Child and developmental psychology Books

Book SynopsisDie Entwicklung von Kindern: Eine Einführung.- Pränatale Entwicklung, Geburt und das Neugeborene.- Biologie und Verhalten.- Theorien der kognitiven Entwicklung.- Die frühen Kindheit - Sehen, Denken und Tun.- Die Entwicklung des Sprach- und Symbolgebrauchs.- Die Entwicklung von Konzepten.- Intelligenz und schulische Leistungen.- Theorien der sozialen Entwicklung.- Emotionale Entwicklung.- Bindung und die Entwicklung des Selbst.- Die Familie.- Beziehungen zu Gleichaltrigen.- Moralentwicklung.- Die Entwicklung der Geschlechter.- Fazit.

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Book SynopsisJedes Buch der Serie vom kleinen Igel Igelino thematisiert eine häufige psychische Erkrankung im Kindesalter. Die Geschichten und Erklärungen sind auf kindgerechte, enttabuisierende Weise gestaltet.Mit diesem Ratgeber erhalten Eltern und Angehörige die Möglichkeit, mit Hilfe der Geschichte von Igelino, ihren noch jungen Kindern altersgerecht die menschliche Psyche im Falle einer Depression verständlich zu machen. Hierbei liegt der Fokus jedoch nicht nur auf der eigenen Erkrankung bzw. den eigenen Symptomen, sondern auch in der Vermittlung von Wissen über psychische Störungen bei Familienmitgliedern, Freund*innen oder Klassenkamerad*innen mit Verhaltensauffälligkeiten.Eltern erhalten darüber hinaus wichtige grundlegende Informationen zur psychischen Störung, Tipps, wie eine solche Störung erkannt (und von anderen Verhaltensauffälligkeiten abgegrenzt) werden kann, wie man sich gegenüber Betroffenen verhält, sowie Informationen über Therapiemöglichkeiten und Anlaufstellen für Hilfsangebote.Table of Contents1. Psychische Störungen: Zahlen und Fakten.- 2. Tipps zum gemeinsamen Lesen. -3. Igelino lacht nicht mehr.- 4. Was ist eine Depression?.- 5. Wie entsteht eine Depression?.- 6. Wer kann helfen?.- 7. Was können wir tun?.

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Book SynopsisI Grundbegriffe, Theorien und Methoden.- Grundbegriffe der Entwicklungspsychologie.- Theorien der Entwicklungspsychologie.- Methoden der Entwicklungspsychologie.- Anlage und Umwelt.- Diagnose des Entwicklungsstandes.- II Frühe Kindheit.- Physische Entwicklung.- Motorik- und Sensorikentwicklung.- Frühe Eltern-Kind-Interaktion und Bindung.- III Entwicklung in einzelnen Funktionsbereichen.- Kognition.- Intelligenz.- Emotion.- Sprache.- Selbstkonzept.- Geschlechtstypisierung.- Soziale Beziehungen.- Moral.- IV Der Übergang vom Kindes- zum Jugendalter.- Entwicklungsveränderungen im Jugendalter.- V Entwicklungsabweichungen.- Entwicklungsabweichungen im Kindesalter.- Entwicklungsabweichungen im Jugendalter.

