forms.
£34.16
Brookes Publishing Co MacArthur Communicative Development Inventories
Book SynopsisProfessionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best: their parents or caregivers. CDIs At A Glance - Age range covered: 8-30 months (may also be used with older children who have developmental delays); Areas screened: Language and communication skills; Approximate time for the CDI: Each form generally takes 20-40 minutes to complete and 10-15 minutes to score; Who completes it: Parents or caregivers; professionals score; and Validity and reliability: Numerous studies document the reliability and the validity of the instruments. The CDIs were normed on approximately 1,800 children in three locations, and the Inventories were normed on more than 2,000 children. Now, with the CDIs professionals can tap into parents' invaluable day-to-day knowledge - and respond to legislation that requires parental input in child evaluations. Top language researchers developed these standardized, parent-completed report designing the forms to focus on current behaviors and salient emergent behaviors that parents can recognize and track. ""CDI: Words and Sentences"" for use with children ages 16-30 months. In the first part of each form, parents document the child's production and use of hundreds of words divided into semantic categories. The second part analyzes the early phases of grammar, including the child's understanding of word forms and the complexity of the child's multi-word utterances. Parents identify the words the child has understood or used and provide written examples of the child's three longest sentences.A pack of 25 forms.
£26.96
John Wiley and Sons Ltd Children and Political Violence
Book SynopsisThe post-war world has become characterized by fierce new assertions of nationalism and sovereignty. Many regions - such as Bosnia, Somalia and Northern Ireland - are threatened by violent ethnic, religious and cultural strife. Almost daily on our television screens we see the faces of frightened children caught up in war, yet research into the effects of war on children is patchy and not well known. Children and Political Violence provides a critical evaluation of attempts to answer questions about the impact of political violence on such topics as children's aggression, moral development, and interpersonal relations. Much of the material is concerned with children who witness, experience or participate in violent acts, and with the children's stress and coping in violent circumstances. Other chapters deal with the effects on the social fabric of children's lives of the loss of families, destruction of social networks, homelessness, and the challenge of ensuring that the next generation grows up to reject violence as a way of settling political disputes. Written in a highly accessible style with many real-life examples, Children and Political Violence will be of broad interest to students, researchers and practitioners in child psychology and psychiatry, education, conflict studies and peace studies.Trade Review"Drawing on contemporary research on children in townships, refugee camps, settlements, urban ghettos, and other settings, as well as studies of young wartime survivors of the Holocaust and the British bombardment, Cairns synthesizes what is known and highlights what remains unknown about the consequences for children of the violence they observe and experience ... the author offers a provocative heuristic analysis that both synthesizes existing knowledge and frames important questions for further study." Contemporary Psychology "This book presents a valuable comprehensive review and critique of the research literature relating to the effects of political violence on children." Morton Deutsch, Director of the International Center for Cooperation and Conflict Resolution, Columbia UniversityTable of ContentsSeries Editor's Preface. Acknowledgements. 1. Introduction. 2. Stress and Coping. 3. Everyday Life. 4. Politics - Learning and Doing. 5. Making a Difference. 6. Future Research Contents. References. Index.
£37.00
John Wiley and Sons Ltd The Language of Children: Evolution and
Book SynopsisThis book provides a very readable introduction to how children acquire and use language for students of psychology, language and education.Trade Review"This thoroughly revised and updated edition of The Language of Children, first published in 1984, is a reader friendly, well written introductory text on language acquisition. What makes this work different from most texts about language acquisition is its interdisciplinary nature. I consider The Language of Children a valuable book, which makes an accessible, interesting text for students who are non-native speakers of English." Peter Ecke, University of America- Puebla "We...believe that this book could be used successfully in a lower level undergraduate class, particularly if a comparative perspective is desired." Stan A Kuczaj II and Heather M. Hill, University of Southern MississippiTable of Contents1. Introduction. 2. The Signal Systems of Animals in the Wild. 3. Animals in Contact with People. 4. From Signals and Signalling to Syntactic Language and Communication. 5. The Prelinguistic Infant. 6. The One-Word Period. 7. The Linguistic System and Early Language Development. 8. The Communication Skills of Young Children. 9. Semantic Development. 10. Reading. 11. Bilingualism and Second Language Learning. 12. Sociolinguistics. Glossary. References. Index.
£96.26
Emerald Publishing Limited Sociological Studies of Child Development
Book SynopsisThis is the fifth volume in a series which endeavours to organize, centralize and present current ideas and research in the field of child development, viewed with a sociological perspective. It contains three main sections: early childhood care; children's peer groups; and, family influence. Papers examine early childhood care; non-parental child care environments; differences in preschool cognitive skills by type of care; quality of centre care and cognitive outcomes: differences by family income; parent involvement in early childhood education and day care; negotiations of norms and sanctions among children; the attainment of peer status: gender and power relationships in the elementary school; social status and interactional competence in families; family and friend relationships of only children: a study of Chinese adults; women and money: cultural contrasts.Table of ContentsPart 1 Early childhood care: early intervention - a field moving toward a sociological perspective, Rosalyn Benjamin Darling and Jon Darling; non-parental child care environments - differences in preschool cognitive skills by type of care, Marlena Studer; quality of centre care and cognitive outcomes - differences by family income, Marlena Studer; parent involvement in early childhood education and day care, Rena Shimoni. Part 2 Children's peer groups: negotiations of norms and sanctions among children, Hans Oswald; the attainment of peer status - gender and power relationships in the elementary school, Steven Kless. Part 3 Family influence: social status and interactional competence in families, Scott Pimley; family and friend relationships of only children - a study of Chinese adults, Gary Huang and Craig Howley; women and money - cultural contrasts, Jerome Rabow et al.
