Child and developmental psychology Books

Book SynopsisDonna Williams' challenging book, written by an autistic person for people with autism and related disorders, carers, and the professionals who work with them, is a practical handbook to understanding, living with and working with autism. Exploring autism from the inside, it shows clearly how the behaviours associated with autism can have a range of different causes, and in many cases reflect the autistic person's attempt to gain control over their internal world. The sensory and perceptual problems that challenge a person with autism are described in depth, together with strategies for tackling them so as to enable that person to take more control of their lives. Donna Williams comments on the various approaches to autism, drawing out those strategies that are of real use, and explaining why some approaches may prove counterproductive, leaving the autistic person feeling even more isolated and misunderstood.Taking the view that understanding autism is the key to managing the condition, Donna Williams' book will bring illumination to all those who have felt baffled and frustrated by the outside appearance of autism. It contains a wealth of helpful suggestions, insights and new ideas, exploding old myths and promoting a view that all those involved with autism will find empowering and creative.Trade ReviewA book written by someone who has experienced the difficulties from the inside must give rare insight into the living with autism. For Occupational Therapists one of the greatest values of Donna Williams' book is that she looks at many different aspects, particularly the sensory problems, and relates theory to everyday living. She describes most of the treatment approaches available and judges their value from her own experience and from a sound theoretical basis. Donna Williams' book gives insight into autism and brings hope. She makes us look again and see that more can be achieves if the difficulties are understood better and more appropriate help given. It is a book that empowers the reader and rekindles enthusiasm. Well worth buying. It is well worth reading the whole book but it is also a volume that you can dip into. If you can't buy this book then borrow it. Anyone working with autism needs to know what this remarkable woman is telling us. -- NAPOT JournalI found Donna Williams' book invaluable. It is a book that works to integrate what is needed and what it feels like from the inside of autism. I shall refer to it to help me think of how someone with autism may be experiencing their work and shall certainly recommend it to parents and other professionals. -- The Canadian Child Psychiatry ReviewAutism: An Inside-Out Approach is an insightful look at autism that goes beyond symptoms and behaviors. This book is written by an eloquent author who lives with autism every day. Donna Williams suggests both detailed theory and practical day-to-day strategies for addressing specific challenges of individuals who, like her, have some type of autism or Asperger syndrome. Williams uses her initial chapters to tell her story and to set up her general theory… Autism: An Inside-Out Approach is a must read for all professionals and care-givers in the field of autism. It is thought provoking and dense with practical real-world suggestions and strategies. Readers must be cautious, however, because Williams' theories are the personal beliefs of an individual with autism, based on her own unique life experiences. She offers little scientific support for her ideas, and yet many will ring true with anyone who knows individuals with these characteristics. Many scientific studies have come and gone over the years, without having a significant impact on the type of support that is given to persons who have autism. Not just despite its subjectivity and personal nature, but because of it, this articulate approach by someone who has lived with autism may affect the ways in which professionals approach autism for years to come. -- Focus on Autism and Other Developmental DisabilitiesTable of ContentsAcknowledgements. Foreword. Introduction. 1. A Bucket Full of Jigsaws. 2. What is This Thing Called `Autism'? 3. Tackling the Bogie-Man of `Autism'. 4. The Mixed Bag Found in One Classroom. 5. Approaches to `Autism'. 6. The Straws on the Camel's Back. 7. Problems of Connection. 8. Revisiting Adaptations and Compensations. 9. Artificial Limbs. 10. `Hyper-Connection'. 11. Problems of Tolerance. 12. Problems of Control. 13. Communication. 14. Sleepwalker-Sleeptalkers. 15. `Savant Skills'. 16. Personality. 17. Asperger Syndrome? 18. Seeing `Systems'. 19. Education. Appendix: Hints. Contacts Pages.

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Book SynopsisThis pioneering study shows that it is possible to establish a dialogue with a psychotic child and that schizophrenia in small children in treatable.

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Book SynopsisWhat makes a man like John, in every respect a cultured and charming man, successful in his career and liked by his friends and acquaintances, behave violently towards a woman he says he loves? Drawing on writings from the men's and women's movements, and from psychoanalytic literature; a view of the issues surrounding this case.

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Book SynopsisTHE JOHN BOWLBY MEMORIAL CONFERENCE MONOGRAPH 2007The fourteenth John Bowlby Memorial Conference, held in London in March 2007, stood out as a special conference in a special year. It coincided with the centenary of John Bowlby's birth, and the conference organising committee were conscious, in particular, of a desire to celebrate the pioneering nature of his work, and the profoundly significant contribution it has made to the understanding, prevention and healing of emotional suffering.Recent research in the fields of attachment and trauma is once more pointing to the contribution of early relational failures to extreme psychic suffering. 'Disorganised' patterns of attachment, identified in children whose caregivers are simultaneously a source of fear and a source of comfort, have been linked to the development of both dissociative and so called 'borderline' disorders in adult life.The conference aim was to bring together speakers able to extend our thinking and bring insights from attachment theory and psychoanalysis to the current debate about the links between the traumatic disorganisation of attachment relationships and more severe mental and emotional distress - dissociative states, borderline experiences and psychosis - as they emerge in clinical practice.The papers in this volume have in common a committed insistence upon placing human relationship at the centre of their accounts of extreme psychological suffering, both as the source of injury and, most hopefully, as the potential agent of repair. In this respect, they contribute fittingly in his centenary year to the continuation and extension of John Bowlby's pioneering work for the understanding, treatment and relief of such suffering.Contributors: Brett Kahr, Bernice Laschinger, Judith Lewis Herman, Giovanni Liotti, Kate White, Rachel Wingfield Schwartz, and Judy YellinTrade Review'This is a fascinating and important collection about the central significance of human relationships both in the generation of severe psychological distress and in its relief. It is essential reading for all those concerned with working with survivors of early trauma.'- Oliver James, clinical psychologist, journalist, and author 'In an age in which traumatized clients are often misunderstood, maltreated, or rejected by the mental health system, this book is required reading for every clinician. It opens our eyes to the mind shattering effects of early childhood traumatization that take place within dysfunctional attachment relationships - relationships in which children are utterly dependent on their caretakers. Moreover, it powerfully describes the way in which clients who come to us for help are caught in an unbearable conflict between attachment needs and the intense fear of entering a therapeutic relationship. Shattered States highlights what traumatized individuals need from therapists in order to heal and what it takes from the therapists to meet these needs, including the ability to bear witness; therapeutic skills; boundaries; patience; kind firmness; compassion; understanding; and the capacity to mentalize.'- Onno van der Hart, Honorary Professor of Psychopathology of Chronic Traumatization, Utrecht University and co-author of The Haunted Self: Structural Dissociation and the Treatment of Chronic Traumatization'I found this work especially valuable because it spoke to two important themes: one about how the early experience of hostility from caregivers causes a type of disturbance in the mind which is profound and long-lasting and needs to be looked for at assessment; and also about the importance of using psychological techniques that speak to the meaning of experience, irrespective of diagnosis. This may mean some modification of traditional technique; but all the authors described clinical material that demonstrated in a most moving way, the need for people in desperate mental states to be listened to as people with minds, not just carriers of disease. As research into these disorders, and their attachment roots continues, we should expect to keep learning new ways of thinking and working with people who are frightened by their own minds; and these authors have provided us with powerful learning tools.'- Gwen Adshead, forensic psychiatrist, consultant psychotherapist, and group analyst at Broadmoor hospital and co-editor of A Matter of Security: The Application of Attachment Theory to Forensic Psychiatry and PsychotherapyTable of ContentsIntroduction -- Attachment theory and The John Bowlby Memorial Lecture 2007: a short history -- The infanticidal origins of psychosis: the role of trauma in schizophrenia -- Disorganized attachment and the therapeutic relationship with people in shattered states -- Shattered shame states and their repair -- “You can kill me with what you say”: working with shattered states and the breakdown of inner and outer, self and other, from an attachment-based perspective -- Reading list -- Background information about The Bowlby Centre

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Book SynopsisWhy is it that some children sail through school with no problem at all, while others find it a difficult or unhappy experience? And why do some children develop behavioural problems while others don't? Cornelia Hansen believes that each child is unique and needs special management in order to thrive. While working on a Master's Degree in Child Development, Cornelia was introduced to a longitudinal study done in the Fifties on temperament in children. At the time, she was also studying astrology and the idea came to her that she might be able to connect the child development study to astrology. After all, hadn't the concept of temperament been with us from ancient times? Isn't it still part of analyzing someone's natal chart? The modern concept of temperament as being the cause of individual differences which appear at birth and continue over time has been widely accepted in the field of child development and appears in every child development textbook. In this pioneering study of temperament in children and young people, Cornelia examines copious case histories from her experience as a marriage, family and child therapist; with the welfare of the child firmly at the heart of the birth chart, she searches for ways to help parents understand their offspring better - and thus achieve a good outcome for everyone. Ideal for anyone working with children in the classroom, or in any capacity, this book will help parents, carers and teachers to discern the individual needs of a child that will enable them to flourish in the classroom and beyond.

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Book SynopsisUnlock your child’s potential by helping them build their strengths. As a strengths-based scientist for more than 20 years, Dr Lea Waters has witnessed first-hand how focusing on our children’s strengths, rather than correcting their weaknesses, can help build resilience and optimism, and offer protection from depression and anxiety. In this game-changing book, she argues that by throwing the ‘strength switch’ parents can encourage creativity, develop their children’s self-esteem and energy, and enhance achievement — and she offers easy-to-follow steps to teach parents how. With specific tips for interacting with your kids and your teens, The Strength Switch offers all the tools parents need to discover talents in their children, use positive emotions as a resource, build strong brains, and deal with problem behaviours and difficult emotions. This essential book will show parents how a small shift can yield enormous results.Trade Review‘Waters comes off as a thoughtful parenting realist … [her] clearly presented, easily implemented ideas will make sense to parents looking to escape the corrective mind-set that can make both them and their children feel defective or broken, especially in the children’s teen years.’ * Publishers Weekly *‘As parents, we often obsess about fixing our children’s weaknesses and neglect the importance of developing their strengths. This book is full of concrete ideas on how to change that.’ -- Adam Grant, PhD, New York Times bestselling author of Originals and Give and Take‘Practical tips for parents from the wise and wonderful Lea Waters! So many parents, including me, struggle to translate scientific research into real-world strategies. This terrific book not only helps us understand ourselves and our children better but also makes that understanding actionable!’ -- Angela Duckworth, PhD, New York Times bestselling author of Grit‘The Strength Switch gives parents hope that they can build their children’s creativity. By sharing parts of her own story of overcoming hardship, and presenting the latest science of positive psychology, Dr. Waters not only inspires parents to bring out the best in their children, but she inspires us all to be the best version of ourselves. A wise and warm book!’ -- Scott Barry Kaufman, co-author of Wired to Create: Unraveling the Mysteries of the Creative Mind‘Lea Waters points to a needed shift in the way we are parenting our children and teenagers. The Strength Switch rejects the current fad that drowns children in self-esteem and replaces it with research-based practices to help parents identify and develop their children’s best qualities. Inspiring and timely.’ -- Robert Biswas-Diener, co-author of The Upside of Your Dark Side‘This book will help you do something groundbreaking for your children — shift your view to see their best and help them develop their unique strengths. Follow the wisdom here and you will bring deep, lasting benefit to not only your child but yourself. Thanks to Dr. Lea Waters, strengths-based parenting has arrived!’ -- Ryan M. Niemiec, author of Character Strengths Interventions‘Lea Waters’ expertise, hope, and heart shine through the pages of The Strength Switch. She deftly draws on the science of positive emotions to help readers appreciate the vital role positivity plays in moving through hard times. This book will be a game-changer for unlocking your child’s potential.’ -- Barbara L. Fredrickson, author of Positivity and Love 2.0