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Book SynopsisThe Palgrave Handbook of the History of Human Sciences offers a uniquely comprehensive and global overview of the evolution of ideas, concepts and policies within the human sciences. Drawn from histories of the social and psychological sciences, anthropology, the history and philosophy of science, and the history of ideas, this collection analyses the health and welfare of populations, evidence of the changing nature of our local communities, cities, societies or global movements, and studies the way our humanness or ‘human nature’ undergoes shifts because of broader technological shifts or patterns of living. This Handbook serves as an authoritative reference to a vast source of representative scholarly work in interdisciplinary fields, a means of understanding patterns of social change and the conduct of institutions, as well as the histories of these ‘ways of knowing’ probe the contexts, circumstances and conditions which underpin continuity and change in the way we count, analyse and understand ourselves in our different social worlds. It reflects a critical scholarly interest in both traditional and emerging concerns on the relations between the biological and social sciences, and between these and changes and continuities in societies and conducts, as 21st century research moves into new intellectual and geographic territories, more diverse fields and global problematics. ​Table of ContentsContent The International Handbook of the Human Sciences will tentatively be divided into 10 sections based on key discussions/themes in the field, led by internationally recognised researchers and writers on academic integrity. This proposal lists 12 possible sections of between 8-12 chapters in each section, a possible 65 chapters of between 8,000-10,000 words in each chapter. Every section editor will be a long-established colleague and peer. Ideas for sections, section editors and some chapters are tentatively indicated below: 1. Defining the human sciences (Ian Hunter, Australia, Uni of Queensland) 11 chapters a. Critique, and the history of theory (Ian Hunter) b. Enlightenment and Modernity (Gary Wickham, Aust., Murdoch University) c. Does reflexivity separate the human sciences from the natural sciences? (Roger Smith, c/o Lancaster University) d. The Social Construction of Scientific Knowledge (Greg Myers, Lancaster University) e. Social histories of knowledge (Peter Burke, Emmanuel College Boston) f. Self / Personhood (Elwin Hofman, KU Leuven Belgium) g. Conduct (Paul du Gay, University of Copenhagen) h. Intellectual fields: science and culture (Tony Bennett, Aust., Uni of Western Sydney) i. Human sciences and the global south (Raewyn Connell, University of Sydney) j. Knowledge and power in the human sciences k. Current issues in linguistic theory: N Chomsky – 1988, 7-17 2. Categories in the history of human sciences (Section Editor: Ian Hacking, College de France) 9 chapters a. ‘Making up’ categories of people (Ian Hacking, College de France) b. Ideas and Politics (Thomas Osborn, UK, University of Bristol) c. Humanities (Martin Aidnik, Tallin University, Estonia) d. History of Sexuality (Stuart Elder, University of Warwick: Theory, Culture and Society, 2018 e. Cultural and historical geography (Veronica della Dora, Uni of Bristol) f. Habitus: Mauss and Bourdieu g. Constructing human and social subjects (Gregory Hollin, UK, University of Nottingham) h. Genealogy/history of the present (Jeffrey Minson, University of California) i. Power and resistance (Ausgar Allen, Roy Goddard, University of Sheffield) 2. History of Statistics (Section editor: Roger Smith, co Lancaster University) 6 chapters a. How should we do the history of statistics? (Ian Hacking, The Foucault Effect eds. Graham Burchell, Colin Gordon and Peter Miller eds, 1991, 181-196 b. The enlightenment and statistics (Roy Porter) c. How to make things which hold together: Social science, statistics and the state (Alain Desrosières, 1990) d. Science in the archives: pasts, presents, futures (Lorainne Daston, University of Chicago) e. Governing by numbers (Ian Hacking, College de France) f. Change or mutation? Reflections on the foundations of contemporary science (T Shinn: Social Science Information, 1999) 5. Context and theory (Section editor: Paul du Gay, University of Copenhagen) 10 chapters a. The civilizing process (Paul Du Gay) b. Histories of legal theory (Daniel Chernilo, Universidad Diego Portales. Visiting Professor, Loughborough University) c. The English national character: the history of an idea (Peter