£83.99
Gallaudet University Press,U.S. From Gesture to Language in Hearing and Deaf
Book Synopsis
£34.20
John Wiley and Sons Ltd Resilience in Children, Volume 1094
Book SynopsisHow are children who have experienced adversity able to function competently? Why do some children appear to be resilient? These fascinating, complex, and puzzling questions have been studied mostly from a behavioral and psychosocial perspective. Advances in neuroscience provide the opportunity to bring neurobiology to the study of resilience and to ask whether our knowledge of neurobiological processes and mechanisms can contribute to our understanding of resilience. The goals of this volume are to examine both the behavioral-psychosocial and neurobiological aspects of resilience and to help move the field toward a model that integrates these two perspectives. The integration of the behavioral-psychosocial aspects with the "new biology" of resilience will provide an unprecedented understanding of processes of development in atypically and typically developing children and will have profound implications for preventive intervention programs. NOTE: Annals volumes are available for sale as individual books or as a journal. For information on institutional journal subscriptions, please visit www.blackwellpublishing.com/nyas. ACADEMY MEMBERS: Please contact the New York Academy of Sciences directly to place your order (www.nyas.org). Members of the New York Academy of Science receive full-text access to the Annals online and discounts on print volumes. Please visit http://www.nyas.org/MemberCenter/Join.aspx for more information about becoming a memberTrade Review"This volume is written for clinicians, particularly those who work with atrisk children or work in pediatric preventive care. It is helpful if the reader has a background in psychological research so he can glean as much information as possible from the articles." (Metapsychology Online Reviews, February 2009)Table of ContentsWhy Resilience? Overview: Barry M. Lester. Keynote Address: Implications of resilience concepts for scientific understanding: Sir Michael Rutter. Part I: Behavioral and Psychosocial Processes – Child Factors:. 1. Competence and Resilience in Development: Ann S. Masten and Jelena Obradović. 2. Contributions of Temperament to Buffering and Sensitization Processes in Children’s Development: Theodore D. Wachs. 3. Resilience as an Attribute of the Developmental System: Comments on the Papers of Professors Masten and Wachs: Richard M. Lerner. Part II: Behavioral and Psychosocial Processes – Family, Relationship and Broader Environmental Factors:. 4. Risk, Resiliency, and Gene-Environment Interactions in Rhesus Monkeys: Stephen J. Suomi. 5. Social Class and Race Disparities in School Readiness: How Can We Close the Gap.: Jeanne Brooks-Gunn. 6. Response: Edward Z. Tronick. Part III: Issues:. 7. Conceptual Issues in Studies of Resilience: Past, present, and future research. By Suniya S. Luthar. 8. Biopsychosocial Influences on the Development of Resilience: Arnold Sameroff. 9. Response: To be announced. Part IV: Behavioral and Psychosocial Processes – Prevention:. 10. Adolescents' Resilience as a Self-regulatory Process: Promising Themes for Linking Intervention with Developmental Science: Thomas J. Dishion and Arin Connell. 11. Promoting Resilience Children and Youth: Preventive Interventions and Their Interface with Neuroscience: Mark T. Greenberg. 12. Prevention Approaches to Enhance Resilience among High-risk Youth: Karol L. Kumpfer. Part V: Neurobiological Processes – Emotion Regulation:. 13. Behavioral Differences in Aggressive Children Linked with Neural Mechanisms of Emotion Regulation: Marc D. Lewis. 14. Discussion of Marc D. Lewis Presentation "Behavioral Differences in Aggressive Children Linked with Neural Mechanisms with Developmental Science" and Michael Davis Presentation "The Role of Opiate Receptors in the Medial Nucleus of the Amygdala (Mea) in Conditioned Fear Measured with Fear Potentiated Startle": Linda C. Mayes. Part VI: Neurobiological Processes – Genetics:. 15. Genetic and Environmental Influences on the Development of Alcoholism: Resilience Versus Risk: Mary-Anne Enoch. 16. Response: Kathleen Ries Merikangas. Part VII: Neurobiological Processes – Neuroendocrine:. 17. Stress and the Adolescent Brain: R. Romeo and Bruce McEwen. 18. Effects of a Therapeutic Intervention for Foster Children on Behavior Problems, Caregiver Attachment, and Stress Regulatory Neural Systems: Philip A. Fisher. 19. Response: Bruce E. Compas. Part VIII: Neuroscience and Intervention:. 20. Prevention of Pediatric Bipolar Disorder: Integration of Psychosocial and Neurobiological Processes: Kiki Chang. Part IX: Integration and Wrap-Up:. 21. Roundtable Discussion Moderator: Ann Masten. 22. A Multiple-Levels-of-Analysis Perspective on Resilience: Implications for the Developing Brain and Neural Plasticity: Dante Cicchetti. 23. The Evolutionary Basis of Adaptation in Resilience and Vulnerability: A Response to Cicchetti and Blender: Myron Hofer. Part X: Poster Papers:. Clancy Blair. Zack Boukydis. Anne Conway. Feyza Corapei. J.J. Cutuli. E. Emory. M. Fuertes. J. Ham. Y. Hestyanti. K. Kim. L. LaGasse. K. Lambert. A. Miller. Nomura. G. Oades-Sese. J. Obradovic. K. Rajendran. V. Shapiro. S. Sheinkopf. E. Vanderbilt-Adriance. Y. Wang
£90.68
University Press of Mississippi Understanding Mental Retardation
Book SynopsisWhat measures can parents and advocates take to insure that people who have mental retardation live full, rewarding lives from infancy to old age?Understanding Mental Retardation explores a diverse group of disorders from their biological roots to the everyday challenges faced by this special population and their families. With parents and those who care for people who have mental retardation in mind, Patricia Ainsworth and Pamela C. Baker write in a style that is at once accessible, informative, and sympathetic to the concerns of those affected. The authors provide practical information that will assist families and other advocates in obtaining needed services. They discuss assessment and treatment, education and employment, social and sexual adjustment, as well as regulatory and legal issues.This book covers the causes of mental retardation, the signs and symptoms of the most common forms of these disorders, and issues of prevention. For the sake of comparison, the book describes basic concepts of normal human development and references the history of Western civilization's responses to those with mental retardation.Understanding Mental Retardation sheds new light on mental illnesses that can complicate the lives of those with mental retardation, and the way symptoms of mental illness may appear confused or masked in a patient with mental retardation. Along with information on treatments and diagnoses, the book offers contact information for governmental resources, as well as a brief summary of the legal issues pertaining to mental retardation in America.
£12.56
American Psychological Association Emerging Adults in America: Coming of Age in the
Book SynopsisEmerging Adults in America: Coming of Age in the 21st Century portrays the lives of young Americans between adolescence and young adulthood, a distinct developmental stage that editor Jeffrey Jensen Arnett describes as emerging adulthood. Over the past 40 years, the average age of marriage and parenthood has risen dramatically, and the years from the late teens through the mid-20s are no longer dedicated to settling into traditional adult roles. Instead, the focus has shifted to pursuing higher education, self-exploration, and shaping a future that best suits personal goals and desires. Along with coeditor Jennifer Lynn Tanner, Arnett has compiled a collection of chapters in this groundbreaking work that cover a range of topics from relationships with parents to views about love, sex, and marriage; from experiences in college to those in the work place; and from religious beliefs to beliefs about the concept of adulthood. This insightful book will be a valuable resource for developmental psychologists, therapists, and mental health practitioners who work with emerging adults and will appeal to young people and their families. Trade ReviewThis book is a must for those interested in, or working with, families in understanding the realities of today’s emerging adults, and also for those who are themselves emerging into adulthood. Highly recommended. * CHOICE *Table of ContentsContributorsForewordPrefaceI. Theoretical Foundations Emerging Adulthood: Understanding the New Way of Coming of Age —Jeffrey Jensen Arnett Recentering During Emerging Adulthood: A Critical Turning Point in Life Span Human Development —Jennifer Lynn Tanner II. Individual Characteristics Emerging Structures of Adult Thought —Gisela Labouvie-Vief Emerging Adulthood as an Institutionalized Moratorium: Risks and Benefits to Identity Formation —James E. Côté Ethnic Identity Exploration in Emerging Adulthood —Jean S. Phinney Mental Health During Emerging Adulthood: Continuity and Discontinuity in Courses, Causes, and Functions —John E. Schulenberg and Nicole R. Zarrett Resilience in Emerging Adulthood: Developmental Perspectives on Continuity and Transformation —Ann S. Masten, Jelena Obradovic, and Keith B. Burt III. Contexts Family Relationships and Support Systems in Emerging Adulthood —William S. Aquilino Friendships and Romance in Emerging Adulthood: Assessing Distinctiveness in Close Relationships —W. Andrew Collins and Manfred van Dulmen "Sex Is Just a Normal Part of Life": Sexuality in Emerging Adulthood —Eva S. Lefkowitz and Meghan M. Gillen School, Work, and Emerging Adulthood —Stephen F. Hamilton and Mary Agnes Hamilton Emerging Adults in a Media-Saturated World —Jane D. Brown IV. ConclusionThe Psychology of Emerging Adulthood: What Is Known, and What Remains to Be Known —Jeffrey Jensen Arnett IndexAbout the Editors
£29.70
Brookes Publishing Co Ages & Stages Questionnaires® (ASQ®-3): User's
Book SynopsisNow enhanced and updated based on extensive user feedback and a new, unparalleled research sample of more than 12,000 children, ASQ-3 is the most accurate, cost-effective, and parent-friendly way to identify children from birth to 5 years with developmental delays. Absolutely essential to using ASQ-3, this revised and redesigned guide provides step-by-step guidance on administering and scoring the questionnaires, setting up a screening system, working with families effectively, and using ASQ-3 across a wide range of settings.Proven accurate by new research: ASQ-3 is highly reliable and valid with excellent sensitivity (.86) and specificity (.85). It allows for fast and easy scoring, as 2-3 minutes is all it takes to score the questionnaires. The ‘anytime’ scoring permits accurate child-screening from 1-66 months of age. The ASQ-3 also educates families, and parents will love how ASQ-3 helps them learn about their child’s development and skills. A one-time purchase, a single site can photocopy or print questionnaires as needed.