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Book SynopsisIn recent years, there has been an explosion in the number of children and young people who diagnose themselves as gender dysphoric, or trans. In the UK, and worldwide, there is a growing tendency to refer them on to ‘specialist’ gender services almost as soon as they express any confusion or distress about their biological sex or gender identity. Due to the rapidly rising numbers and various pressures on the system, patients are increasingly likely to be offered life-altering medication and/or surgical treatments, often with little exploration of their emotional world. As so little is yet known or understood regarding this increase in gender incongruent patients, it seems precipitous to proceed onto physical treatments before any assessment work is undertaken. Many who present as gender dysphoric have complex needs with comorbid problems such as autism, histories of abuse or trauma, social phobias, depression, eating disorders, and other mental health symptoms. Therefore, all aspects of the individual’s life deserve thorough assessment and therapeutic work. This book is aimed primarily at clinicians working in the field to provide a model for understanding, assessing, and treating gender dysphoria. The model uses a psychoanalytic framework to help explain disturbed states of mind and how psychic defences can be enlisted unconsciously to avoid overwhelming psychic pain. This offers professionals a way of trying to think with, and offer understanding to, their trans identifying clients. Clinical examples are given to illustrate these processes and promote the understanding of transgender children, adolescents, and young people and their internal worlds, their thinking, and their interpersonal relationships. As well as clinical exploration and understanding, the book includes an overview of the current political, social, and clinical environments which have all impacted on the clinical care of trans identifying individuals. As well as professional and trainee clinicians, this book might also prove useful to parents, other professionals, and possibly the gender dysphoric person too.Trade ReviewIn this timely, necessary book, Susan and Marcus Evans provide key insights into what adequate psychotherapeutic explorations of gender dysphoria should look like […] This book is a must-read not only for those working with gender dysphoria but also those who wish to expand their thinking on this cutting-edge work when dealing with the unbearableness of catastrophic anxiety. -- Hessel Willemsen, International Journal of Forensic Psychotherapy, 4:2This book is as thoughtful as it is necessary. Every responsible clinician and therapist who treats children and adolescents must read it – and read it carefully. -- Abigail Shrier, journalist and author of ‘Irreversible Damage: Teenage Girls and the Transgender Craze’I highly recommend this sensitive and timely book to laypersons and professionals who are interested in learning about the complex, controversial, and contemporary subject of gender dysphoria. The authors, Susan and Marcus Evans, are open, compassionate, non-judgemental, and able to tolerate uncertainty in their understanding of those who experience gender dysphoria, are transitioning, or detransitioning. Their psychoanalytically oriented therapeutic model takes into account the individual’s development, family, culture, and political environment. I think the reader will especially appreciate the additional attention paid to the response of adolescents, emotionally unstable personality disordered people, and suicidal individuals to gender dysphoria. -- Donald Campbell, past President of the British Psychoanalytical Society and former Secretary General of the International Psychoanalytical AssociationGender dysphoria is increasingly being seen as a part of the spectrum of human diversity. This has resulted in a profoundly reductionistic and decontextualised clinical approach to gender distress. The authors draw on their extensive clinical experience to illustrate how gender dysphoria cannot be understood without understanding the developmental and relational contexts within which it arises. Their detailed case examples document the unique psychic landscapes of people suffering gender dysphoria, illuminating how the ubiquitous “born in the wrong body” conceptualisation can leave vast areas of historical and current lived experience unaddressed. The authors utilise a psychoanalytic lens to understand the experience of both patient and therapist in therapeutic work with gender dysphoria, in a way that is both accessible and insightful. This will be an invaluable reference for those seeking to go beyond the surface to work at depth with gender dysphoria. This work is remarkable for its bravery in presenting a perspective on gender dysphoria that is increasingly being excluded from social and clinical discourse. -- Roberto D’Angelo, Training and Supervising Analyst, Institute of Contemporary Psychoanalysis, Los Angeles and President of the Society for Evidence-Based Gender MedicineThis clear, excellent, clinically based account is very timely. It will help those who want to find their way through the confusing and often contentious writings on the subject of gender identity. It is well founded on experience of helping and working with people who do not feel at home in their bodies, particularly in regard to their sexual identity. They bring to the subject an unusual amount of clinical experience of this specialised psychological area. I strongly recommend it to those in the psychological, medical, and social fields, as well as to anyone who wants an informed account of a confused and confusing subject. -- Dr Ronald Britton, FRCPsych, Distinguished Fellow, British Psychoanalytical SocietyGender Dysphoria is a thoughtful and timely contribution to the current controversy around gender dysphoria, how it is thought about and how it is treated when help is sought. […] The book would clearly be of interest to anyone working with this client group, but I also found it a valuable resource in terms of thinking about the adolescent state of mind. […] Gender Dysphoria is an important book and a valuable contribution to the current debate. The book would grace the shelf of any trainee or practising therapist. -- Helen Lowe, registered member of BACP – BACP Healthcare Counselling and Psychotherapy Journal Jan 2022'What distinguishes the transgender from the gender dysphoric? Research in this area is not as advanced as we would like, and there is a dearth of good data. While this book does not reflect on gender dysphoric individuals for whom transition may be the right decision and have a positive outcome, it does add a great deal to the argument that careful thought is vital in the process of considering such a move. Transition may, or may not, be in the best interests of the individual. But maintaining a position of neutrality and enquiring curiosity, neither pro- nor anti-transition but pro-thought, is a point repeatedly made by the authors.' -- Alan Colam, International Journal of Psychoanalysis, 2023, (104)(6):1139-1142Table of ContentsAcknowledgements Preface by David Bell Foreword by Stephen B. Levine CHAPTER ONE Why have we written this book? CHAPTER TWO Developmental theory CHAPTER THREE Psychoanalytic ideas regarding gender dysphoria CHAPTER FOUR Working with fixed states of mind CHAPTER FIVE The family CHAPTER SIX Adolescence CHAPTER SEVEN Complexities of delivering therapy CHAPTER EIGHT Detransitioners CHAPTER NINE The link between suicidal ideation and gender dysphoria CHAPTER TEN The link between emotionally unstable personality disorder and gender dysphoria in mental health settings CHAPTER ELEVEN Co-morbid mental health issues and gender dysphoria CHAPTER TWELVE The societal, cultural and political environment References Index

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Book SynopsisModern life is tough on young people and their mental health is suffering. Psychotherapist Jeanine Connor turns her focus to this generation in another series of vivid portraits of what goes on behind the doors of her therapy room. These therapeutic snapshots bring to life the theories pioneered by Freud and make compulsive reading.

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Book SynopsisYoung children usually love to draw. Their work multiplies on scraps of paper, on walls, and on refrigerator doors. In this book Christhilde Blume, an experienced paediatrician, explores what parents and educators can learn about children's development through the pictures they create.Rudolf Steiner described children's development in detail, and showed how development is universal, irrespective of location and culture. Inspired by the work of Michaela Strauss in the 1940s who discovered that certain drawn shapes were linked to specific stages of development, Dr Blume confirms this to be true from her study of hundreds of drawings and paintings collected through her medical clinic.Children's drawings change as their soul and spirit gradually incarnate in their physical body, and alongside the growth of consciousness. Adults can learn to 'read' from the pictures what is happening in a child's inner self, physically, psychologically and spiritually.Dr Blume used these insights in her medical work, helping children who were experiencing difficulties or challenges in their lives. This little book is a wonderful insight into this unique approach to understanding the development of individual children.

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Book SynopsisFad diets have influenced our society for hundreds of years. While they are heterogeneous in nature, they make many of the same promises: weight loss, fat burning, muscle building, flatter stomachs, improved gut health, clearer skin, and protection of animal rights and the environment. Not only are fad diets usually ineffective, they are often highly restrictive and associated with significant health risks. Furthermore, the practice of fad dieting dramatically increases one’s risk of developing malnutrition and/or an eating disorder. Adolescence is a period of rapid physical and socioemotional growth during which young people become more vulnerable to poor body image and low self-esteem, which may make adolescents particularly likely to adopt fad diets. However, the nutritional risk incurred could result in serious and potentially permanent impairment of physical and psychosocial development. This book provides an overview of fad diets through the ages, highlighting what all fad diets have in common and how to recognize a fad diet. Readers will learn what science tells us about nutritional needs during adolescence for normal physical, cognitive, and socioemotional development, and the risks that may be incurred if a fad diet prevents an adolescent from meeting these needs. This book examines why adolescents may be particularly prone to fad dieting and why they may also have more to lose if they adopt them. Readers will explore factors that shape adolescent diet culture. This book makes specific recommendations for caring adults in the lives of adolescents, including interdisciplinary health care providers, teachers, coaches, trainers, parents and other caregivers, to steer adolescents away from fad diets and towards healthier alternatives for achieving their goals. The initial chapters are didactic chapters that outline core material. Subsequent chapters use illustrative case examples to teach the reader how to screen adolescents for fad dieting, listen to the concerns that attracted them to the diet, engage them in a discussion about their goals, and collaborate with them to find a healthier path. All chapters conclude with discussion questions for further reflection.Table of ContentsWhat are Fad Diets and How Might They Harm Adolescents? - Prevalence and epidemiology of adolescent dieting - Why do adolescents diet? - What are the consequences of dieting? - How can you identify a fad diet? - What do fad diets promise? - What are the risks of fad diets? Fad Diets through the Ages - Descriptions of different fad diets and categories of fad diets – liquid diets, micronutrient fads, one magic food, one evil food, non-food substances - Historical origins - Associated risks - Purported benefits - Fad diets change over time, but what do they all have in common? Adolescent Diet Culture: Where Does It Come From? - Adolescence: a vulnerable developmental stage - Media influences - Family influences - Peer influences - Corporate influences - Weight stigma/bias - Poor-quality, inadequate, or inconsistent nutritional messaging from clinicians, schools, coaches/trainers, public health platforms An Overview of Recommendations for Food, Fluid, and Activity in Adolescents What Can We Do? - Clinicians: Screen, Listen, Engage, Collaborate - Motivational Interviewing - Educators: use accurate resources, do NOT use BMI report cards or perform mandatory weigh-ins ; coordinate with health care providers. - Provide information that adolescents and caregivers can use for effective decision-making - Coaches and trainers: never suggest diets to adolescents, and never normalize amenorrhea. - YOU ARE A ROLE MODEL: don’t adopt fad diets yourself and do not suggest them to patients. - Working with caregivers and shaping family culture around food and physical activity Healthy Alternatives to Fad Diets: The Total Diet Approach Fad Diets among Special Populations of Adolescents · Athletes · Youth in the performing arts · LGBTQ+ youth · Youth with autism Clinical Cases

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Book SynopsisThis book examines opportunities and obstacles in achieving the digital inclusion of individuals with autism spectrum disorder (ASD). It addresses basic requirements of the digital society and the concepts of digital inclusion (and exclusion), digital participation, and the disability digital divide as well as support for individuals with autism in co-creating digital devices. The book discusses the application of digital technologies across different contexts, including education, leisure activities, community life, daily living skills, and employment of individuals with autism.Featured areas of coverage include: Computer-based interventions for speech development, social communication, executive functions, and other skills in children with autism. Digital health intervention for persons with ASD. Risks for persons with ASD on the Internet (e.g., excessive use, addictive behavior, and cyberbullying). Digital technology use in simulating job interviews, and teaching work skills. Digital technology use in self-advocacy activities of individuals with autism. Digital Inclusion of Individuals with Autism Spectrum Disorder is an essential reference for researchers, professors, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, social work, behavioral therapy/rehabilitation, pediatrics, physical therapy, occupational therapy, speech and language therapy, neurology, special education, child and adolescent psychiatry, and developmental psychology.Table of ContentsChapter 1. Digital Participation and Disability Digital Divide.- Chapter 2. Co-Creating Digital Devices with Individuals with Autism.- Chapter 3. Autism and Digital Learning Environment.- Chapter 4. Leisure Activities and Individuals with Autism.- Chapter 5. Community Living and Individuals with Autism.- Chapter 6. Daily Living Skills and Individuals with Autism.- Chapter 7. Employment and Individuals with Autism.- Chapter 8. Computer-Based Interventions and Individuals with Autism.- Chapter 9. Health and Well-Being and Individuals with Autism.- Chapter 10. Risks Related to the Use of Digital Technologies and Individuals with Autism.- Chapter 11. Digital Technology, Self-advocacy, and Individuals with Autism.