Mandler: 2006 d. Culture and Consumption (Liz McFall, UK, Open University) e. History of science/cultural hegemony (Pietro Omoeleo, Max Blanck Institute, Berlin) f. Science and imperialism (Douglas Lorimer, UK) g. Post-colonial Europe (Monika Bobako, Adam Mickiewicz, Poland) h. Postcolonial penality: Liberty and repression in the shadow of independence, India c. 1947, M. Brown, Theoretical Criminology, 2017 i. The Evolutionary Origins of Human Political Systems (Herbert Gintis, Carel van Schaik, and Christopher Boehm: Current Anthropology 56, 3, June 2015, 327-353) 6. Anthropology, ethnography and ethnology (Section Editor: Tony Bennett, Aust., Uni of Western Sydney;) 12 chapters a. Race, culture, and evolution: reflections on the history of anthropology (G. Stocking: 1982) b. The history of anthropology: Where, whence, whither? (GW Stocking Jr: Journal of the History of the Behavioral, 1966). c. The past as it lives now: an anthropology of colonial legacies (B De L'Estoile: Social Anthropology, 2008) d. The sins of the fathers: British anthropology and African colonial administration (H. Kuklick - Research in Sociology of Knowledge: Sciences and Art, 1978) e. Liberal government and the practical history of anthropology (Tony Bennett: History and Anthropology Journal Vol 25, 2014 - Issue 2: Anthropology, Collecting and Colonial Governmentalities) f. Historicity and ethnography (Tomomi J Emoto, Japan?) g. Ethnology and psychology (Gustav Johoda, UK, University of Strathclyde) h. Histories of anthropology (Vassos Argyrou, UK University of Hull, Veronika Lipphardt, Germany, University College, Frieberg i. Anthropology and the Southern Question (Claudia Castelo, Uni of Lisbon, Portugul) j. Anthropological history of the early 21st century (Thomas Hylland Eriksen, Uni of Olso) k. A mission to civilize: the republican idea of empire in France and West Africa, 1895-1930 (Alice L. Conklin 1997: citeulike:10058147) l. Margaret Mead Amongst the Natives of Great Britain (Peter Mandler: Past & Present, Volume 204, Issue 1, 1 August 2009, Pages 195–233) 7. Archaeology and ethnoarchaeology (Section Editor: Amanda Kearney, Aust., Uni of New South Wales) 11 chapters a. The Hidden History of a Third of the World: the Collective Biography of Australian and International Archaeology in the Pacific (CBAP) Project: Matthew Spriggs, Bulletin of the History of Archaeology, 27, 1, 2017 b. History and Indigenous cultural artefacts (Amanda Kearney, Uni of NSW,) c. The origins of culture history in prehistoric archaeology: rethinking plausibility and disciplinary tradition: T. Murray, World Archaeology, 2017, 49, 2, 187-197. d. Introduction to Geographic and Spatial Approaches in the History of Archaeology: N. Gupta, B K Means,,Bulletin of the History of Archaeology, 25, 2, 2015 e. Hitting two birds with one stone: An afterword on archeology and the history of science: M. Brusius, History of Science, Sept 2017, Vol. 55 Issue 3, 383-391 f. Geographies of Governmentalities (M. Huxley: Space, Knowledge and Power: Foucault and Geography, JW. Crampton, S Elden eds, 183-204) g. Archaeology and Modem Climate Change: Friesen, T. Max, Canadian Journal of Archaeology. 2018, Vol. 42,1, 28-37 h. A Cosmopolitan History of Archaeology: The Olov Janse Case: A Källén, J Hegardt, Bulletin of the History of Archaeology, Vol 24, 2014 i. The Infertile Crescent Revisited: A Case Study for the History of Archaeology (J Bracewell: Bulletin of the History of Archaeology, Vol 25, 2, 2015 j. Archaeology and the Anxiety of Loss: Effacing Preservation from the History of Renaissance Rome (D Karmon: American Journal of Archaeology, 115, 2,159-174 k. Building colonial histories: the archaeology of the Menzies Centre site, Hobart: P Crook. R McCay, P Kostaglou, Australasian Historical Archaeology. 33:27-36 8. Historical Sociology (Section Editors: Robert van Krieken, Australia, University of Sydney; Stephen Mennell, Uni of Leicester) 9 chapters a. History of sociology (Stephen Turner, Uni of South Florida, US) b. Toward a transnational history of the social sciences: Johan Heilbron, N Guilhot, L Jeanpierrem, 2008 c. National traditions in the social sciences d. Norbert Elias: An Outsider Full of Unprejudiced Insight (Wolf Lepenies: New German Critique, 1978) e. History, politics and power f. Sociology of crowds (Christian Borch, Copenhagan Business School) g. The sociology of knowledge (Steve Woolgar, Steve Fuller) h. Knowledge society (Andrea Cerroni, University of Milan) i. On the appearance of autism (Bonnie Evans, UK, Kings College London) 9. Governing Individuals and Societies (Section Editor: Mitchell Dean, Copenhagen Business School) 9 chapters a. The liberal state and self-governing individuals (Michell Dean) b. Globalisation and the individual (William Walters, Carlton University, Ottawa) c. Rationalities of rule (XXX) d. Sovereignty, and powers of life and death (XXX) e. Exceptionalism and authoritarianism (XXX) f. Calculable minds and manageable individuals (Nickolas Rose: History of the human sciences, 1988) g. Governing Science (Steve Fuller) h. Governing through crime (Jonathon Simon, University of Chicago) i. Global biopolitics and the history of world health (A. Bashford: History of the Human Sciences: February 1, 2006) 10. Histories of Economics (Section Editor: Mary Morgan, London School of Economics) 8 chapters a. The philosophical bases of institutionalist economics (Philip Mirowski: Economics and Hermeneutics, ed. Don Lavoie, 2005) b. Does Economics Have a Useful Past? (George J. Stigler: History of Political Economy, 1969, 1 (2), 217-230 c. Society, economy and State effect (Timothy Mitchell: State/Culture. State-Formation After the Cultural Turn, ed. George Steinmetz, pp. 76-97) d. Theories of markets and theories of society (M Fourcade: American Behavioral Scientist, 2007) e. Models, stories and the economic world (Mary Morgan: Journal of Economic Methodology, 2001 f. Economic History and Economics (Robert M. Solow, The American Economic Review, Vol. 75, No. 2, 1985, 328-331) g. Breaking Away: History of Economics as History of Science (M Schabas: History of Political Economy, 24 (1), 1992: 187-203. h. A Short History of Economics As a Moral Science (James E. Alvey: Journal of Markets & Morality 2, 1, 1999, 53-73. 11. Psychology (Section editor: Nikolas Rose, UK, Kings College Cambridge) 9 chapters a. Studies in History and Philosophy of Science (Roger Smith: Studies in History and Philosophy of Science Part C 36, 1, 2005, 55-94 b. Current debates in the history of psychology (Nikolas Rose, UK) c. Community psychology and decolonising practices (Mohammed Seedat, South Africa, Uni of SA) d. Psychology and science (Tom Quick, Independent scholar) e. Psychopathy (Canada, University of Alberta) f. Psychology and commerce (David Keller, Germany, Universitat zu Lubeck) g. Psychology and the Southern Question (Wahbie Long, South Africa, University of Cape Town) h. The reflexivity of cognitive science: the scientist as model of human nature (J Cohen-Cole: History of the Human Sciences, 2005) i. Does the history of psychology have a subject? (Roger Smith: History of the Human Sciences, October 1, 1988) 12. Psychiatry (Section editors: Stephen Garton, Australia, University of Sydney; Matt Efytche, UK, University of Essex; Gavin Miller, Glasgow University) 10 chapters a. Mapping the relations between history and history of science: the case of the history of psychiatry: L. Vasia, Rethinking History, 21, 4, 606-617, 2017 b. Ancient philosophers on mental illness: M Ahonen, History of Psychiatry. October 9, 2018 c. The Diagnostic and Statistical Manual 5 (Rachel Cooper, Lancaster Uni) d. Transcultural psychiatry (Ivan Crozier, Uni of Newcastle, Australia) e. Psychotherapy (Sarah Marks, UK, Birkbeck College Uni of London) f. Psychoanalysis (Silvana Veto, Chile, Uni Andres, Bello; Marcelo Sanchez, Chile, Uni de Chile) g. Eugenics and science in Peru (Universidad Peruana Cayetano Heredia, Lima, Peru) h. Therapeutic culture and authenticity (Roger Foster, Manhattan Community College) i. The Aboriginal child’s mind (David Robertson, Princeton University, USA) j. Childhood and Normality (Katie Wright, Australia, La Trobe University 13. Tendencies in post-war social sciences (Series editor … a. The Strange Silence of Political Theory (J.C. Isaac: Political Theory, November 1, 1995) b. Riding natural scientists' coattails onto the endless frontier: The SSRC and the quest for scientific legitimacy (Mark Solovey: The History of the Behavioral Sciences, September 2004) c. “Hypothetical machines”. The science fiction dreams of Cold War social science (R Lemov: Isis, 2010) d. Beyond behaviorism: On the automaticity of higher mental processes (Bargh, John A., Ferguson, Melissa J.: Psychological Bulletin, Vol 126(6), Nov 2000, 925-945) As for all reference works, chapters will be supported by relevant illustrations, tables, figures, glossaries. The handbook will be a useful reference resource for practitioners/instructors in higher education and researchers and graduate students exploring the diverse range of work in the history of human sciences. The most significant benefit of the handbook will be to provide this overview in one location.