£41.40
Brookes Publishing Co Ages & Stages Questionnaires® (ASQ®-3): Starter Kit (Spanish): A Parent-Completed Child Monitoring System
Book SynopsisNow enhanced and updated based on extensive user feedback and a new, unparalleled research sample of more than 12,000 children, ASQ-3 is the most accurate, cost-effective, and parent-friendly way to identify children from birth to 5 years with developmental delays. "ASQ-3 Starter Kit" includes everything you need to start screening children with ASQ-3, such as: 21 photocopiable; print masters of the questionnaires (in Spanish) and scoring sheets; a CD-ROM with printable PDF questionnaires; the "ASQ-3 User's Guide" (in English), and a free "ASQ-3 Quick-Start Guide".
£225.00
Brookes Publishing Co Early Intervention Every Day!: Embedding
Book SynopsisEffective early intervention doesn't stop when the provider leaves the family s home. That s why every interventionist needs this practical source book, packed with research-based strategies for helping parents and caregivers take a consistent, active role in supporting young children s development. Targeting 80 skills in 6 key developmental domains for children birth to three, this reader-friendly guide gives professionals dozens of ready-to-use ideas for helping families and caregivers embed learning opportunities in their everyday routines. Early interventionists will turn to this book again and again for strategies that enhance child development, strengthen attachment, and help children with developmental delays participate fully in family life.
£29.71
Brookes Publishing Co Social-Emotional Assessment/Evaluation Measure
Book SynopsisWith this in-depth, easy-to-use tool, your programme can reliably assess and monitor social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal follow up to screeners such as ASQ:SE, the two-part SEAM™ assessment reveals detailed qualitative information on children's social-emotional competence— and identifies their caregivers' strengths and areas of need. Easy to learn and implement, SEAM™ can be used by a wide variety of early childhood professionals, including those with little or no training in mental-health or behavioural interventions.SEAM™ helps your programme: support development of important social-emotional skills in order to minimize challenging behaviours build strong, proactive partnerships with families promote positive parent-child interactions in the critical first years of life assist with developing developmentally appropriate goals and intervention activities monitor child progress toward social-emotional goals Table of ContentsAbout the AuthorsAcknowledgmentsDedication1.Introduction to the SEAM2.SEAM3.SEAM with Ages4.SEAM Family Profile5.Summarizing SEAM Information6.Scenario: Completing the SEAM and the SEAM with Ages7.Technical ReportReferencesAppendix A: Benchmarks and Items for SEAM and SEAM with AgesAppendix B: Benchmarks and Items for SEAM Family ProfileIndexContents of the CD-ROMAbout This CD-ROMEnd User License Agreement
£44.20
Brookes Publishing Co Parenting Interactions with Children: Checklist
Book SynopsisWhere are parents' skills the strongest - and how can they be encouraged to better support young children's cognitive, social, and language development? Home visitors can find out in minutes with PICCOLO trade; the quick, reliable observational tool designed to assess and monitor the quality of parent-child interactions. Developed for use with parents of children ages 1 to 3, PICCOLO measures 29 developmentally supportive parenting behaviors in 4 critical domains - Affection, Responsiveness, Encouragement, and Teaching. It's the best way to assess which parenting behaviors are working, develop individualized interventions that help parents improve, and track the positive outcomes of your parent support program.This User's Guide gives readers explicit guidance on using the PICCOLO, including a Frequently Asked Questions section. A discussion about the tool's development and psychometric properties section are also included. The appendix includes a photocopiable Spanish translation of the PICCOLO and the scoring key for the video clips on the PICCOLO DVD.
£29.71
Brookes Publishing Co Floortime Strategies to Promote Development in
Book SynopsisHelp children and teens with social-emotional and cognitive challenges develop critical new skills with this quick-guide to the popular DIRFloortime® model. Certified DIRFloortime® experts show parents and professionals how to promote skill development through warm and playful interactions that make the most of children’s natural interests.Floortime™ is a highly effective intervention approach for children and adolescents with autism and other developmental disorders. Now there’s a step-by-step guide for parents to LEARN and professionals to TEACH the DIRFloortime® model of helping young people with social, emotional, and cognitive challenges.This guide takes the research-supported developmental approach to treatment and breaks it down into a curriculum of simple, sequenced strategies you can use right away to support the social and cognitive development of children and teens. Quick instructions and examples for each method are laid out for easy viewing in the midst of a play session. Certified DIRFloortime® experts explain the theoretical background and the basics of how to play and interact with children in ways that motivate them, make the most of their natural interests, and help them develop critical new social, emotional, and intellectual capacities. Whether you’re a professional or parent, this practical, ready-to-use Floortime™ guide is an essential addition to your intervention toolkit.WHY USE DIRFloortime®? Proven effective - research-supported, field tested, and rooted in developmental psychology Targets the key cognitive and social-emotional capacities children need to thrive in the real world (see sidebar) Promotes learning and growth through play and interaction Fosters warm, attuned parent-child relationships Meets your specific needs - apply DIRFloortime® strategies in developmental order or use them as standalone teaching tools Gives you quick catchphrases that make strategies “stick,” so you can use them anytime, anywhere Encourages caregiver self-reflection and self-awareness - a key part of helping children and teens develop their own self-reflection skills Leads to children and teens becoming joyful, spontaneous, flexible, creative, and empathic human beings PRACTICAL MATERIALS: Each DIRFloortime® strategy comes with a clear description and enlightening examples of how to apply it in a variety of real-life scenarios. The appendix walks you through 11 effective strategies for helping children and adolescents reduce challenging behaviors.Help children develop crucial skills: Regulation and Attention Social Engagement and Attachment Reciprocity Social Problem Solving Self-Awareness Empathy Imagination Emotional Thinking Logical Thinking Complex Thinking Self-Reflection
£33.96
The Experiment LLC Gender Creative Child
Book SynopsisDevelopmental and clinical psychologist Diane Ehrensaft, PhD, has devoted her career to the care of children and teens who do not abide by the gender binary, either in their gender identities or expressions. In her first book, Gender Born, Gender Made, she coined the phrase "gender creative" to replace what the Diagnostic and Statistical Manual, at the time, still officially termed a "disorder." Now, in The Gender Creative Child, Dr. Ehrensaft gives families, teachers, and therapists a totally up-to-date, comprehensive resource to caring for children whose gender expression is fluid or who question the gender they were assigned at birth. In nine easily digestible chapters, she encourages both parents and professionals to listen to the children, support their quest for their authentic gender selves, undertake a highly nuanced assessment of their particular needs, and advocate for a gender-expansive world. A thought leader and champion of gender-creative identity, Dr. Ehrensaft illuminates the many routes that children may take and answers the many questions that parents and others will have.
£999.99
Information Age Publishing Contemporary Perspectives on Research on Child
Book SynopsisChild development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988).Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017).In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.
£44.96
Information Age Publishing Contemporary Perspectives on Research on Child
Book SynopsisChild development “laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices” (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988).Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017).In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume reviews and critically analyzes the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools’ literature.