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Book SynopsisWhat effect can an endless stream of images and virtual messages have on a child's development? Will these tools help your child get to know new technologies, or will they plunge him into the virtual world too quickly? Our task as parents is to analyze the contents of these "machines" and protect our children from any traps!

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Book SynopsisThe best book I've read this year ... It's written in such a beautiful way' - Dr Suzi Gage, Book ShamblespodcastThis is an excellent book for anyone who wants to understand the psychology and the science behind what makes them them! - Professor Tanya Byron'This book walks the line between being absolutely fascinating yet accessible. It made me look at how we are raising our kids, as well as my own upbringing, but did so in a totally judgement free way. Loved it' - Clemmie TelfordFrom birth to adulthood, Blueprint tells you what you need to know about how you became who you areHave you ever wondered how your early life shaped you? From beginning to say simple words like 'mama' and learning how to walk around unaided, to the first day of school and forming new friendships, everyone has been a child. The roots of our adult selves go right back to our first experiences. How we think, act and interact is influenced Trade ReviewThis is an excellent book for anyone who wants to understand the psychology and the science behind what makes them them! Engagingly written and wide-ranging, Blueprint explains child psychology and development in a compelling and accessible way. Fascinating for anyone (parent or not) curious about how their childhood affects them as an adult, whilst reassuring that not everything is set in stone -- Professor Tanya Byron, psychologist and presenterImpeccably researched and fascinating, with Lucy Maddox as the ideal guide. If you want to read all about the best evidence on how children's minds develop, this is the book for you -- Claudia Hammond, author and presenter, All in the MindThe best book I've read this year ... It's written in such a beautiful way. Her writing is so warm and vibrant and it really draws you in. She's very nuanced with this - there's no blame or judgement here. It's information about how our early life experience can shape us but also the limitations of that and how other factors are at play as well. It's absolutely fascinating, I couldn't put it down and I recommend that you all read it as wellA very useful addition to the plethora of books written about psychological development . . . highly accessibleBlueprint marshals evidence from an enormous range of studies in an engaging and accessible way. Anyone interested in how our childhood shapes us will find this a fascinating and enjoyable readExcellent. It covered a lot of very important and fascinating information but in a warm and relaxed style for easy reading. I am confident that it would extremely valuable for psychology students with an interest in progressing to clinical practice with children and adolescentsBlueprint is an accessible science book that introduces the reader to the many reasons we end up as we do. These reasons are varied and complex and Lucy Maddox guides the reader through these diverse topics with great clarity. Her style of introducing us to the people that know most about these areas, through to what this might mean for us all in our everyday lives and relationships is excellent ... It is a book that guides both university students and the public through the complexities of who we are and what we becomeThis book walks the line between being absolutely fascinating yet accessible. It made me look at how we are raising our kids, as well as my own upbringing, but did so in a totally judgement free way. Loved it -- Clemmie TelfordThis is a highly accessible and well written book on developmental psychology ... It's warmly and sensitively written, with Lucy's years of experience working in this area coming through in her thoughts. By understanding more about these years of development, then we can help both the next generation with more insight and ourselves with more compassionate understanding of our own personal history -- Chris Winson, 365 Days of Compassion Book Club

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Book SynopsisThe latest research in neuroscience and parenting come together in this groundbreaking book, which brings to light new realizations about the power of nurture for our children's mental and physical health outcomes.Greer Kirshenbaum, PhD. is a neuroscientist, doula, and parent. Her work began the goal of developing new treatments for poor mental health; she dreamed of creating a new medication to address conditions like anxiety, depression, addiction, and chronic stress. Over time, she realized that science had already uncovered a powerful medicine for alleviating mental health struggles, but the answer wasn't a pill. It was a preventative approach: when babies' receive nurturing care in the first three years of life, it builds strong, resilient brains -- brains that are less susceptible to poor mental health.How can parents best set their children up for success? In this revelatory book, Kirshenbaum makes plain that nurture is a preventative medicine against mental health issues. She challenges the idea that the way to cultivate independence is through letting babies cry it out or sleep alone; instead, the way to raise a confident, independent child is to lean into your instincts as a parent. Hold your infant as much as you want. Check on them when they cry, share beds with them, maintain skin-to-skin contact--and this is backed-up by science, which shows that nurturing experiences transforms lives, and improves mental health, physical health, and life outcomes. Nurturing is a gift of resilience and health that parents can give the next generation simply by following their instincts to care for their young.

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Book SynopsisDeliberate practice exercises help students and trainees rehearse fundamental child and adolescent psychotherapy skills todevelop basic competenceand hone their own personal therapeutic style.Each book in the Essentials of Deliberate Practice series contains customized exercises consisting of role-playing scenarios in which two trainees act as a client and a therapist, switching back and forth under the guidance of a supervisor. The trainee playing the therapist improvises appropriate and authentic responsestoa series of client statements organized into three difficulty levels—beginner, intermediate, and advanced—that reflect common problems and concerns encountered bypractitioners who work with children and adolescents.The first 12 exercises each focus on a single skill, such as observing and elaborating on play, exploring identity through a multicultural orientation, and addressing difficult issues like safety concerns and sex. These are followed by two comprehensive exercises—an annotated transcript and free-form mock therapy sessions—in which trainees integrate these essential skills into a single session.Step-by-step instructions guide participants through the exercises, identify criteria for mastering each skill, and explain how to monitor and adjust difficulty. Guidelines and forms to help trainers and trainees get the most out of training are also provided.Trade ReviewThe book includes practice exercises for beginner, intermediate, and advanced skill levels…includes hundreds of examples of what to say when working with children and adolescents…those new to therapy—either interns or practitioners—will benefit from the repetition and review of what to say when working with K–12 students. * Communiqué, National Association of School Psychologists (NASP) *Table of ContentsSeries PrefaceTony Rousmaniere and Alexandre Vaz AcknowledgmentsPart I. Overview and Instructions Chapter 1. Introduction and Overview of Deliberate Practice and Child and Adolescent Psychotherapy Chapter 2. Instructions for the Child and Adolescent Psychotherapy Deliberate Practice ExercisesPart II. Deliberate Practice Exercises for Child and Adolescent Psychotherapy SkillsExercises for Beginner Child and Adolescent Psychotherapy Skills Exercise 1. Communicating Interest and Curiosity Exercise 2. Naming Feelings Exercise 3. Praise and Encouragement Exercise 4. Observing and Describing PlayExercises for Intermediate Child and Adolescent Psychotherapy Skills Exercise 5. Empathic Validation Exercise 6. Elaborating Play Exercise 7. Exploring Identity—Multicultural Orientation Exercise 8. Self-DisclosureExercises for Advanced Child and Adolescent Psychotherapy Skills Exercise 9. Gathering Information About Safety Concerns Exercise 10. Setting Limits Exercise 11. Talking About Sex Exercise 12. Responding to Resistance and RupturesComprehensive Exercises Exercise 13. Annotated Child Psychotherapy Practice Session Transcripts Exercise 14. Mock Child and Adolescent Psychotherapy SessionsPart III. Strategies for Enhancing the Deliberate Practice Exercises Chapter 3. How to Get the Most Out of Deliberate Practice: Additional Guidance for Trainers and Trainees Appendix A. Difficulty Assessments and Adjustments Appendix B. Deliberate Practice Diary Form Appendix C. Sample Child and Adolescent Psychotherapy Syllabus With Embedded Deliberate Practice Exercises References Index About the Authors