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Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.

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Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.

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Book SynopsisThis book presents an integrative perspective on home or Heimat showing that it is much more than the place we were born or where we live. This book brings fresh theoretical and empirical perspectives on what home is and can be from different viewpoints.The chapters invite the reader to face challenging questions of what we learn about Heimat, when it is taken from us, threatened, left on purpose or when we set out on the journey to find one. The chapters are written by psychologists throughout, but are expanded in perspective by comments from the groups of people featured in the chapters, who are thus given their own voice. The book ends with a suggestion how all the different perspectives can be unified in the framework of general model of cultural psychology."All in all—the reader of this volume gains an access to the most intricate phenomenon of human ways of being—that of home. Impossible to define in terms of the scientific lore of psychology, intuitively understandable in everyday life, and basis for deep desires if the feeling of home is lost."This book will be rewarding reading for professionals and students from cultural psychology, cultural and psychological anthropology, sociology, and related disciplines, asking the question of what home is and how individuals can be supported in finding it.

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Book SynopsisThis book presents an integrative perspective on home or Heimat showing that it is much more than the place we were born or where we live. This book brings fresh theoretical and empirical perspectives on what home is and can be from different viewpoints.The chapters invite the reader to face challenging questions of what we learn about Heimat, when it is taken from us, threatened, left on purpose or when we set out on the journey to find one. The chapters are written by psychologists throughout, but are expanded in perspective by comments from the groups of people featured in the chapters, who are thus given their own voice. The book ends with a suggestion how all the different perspectives can be unified in the framework of general model of cultural psychology."All in all—the reader of this volume gains an access to the most intricate phenomenon of human ways of being—that of home. Impossible to define in terms of the scientific lore of psychology, intuitively understandable in everyday life, and basis for deep desires if the feeling of home is lost."This book will be rewarding reading for professionals and students from cultural psychology, cultural and psychological anthropology, sociology, and related disciplines, asking the question of what home is and how individuals can be supported in finding it.

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Book SynopsisTable of ContentsStudying (and Understanding) Stepfamilies.- The Cultural Context of Stepfamilies.- Pathways.- Courtship in Stepfamilies.- Couple Dynamics in Stepfamilies.- Gay and Lesbian Couples in Stepfamilies.- The Dynamics of Parenting in Stepfamilies.- The Dynamics of Stepparenting.- Effects of Stepfamily Living on Children.- Siblings, Half-siblings, and Stepsiblings.- Grandparents and Stepgrandparents.- Clinical Perspectives on Stepfamily Dynamics.- Working with Stepfamilies.- Challenges and Concerns in the Study of Stepfamilies.

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Book SynopsisRates of diagnosis of attention-deficit/hyperactivity disorder (ADHD) are skyrocketing, throughout America and the rest of the world. U.S. rates of youth diagnosis have increased 40% from just a decade ago. Adults with ADHD are now the fastest-growing segment of the population receiving diagnosis and medication. The disorder is painful and sometimes disabling for individuals and tremendously costly for society; yet, widespread misinformation, skepticism, and unanswered questions have jeopardized effective diagnosis and treatment. Researched and written by Stephen Hinshaw, an international expert on ADHD, and Katherine Ellison, a Pulitzer-Prize winning journalist and author, ADHD: What Everyone Needs to Know is the go-to book for authoritative, current, accurate, and compelling information about the global ADHD epidemic. This book addresses questions such as: Is ADHD a genuine medical condition or a means of pathologizing active and exploratory behavior? Do medications for ADHD serve as needed treatments, or are they attempts at social control, designed to bolster profits of pharmaceutical firms? Has the ADHD label become a ruse by which parents can game the educational system for accommodations? How do symptoms and impairments related to ADHD differ between girls and women and boys and men? Why are ADHD medications often used as performance enhancers by college and high-school students? ADHD: What Everyone Needs to Know clears the air of the most polarizing and misleading information that abounds, providing straight talk and sound guidelines for educators, policymakers, health professionals, parents, and the general public. It shows the reality of ADHD but does not ignore the forces that have pushed up rates of diagnosis to alarmingly high levels.Trade Review"This is an essential guide for people who suspect that they or a loved one might have ADHD. In clear, unbiased prose, it addresses the controversies surrounding the diagnosis and treatment of this disorder. It is written in a manner that is easily accessible without sacrificing the basic science important to understanding this condition." --Sanford Newmark, MD, Clinical Professor of Pediatrics and Director, Pediatric Integrative Neurodevelopmental Program, Osher Center for Integrative Medicine, UC San Francisco "Many trade books exist on ADHD but exceptionally few are written by expert clinical scientists who have spent their long careers both studying ADHD and working with families and patients with ADHD. And fewer still of those books are this current in harvesting the results of more than 1,000 science articles per year published on the disorder. This is one of those rare few. It contains extensive, useful information not only on the nature of the disorder and its causes and life course but, more importantly, on the best ways to manage the condition. Despite the richness of science-based information it contains, it reads easily. It is clearly a must-read for parents of children with the disorder, teachers who must educate them, and adults with ADHD." --Russell A. Barkley, PhD, Clinical Professor of Psychiatry and Pediatrics, Medical University of South Carolina "Well researched and unbiased, this book dispels the myths surrounding ADHD and the ADHD 'industrial complex.' Even better, it answers so many of the important questions adults have when they - or one or their children - is diagnosed with ADHD. It's easy to read, well organized, and based in the latest science. Definitely one of the best resources available today!" --Melissa Orlov, author of The Couple's Guide to Thriving with ADHDTable of ContentsIntroduction ; Part I: Facing the Facts ; Chapter 1: What is ADHD? And Why Does it Suddenly Seem to be Everywhere? ; Chapter 2: How Widespread Is It? ; Chapter 3: What Causes It? ; Chapter 4: How Do You Know If You Have It? ; Chapter 5: How Does ADHD Change Over the Lifespan? ; Chapter 6: How Much Does It Matter Who You Are and Where You Live? ; Part II: Taking Action ; Chapter 7: How Helpful-or Harmful-Is Medication? ; Chapter 8: How Helpful is Behavior Therapy, and What Kinds of Behavior Therapies Help the Most? ; Chapter 9: What Other Strategies May Be Helpful in Treating ADHD? ; Chapter 10: What Do You Need to Know About the "ADHD Industrial Complex"? ; Chapter 11: Conclusions and Recommendations ; Resources