£82.80
Information Age Publishing Behavioral Science in the Global Arena:
Book SynopsisBehavioral scientists are increasingly involved in international work through cross cultural research, conference presentations, and faculty exchanges. Psychology and social work NGOs work at the United Nations, both on providing professional consultation on timely issues, as well as advocating to promote human rights and sustainable development. Although this work at the United Nations is an important arena for behavioral scientists, this has been barely covered in the academic literature.""What are growing roles of psychology and the behavioral sciences at the United Nations today?"" This first-ever volume brings together over 20 authors--both key experts and student interns--to answer this question. As the United Nations pursues its 17 Sustainable Development Goals (SDGs)for the year 2030, behavioral scientists now occupy increasingly diverse roles to pursue evidence-based answers for these 17 timely SDGs.This panoramic yet concise 230-page volume is designed for students and professionals in the behavioral sciences, psychology and social work tovprovide state-of-the-art information on how behavioral scientists are addressing diverse global issues today. Each chapter offers a concise overview of a topic, including a glossary of current concepts, and citations to current research.Trade ReviewThis important volume posits fresh ideas for psychology’s role and future impact in the only global body that brings all governments together to tackle the social, economic, political and security factors that are essential for peace and collective human development in our fragile world."" --Saths Cooper, PhD Past-President, International Union of Psychological Scientists (IUPsyS)""I am delighted to recommend this volume, which uncovers two important truths to the success of the UN. 1. The critical role of civil society that makes the UN more humane. 2. The important role of behavioral sciences in shaping UN policies to produce successful outcomes. Because of the UN, we’ve not had a third world war, yet. Human Rights have expanded beyond belief of anyone who founded the UN 75 years ago."" --Bruce Knotts U.S. diplomat, author, and Chair of the U.N. DPI NGO Executive Committee""I am very excited to see the publication of a much-needed book on the contribution of the behavioral sciences at the UN which highlights the role of social work. The editors have successfully illuminated how social workers have been increasingly involved in addressing international issues. Well done!"" --Kathryn Conley Wehrmann, PhD LCSW, President, National Association of Social Workers (NASW)Table of Contents Foreword, Florence Denmark. Preface.Behavioral Sciences at the UN: An Overview, Harold Takooshian and Elaine P. Congress. SECTION A: SERVING CURRENT POPULATIONS. Aging, Patricia Brownell and Melissa Cueto. Child Welfare and Well-being, Uwe P. Gielen and Yasarina Almanzar. Migrant Adaption and Well-being, Abigail Asper. Gender Equity and Reproductive Justice, M. Whitehead and Abigail Asper. SECTION B: UPHOLDING SOCIAL JUSTICE. Poverty and Inequality, Kathy Elisca Clermont. Social Protection, Sergei Zelenev. Freedom and Democracy, Michael Stevens and Scott Eastman. Human Rights, Shirley Gatenio Gabel and Siva Mathiyazhagan. SECTION C: PROMOTING HARMONY. Counter-Terrorism, Ambassador T. Hamid Al-Bayati. Crime Prevention and Control, Taylor DeClerck. SECTION D: IMPROVING HUMAN HEALTH. Mental Health: Happiness and Well Being, Leslie Popoff and Jonathan DeSpirito. Physical Health, Rafael Latorre and Dalton Meister. Disaster and Trauma Intervention, Ani Kalayjian and Amna Khan. SECTION E: SUPPORTING ENVIRONMENTAL HEALTH. Promoting Environmental Health: Challenges and Successes, George Garland and Alessandro Guimaraes. Reducing Urban Noise, Melissa Search and Arline L. Bronzaft. Conclusion. About the Editors. Name Index.
£44.96
Information Age Publishing Behavioral Science in the Global Arena:
Book SynopsisBehavioral scientists are increasingly involved in international work through cross cultural research, conference presentations, and faculty exchanges. Psychology and social work NGOs work at the United Nations, both on providing professional consultation on timely issues, as well as advocating to promote human rights and sustainable development. Although this work at the United Nations is an important arena for behavioral scientists, this has been barely covered in the academic literature.""What are growing roles of psychology and the behavioral sciences at the United Nations today?"" This first-ever volume brings together over 20 authors--both key experts and student interns--to answer this question. As the United Nations pursues its 17 Sustainable Development Goals (SDGs)for the year 2030, behavioral scientists now occupy increasingly diverse roles to pursue evidence-based answers for these 17 timely SDGs.This panoramic yet concise 230-page volume is designed for students and professionals in the behavioral sciences, psychology and social work tovprovide state-of-the-art information on how behavioral scientists are addressing diverse global issues today. Each chapter offers a concise overview of a topic, including a glossary of current concepts, and citations to current research.Trade ReviewThis important volume posits fresh ideas for psychology’s role and future impact in the only global body that brings all governments together to tackle the social, economic, political and security factors that are essential for peace and collective human development in our fragile world."" --Saths Cooper, PhD Past-President, International Union of Psychological Scientists (IUPsyS)""I am delighted to recommend this volume, which uncovers two important truths to the success of the UN. 1. The critical role of civil society that makes the UN more humane. 2. The important role of behavioral sciences in shaping UN policies to produce successful outcomes. Because of the UN, we’ve not had a third world war, yet. Human Rights have expanded beyond belief of anyone who founded the UN 75 years ago."" --Bruce Knotts U.S. diplomat, author, and Chair of the U.N. DPI NGO Executive Committee""I am very excited to see the publication of a much-needed book on the contribution of the behavioral sciences at the UN which highlights the role of social work. The editors have successfully illuminated how social workers have been increasingly involved in addressing international issues. Well done!"" --Kathryn Conley Wehrmann, PhD LCSW, President, National Association of Social Workers (NASW)Table of Contents Foreword, Florence Denmark. Preface.Behavioral Sciences at the UN: An Overview, Harold Takooshian and Elaine P. Congress. SECTION A: SERVING CURRENT POPULATIONS. Aging, Patricia Brownell and Melissa Cueto. Child Welfare and Well-being, Uwe P. Gielen and Yasarina Almanzar. Migrant Adaption and Well-being, Abigail Asper. Gender Equity and Reproductive Justice, M. Whitehead and Abigail Asper. SECTION B: UPHOLDING SOCIAL JUSTICE. Poverty and Inequality, Kathy Elisca Clermont. Social Protection, Sergei Zelenev. Freedom and Democracy, Michael Stevens and Scott Eastman. Human Rights, Shirley Gatenio Gabel and Siva Mathiyazhagan. SECTION C: PROMOTING HARMONY. Counter-Terrorism, Ambassador T. Hamid Al-Bayati. Crime Prevention and Control, Taylor DeClerck. SECTION D: IMPROVING HUMAN HEALTH. Mental Health: Happiness and Well Being, Leslie Popoff and Jonathan DeSpirito. Physical Health, Rafael Latorre and Dalton Meister. Disaster and Trauma Intervention, Ani Kalayjian and Amna Khan. SECTION E: SUPPORTING ENVIRONMENTAL HEALTH. Promoting Environmental Health: Challenges and Successes, George Garland and Alessandro Guimaraes. Reducing Urban Noise, Melissa Search and Arline L. Bronzaft. Conclusion. About the Editors. Name Index.