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Book SynopsisThe study of motor control is evolving into a field of natural science comparable in its rigor and exactness to established fields such as classical physics. This advancement necessitates a resource that offers more precise terminology and rigorous logics. Neurophysiological Basis of Motor Control, Third Edition, rises to the challenge by building on its foundation with thoroughly updated information, expanded content, and an organizational overhaul. By emphasizing the neurophysiological mechanisms involved in the processes of generating voluntary movements, the text offers a distinct understanding of how the brain generates control signals and how the body executes them.Author Mark Latash, PhD—founding editor of the journal Motor Control and past president of the International Society of Motor Control (ISMC)—combines his expertise with the experience of new coauthor Tarkeshwar Singh, PhD, director of the Sensorimotor Neuroscience and Learning Laboratory at Penn State University. In the third edition of this book, previously titled Neurophysiological Basis of Movement, the authors present the following: New chapters on motor learning and sensorimotor integration Expanded sections dedicated to the role of different sensory modalities in motor control, kinesthetic perception, and action–perception interactions An exploration of the basis of neuroanatomy, aging and development, motor disorders, and basic concepts such as coordination, reflexes, voluntary movement, sensation, and perception Supported with hundreds of illustrations and chapter introductions that provide smooth transitions from one topic to the next, the third edition also incorporates thought-provoking problems that encourage students to think critically and become aware of the types of motor control issues that have yet to be studied or solved. At the end of each section, additional problems are offered in short essay and multiple-choice formats as a means of self-testing. Other supplemental learning aids include chapter summaries as well as key terms and topics.Neurophysiological Basis of Motor Control, Third Edition, deepens students’ knowledge of the link between the brain and movement with basic facts about neural motor control, neuroanatomy, and movement disorders. The text will help usher in a new era in the study of motor control, promoting independent thinking and sharing thought-provoking ideas on current theories of motor control and coordination.Table of ContentsChapter 1. History, Evolution, and Motor Control1.1 Brief History of Movement Studies1.2 Evolution of Movements and Nikolai Bernstein’s Theory1.3 Motor Control and Laws of NaturePart I. Excitable Cells and Their CommunicationChapter 2. Membranes, Particles, and Equilibrium Potentials2.1 The Biological Membrane2.2 Movement in a Solution2.3 Concentration of Water: Osmosis2.4 Movement of Ions: The Nernst EquationChapter 3. Action Potential3.1 Creation of a Membrane Potential3.2 Basic Features of the Action Potential3.3 Mechanisms of Generating an Action PotentialChapter 4. Information Conduction and Transmission4.1 Conduction of an Action Potential4.2 Myelinated Fibers4.3 The Structure of a Neuron4.4 Information Coding in the Nervous System4.5 Synaptic Transmission4.6 Neurotransmitters4.7 Temporal and Spatial SummationChapter 5. Skeletal Muscle5.1 Skeletal Muscle Structure5.2 Myofilaments5.3 Neuromuscular Synapse5.4 Mechanisms of Contraction5.5 Types of Muscle Contractions5.6 Elements of Mechanics5.7 Force–Length and Force–Velocity Relations5.8 External Regimes of Muscle ContractionChapter 6. Peripheral Receptors6.1 General Classification and Properties of Receptors6.2 Muscle Spindles6.3 The Gamma-System6.4 Golgi Tendon Organs6.5 Other Muscle Receptors6.6 Articular Receptors6.7 Cutaneous Receptors6.8 Signals From Peripheral ReceptorsChapter 7. Motor Units and Electromyography7.1 The Motor Unit7.2 Fast and Slow Motor Units7.3 The Henneman Principle7.4 Functional Roles of Different Motor Units7.5 Electromyography7.6 Processing Electromyographic SignalsProblems for Part IPart II. Neuroanatomical Foundations of Motor ControlChapter 8. Cerebral Cortex8.1 Structure of the Cerebral Cortex8.2 Cells in the Cerebral Cortex8.3 Premotor Cortex and Supplementary Motor Area8.4 Primary Motor Cortex8.5 Efferent Output From the Cortical Motor Areas8.6 Afferent Input Into the Cortical Motor Areas8.7 Hemispheric Lateralization in the Cortical Motor Areas8.8 Preparation for a Voluntary Movement8.9 Neuronal Population Vectors8.10 Encoding Movement Parameters in the M18.11 Brain–Machine InterfacesChapter 9. Basal Ganglia9.1 Anatomy of the Basal Ganglia9.2 Inputs and Outputs of the Basal Ganglia9.3 Direct and Indirect Pathways Within the Basal Ganglia9.4 Dopamine Modulation of Basal Ganglia Circuits9.5 Motor Circuits Involving the Basal Ganglia9.6 Activity of the Basal Ganglia During Movements9.7 Movement Disorders Associated With the Basal Ganglia9.8 Other Functions of the Basal GangliaChapter 10. Cerebellum10.1 Overall Structure of the Cerebellum10.2 Inputs and Outputs of the Cerebellum10.3 Pathways Within the Cerebellum10.4 Distinct Cerebellar Regions Control Discrete Motor Functions10.5 Cerebellar Control of Movement10.6 Consequences of Cerebellar Lesions on Movements10.7 Cerebellar Contribution to Motor Learning10.8 Cerebellar Interactions With the Basal Ganglia and CortexChapter 11. Brainstem and Extrapyramidal Tracts11.1 Brainstem Anatomy11.2 Reticular Formation11.3 Superior Colliculus11.4 Red Nucleus11.5 Vestibular Nuclei11.6 Cranial Nerves11.7 Descending TractsProblems for Part IIPart III. Sensory Basis of Motor ControlChapter 12. Central Processing of Somatosensory Information12.1 First-Order Neurons12.2 Second-Order Neurons12.3 Third-Order Neurons12.4 Proprioceptive System12.5 Primary and Secondary Somatosensory Cortex12.6 Integration of Somatosensory Input With Other Sensory Modalities12.7 Injuries to Somatosensory PathwaysChapter 13. Vestibular and Auditory System13.1 Transduction in the Vestibular System13.2 Vestibular Afferents Respond to Head Motion13.3 Central Projections From the Otolith Organs and Semicircular Canals13.4 Central Pathways That Stabilize Gaze, Posture, and Head Movements13.5 Peripheral Auditory System13.6 Central Auditory Projections From the Cochlea13.7 Auditory Integration13.8 Auditory Thalamus and Cortex13.9 Auditory Cortex and Limb Motor ControlChapter 14. Visual System14.1 Structure of the Eye14.2 Structure of the Retina14.3 Rods and Cones14.4 Optic Nerve, Tracts, and Radiations14.5 Striate Cortex14.6 Retinotopic Organization of V114.7 Extrastriate Cortex14.8 Neurons of the Two Visual Streams14.9 Visual Deficits Due to Area-Specific Visual System Damage14.10 Ocular MovementsProblems for Part IIIPart IV. Reflexes and Reflex-Like MovementsChapter 15. Reflexes15.1 Definition of a Reflex15.2 Reflex Arc, Gain, and Latency15.3 Reflex Classifications15.4 Conditioned ReflexesChapter 16. Excitation and Inhibition Within the Spinal Cord16.1 The Spinal Cord16.2 Excitation Within the Central Nervous System16.3 Postsynaptic Inhibition16.4 Recurrent Inhibition and Renshaw Cells16.5 Reciprocal Inhibition16.6 Presynaptic Inhibition16.7 Persistent Inward CurrentsChapter 17. Monosynaptic Reflexes17.1 H-Reflex and M-Response17.2 Tendon Tap Reflex (T-Reflex)17.3 Effects of Voluntary Muscle Activation on Monosynaptic Reflexes17.4 F-WaveChapter 18. Oligosynaptic and Polysynaptic Reflexes18.1 Oligosynaptic Reflexes18.2 Polysynaptic Reflexes18.3 Flexor Reflex18.4 Tonic Stretch Reflex18.5 Tonic Vibration Reflex18.6 Interaction Among Reflex Pathways18.7 Inter-Joint and Inter-Limb ReflexesChapter 19. Long-Loop Reflexes and Reflex-Like Reactions19.1 Preprogrammed Reactions19.2 Preprogrammed Reactions Versus Stretch Reflexes19.3 Afferent Sources of Preprogrammed Reactions19.4 Preprogrammed Reactions During Movement Perturbations19.5 Basic Features of Preprogrammed Reactions19.6 Preprogrammed Corrections of Vertical Posture19.7 Corrective Stumbling ReactionsProblems for Part IVPart V. Control and Coordination of Goal-Oriented MovementsChapter 20. Voluntary Control of a Single Muscle20.1 What Is Voluntary Movement?20.2 Feedforward and Feedback Control20.3 Servo Control20.4 Servo Hypothesis20.5 α-γ Coactivation20.6 Voluntary Activation of Muscles20.7 Equilibrium-Point HypothesisChapter 21. General Issues of Motor Control21.1 Force Control21.2 Engrams and the Generalized Motor Program21.3 Internal Models21.4 Equilibrium-Point Hypothesis: Main Ideas21.5 Equilibrium-Point Hypothesis: Subtle Details21.6 Dynamic Systems ApproachChapter 22. Motor Synergies22.1 The Problem of Motor Redundancy22.2 Optimization Approaches22.3 Bernstein’s Level of Synergies22.4 Uniting Muscles Into Groups22.5 Principle of Abundance22.6 Ensuring Stability of Movements22.7 Uncontrolled Manifold HypothesisChapter 23. Patterns of Single-Joint Movements23.1 Isotonic Movements and Isometric Contractions23.2 Task Parameters and Performance Variables23.3 Kinematic Patterns During Single-Joint Isotonic Movements23.4 EMG Patterns During Single-Joint Isotonic Movements23.5 EMG Patterns During Single-Joint Isometric Contractions23.6 Dual-Strategy Hypothesis23.7 Single-Joint Movements Within the Equilibrium-Point HypothesisChapter 24. Multijoint Movement24.1 Two Issues With Controlling Natural Reaching Movements24.2 Interjoint Reflexes24.3 Multijoint Coordination by the Spinal Cord24.4 Supraspinal Mechanisms24.5 Neural Control Variables for Multijoint Movements24.6 Equilibrium-Trajectory Hypothesis24.7 Hierarchical Control With Spatial Referent Coordinates24.8 Multijoint SynergiesChapter 25. Postural Control25.1 Vertical Posture25.2 Postural Sway25.3 Role of the Vestibular System25.4 Role of Vision25.5 Role of Proprioception25.6 Anticipatory Postural Adjustments25.7 Corrective Postural Reactions25.8 Postural SynergiesChapter 26. Locomotion26.1 Two Approaches to Locomotion26.2 Central Pattern Generator26.3 Locomotor Centers26.4 Spinal Locomotion26.5 Spinal Control of Locomotion in Humans26.6 Gait Patterns26.7 Dynamic Pattern Generation26.8 Step Initiation26.9 Corrective Stumbling ReactionChapter 27. Prehension27.1 Hand Joints and Muscles27.2 Cortical Representations of the Hand27.3 Indices of Finger Interaction27.4 Multifinger Synergies in Pressing Tasks27.5 Grasping27.6 Prehension Synergies and Principle of SuperpositionProblems for Part VPart VI. Sensorimotor Integration for Perception and ActionChapter 28. Kinesthetic Perception28.1 Sensation and Perception28.2 Weber-Fechner Law28.3 Ambiguity of Sensory Information28.4 Afferent and Efferent Components of Perception28.5 Vibration-Induced Kinesthetic Illusions28.6 Distorted Efferent Copy and Preconceptions28.7 Sense of Effort28.8 Stability of Percepts28.9 Perception–Action CouplingChapter 29. Multisensory Integration29.1 Spatial Multisensory Integration for Limb Motor Control29.2 Temporal Multisensory Integration for Limb Motor Control29.3 Coordinate Frames for Limb Motor Control29.4 Postural Balance and Motion Perception29.5 Neural Correlates of Multisensory IntegrationChapter 30. Visual Perception and Action30.1 Two Visual Streams30.2 Magnocellular and Parvocellular Ganglion Cells and Streams30.3 Motion Processing in the Cortex30.4 Color, Object, and Face Recognition in the Ventral Stream30.5 Roles of Dual Streams for Reach-to-Grasp Movements30.6 Neural Structures Involved in Oculomotor Control30.7 Frontoparietal Cortical Areas Involved in Eye–Hand Coordination30.8 Eye and Hand Coordination for Movements Starting From Rest30.9 Eye and Hand Coordination During Movement30.10 Eye and Hand Coordination While Intercepting Moving TargetsProblems for Part VIPart VII. Emerging, Evolving, and Adapting MovementsChapter 31. Fatigue31.1 Fatigue and Its Contributors31.2 Muscular Mechanisms of Fatigue31.3 Spinal Mechanisms of Fatigue31.4 Supraspinal Mechanisms of Fatigue31.5 Adaptive Changes During Fatigue31.6 Abnormal FatigueChapter 32. Effects of Aging32.1 General Features of Movements in Elderly Persons32.2 Changes in Muscles and Motor Units32.3 Muscle Reflexes in Elderly Persons32.4 Changes in Sensory Function32.5 Muscle Activation Patterns During Fast Movements32.6 Changes in Posture and Gait32.7 Hand Function in Elderly Persons32.8 Changes in Motor Synergies32.9 Adaptive Changes in Motor Patterns32.10 Effects of TrainingChapter 33. Typical and Atypical Development33.1 Humans at Birth33.2 Motor Milestones During Typical Development33.3 Exploration and Emergent Motor Patterns33.4 Development of Motor Synergies33.5 Down Syndrome33.6 Effects of Practice in People with Down Syndrome33.7 Autism33.8 Developmental Coordination DisorderChapter 34. Motor Learning34.1 Adaptation, Learning, and Memory34.2 Muscle Memory34.3 Habituation of Reflexes34.4 Conditioned Reflexes34.5 Operant Conditioning and Learning Spinal Reflexes34.6 Short-Term and Long-Term Memory34.7 Adaptation to Unusual Force Fields34.8 Motor Skills34.9 Learning Motor Synergies34.10 Stages in Motor Learning34.11 Effects of Practice on Cortical RepresentationsProblems for Part VIIPart VIII. Motor DisordersChapter 35. Peripheral Muscular and Neurological Disorders35.1 Myopathies and Neuropathies35.2 Muscular Dystrophies35.3 Continuous Muscle Fiber Activity Syndromes35.4 Myasthenia Gravis35.5 Mononeuropathies35.6 Multiple Mononeuropathies35.7 Polyneuropathies35.8 RadiculopathiesChapter 36. Spinal Cord Injury and Spasticity36.1 Consequences of Spinal Cord Injury36.2 Signs and Symptoms of Spasticity36.3 Possible Mechanisms of Spasticity36.4 Defining Muscle Tone36.5 Treatment of SpasticityChapter 37. Disorders Involving the Basal Ganglia37.1 Clinical Features of Parkinson's Disease37.2 Voluntary Movements in Parkinson's Disease37.3 Vertical Posture and Locomotion in Parkinson's Disease37.4 Motor Synergies in Parkinson's Disease37.5 Treatment of Parkinson’s Disease37.6 Huntington’s Chorea37.7 Hemiballismus37.8 Dystonia37.9 Tardive DyskinesiaChapter 38. Cerebellar Disorders38.1 Consequences of Cerebellar Injuries in Animals38.2 Consequences of Cerebellar Disorders in Humans38.3 Abnormalities of Stance and Gait38.4 Voluntary Movements in Cerebellar Disorders38.5 Cerebellar Tremor38.6 Ataxias38.7 Changes in Motor Synergies38.8 Cerebellar Cognitive Affective SyndromeChapter 39. Cortical Disorders39.1 Consequences of Lesions of Different Cortical Lobes39.2 Stroke39.3 Myoclonus39.4 Tics39.5 Tourette Syndrome39.6 Williams SyndromeChapter 40. Systemic Disorders40.1 Amyotrophic Lateral Sclerosis40.2 Multiple Sclerosis40.3 Multisystem Atrophy40.4 Essential Tremor40.5 Cerebral Palsy40.6 Wilson’s DiseaseChapter 41. Motor Rehabilitation41.1 Do “Normal Movements” Exist?41.2 Changes in CNS Priorities41.3 Neural Plasticity41.4 Adaptive Changes in Motor Patterns41.5 Consequences of Amputation41.6 Functional Electrical Stimulation41.7 Constraint-Induced and Discomfort-Induced Therapies41.8 Brain–Computer Interface41.9 Practical ConsiderationsProblems for Part VIII