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Book SynopsisLazarus offers a theory of emotion that is cognitive, motivational, and relational, a position he has pioneered over the last forty years. Clearly written and controversial, this book will appeal to both the student and professional researcher in personality, social, and clinical psychology, as well as in cognitive and development psychology. It is an ideal supplementary textbook in courses on psychology of adjustment and psychology of emotion and feeling.Trade Review"This volume is certainly the magnum opus of Lazarus' distinguished career. His landmark investigations and formulations of cognition, emotion, and motivation provide a much needed framework for social, abnormal, and clinical psychology. I have personally learned a great deal from reading this volume and recommend it to my colleagues." --Aaron T. Beck, M.D., Professor of Psychiatry, University of Pennsylvania "The book is a masterpiece. Novel and well-written, it contains the most thorough and thoughtful treatment of emotion presented by anyone anywhere. The concept of core relational themes is a major breakthrough in our understanding of the generation of affect. Especially important are the treatment of unconscious processes in emotion, and the discussion of the development of cognition-emotion relationships. The book is must reading for basic researcher and clinician alike." --Joseph J. Campos, Ph.D., Director of Institute of Human Development, Professor of Psychology, University of California, Berkeley "Another landmark work from the country's leading stress and coping researcher. Emotion and Adaptation is a must read by every emotion researcher. It will encourage some and irritate others, but all will find it thought-provoking." --Shelley E. Taylor, Ph.D., Professor of Psychology, University of California, Los Angeles "Boldly original and insightful, this new comprehensive and controversial theory of emotion will challenge and inform the field. Beautifully written, this book is essential for students and scientists alike, for practitioners and researchers in fields as diverse as social, cognitive, developmental, personality and health psychology, as well as practitioners in psychology, psychiatry, and social work." --Paul Ekman, Ph.D., Professor of Psychology, University of California, San Francisco "Lazarus' book sets forth compellingly the rich results and theoretical conclusions that come from a lifetime of research on emotion. The outlines of his 'cognitive-motivational-relational' theories are broad and sweeping, yet the detailed findings on which his views are based provide a stunning rationale for those views. It has been Lazarus' achievement to discern with remarkable acumen the interaction between cognition, motivation and cultural transactions in giving shape to our emotional lives. His espousal of concepts like appraisal and 'meaning-making' has changed the way psychologists look at emotion." --Jerome Bruner, Ph. D., Research Professor of Psychology, New York University "This latest contribution by one of our most seminal scholars addresses the formidable task of reintegrating emotion into our conceptualization of human adaptation. The results, in this volume, are remarkable. Emotion and Adaptation is both far ranging in scope and manifests the depth of Lazarus' scholarship. His reasoning is clear, the material well documented and appropriately illustrated. Equally impressive is the simplicity and even humor of his writing style. This is an edifying and important work. It will have a significant impact on our thinking." --Carl Eisdorfer, M.D., Ph.D., Professor and Chairman, Department of Psychiatry, Professor of Psychology, University of Miami "Thoughtful, scholarly, provocative, with many theoretical and practical implications. A 'magnum opus' from the pen of a distinguished psychologist." --Donald Meichenbaum, Ph.D., Professor of Psychology, University of Waterloo "As someone who has studied the field of emotions for over 20 years, I believe that this is the best book on emotions yet published in the field of psychology. It is must reading for any professional interested in the topic." --Dr. Edwin A. Locke, University of Maryland "An outstanding contribution from one of the foremost authorities on the psychology of emotions. . . .The author deals deftly with the complex task of attempting to define, classify and measure emotions. . . .Highly recommended." --The Newsletter of the American Institute of Stress "All in all, Lazarus has something to say about cognition and emotion, says it lucidly and with warmth, and tips us off to where the focal research should be." --Contemporary Sociology "A masterful review of an extensive literature which achieves some degree of coherence in Lazarus' hands. . . .Should provide a stimulus to research for many years to come." --Journal of Nervous and Mental Disease "This is a must-have book for academic libraries." --Choice "Truly magnificent. Lazarus presents a very carefully reasoned, penetrating perspective of the emotional process. . . . thoroughly enjoyable and required reading not only for other research investigators but for the wider audience of health practitioners." --American Journal of Psychiatry "A privilege to read. Lazarus has consistently been both thorough and interesting in the psychological questions he has addressed. He has dealth with important issues. Reading this book is a little like uncorking a fine wine which was laid down some years ago." --The Psychologist "The scholarship and integrative thought represented in the volume are highly admirable. Even emotion researchers who are close followers of Lazarus' long and productiove career those who are significantly influenced by his work are likely to learn something new from his insightful treatment of the broad set of topics that he correctly considers as relevant to the domain of emotion. Lazarus is innovative and provocative in attemoting to make his theory relational. He is quite convincing in marshalling evidence and arguments. The book is a monumental and elegent piece of work. It is replete with astute observations and insights gained from a long and productive career of research and scholarship. I feel better informed for having read this book." --Contemporary Psychology "Addresses a broad readership interested in emotion. . . . illustrated with episodes taken from novels and with anecdotes presented in the narrative. . . . inspiring. . . . arouses great interest." --European Journal of Cognitive Psychology "Pleasant and easy reading. The theory is one of the major theories of emotion of this moment. The book as such is the currently richest, most extensive and most informative of discussions of the emotion domain. It is the mature fruit of a lifetime of reflection, worth reading for those who want an understanding of the cognitive approach to emotions." --Nico H. Frijda (University of Amsterdam), Cognition and Emotion "The unique combination of a comprehensive theory with detailed descriptions of specific phenomena makes these books extremely valuable for anyone interested in emotions. Not only the quality, but the scope of [the] book is immense . . . holds over 500 exciting pages which can be easily read by every intelligent reader. . . . a,png the very few books which make you wonder whether anyone should write another book on this issue. . . . original and brilliant. . . . masterpiece. . . should be read by everyone who wants to gain some understanding of emotions." --Aaron Ben-Ze'ev (University of Haifa), History of European IdeasTable of ContentsPart I: BACKGROUND: About emotion; Issues of research, classification and measurements; Part II: THE COGNITIVE-MOTIVATIONAL-RELATIONAL THEORY: The person-environment relationship: motivation and coping; Cognition and emotion; Issues of causality; Part III: INDIVIDUAL EMOTIONS: Goal incongruent (negative) emotions; Goal congruent (positive) and problematic emotions; Part IV: EMOTIONAL DEVELOPMENT: Individual development; Social influence; Part V: PRACTICAL APPLICATIONS: Emotions and health; Implications for research, assessment, treatment and disease prevention; References; Index.