£82.80
Information Age Publishing Families and Family Values in Society and Culture
Book SynopsisThis book which has been created in the framework of the EU-funded COST Action INTERFASOL brings together researchers from 22 INTERFASOL countries, who frame intergenerational family solidarity in the specific historical, cultural, social and economic context of their own country. Integrating different perspectives from social and political sciences, economics, communication, health and psychology, the book offers country-specific knowledge and new insights into family relations, family values and family policies across Europe.Trade ReviewThis comprehensive study of families in Europe reveals the strength and variation in family solidarity and values. By drawing together detailed descriptions of continuity and change, Families and Family Values in Society and Culture provides a fascinating account of the social and cultural contexts that shape European family life. The case studies of families in different European countries compare demographic and welfare regimes to consider the challenges facing generations in Europe and responses to these. The book is an invaluable resource for researchers studying family life and inter-generational solidarity."" — Clare Holdsworth, Professor of Social Geography, Keele University""This book is based on the testimony of experts, each of them proposing analyses which are specific to their own society. It provides an opportunity for the reader to take a new look at the evolution of intergenerational solidarity in 22 countries, whose wealth, welfare systems, and demographic situations, as well as recent events (wars, migratory movements, …) offer specific challenges. It adopts the perspective of the insider to shed light not only on culture and values in each country, but also on conflicts between tradition and modernity, and between subcultures in the same society. The book thus allows better understanding of changes in intergenerational and gender relations, and the variety of solutions implemented or suggested to promote more satisfactory expressions of intergenerational solidarity for the next decade. Families and Family Values in Society and Culture provides an invaluable contribution for cross-cultural and social sciences researchers interested in understanding how different forms of solidarity arise from family and social dynamics."" — Anne Marie Fontaine, Professor of Psychology, University of Porto
£49.95
Information Age Publishing Families and Family Values in Society and Culture
Book SynopsisThis book which has been created in the framework of the EU-funded COST Action INTERFASOL brings together researchers from 22 INTERFASOL countries, who frame intergenerational family solidarity in the specific historical, cultural, social and economic context of their own country. Integrating different perspectives from social and political sciences, economics, communication, health and psychology, the book offers country-specific knowledge and new insights into family relations, family values and family policies across Europe.Trade ReviewThis comprehensive study of families in Europe reveals the strength and variation in family solidarity and values. By drawing together detailed descriptions of continuity and change, Families and Family Values in Society and Culture provides a fascinating account of the social and cultural contexts that shape European family life. The case studies of families in different European countries compare demographic and welfare regimes to consider the challenges facing generations in Europe and responses to these. The book is an invaluable resource for researchers studying family life and inter-generational solidarity."" — Clare Holdsworth, Professor of Social Geography, Keele University""This book is based on the testimony of experts, each of them proposing analyses which are specific to their own society. It provides an opportunity for the reader to take a new look at the evolution of intergenerational solidarity in 22 countries, whose wealth, welfare systems, and demographic situations, as well as recent events (wars, migratory movements, …) offer specific challenges. It adopts the perspective of the insider to shed light not only on culture and values in each country, but also on conflicts between tradition and modernity, and between subcultures in the same society. The book thus allows better understanding of changes in intergenerational and gender relations, and the variety of solutions implemented or suggested to promote more satisfactory expressions of intergenerational solidarity for the next decade. Families and Family Values in Society and Culture provides an invaluable contribution for cross-cultural and social sciences researchers interested in understanding how different forms of solidarity arise from family and social dynamics."" — Anne Marie Fontaine, Professor of Psychology, University of Porto
£87.40
Information Age Publishing Particulars and Universals in Clinical and
Book SynopsisWhat sparks a psychologist’s interest in a certain phenomenon? Is it a symptom, a syndrome, a treatment, the usual, the exceptional, the group, the individual? An epistemologist, for example, focuses on the group and delivers group results. The clinician has to focus on the patient, although the patient may be perceived as one of a group (e.g., all patients with the same disease). The patient usually focuses on the clinician, but can take other opinions into account; especially, when the clinician is not considered to be the only authority.These dynamics – observable in therapy as well as in research – are critically reflected in this book, not only highlighting differences, but also commonalities individuals share: They all filter information and concentrate on certain aspects according to their socialization. They all have different expectations and can, yet, all deal with the same objective. Communication and building relationships seem to be vital – this book aims to support this quest by moving from the universal to the particular.
£47.45
Information Age Publishing Particulars and Universals in Clinical and
Book SynopsisWhat sparks a psychologist’s interest in a certain phenomenon? Is it a symptom, a syndrome, a treatment, the usual, the exceptional, the group, the individual? An epistemologist, for example, focuses on the group and delivers group results. The clinician has to focus on the patient, although the patient may be perceived as one of a group (e.g., all patients with the same disease). The patient usually focuses on the clinician, but can take other opinions into account; especially, when the clinician is not considered to be the only authority.These dynamics – observable in therapy as well as in research – are critically reflected in this book, not only highlighting differences, but also commonalities individuals share: They all filter information and concentrate on certain aspects according to their socialization. They all have different expectations and can, yet, all deal with the same objective. Communication and building relationships seem to be vital – this book aims to support this quest by moving from the universal to the particular.
£87.40
Brookes Publishing Co Teaching Pyramid Infant-Toddler Observation Scale
Book SynopsisAvailable in packs of 5, these are the 28-page forms needed to conduct the Teaching Pyramid Infant–Toddler Observation Scale (TPITOS™) for Infant–Toddler Classrooms, observational assessment. A child's early teachers and caregivers play a vital role in supporting social-emotional development—and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS™ is the essential tool you need to ensure that infant–toddler teachers are using the Pyramid Model practices with fidelity.Modeled after the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.How It Works :A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items: 1) Observational Items (practices and environmental factors noted during the observation), 2) Interview Items (practices scored based on the teacher’s responses during the interview), and 3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively—and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.
£29.71
Brookes Publishing Co Teaching Pyramid Infant-Toddler Observation Scale (TPITOS™) for Infant-Toddler Classrooms: Set
Book SynopsisA child's early teachers and caregivers play a vital role in supporting social-emotional development—and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS™ is the essential tool you need to ensure that infant–toddler teachers are using the Pyramid Model practices with fidelity.Modeled after the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.How It Works :A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items: 1) Observational Items (practices and environmental factors noted during the observation), 2) Interview Items (practices scored based on the teacher’s responses during the interview), and 3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively—and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.