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Book SynopsisHow can clinicians help vulnerable young families overcome barriers to secure, reciprocal, and joyful parentâinfant relationships? This book provides a flexible framework for promoting reflective parenting from the ground up. Described are effective ways to support safety and self-regulation in parents with histories of trauma and adversity, giving them a stronger foundation for seeing, hearing, and connecting to their children. The book distills principles of the influential Minding the Baby (MTB) home visiting program, as well as contemporary attachment and mentalization research. Vivid case material illustrates therapeutic strategies that can be used with parents and children in any clinical context. End-of-chapter Questions for Clinicians help readers apply the concepts discussed, with special attention to developing their own reflective capacities.Trade Review"This outstanding, beautifully written book gives clinicians an understanding of how to apply Minding the Baby principles with parents of infants and young children. It is by far the very best description of applied attachment theory and the concept of mentalizing available for a clinical audience. Practitioners are guided to improve parents’ experiences and practices, with the ultimate aim of improving young children's lives. The authors do not shy away from challenging questions about the universal applicability of attachment theory--instead, they address them head-on, emphasizing the importance of race, poverty, and other societal factors in the lives of families. I would use this book for my elective clinical practice class entitled Stress and Trauma in the Early Years."--Ruth Paris, PhD, School of Social Work, Boston University "An exceptionally helpful and practical guide, written by one of the world’s best experts in this field. Slade and her colleagues provide a crystal-clear description of clinical strategies based on one of the most influential evidence-based interventions for vulnerable parents and children. The book shows how to understand and address tough parenting challenges that can gravely undermine children's development and well-being. Practitioners will treasure this superb work."--Peter Fonagy, OBE, FMedSci, FBA, FAcSS, Head, Division of Psychology and Language Sciences, University College London, United Kingdom; Chief Executive, Anna Freud Centre "This much-needed book fills an important gap in the literature on parenting interventions. It will serve as a go-to resource for mental health providers from a range of disciplines, including nursing, psychology, and social work, because it models a clinical attitude and describes therapeutic techniques in a clear, approachable style. The clinical examples--of both effective interventions and interventions that 'miss the mark'--help the reader appreciate the central role of mentalization in promoting emotional growth. The numerous figures depicting the relationships between concepts are a useful tool for better understanding. The Clinician Mentalizing Self-Assessment feature is simply brilliant."--Alicia F. Lieberman, PhD, Irving B. Harris Endowed Chair in Infant Mental Health and Professor, Department of Psychiatry ​and Behavioral Sciences, University of California, San Francisco "In this book, you will find a therapeutic recipe crafted by people who are caring for parents and children. This is an intervention that carries the souls and hearts of the families and professionals who have helped to create it. Surrounding this is the science that provides support for the intervention--both the data and the theory. What you will feel most strongly as you take in the principles and ideas of this program are the arms holding you up until you are ready to hold up others."--Jessica Borelli, PhD, Department of Psychological Science, University of California, Irvine-Table of ContentsPreface Glossary of Acronyms and Abbreviations 1. Minding the Baby™ and Reflective Parenting: An Introduction I. Theoretical and Scientific Bases for Minding the Baby Parenting 2. The Foundations of Attachment Theory and Research 3. Pathways to Secure Attachment: Caregiver Sensitivity 4. Pathways to Secure Attachment: Parental Mentalizing 5. Impaired Mentalizing and Trauma 6. Adversity, Toxic Stress, and Resilience II. Establishing the Relational Foundations of Reflection 7. The Relational Foundations of Reflection 8. The Relational Foundations of Reflection in the Clinician 9. The Relational Foundations of Reflection in Parents and Children III. Building Reflective Capacities 10. Enhancing Parental Reflective Functioning: General Considerations 11. Reflective Nursing 12. Parental Mental Health 13. Clinical Applications of the Pregnancy and Parent Development Interviews IV. Clinical Applications of Minding the Baby Parenting 14. Brenda, Aidan, and Allie 15. Yolanda, Manny, and Mildred 16. Genevieve, Jared, and Jimmy 17. Embracing Complexity Appendix I. The Pregnancy Interview, Arietta Slade Appendix II. The Parent Development Interview--Short Version (2004), Arietta Slade, J. Lawrence Aber, Brenda Berger, Ivan Bresgi, and Merryle Kaplan References Index

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Book SynopsisTable of Contents1. Understanding Life-Span Human Development. 2. Genes, Environment, and Development. 3. Prenatal Development and Birth. 4. Body, Brain, and Health. 5. Sensation, Perception, and Action. 6. Cognition. 7. Memory and Learning. 8. Intelligence and Creativity. 9. Language, Education, and Work. 10. Self and Personality. 11. Gender Roles and Sexuality. 12. Social Cognition and Moral Development. 13. Emotions, Attachment, and Social Relationships. 14. The Family. 15. Developmental Psychopathology. 16. The Final Challenge: Death and Dying. Appendix A: Applying and Comparing Theories. Appendix B: Careers in Human Development.

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Book SynopsisAn informative, empathetic and accessible guide to understanding childhood grief at every age, which will help caretakers to support children mourning after loss.From Dr Corinne Masur, an award-winning clinical psychologist specialising in grief and mourning, comes a necessary and impactful guide to understanding children''s grief from the inside and to guiding children through loss, from the death of a parent and other family members, to the loss of friends, pets and even the family home. Dr Masur describes how to understand, help and guide children at each age and stage of development and uses her own childhood experience with loss through empathetic yet clinically informed advice.When Dr Masur was fourteen years old, her father died. Like most children and teens facing loss, Masur didn''t know how to handle her grief, and she was never encouraged to acknowledge or share what she was feeling with her family, teachers or friends. Her experience of shock and e

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Book SynopsisDisorganized attachment, the most extreme form of insecure attachment, can develop in a child when the person who is normally meant to protect them is a source of danger. This usually leads to 'fear without solution' and the effects can be lasting and damaging.This book is a comprehensive and accessible text on disorganized attachment. It outlines what it is, how it can be identified and the key causes, including neurological, biochemical and genetic explanations. Factors that contribute to disorganized attachment are covered including unresolved loss and trauma, and the behaviour of caregivers. The authors also discuss evidence-based interventions to help families and carers as well as how to work with adults to prevent or minimize its occurrence. To root the theory in practice and to illustrate real-life examples of disorganized attachment case vignettes are included.With an authoritative research base, this accessible text will be invaluable to practitioners and academics in the fields of social care, psychology, counselling and allied health professions as well as undergraduate and postgraduate students.Trade ReviewThis accessible and informative book takes an up-to-date approach to the topic of disorganized attachment... The text has an authoritative research base and will be of use to social work and counselling/therapy professionals. -- The Journal of Analytical PsychologyShemmings and Shemmings cut to the crux of the child protection system... If the vision of practice featured in Understanding Disorganized Attachment is realized, social workers will have a research-based framework with which to assess and to assist parents and children most at risk of maltreatment. In turn, this knowledge could help raise social workers' confidence in their abilities, sense of efficacy in interventions and purpose in visits. -- Critical Social PolicyWhen I read a book, I put a sticky note on any page I find interesting and intend to refer to later. In this book of 240 pages, there were 55 stickies. I read it again. It is an easy to read, though academic, book and, in parts, is entertaining. It draws from a list of references and demonstrates not only how our knowledge has developed over the years, but where we might go in the future. The subject matter is crucial to anyone working with, and making decisions on behalf of, children and families... I would recommend this book to any childcare practitioner in health and social care and carers. -- Seen and HeardI was keen to review this book and have not been disappointed. It is a scholarly and practical work containing a wealth of valuable information and theoretically researched suggestions... the book in its entirety is one that should be required reading for training in anything connected with children's welfare, for health and particularly mental health professionals, and for teacher training. -- Counselling Children & Young PeopleThis book is written in a clear, accessible style, without over-simplifying some of the very complex ideas. It is scholarly and well-researched. It also provides helpful introductions to attachment theory, metallisation and recent developments in neuroscience. -- Children & Young People NowA well-written book that clearly, and in detail, describes the ethology, assessment, and components of effective treatment of disorganized attachment. The authors explain the main concepts of attachment theory with a remarkable clarity that is refreshing and insightful, drawing on historical and everyday examples to illustrate their points. It is clear, complete, and put into easily understandable terms. The [authors] have written a seminal work on disorganized attachment. -- Dr Arthur Becker-Weidman, Director, The Center for Family Development in Williamsville, New York, USAThis is a fabulous book. It provides a clear and coherent account of normal attachment systems in children and their parents, and an equally clear account of how the behaviours of parents affect the security of children's attachment. The authors are experienced real-world practitioners as well as researchers, and it shows. I hope and anticipate that this book will be read by all those working in child protection systems, especially family court judges and those who assess parents accused of maltreatment. -- Dr Gwen Adshead, Consultant Forensic Psychotherapist, Broadmoor Hospital, UKTable of ContentsAcknowledgements. Dedication. Introduction. Part 1. Theoretical and Research Background. 1. What is Disorganized Attachment? 2. Key Pathways to Disorganized Attachment and its Consequences. 3. Identification and Assessment of Disorganized Attachment. 4. Neurological, Biochemical and Genetic Explanations. Part 2. Intervening Factors Leading to Disorganized Attachment. 5. Unresolved Loss and Trauma. 6. Mentalization and Reflective Function. 7. Specific Caregiver Behaviour (with David Wilkins). Part 3. Theory and Research into Practice. 8. What Produces Successful Interventions? (with David Phillips). 9. The Assessment of Disorganized Attachment and Maltreatment (ADAM) Project (with Tania Young). Concluding Comments. References. Subject Index. Author Index.

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Book SynopsisNurturing brain development in children through play.Trade Review"[A] must for anyone who works with children or young people. Therapists with an adult clientele will benefit from reading it too: our clients were all children once. . . . It can be used as a text book for teaching students of therapy and there is a section of hand-outs that could be copied and given out to students. . . . The vignettes are entertaining and we are shown how to put the theory into practice." -- Contemporary Psychotherapy"This is one of the most exciting and fascinating books on play therapy in recent years. Drawing on the groundbreaking work of two neuroscientists, Panksepp and Porges, Kestly explains in accessible language the neurobiology and healing power of play. Every play therapist, parent, and teacher will want to read this book." -- David A. Crenshaw, PhD, ABPP, RPT-S, Clinical Director, Children’s Home of Poughkeepsie; Co-Editor of Creative Arts and Play Therapy for Attachment Problems"The Interpersonal Neurobiology of Play should be required reading for all play therapists. It presents in a clear and understandable manner key neurobiology information needed by play therapists to correctly understand and treat the children they are working to help." -- Helen E. Benedict, PhD, Child Clinical Psychologist, Baylor University, Waco, Texas"In this beautifully written and highly accessible text, Theresa Kestly draws on her vast clinical experience and the latest research in neuroscience to articulate the critical role of play and relationships in children’s growth and healing. Dr. Kestly provides a clear explanation of the neurobiology behind play and play therapy, illustrating concepts meaningfully through personal case examples. This groundbreaking text is a must read for play therapists and anyone working with children. I could not put it down!" -- Sue C. Bratton, PhD, Professor & Director, Center for Play Therapy, University of North Texas, Denton, Texas

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Book SynopsisA collection of writings by leading developmental psychologist Patricia M Crittenden, highlighting her vast contribution to attachment theory and research. It includes her observation of compulsive A, coercive C, and combined A/C patterns; application of attachment theory to child maltreatment, parent and child mental illness, and criminality; and the Dynamic-Maturational Model (DMM) of Attachment and Adaptation.Includes an introduction to the Dynamic-Maturational Model of Attachment and Adaptation (DMM) and shows the history of that model. Contains an introduction and commentaries and published in conjunction with the International Association for the Study of Attachment (IASA).Trade Review'This volume contains a selection of the seminal works of Patricia Crittenden, one of the most creative and innovative thinkers in the history of attachment theory. Crittenden integrates the fields of developmental psychology and developmental psychopathology in her thought-provoking and insightful research on attachment in normal and atypical development. Her ground-breaking work on attachment and child maltreatment stimulated the field to embark on translational research to prevent attachment insecurity and to promote resilient functioning'- Dante Cicchetti, Ph.D., McKnight Presidential Chair, William Harris Professor and Professor of Child Psychology and Psychiatry, Institute of Child Development, University of Minnesota; 'Contains a selection of the seminal works of Patricia Crittenden, one of the most creative and innovative thinkers in the history of attachment theory': Professor Dante Cicchetti, Institute of Child Development, University of Minnesota. 'A "must" for each trainer, therapist, researcher or student'- Professor Rodolfo de Bernart, President, IASA (from the Foreword).