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Book SynopsisNumerous fields stake claims about essentialism but this is the first book to address the issues surrounding essentialism from the perspective of developmental psychology. Gelman synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children''s thinking and ways in which language influences thought. She argues that young children''s use of concepts such as dog, man, or intelligence, reflects their deep commitment to the presence of these categories'' properties that extends beyond the observable information about objects. The presence of this commitment in children also means that they do not come into the world as passive recipients of data, but rather have an organizational scheme that supports categories. This volume will be of interest to developmental, cognitive, and social psychologists, as well as to scholars in cognitive science and philosophy.Trade Review"The field of cognitive development can be grateful to Susan Gelman for the gift of a wonderfully integrative account of essentialist thinking. This is by far the most comprehensive account of converging findings that paint a compelling picture of previously unknown aspects of children's thinking. She writes quite well and delights us with her humor." --Human Development "The field of cognitive development can be grateful to Susan Gelman for the gift of a wonderfully integrative account of essentialist thinking. This is by far the most comprehensive account of converging findings that paint a compelling picture of previously unknown aspects of children's thinking. She writes quite well and delights us with her humor." --Human Development "Susan Gelman's The Essential Child is both deep and accessible. She does the field a great service just by pulling together her truly remarkable research program into one integrated story. In doing so, she shows how the data that support the claim that young children have essentialist commitments challenge deeply held views about the nature of young children's thinking and about the nature of human concepts in general. Anybody concerned with understanding conceptual development and anybody concerned with understanding human concepts should read this book." --Susan E. Carey, Professor of Psychology, Harvard University "This is a path-breaking book on children's conceptual development with important implications for virtually all of cognitive science." --Douglas Medin, Professor of Psychology, Northwestern UniversityTable of ContentsPART I: THE PHENOMENA: NOTES ON RESEARCH METHODS; PART II: MECHANISMS OF ACQUISITION; PART III: IMPLICATIONS AND SPECULATIONS