£72.00
Brookes Publishing Co Building Trauma-Sensitive Schools: Your Guide to
Book SynopsisGive hope and help to students who experience trauma with this reader-friendly how-to guide, your springboard for building responsive, trauma-sensitive preK–12 schools. Drawing on her extensive experience as a school counselor, trainer, and mother, trauma expert Jen Alexander delivers a comprehensive framework for building a safe, supportive school environment that helps all students learn and thrive. You’ll start with an evidence-based introduction to the profound impact of trauma on a child’s development, attachment, and behavior. Then you’ll get an effective multi-tier system of support (MTSS) for developing a trauma-sensitive learning environment, including both universal strategies (Tier 1) and more intensive interventions (Tier 2 and Tier 3) for students who need more support. Discover how to •make five key shifts in the way you view and approach students so that you’re better equipped to support them •work together to prioritize resilience by actively putting relationships first in your school •implement universal instructional strategies that foster safety, connection, regulation, and learning for all students•use special supports, supplemental instruction, and coaching when universal strategies aren’t enough•incorporate restorative discipline practices that focus on restitution, not retribution•create a personalized self-care plan to reduce the effects of job-related stress With this engaging, practical guide to what works and why, your school team will gain insights and develop action plans that make a real difference in the lives of all kids, including our most vulnerable youth.Includes practical materials: •Creative activities for teachers•Powerful case stories•Sample dialogues and scripts for educators and counselors•Reflection and brainstorming worksheets•Templates and handouts for use with students
£25.46
Brookes Publishing Co Celebrating 50 Years of Child Development
Book SynopsisFor more than fifty years, the Frank Porter Graham Child Development Institute has conducted groundbreaking research that revolutionized the field of early childhood care and education. Based on presentations made at FPG’s 50th anniversary symposium, this essential reference looks back on the Institute’s trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. Readers will learn from in-depth chapters on: •understanding the social, cultural, educational, and political forces that affect children’s outcomes•meeting the challenge of serving diverse populations as U.S. demographics shift•preparing practitioners to work with young dual language learners•improving connections between the knowledge base and professional practice•strengthening the early childhood workforce through effective professional development •analyzing decades of research and policy and examining ways to support continuous improvementA celebration of progress and a compelling call to action for the next generation of professionals, this important volume is a must for researchers, policy makers, and faculty. Whether used as a textbook or a reference, this book will help shape the future of the early childhood field—and improve outcomes for tomorrow’s young children and families. Table of Contents About the Editors About the Contributors Foreword Hon. James B. Hunt, Jr. Preface Dedication SECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUES Chapter 1: Children and Their Families: Early Roots Barbara Hanna Wasik and Donna Bryant Chapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and Changes Iheoma U. Iruka SECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITY Chapter 3: African American Boys in Early Childhood: Facing the Challenge of Diversity Oscar Barbarin Chapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECE Linda M. Espinosa and Marlene Zepeda Chapter 5: Programs, Practices, and Policies Affecting Diverse Children and Families Barbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic Diversity Natasha Cabrera, Nicole Gardner-Neblett and Iheoma Iruka SECTION III. THEME B: EARLY CARE AND EDUCATION Chapter 7: The Abecedarian Approach to Full Development in Early Childhood Craig T. Ramey Chapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and Education Marilou Hyson Chapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for Expansion Ron Haskins Chapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of Research W.S. Barnett SECTION IV. THEME C: Children with Disabilities and Their Families Chapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming Lives Judith J. Carta and Patricia Snyder Chapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future Directions Pam Winton Chapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and Community Rud Turnbull Chapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their Families Samuel L Odom SECTION V. Fifty Years of Progress and Future Directions Chapter 15: Fifty Years of Progress and Future Directions Barbara Hanna Wasik and Mary Ruth Coleman Index
£64.00
Brookes Publishing Co Effective Early Intervention: The Latest Research
Book SynopsisAfter decades of rapid evolution and groundbreaking research, the field of early intervention can be understood within a common framework: the Developmental Systems Approach (DSA). Created by a highly influential leader in the field, Michael Guralnick, this evidence-based, relationship-oriented, family-centered framework focuses on strengthening the quality of key family patterns of interaction that influence a child's development. The overall integration of developmental science, our knowledge of risk and disability, intervention science, and practice provides the structure for the DSA.In this important volume, Guralnick organizes and analyzes the most current research and developments in early intervention through the lens of the DSA. Starting with a clear explanation of the foundations of early intervention, the book then applies the DSA to four vulnerable populations: children at risk due to biological factors, specifically preterm birth, children at environmental risk, children with developmental delays, and children with autism spectrum disorder. Readers will discover how the DSA can guide the development of effective services and supports for diverse young children and families, and they’ll come away with insights on how to use this framework to improve early intervention programs in their own communities. An invaluable reference for early childhood researchers, faculty, and policy makers, this forward-thinking book is the key to establishing inclusive community-based early intervention systems that nurture each family's strengths and promote child development.READERS WILL:Understand the developmental science that applies to all childrenLearn how child development is influenced by three critical family patterns of interaction—parent–child transactions, family-orchestrated child experiences, and parent promotion of child health and safetyExplore the influence of family resources as well as child-specific risk and protective factors on a child’s health and development in the context of early interventionDiscover ways to select interventions that are most effective for children and families based on intervention science and the DSA conceptual frameworkLearn the fundamentals of applying the DSA framework to designing and implementing inclusive community-based systems of early intervention
£999.99
Brookes Publishing Co Ages & Stages Questionnaires®: Social-Emotional
Book SynopsisThe ASQ®:SE-2 questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. These 9 age-appropriate questionnaires in Arabic (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people. This Arabic translation was completed by Huda Felimban, Ph.D., a bilingual (Arabic/English) lecturer in the Department of Childhood Studies at King Abdulaziz University, Saudi Arabia, with extensive knowledge of early intervention and serving children with developmental delays. ASQ:SE-2 in Arabic was reviewed by experts from different Arabic-speaking countries (i.e., Lebanon, Iraq, Egypt) to ensure that the translation is accurate and as widely accessible as possible for parents from different countries.How to Use ASQ:SE-2 Questionnaires Fast and easy to use, ASQ:SE-2 questionnaires take just 10–15 minutes for parents to complete. First, parents fill out the questionnaire, checking the response that best describes their child's behavior: often or always, sometimes, or rarely or never. Clear questions help parents complete the questionnaires quickly and accurately, and open-ended questions ask about any related parental concerns. Professionals score the questionnaire in just 2–3 minutes, and then transfer a total score to a simple summary sheet along with any concerns the parent has noted. The summary sheet indicates whether any followup should be considered. Total scores that fall in the graph's range of risk (dark shaded zone) indicate the child may need further evaluation. A total score in the "monitoring" zone (light shaded area) helps identify children that may require followup actions based on items of concern. Professionals can work with parents to address behaviors of concern and provide social-emotional development information sheets and activities to help their child make progress before the next screening. Scores outside the shaded zones mean the child's social-emotional development appears to be developing on schedule. Parents can monitor their child's development by rescreening at the next ASQ:SE-2 interval. ASQ:SE-2 Arabic Questionnaires are provided as printable PDF master copies on CD-ROM. The CD-ROM also includes Arabic translations of the What is ASQ:SE-2? parent handout, parent conference sheet, and child monitoring sheet.Convenient, easy online completion and management for ASQ:SE-2 questionnaires are available with the purchase of ASQ® Online.Please note: each physical site must own an original ASQ®:SE-2 User's Guide (in English), in addition to this questionnaires CD.Table of Contents About This CD-ROM About This Translation 2 Month ASQ:SE-2 Arabic 2 Month ASQ:SE-2 Information Summary Arabic 6 Month ASQ:SE-2 Arabic 6 Month ASQ:SE-2 Information Summary Arabic 12 Month ASQ:SE-2 Arabic 12 Month ASQ:SE-2 Information Summary Arabic 18 Month ASQ:SE-2 Arabic 18 Month ASQ:SE-2 Information Summary Arabic 24 Month ASQ:SE-2 Arabic 24 Month ASQ:SE-2 Information Summary Arabic 30 Month ASQ:SE-2 Arabic 30 Month ASQ:SE-2 Information Summary Arabic 36 Month ASQ:SE-2 Arabic 36 Month ASQ:SE-2 Information Summary Arabic 48 Month ASQ:SE-2 Arabic 48 Month ASQ:SE-2 Information Summary Arabic 60 Month ASQ:SE-2 Arabic 60 Month ASQ:SE-2 Information Summary Arabic What Is ASQ:SE-2? (Arabic parent handout) Mailing sheet Parent Conference Sheet (Arabic) Child Monitoring Sheet (Arabic) About ASQ:SE-2 About Your ASQ:SE-2 Keycode About the Authors ASQ Training ASQ Ordering Guide Frequently Asked Questions Photocopying Release End User License Agreement
£135.00
Brookes Publishing Co The Grieving Student: A Guide for Schools
Book SynopsisEducators and other school professionals can be a critical lifeline for grieving children. With the second edition of this bestselling book, school staff will have the practical guidance they need to provide sensitive support to students of all ages and their families.Author David Schonfeld—a renowned expert on childhood bereavement and school crisis—partners with family therapist Marcia Quackenbush to guide school teams through a child’s experience of grief and illuminate the most powerful ways to make a positive difference. Drawing on both empirical research and extensive professional experience, the authors have enhanced this edition with up-to-date information on grief in the context of school crisis and trauma, suicide loss, social media, and other timely topics. School staff will get real-world tips, strategies, vignettes, and activities to help them skillfully support students as they cope with grief and work their way back to full participation in academic and social life.DISCOVER HOW TO: respond constructively to children’s common feelings and behaviors after a death address the classroom issues that grief may cause learn what to say and what not to say when a child is grieving offer effective guidance to families who are coping with grief provide support to the student body after a death that affects the whole school community address children’s responses to different causes of death, including suicide, illness, and violence use simple commemorative activities at school to help students cope with their feelings manage personal feelings that may arise as you work with grieving students WHAT’S NEW: Expanded online study guide with discussion questions, action steps, and more * Expanded focus on all school personnel, from administrators to support staff * New chapters on suicide loss and providing support in settings outside of K–12 schools * New and expanded information on social media, ambiguous losses, school crisis and trauma, supporting children with disabilities, school policies, line of duty deaths, memorialization, and more * Reflection prompts throughout the book * Insights related to the COVID-19 pandemic * New foreword by Superintendent Robert Runcie of Broward County Public Schools regarding the impact of the shootings at Marjory Stoneman Douglas High School
£31.41
Brookes Publishing Co Assessment, Evaluation, and Programming System
Book SynopsisComprehensive and reader‐friendly, this User's Guide gives early childhood professionals the practical knowledge they need to use the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®‐3) accurately and effectively.In this volume, professionals will find:a complete overview of the AEPS‐3 linked system approachan introduction to each AEPS‐3 component and how they work togetherstrategies for encouraging family engagement and fostering team collaborationguidance on using AEPS‐3 to work with children and families who have diverse needsa summary of the research behind AEPS-3, including data on the utility, validity, and reliability of the AEPS‐3 TestABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG Acknowledgments Introduction: Evolution of AEPS® I. FOUNDATIONS OF AEPS®-3 1 AEPS-3 Framework 2 AEPS-3 Components II. IMPLEMENTING AEPS-3 3 Using the AEPS-3 System 4 Using AEPS-3 to Support Family Engagement 5 Using AEPS-3 to Support Collaboration and a Team Approach 6 Using AEPS-3 with Children and Families Who Have Diverse Needs 7 AEPS-3 Research References Appendix A AEPS-3 Glossary Appendix B Alignment of AEPS-3 with OSEP Child Outcomes
£42.46
Brookes Publishing Co Assessment, Evaluation, and Programming System
Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multi-tiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Beginning curriculum volume includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, Growing (for the toddler years) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor playABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.