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Book SynopsisEducational environments can present challenges for children with Pathological Demand Avoidance (PDA), who require different strategies than children with a more straightforward presentation of autism, and schools frequently find themselves struggling to meet their complex needs. In this guide PDA experts Ruth Fidler and Phil Christie outline effective strategies for supporting pupils with PDA in education settings.Including a useful overview of PDA, this book outlines the impact of this diagnostic profile on learning, and explains why Collaborative Approaches to Learning is such a successful method for supporting pupils with PDA. It shows how teaching professionals can get started with this approach, with advice for implementing key strategies to overcome common challenges. The book also includes information on creating PDA-friendly learning environments, helping pupils to develop long-term social and emotional resilience. With handy downloadable resources, valuable information on supporting the wellbeing of adults who work with children with PDA, this is an essential resource for teaching and support staff in mainstream and special education schools.Trade ReviewAs medical lead for ASD in Surrey, I witness first-hand the challenge that teachers face in responding to the needs of children with PDA symptoms. It's very clear that this book stems from the authors' unparalleled educational experience and I am excited about the good it is going to do. -- Dr Glòria Durà-Vilà, Consultant Child & Adolescent Psychiatrist, Surrey and Borders NHS Trust, author of ‘My Autism Book’ and ‘Me and my PDA’Table of Contents1. Towards an Understanding of PDA. 2. Implications for Teaching and Learning. 3. What are Collaborative Approaches to Learning. 4. Key Strategies. 5. Getting started. 6. Personalising the curriculum. 7. Encouraging social understanding and promoting emotional wellbeing. 8. Demonstrating progress. 9. Looking after yourself. Summary.

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Book SynopsisFamily relations are undergoing dramatic changes globally and locally. At the same time, certain features of family life endure. This popular book, now in a fully updated second edition, presents a comprehensive assessment of recent research on 'family', parenting, childhood and interpersonal ties. A Sociology of Family Life queries assumptions about a disintegration of 'the family' by revealing a remarkable persistence of commitment and reciprocity across cultures, within new as well as traditional family forms. Yet, while new kinds of intimate relationships such as 'friends as family' and LGBTQ+ intimacies become commonplace, such personal relationships can still be difficult to negotiate in the face of wider structural norms. With a focus on factors such as class, gender, race, ethnicity and sexuality, this new edition highlights inequalities that influence and curb families and personal life transnationally. Alongside substantial new material on cultural and digital transformations, the book features extensive updates on issues ranging from demography, migration, ageing and government policies to reproductive technologies, employment and care. With a global focus, and blending theory with real-life examples, this insightful and engaging book will remain indispensable to students across the social sciences.Trade Review‘[A] significant contribution to the field of family sociology and demography … an excellent resource for anyone teaching not only family sociology but more broadly population studies or social sciences. … I highly recommend reading this book and including it as recommended reading for students.’European Journal of Population‘This richly theoretical book draws on fascinating examples from across the globe to consider key debates on “family” in the modern world. Highly recommended.’Margaret K. Nelson, Middlebury College ‘An authoritative, wide-ranging and up-to-date overview of current social scientific understandings of family and personal relationships. Few contemporary texts on family provide the breadth and depth of analysis to be found here. It is required reading for students and teachers of family life today.’Brian Heaphy, University of Manchester ‘This nuanced book provides an indispensable guide to understanding the evolving relationships between global economies and intimacy.’Lynn Schofield Clark, University of DenverTable of ContentsIntroduction 1. Traditional Approaches to the Family 2. Individualization, Intimacy and Family Life 3. Parenting Practices and Values 4. The Changing Nature of Childhood 5. Families and Ageing Societies 6. Globalization, Migration and Intimate Relations 7. Families, Fertility and Populations 8. Families and New Reproductive Technologies 9. New Directions: The Politics of Family, Intimacy and Personal Life

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Book SynopsisThe first volume to showcase science-based interventions that have been demonstrated effective in promoting attachment security, this is a vital reference and clinical guide for practitioners. With a major focus on strengthening caregiving relationships in early childhood, the Handbook also includes interventions for school-age children; at-risk adolescents; and couples, with an emphasis on father involvement in parenting. A consistent theme is working with children and parents who have been exposed to trauma and other adverse circumstances. Leading authorities describe how their respective approaches are informed by attachment theory and research, how sessions are structured and conducted, special techniques used (such as video feedback), the empirical evidence base for the approach, and training requirements. Many chapters include illustrative case material.Trade Review"Attachment theory has longstanding roots in clinical intervention, which are deepened and extended with this remarkable volume. In well-written profiles of 21 attachment-based interventions, readers are introduced to the conceptual foundations, therapeutic strategies, training procedures, and outcome evaluations of some of the foremost clinical applications of attachment theory. This is an essential resource for clinicians, researchers, and students interested in parent–child attachment, relationship-based interventions, and early mental health. I learned a lot from it."--Ross A. Thompson, PhD, Distinguished Professor of Psychology, University of California, Davis "Howard Steele and Miriam Steele have made a unique contribution to the field of attachment with their emphasis on intervention approaches that make a difference. The volume improves the reader's understanding of ways to help repair attachment problems using interventions grounded in strong theory and empirical research. The editors' careful work has resulted in a comprehensive review that will enhance clinical understanding of evidence-based practice in this area. This book will be of great interest to clinicians and researchers alike, as well as graduate students studying both clinical and research approaches to attachment."--Joy D. Osofsky, PhD, Paul J. Ramsay Chair, Departments of Pediatrics and Psychiatry, Louisiana State University Health Sciences Center "Unique, much needed, and valuable. Howard and Miriam Steele have gathered in one place, from around the globe, the most prominent evidence-based intervention programs across the life cycle that build on attachment theory. Key contributors to the respective approaches succinctly summarize their theoretical foundations, the pragmatics of intervention, research support, and issues in dissemination. This is the essential guidebook for students and professionals who want to develop a better understanding of these models, and a surefire classroom text for courses related to attachment or early intervention."--Jay Lebow, PhD, ABPP, LMFT, Senior Scholar and Clinical Professor, The Family Institute at Northwestern University "An extremely valuable handbook for both attachment novices and experts. This book provides an overview of the rich variety of attachment-based interventions, including specific information about their theoretical, methodological, and empirical bases, all in one volume. Clinical practitioners can search for the programs that are best tailored to the needs of the children, adolescents, or even adults that they treat."--Gottfried Spangler, PhD, Department of Psychology, Friedrich-Alexander University of Erlangen-Nuremberg, Germany "This volume offers a thoughtful and thorough presentation of attachment-inspired and attachment-derived interventions across a range of ages, from infancy to adulthood. The editors have done a superb job and have made an important contribution to the legacy of Bowlby and Ainsworth."--Charles H. Zeanah, Jr., MD, Mary Peters Sellars-Polchow Chair in Psychiatry and Professor of Psychiatry and Pediatrics, Tulane University School of Medicine -This book will be an excellent addition to the libraries of clinicians who treat children and families. It does a good job of describing 21 different attachment-based interventions and combines the theory of John Bowlby with practical ideas to increase attachment security, especially with victims of trauma. These interventions can be used from infancy through older adolescence.--Doody's Review Service, 2/9/2018Table of Contents1. Video-Feedback Intervention to Promote Positive Parenting and Sensitive Discipline: Development and Meta-Analytic Evidence for Its Effectiveness, Femmie Juffer, Marian J. Bakermans-Kranenburg, & Marinus H. van IJzendoorn 2. Attachment and Biobehavioral Catch-Up, Mary Dozier, Kristin Bernard, & Caroline K. P. Roben 3. The Circle of Security Intervention: Design, Research, and Implementation, Susan S. Woodhouse, Bert Powell, Glen Cooper, Kent Hoffman, & Jude Cassidy 4. The Nurse–Family Partnership: Theoretical and Empirical Foundations, Nancy S. Donelan-McCall & David L. Olds 5. Steps Toward Effective, Enjoyable Parenting: Lessons from 30 Years of Implementation, Adaptation, and Evaluation, Gerhard J. Suess, Martha Farrell Erickson, Byron Egeland, Hermann Scheuerer-Englisch, & Hans-Peter Hartmann 6. The UCLA Family Development Project: Promoting Healthy Relationships from Within, Jessica L. Borelli, David Kyle Bond, Karen Dudley, Victoria Ponce, & Catherine Mogil 7. Minding the Baby: Complex Trauma and Attachment-Based Home Intervention, Arietta Slade, Tanika Eaves Simpson, Denise Webb, Jessica Gorkin Albertson, Lois S. Sadler, & Nancy Close 8. New Beginnings: A Time-Limited Group Intervention for High-Risk Infants and Mothers, Tessa Baradon, Michelle Sleed, Rebecca Atkins, Chloe Campbell, Abel Fagin, Rachel van Schaick, & Peter Fonagy 9. Group Attachment-Based Intervention: A Multifamily Trauma-Informed Intervention, Howard Steele, Miriam Steele, Karen Bonuck, Paul Meissner, & Anne Murphy 10. CAPEDP Attachment: An Early Home-Based Intervention Targeting Multirisk Families, Susana Tereno, Nicole Guédeney, Tim Greacen, Antoine Guédeney, & the CAPEDP Study Group 11. Mom2Mom: An Attachment-Based Home-Visiting Program for Mothers of Young Infants, Marsha Kaitz in collaboration with Miriam Chriki, Naomi Tessler, Judith Levy, & Sara Burstin 12. Video-Feedback Intervention for Parents of Infants at High Risk of Developing Autism, Jonathan Green 13. Child–Parent Psychotherapy: Theoretical Bases, Clinical Applications, and Empirical Support, Sheree L. Toth, Louisa Michl-Petzing, Danielle Guild, & Alicia F. Lieberman 14. The Attachment Video-Feedback Intervention Program: Development and Validation, Ellen Moss, George M. Tarabulsy, Karine Dubois-Comtois, Chantal Cyr, Annie Bernier, & Diane St-Laurent 15. B.A.S.E.—Babywatching: An Attachment-Based Program to Promote Sensitivity and Empathy, and Counter Fear and Aggression, Karl Heinz Brisch & Jeannette Hollerbach 16. Creating a Peaceful School Learning Environment: Attachment and Mentalization Efforts to Promote Creative Learning in Kindergarten through Fifth-Grade Elementary School Students with Broad Extension to All Grades and Some Organizations, Stuart W. Twemlow, Peter Fonagy, Chloe Campbell, & Frank C. Sacco 17. Connect: An Attachment-Based Program for Parents of Teens, Marlene M. Moretti, Dave S. Pasalich, & Katherine A. O’Donnell 18. Attachment-Based Family Therapy for Adolescent Depression and Suicide Risk, E. Stephanie Krauthamer Ewing, Suzanne A. Levy, Syreeta A. Scott, & Guy S. Diamond 19. Mentalization-Based Therapy for Adolescents: Managing Storms in Youth Presenting with Self-Harm and Suicidal States, Trudie Rossouw 20. Promoting Responsiveness, Emotion Regulation, and Attachment in Young Mothers and Infants: An Implementation of Video Intervention Therapy and Psychological Support, Cristina Riva Crugnola, Elena Ierardi, Alessandro Albizzati, & George Downing 21. Supporting Father Involvement: A Father-Inclusive Couples Group Approach to Parenting Interventions, Philip A. Cowan, Carolyn Pape Cowan, Marsha Kline Pruett, & Kyle Pruett Author Index Subject Index