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Trade Review"...outlines a practical, well-researched approach to treating childhood OCD. The authors have taken the complexity out of this disorder and presented the material in a kid-friendly/therapist-friendly format...Cognitive-Behavioral Treatment of Childhood OCD proves practical, effective, and cost contained."--PsycCritiques "...outlines a practical, well-researched approach to treating childhood OCD. The authors have taken the complexity out of this disorder and presented the material in a kid-friendly/therapist-friendly format...Cognitive-Behavioral Treatment of Childhood OCD proves practical, effective, and cost contained."--PsycCritiquesTable of Contents1. Introductory Information for Therapists ; 2. Session 1 ; 3. Session 2 ; 4. Session 3 ; 5. Session 4 ; 6. Session 5 ; 7. Session 6 ; 8. Session 7 ; 9. Session 8 ; 10. Session 9 ; 11. Session 10 ; 12. Session 11 ; 13. Session 12

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Book SynopsisIn Foundations of the Mind, Jean Mandler presents a new theory of cognitive development in infancy, focusing on the processes through which perceptual information is transformed into concepts. Drawing on extensive research, Mandler explores preverbal conceptualisation and shows how it forms the basis for both thought and language. She also emphasises the importance of distinguishing automatic perceptual processes from attentive conceptualisation, and argues that these two kinds of learning follow different principles, so it is crucial to specify the processes required by a given task. Countering both strong nativist and empiricist views, Mandler provides a fresh and markedly different perspective on early cognitive development, painting a new picture of the abilities and accomplishments of infants and the development of the mind.Trade Review"Mandler's book offers a powerful new synthesis on the emergence of cognitive capacities in infancy and early childhood. It is a compelling and important treatment of the origins of higher level thought from a cognitive science perspective. I would recommend it highly to anyone interested in cognition or cognitive development." -Frank C. Keil, Professor of Psychology and Linguistics, Yale University "The perceptual/conceptual debate about the origins of meaning in the human mind continues to rage in the cognitive sciences, a debate that Mandler confronts head on. A masterful overthrow of a number of entrenched Piagetian assumptions, this eloquently written book about the conceptual capacities of young infants and the roots of language and consciousness is backed by extensive, innovative experimental data." -Annette Karmiloff-Smith, Professor of Neurocognitive Development and Head of Neurocognitive Development Unit, Institute of Child Health, LondonTable of Contents1. How to Build a Baby ; 2. Piaget's Sensorimotor Infant ; 3. Kinds of Representation: Seeing and Thinking ; 4. Perceptual Meaning Analysis and Image-Schemas: The Infant as Interpreter ; 5. Some Image-Schemas and their Functions ; 6. Some Differences Between Percepts and Concepts: The Case of the Basic Level ; 7. Some Preverbal Concepts ; 8. Concepts as Induction Machines ; 9. Continuity in the Conceptual System: Acquisition, Breakdown, and Reorganization ; 10. Recall of the Past ; 11. Language Acquisition ; 12. Consciousness and Conclusions

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