£42.46
Brookes Publishing Co Assessment, Evaluation, and Programming System
Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Growing curriculum volume covers skills that typically appear during the toddler years (from 18 months to 3 years of age). Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Ready (covering more complex developmental and early academic skills), are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, toileting, blocks, and artABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1 Curriculum Foundations and Framework 2 Curriculum Content and Organization 3 Deciding What to Teach 4 Deciding How to Teach 5 Progress Monitoring II. AEPS-3 CURRICULUM GROWING ROUTINES AND ACTIVITIES 6 Active & Outdoor Play 7 Arrival & Departure 8 Art 9 Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20 Science 21 Sensory 22 Technology 23 Writing References Appendix A Resources for AEPS-3 Curriculum Routines & Activities Appendix B AEPS-3 Skills Matrix Index  
£42.46
Brookes Publishing Co Assessment, Evaluation, and Programming System
Book SynopsisFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every child's development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This Ready curriculum volume covers more complex developmental and early academic skills that are considered important for school success. Two additional levels, Beginning (for skills typically developing in the first year to 18 months of life) and Growing (for the toddler years) are also available.In this volume, professionals will find:a complete introduction to the curriculum's foundations, content, and organizationhelpful guidelines for selecting goals and outcomesstrategies for matching tiered teaching/intervention strategies—universal, focused, and specialized supports—with young children's individual needsinstructions on collecting progress monitoring data at each teaching/intervention tierevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as snack time, handwashing, dramatic play, circle time, and scienceABOUT AEPS‐3Streamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.AEPS‐3 HELPS YOU: Collect essential assessment data and use it across your key tasks: OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with familiesTrack and support emerging skills, where real growth and development happenLink assessment data to a tiered curriculum for designing teaching and intervention strategies that get resultsPick up small increments of progress—important when demonstrating growth for children with disabilitiesActively involve families, with handouts to support engagement, forms to gather input, and reports to share resultsStrengthen school readiness for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skillsStreamline reporting and data management with AEPS®i, the user‐friendly web‐based systemThere's never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.Table of Contents About the Authors About EMRG I. AEPS®-3 CURRICULUM ORGANIZATION AND USE 1 Curriculum Foundations and Framework 2 Curriculum Content and Organization 3 Deciding What to Teach 4 Deciding How to Teach 5 Progress Monitoring II. AEPS-3 CURRICULUM READY ROUTINES AND ACTIVITIES 6 Active & Outdoor Play 7 Arrival & Departure 8 Art 9 Bath Time 10 Block Play 11 Circle Time 12 Diapering, Toileting, & Handwashing 13 Dramatic Play 14 Dressing 15 Field Trips 16 Math 17 Meals & Snacks 18 Music & Movement 19 Nap & Sleep 20 Science 21 Sensory 22 Technology 23 Writing References Appendix A Resources for AEPS-3 Curriculum Routines & Activities Appendix B AEPS-3 Skills Matrix Index
£42.46
Brookes Publishing Co Addressing Anxiety in Young Learners: A Teacher's
Book SynopsisAnxiety rates are skyrocketing among young learners—and their teachers need explicit training on how to understand and support these students. A concise, reader‐friendly guide written especially for teachers, this urgently needed book will prepare early educators to recognize anxiety issues in children ages 3–8, identify the associated behaviors, and work effectively with students who have anxiety symptoms.Teachers will start with a well‐organized primer on the different types of anxiety in children, featuring symptoms, causes, triggers, treatment options, and case stories. Then they'll get expert guidance on addressing anxiety and challenging behaviors in the classroom, with dedicated chapters on key topics like assessment, intervention, and the parents' experience.Ideal for both preservice and in‐service professional development, this introductory guide gives teachers the accessible information they need to understand learners with anxiety and support their success inside and outside the classroom.TEACHERS WILL: Explore seven types of childhood anxiety: generalized anxiety disorder, separation anxiety disorder, social anxiety, selective mutism, OCD, phobias, and anxiety rooted in childhood trauma Review the assessment and evaluation process, and understand the role a teacher should play Recognize co‐morbidities with anxiety—including ADHD, autism, and depression—and how they may affect a child's symptoms and treatment plan Understand the issues and emotions parents face, so that teachers can offer them sensitive support Use effective classroom interventions to meet the needs of children with anxiety and create a nurturing learning environment Learn which strategies to avoid, from unrealistic expectations to excessive reassurance Table of Contents Introduction – James’s Story Part 1 – What is Childhood Anxiety? I. Typical Developmental Milestones and Traditional Childhood Anxiety a. Statistics on childhood anxiety II. Types of Anxiety a. Generalized Anxiety Disorder b. Panic Disorder c. Separation Anxiety Disorder d. Social Anxiety Disorder e. Selective Mutism f. Specific Phobias III. Causes of Anxiety a. Genetics b. Brain Chemistry c. Life Situations d. Learned Behaviors e. Physical Health IV. Anxiety Symptoms a. Physical b. Behavioral c. Cognitive V. Anxiety Triggers a. Antecedent, Behavior, Consequence VI. Trauma, ACEs, and Anxiety Part 2 – Dealing with Childhood Anxiety and Challenging Behaviors in the Classroom I. Assessment and Evaluation Process for Anxiety a. Screening b. Referral c. Assessment II. Anxiety Treatments a. Play-based therapy b. Cognitive behavioral therapy c. Medication III. Co-Morbidities with Anxiety a. Autism b. ADHD c. Depression d. Obsessive Compulsive Disorder e. Oppositional Deficiency Disorder f. Post-Traumatic Stress Disorder IV. Partnering with Parents a. Guiding Parents through the Evaluation Process b. Chronic Sorrow c. Parent Education V. Classroom Interventions a. Creating Routines b. Calming Strategies c. Creating Safe Spaces d. Zones of Regulation e. Incredible 5-Point Scale f. Accommodations for Social Anxiety g. 504s and IEPs VI. Strategies to Avoid a. Excessive Reassurance b. Showing Frustration c. Allowing a Child to Hide from Fears d. Lack of Collaboration with Family
£25.46
Harvard Educational Publishing Group Transgender Students in Elementary School:
Book SynopsisTransgender Students in Elementary School offers guidance to educators who want to provide a supportive school culture and climate for transgender and gender-expansive students. The book provides recommendations for creating learning environments that facilitate all students' sense of belonging and reduce the constraints inherent in binary gender norms. Through this book, teachers and school leaders can deepen their understanding about why they need to make schools gender-inclusive and how to make it happen. Focusing on case studies of five schools, Melinda M. Mangin provides real-life quotes and vignettes that candidly illustrate the learning curve of leaders, staff, and families. These stories demonstrate both the successes and challenges of creating affirming school environments for transgender and gender-expansive students. Mangin argues that while educators are powerfully motivated by the desire to meet the needs of the transgender children in their care, change should not be limited to one-time efforts to meet one child's needs. Rather, the focus should be on creating a comprehensive school culture in which children of all gender expressions and identities can thrive.