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Book SynopsisProfessor Robert Plomin, the world's leading geneticist, said in 2014 of his search for genes that explain differences in our psychology: I have been looking for these genes for fifteen years. I don't have any'.Using a mixture of famous and ordinary people, Oliver James drills deep down into the childhood causes of our individuality, revealing why our upbringing, not our genes, plays such an important role in our wellbeing and success. The implications are huge: as adults we can change, we can clutch our fates from predetermined destiny, as parents we can radically alter the trajectory of our childrens' lives, and as a society we could largely eradicate criminality and poverty.Not in Your Genes will not only change the way you think about yourself and the people around you, but give you the fuel to change your personality and your life for the better.Trade ReviewRadical but full of hope ... we really can choose our mental health and that of our children * Steve Biddulph, bestselling author of Raising Boys *the nation's shrink * The Times *James is charting the new frontiers in psychology * Guardian *

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Book SynopsisTrade Review"The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems is a timely addition to the existing body of works on assessment and treatment recommendations for such issues. Unlike many of the previously available books on learning and attention problems, this book appropriately offers specific guidance about conducting assessments and treatment interventions for both diagnoses. This integrated approach is so fitting as these problems are commonly co-occurring pediatric disorders. The editor, Martel, provides a critical analysis of the academic and clinical treatment interventions. Each academic and clinical intervention has a respective chapter that offers in-depth descriptions of that given method. More widely known interventions are contrasted with newer, relatively obscure techniques. Especially to be appreciated is coverage of more novel neurotherapeutic interventions including repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS)." --Lucia J. Stubbs, PhD, Licensed PsychologistTable of ContentsPart 1: Assessment Guidelines 1. Assessment and Diagnosis of Learning Disorders 2. Assessment and Diagnosis of ADHD 3. Assessment of Comorbid Learning and Attention Problems Part 2: Recommendations for Intervention and Treatment 4. Response to Intervention 5. Educational Therapy 6. Academic Accommodations and Modifications 7. Behavioral Parent Training 8. Executive Function Training 9. Tying It All Together

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Book SynopsisTrade Review"This book addresses a long standing and serious gap in the literature, including two extremely powerful and attractive assessment tools, together into one volume. The chapters keep their tight focus nicely, and the disciplined situating of the issues into scientific methodology is a positive feature of the text. Staying focused on the boundaries of the approach without digression makes this book very compelling and informative. Overall, the coverage and integration of the literature on psychopathy, the PCL-R, PAI and Rorschach makes the addition of Understanding Female Offenders to one’s library quite worthwhile." --Marvin W. Acklin, PhD, ABPP, ABFP, ABAP, Board-certified Clinical, Assessment & Forensic Psychologist "Understanding Female Offenders: Psychopathy, Criminal Behavior, Assessment, and Treatment is a masterful and up-to-date review of the literature. Historical review and contextualization of concepts and assessment instruments are extremely helpful and set the stage for the strong analysis that follows. The authors are leaders in the field of psychological assessment, and their extensive knowledge is reflected in the care and detail of the conceptual theories and analysis developed in this book and its foundational research." --Giselle Hass, PsyD, ABAP, Clinical and Forensic Psychologist "Understanding Female Offenders: Psychopathy, Criminal Behavior, Assessment, and Treatment makes an important contribution to the field. Clinicians who work with female psychopaths will want to consult this text for practical advice about bias and about managing the emotional demands of this work. The case studies offer vivid illustrations that are supported by extensive tables of test data which can readily be applied." --Kari Carstairs, PsyD, ABAP, Clinical psychologist "Understanding Female Offenders: Psychopathy, Criminal Behavior, Assessment, and Treatment is a landmark book that fills an important gap in the female offender literature and provides clinicians and researcher with a long awaited guide to better understand and deal with these complex, often mispresented and misunderstood women." --Peder Christian Bryhn Nørbech, Licensed Clinical Psychologist, Clinic of Prison Psychiatric Services, Oslo University Hospital, NorwayTable of Contents1. IntroductionCarl B. Gacono2. Understanding Bias in Diagnosing, Assessing, and Treating Female OffendersTed B. Cunliffe, Carl B. Gacono and Jason M. Smith3. Understanding Antisocial and Psychopathic WomenJason M. Smith, Carl B. Gacono and Ted B. Cunliffe4. The Psychological Assessment of Female OffendersCarl B. Gacono and Jason M. Smith5. Female Sex Offenders: Where Angels Continue to Fear to TreadJason M. Smith and Carl B. Gacono6. The Treatment and Management of Female OffendersJason M. Smith, Carl B. Gacono and Ted B. CunliffeEpilogueCarl B. GaconoAppendix A: The Clinical and Forensic Interview Schedule for the PCL-R: Adapted for Women Ted B. Cunliffe, Carl B. Gacono and Jason M. SmithAppendix B: Descriptions of Eight Select Psychopathic Traits Evident in Women Ted B. Cunliffe, Carl B. Gacono and Jason M. Smith

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Book SynopsisLene Arnett Jense n is Associate Professor in the Department of Psychology at Clark University in Worcester, Massachusetts. She received her Ph.D. in developmental psychology in 1994 from the University of Chicago, and did a one-year postdoctoral fellowship at the University of California Berkeley. Prior to coming to Clark University, she taught at the University of Missouri and Catholic University of America.She aims through scholarship and professional collaboration to move the discipline of psychology toward understanding development both in terms of what is universal and what is cultural. She terms this a cultural-developmental approach. Her research addresses moral development and cultural identity formation. Together with her students, she has conducted research in countries such as Denmark, India, Thailand, Turkey, and the United States. Her publications include New Horizons in Developmental Theory and Research (2005, with Reed Larson, Table of ContentsTable of Contents Child Development Worldwide: Who, How, and Why 1.1 A Worldwide Profile of Humanity Today 1.2 Humans: The Cultural and Global Species 1.3 The Field of Child Development: Emergence and Expansion 1.4 How We Study Child Development 1.5 Why We Study Child Development Worldwide CULTURAL FOCUS: Niger and the Netherlands: An Up-Close Look at the Demographic Divide EDUCATION FOCUS: Falling Behind? College Graduation in the United States RESEARCH FOCUS: Darwin’s Diary: A Case Study Genetics and Prenatal Development 2.1 Genetic Basics 2.2 Genes and the Environment 2.3 Genes and Individual Development 2.4 Prenatal Development 2.5 Prenatal Brain Development 2.6 Prenatal Care 2.7 Pregnancy Problems CULTURAL FOCUS: Pregnancy and Prenatal Care Across Cultures EDUCATION FOCUS: Biology, Sexism, and Educational Exclusion RESEARCH FOCUS: Adopted Twin Studies: The Story of Oskar and Jack Birth and the Newborn Child 3.1 The Stages of Birth 3.2 Birth Across Times and Places 3.3 The Neonate’s Health 3.4 The Neonate’s Physical and Perceptual Functioning 3.5 Caring for the Neonate: Is Breast Best? 3.6 Social and Emotional Aspects of Care for the Neonate and Mother CULTURAL FOCUS: Breast-Feeding Practices Across Cultures EDUCATION FOCUS: Getting a Better Start in Life: Improving the First Learning Environment RESEARCH FOCUS: Breast-Feeding Benefits: Separating Correlation and Causation Physical Development and Health 4.1 Bodily Growth and Change 4.2 Motor Development and Physical Functioning 4.3 Health and Sleep 4.4 Health and Nutrition 4.5 Preventing Mortality: Diseases and Injuries CULTURAL FOCUS: Is Contemporary American Culture Setting off a Genetic Tripwire for Obesity? EDUCATION FOCUS: Physical Education: A Brain Tonic for Children RESEARCH FOCUS: Graduated Driver Licensing Cognition: Stages, Processes, and Social Learning 5.1 Piaget’s Theory of Cognitive Development 5.2 Post-Piagetian Approaches to Cognitive Development 5.3 Information-Processing Approaches 5.4 Social Cognition 5.5 Sociocultural Theories of Cognitive Development CULTURAL FOCUS: Object Permanence Across Cultures EDUCATION FOCUS: Bringing Theories of Cognitive Development into the Classroom RESEARCH FOCUS: Spontaneous Response Tasks and Theory of Mind Learning Languages 6.1 Languages in Today’s World 6.2 Evolutionary and Biological Bases of Language 6.3 Theories of Language Development 6.4 First Sounds and Words 6.5 From First Words to Cultural Competence 6.6 Multilingualism CULTURAL FOCUS: Cultural Views on Speaking to Infants and Toddlers EDUCATION FOCUS: Early Multilingual Education Across Contexts RESEARCH FOCUS: Observing Everyday Storytelling Emotions, Self, and Identity 7.1 Temperament: Individual Differences in Emotion and Self-Regulation 7.2 Emotions 7.3 Self-Conceptualization 7.4 Self-Esteem 7.5 Identity CULTURAL FOCUS: The Features of Emerging Adulthood EDUCATION FOCUS: Praise, Motivation, and Academic Achievement RESEARCH FOCUS: Measuring Temperament Gender: Biology, Socialization, and Cultural Change 8.1 Development of a Gendered Self 8.2 Gender in Traditional Cultures 8.3 Gender Comparisons in Developed Countries 8.4 Reasons for Gender Differences: Theories and Research 8.5 Beyond the Binary 8.6 Globalization and the Future of Gender CULTURAL FOCUS: Gender Among Latinas EDUCATION FOCUS: Gender in the Preschool and Primary School Classroom RESEARCH FOCUS: Meta-Analyses of Gender Differences Family Relationships: Foundations and Variations 9.1 The First Social Relationship: Two Theories 9.2 Attachment to Parents 9.3 The Parent-Child Relationship 9.4 Problems in the Parent-Child Relationship 9.5 Siblings and Grandparents 9.6 Changing Families CULTURAL FOCUS: Stranger Anxiety Across Cultures EDUCATION FOCUS: Enhancing Attachment in Child Welfare Institutions RESEARCH FOCUS: Early Child Care and Its Consequences Peers, Friends, and Romantic Partners 10.1 Social Contexts Beyond the Family: Two Theories 10.2 Play with Peers and Friends 10.3 Peers 10.4 Friends 10.5 Problem Behaviors Among Friends 10.6 Romantic Partners CULTURAL FOCUS: Friendship and Play in Middle Childhood Across Cultures EDUCATION FOCUS: School Intervention Programs for Rejected Children RESEARCH FOCUS: Shyness in China and Canada: Cultural Interpretations School and Work: Developing Cultural Skills 11.1 Preschool 11.2 From Primary Education to Tertiary Education 11.3 School and Other Contexts 11.4 Intelligence Tests and School Readiness 11.5 Work CULTURAL FOCUS: Primary School Across Cultures EDUCATION FOCUS: School Climate RESEARCH FOCUS: The Wechsler Intelligence Scale for Children: Creating a Measurement Media: Uses, Risks, and Benefits 12.1 Media Prevalence 12.2 Media and Other Contexts of Socialization 12.3 Theories of Media Influence 12.4 Uses of Media 12.5 Risks of Media 12.6 Benefits of Media 12.7 Globalization and Media CULTURAL FOCUS: “Teenagers” in Kathmandu, Nepal EDUCATION FOCUS: Panwapa: An International Multimedia Educational Program RESEARCH FOCUS: Ethiopian Children Receive Laptops Meaning Systems: Moral, Religious, and Civic Development 13.1 Moral Development: Emotions and Socialization 13.2 Moral Development: Reasoning and Identity 13.3 Religious and Spiritual Development 13.4 Civic Development 13.5 Political Conflict and Extremism 13.6 Values in Today’s and Tomorrow’s World CULTURAL FOCUS: Religion in the Lives of African American Adolescents EDUCATION FOCUS: Schools as Civic Institutions RESEARCH FOCUS: Beyond Deficiency: Civic Development in Immigrant Youth