£28.01
Harvard Educational Publishing Group Transgender Students in Elementary School: Creating an Affirming and Inclusive School Culture
Book SynopsisTransgender Students in Elementary School offers guidance to educators who want to provide a supportive school culture and climate for transgender and gender-expansive students. The book provides recommendations for creating learning environments that facilitate all students' sense of belonging and reduce the constraints inherent in binary gender norms. Through this book, teachers and school leaders can deepen their understanding about why they need to make schools gender-inclusive and how to make it happen. Focusing on case studies of five schools, Melinda M. Mangin provides real-life quotes and vignettes that candidly illustrate the learning curve of leaders, staff, and families. These stories demonstrate both the successes and challenges of creating affirming school environments for transgender and gender-expansive students. Mangin argues that while educators are powerfully motivated by the desire to meet the needs of the transgender children in their care, change should not be limited to one-time efforts to meet one child's needs. Rather, the focus should be on creating a comprehensive school culture in which children of all gender expressions and identities can thrive.
£52.70
Canadian Scholars Child and Youth Care Across Sectors Volume 1: Canadian Perspectives
Book SynopsisA pivotal textbook in the field, this comprehensive collection is the first of two volumes that cross-examine all active child and youth care sectors across the human services. Co-editors Kiaras Gharabaghi and Grant Charles bring together world-renowned professionals, academics, and researchers to address the past, present, and future state of child and youth care. Guiding students through the exploration of a growing field, this volumes examines practice in a range of service sectors including residential care, foster homes, schools, cyberspace, outdoor adventure settings, and services that support Quebecois, deaf, autism, and LGBTQ+ communities. With a strong foundation in Canadian scholarship, this text also draws connections to child and youth care practice in a global context. International and Canadian students, scholars, and practitioners in child and youth care will benefit from this extensive and timely resource.Features includes contributions from leading Canadian scholars, researchers, and professionals in the field of child and youth care analyzes the challenges, opportunities, and employment prospects in each sector establishes connections between chapters by cross-referencing the sectors, geographical regions, and contexts of other chapters
£42.26
Canadian Scholars Self-Regulation and Inquiry-Based Learning in the
Book SynopsisIn this unique text, Dr. Brenda Jacobs brings together two important ideas that have become central to learning and development in education, demonstrating the core relationship between self-regulation and inquiry-based learning in primary classrooms.The author compellingly shows that inquiry-based learning can empower children and is vital to becoming self-regulated learners. Drawing on real-life classroom examples, the volume outlines four key insights: that children learn self-regulation during inquiry-based learning in the same way they do during play; that teachers can use scaffolding strategies to support this development; that inquiry-based learning promotes the positive emotions essential for the development of social and emotional learning; and, finally, that during inquiry-based learning, children use oral language as a self-regulatory tool. These insights are applied to the four components of emergent curriculum—inquiry design, classroom environment, conversation, and documentation—to show how educators can help children become self-regulated learners. Considering how COVID-19 has exacerbated children's social, emotional, behavioural, physical, and mental health problems, this timely volume also provides guidance about how to do inquiry-based learning in virtual classrooms.Concise and practical, Self-Regulation and Inquiry-Based Learning in the Primary Classroom is an invaluable foundational text for students in Education and Early Childhood Education and for pre-service and in-service teachers alike.Table of Contents Foreword, Dr. Carol Anne Wien PrefaceAcknowledgementsIntroduction Chapter One: What Is Self-Regulation? Chapter Two: Emergent Curriculum and Inquiry-Based Learning Chapter Three: Self-Regulation and Inquiry Design Chapter Four: Self-Regulation and the Design of the Environment Chapter Five: Self-Regulation and Conversation Chapter Six: Self-Regulation and Documentation Chapter Seven: Conclusion and Future DirectionsEpilogue: Inquiry-Based Learning in an Online Primary Classroom References Index
£38.66
Reaktion Books Hyperactive: A History of ADHD
Book SynopsisAttention deficit hyperactivity disorder, or ADHD, is one of the most common developmental disorders, with an average of 9 per cent of children between the ages of five and seventeen diagnosed per year in the USA. It is also one of the most controversial. Since the 1950s, when hyperactivity in children was first diagnosed, psychiatrists, educators, parents and politicians have debated the causes, treatment and implications of the disorder. Hyperactive: The Controversial History of ADHD is the first history of the disorder. Matthew Smith highlights the limitations of regarding ADHD as simply neurological, and contends that hyperactive children are also a product of their social, cultural, political and educational environment. Instead of simply accepting conventional understandings of ADHD, this book addresses the questions central to the emergence of the disorder: Why were children first diagnosed with the disorder? Why did biological explanations become predominant? Why did powerful drugs become the preferred treatment? And why have alternative explanations failed to achieve legitimacy?By thinking through these issues Smith demonstrates how knowledge of the disorder's history can be used to empower those affected to make better choices about diagnosis and treatment. As a historian with past experience of working with troubled children and youth, Matthew Smith offers a history that is not only rigorous, but also accessible and highly relevant to those working with and caring for those diagnosed with ADHD. A revealing and clear-headed study of a controversial and emotive subject, this is an essential book for psychologists, teachers, policy makers and, above all, parents.Trade Review'Matthew Smith persuasively demonstrates the historical contingency of our ideas about hyperactivity. Well written, complex yet sharply argued, this book is a sorely needed corrective to today's therapeutic "common sense" and the ocean of pharmaceuticals it sanctions.' - -- David Herzberg, Associate Professor author of Happy Pills in America: From Miltown to Prozac 'As Matthew Smith demonstrates in this excellent study, there is arguably no more contentious childhood condition than hyperactivity or ADHD. Since the term was first introduced in the decades following the Second World War, hyperactivity has been variably explained in terms of genetic constitution, faulty parenting, an inability to cope with the pace and pressure of modern life, and increased sensitivity to food additives. Hyperactive explores debates about the biological, social and cultural contours of a condition that continues to puzzle doctors, frustrate teachers, and destroy families. It will surely be of value not only to historians of medicine, but also to the parents, teachers, psychiatrists and policy-makers involved in the daily struggle to cope with hyperactive children.' - -- Mark Jackson, Professor of the History of Medicine at the University of Exeter
£25.00