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Book SynopsisIf teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.Table of ContentsChapter 1. Deaf Education Beyond the Western World: An Introduction Harry Knoors, Maria Brons, and Marc Marschark Chapter 2. Contemporary Practices in Deaf Education in Nigeria Julius Abiola Ademokoya Chapter 3. The Evolution of Deaf Education in Namibia Beausetha J. Bruwer and Pamela J. February Chapter 4. Deaf Education in Ghana Alexander Mills Oppong and Daniel Fobi Chapter 5. Practices and Challenges in Deaf Education in Kenya Peter Oracha Adoyo and Everline Nyokabi Maina Chapter 6. Deaf Education in Ethiopia Tadesse Abera Tedla Chapter 7. The State of Educating Deaf and Hard of Hearing Learners in Inclusive Classrooms in Tanzania Bernadette Namirembe Chapter 8. Discourses in Deaf Education Policies in Zimbabwe Martin Musengi Chapter 9. Educational Challenges for Deaf and Hard-of-Hearing Children in Morocco Abdelhadi Soudi and Corinne Vinopol Chapter 10. Deaf Education in Jordan: Current Situation, Obstacles, and Future Aspirations Eman Al-Zboon Chapter 11. Education and Services for Deaf People in Viet Nam Nguyen Thi Hoa and James Woodward Chapter 12. 'Free But Not Fair': A Critical Review of Access to Equal Education to Deaf Children in Sri Lanka Shyamani Hettiarachchi, M. Dumini K. de Silva, Thilanka Wijesinghe, Brayan Susantha, Geshani Amila, Pubhoda Sarani, and Mohamed Rasak Chapter 13. Deaf Education in Taiwan: History, Policies, Practices and Outcomes Chun Jung Liu, Hsiu Tan Liu, and Jean F. Andrews Chapter 14. Deaf Education: A Bird's Eye View of India Kalyani Mandke and Prerna Chandekar Chapter 15. Deaf Education and The Use of Sign Language in China Dingqian Gu, Ying Liu, and Xirong He Chapter 16. Best Practices and Challenges of Deaf Education in Mexico Mercedes Obregón Rodríguez and Maribel Valero Weeke Chapter 17. When Inclusion Jeopardizes the Learning Opportunities of Deaf Students: The Case of Chile María Rosa Lissi, Christian Sebastián, Martín Vergara, and Cristián Iturriaga Chapter 18. Deaf Education in Brazil: Contexts, Challenges, and Perspectives Cátia de Azevedo Fronza, Lodenir Becker Karnopp, and Marjon Tammenga-Helmantel Chapter 19. Deaf Education in Croatia: Challenges and Perspectives Iva Hrastinski Chapter 20. More Alike than Different: Educational and Social Aspirations and Paths to Successful Adulthood of Polish Deaf and Hard of Hearing Adolescents Ewa Domagala-Zysk Chapter 21. Deaf Education Beyond the Western World: Knowledge Exchange, Good Practices, and Challenges Maria Brons, Harry Knoors, and Marc Marschark

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Book SynopsisNurturing Our Humanity offers a new perspective on our personal and social options in today''s world, showing how we can build societies that support our great human capacities for consciousness, caring, and creativity. It brings together findings--largely overlooked--from the natural and social sciences debunking the popular idea that we are hard-wired for selfishness, war, rape, and greed. Its groundbreaking new approach reveals connections between disturbing trends like climate change denial and regressions to strongman rule. Moving past right vs. left, religious vs. secular, Eastern vs. Western, and other familiar categories that do not include our formative parent-child and gender relations, it looks at where societies fall on the partnership-domination scale. On one end is the domination system that ranks man over man, man over woman, race over race, and man over nature. On the other end is the more peaceful, egalitarian, gender-balanced, and sustainable partnership system. Nurturing Our Humanity explores how behaviors, values, and socio-economic institutions develop differently in these two environments, documents how this impacts nothing less than how our brains develop, examines cultures from this new perspective (including societies that for millennia oriented toward partnership), and proposes actions supporting the contemporary movement in this more life-sustaining and enhancing direction. It shows how through today''s ever more fearful, frenzied, and greed-driven technologies of destruction and exploitation, the domination system may lead us to an evolutionary dead end. A more equitable and sustainable way of life is biologically possible and culturally attainable: we can change our course.Trade ReviewNurturing our Humanity upends the very core of our notion that humanity is, at heart, violent and greedy. Human nature holds just as much potential for caring and partnership as war and domination. Knowing that changes everything. * Abigail Disney, President & CEO, Fork Films, director/creator of Pray the Devil Back to Hell and the PBS series Women, War, & Peace *In a world that feels ever more dangerous, divided, and out of balance, Nurturing Our Humanity outlines the roadmap for how we raise a healthier generation of children and move away from a punitive and domination based society to a world that leads with partnership-where empathy, care, and community are valued above all, and each can fulfill our full human potential. * Jennifer Siebel Newsom, First Partner of California, Filmmaker, Miss Representation, The Mask you Live In, The Great American Lie *This is the book for our time! Eisler and Fry have put their minds and hearts together to provide an integrative vision of how humanity's cooperative nature can be nurtured and supported... Everyone should read this book... so together we can re-envision our future! * Darcia Narvaez, Professor of Psychology, University of Notre Dame *This fearless, beautiful, and very timely book is a radical reminder that humanity's truest nature is oriented toward love, partnership, gender equality, and peace. It is essential and transformative reading for every policymaker, philanthropist, activist, and change-maker interested in a more just, balanced, and peaceful world. * Jennifer Buffett, Co-President, NoVo Foundation *This path-breaking book goes beyond the conventional divides hurting today's civilizations. It is essential that the virtues of partnership get stronger and the vices of domination are controlled. * Ernst von Weizsäcker, Honorary President, Club of Rome *Nurturing Our Humanity explores the capacity for human happiness and its relationship to the development of sustainable cultures at a political and environmental point in history when we need it themost. * James McClintock, Author, Lost Antarctica *Eisler and Fry show how we lived without war thousands of years ago, and how we can do so again. This groundbreaking book should be required reading for all world leaders and decision makers. * Sarah Parcak, Author, Archaeology from Space *The central message of this hugely important and widely referenced book could not be more timely...I urge you to read this seminal cultural contribution for yourselves. * David Lorimer, Paradigm Explorer *What does it mean to be human? And how can we construct a sustainable world where we might all flourish? This book addresses these universal questions at our particular historical moment of anxiety and uncertainty about the future, offering a counter-narrative to the outburst of dystopias over the past few decades...it makes a persuasive case for adopting a new narrative about human beings and human possibilities. It contains a message of hope for the future, a future which is dependent on the choices we make now. * Coral Ann Howells, Professor Emerita of English and Canadian Literature, University of Reading, Le Simplegadi *Table of ContentsChapter One: Our Story Chapter Two: Evolution, Ideology, and Human Nature Chapter Three: Love, the Brain, and Becoming Human Chapter Four: The Biology of Experience Chapter Five: The Benefits of Partnership and the Costs of Domination Chapter Six: Two Alternative Social Possibilities Chapter Seven: The Original Partnership Societies Chapter Eight: Contracting or Expanding Consciousness Chapter Nine: Touch, Intimacy, and Sexuality in Partnership and Domination Environments Chapter Ten: Love, Violence, and Socialization in Partnership and Domination Environments Chapter Eleven: The Real Culture Wars Chapter Twelve: A New Beginning Notes Bibliography Acknowledgments Index

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Book SynopsisConditioned taste aversion is arguably the most important learning process that humans and animals possess because it prevents the repeated self-administration of toxic food. It has not only profoundly influenced the content and direction of learning theory, but also has important human nutritional and clinical significance. In addition to its direct relevance to food selection, dietary habits, and eating disorders, it is significant for certain clinical populations that develop it as a consequence of their treatment. The study of conditioned taste aversions has invigorated new theory and research on drug conditioning and addictions, as well as on conditioned immunity. There has also been a substantial amount of recent research exploring the neural substrates of conditioned taste aversion--its neuroanatomy, pharmacology, and role in the molecular and cellular basis of plasticity. This book provides a definitive perspective on the current state of research, theory, and clinical applicatTrade ReviewThe science on conditioned taste aversion in this book is detailed and expansive...[W] orthwhile for those readers enthralled with the topic and interested in animal research. * Doody's Health Sciences Review *Table of ContentsForward Michael Domjan ; Section 1: Introduction and Historical Significance ; 1. Introduction Steve Reilly and Todd R. Schachtman ; 2. The Origins of Conditioned Taste Aversion Learning: An Historical Analysis Kevin B. Freeman and Anthony L. Riley ; Section II: Behavioral Processes ; 3. Conditioned Taste Aversion and Latent Inhibition: A Review Robert E. Lubow ; 4. Preexposure to the US in Nausea-Based Aversion Learning Geoffrey Hall ; 5. Drug-induced Suppression of CS intake: Reward, Aversion, and Addiction Patricia Sue Grigson, Robert C. Twining, Christopher S. Freet, Robert A. Wheeler, and Rastafa I. Geddes ; 6. Conditioned Disgust, but Not Conditioned Taste Avoidance, May Reflect Conditioned Nausea in Rats Linda A. Parker, Cheryl L. Limebeer, and Shadna A. Rana ; 7. Memory Phenomena and CTA Susanne M. Meehan and David C. Riccio ; 8. Postconditioning Event Manipulations on Processing of the Target CS in CTA Todd R. Schachtman, Ashley Ramsey, and Oskar Pineno ; 9. Conditioned Taste Aversion Based on Running or Swimming Robert A. Boakes and Sadahiko Nakajima ; 10. Mechanisms of Overshadowing and Potentiation in Flavor-Aversion Conditioning W. Robert Batsell, Jr. and Gayla Y. Paschall ; 11. Representation-Mediated Food Aversions Peter C. Holland and Daniel S. Wheeler ; 12. Strain Differences in Taste Aversion Learning: Implications for Animal Models of Drug Abuse Anthony L. Riley, Catherine M. Davis, and Peter G. Roma ; 13. Taste, Disgust and Value: Taste Aversion Learning and Outcome Encoding in Instrumental Conditioning Bernard W. Balleine ; 14. Conditioned Taste Aversion Across the Lifespan from Prenascence to Senescence James R. Misanin, Matthew J. Anderson, and Charles F. Hinderliter ; Section III: Neural Analysis and Physiological Mechanisms ; 15. Central Gustatory System Lesions and Conditioned Taste Aversion Steve Reilly ; 16. Mapping Conditioned Taste Aversion Associations through Patterns of cFos Expression Ilene L. Bernstein, Emily E. Wilkins, and Sabiha K. Barot ; 17. Molecular Mechanisms of Taste Learning in the Insular Cortex and Amygdala Liza Barki-Harrington, Katya Belelovsky, Guy Doron, and Kobi Rosenblum ; 18. Hormonal Modulation of Conditioned Taste Avoidance: The Role of Estradiol Kathleen C. Chambers and Houri Hintiryan ; 19. Genetic Influences on Conditioned Taste Aversion Christopher L. Cunningham, Christina M. Gremel, and Peter A. Groblewski ; 20. Conditioned Taste Aversion Induced by Exposure to High Strength Static Magnetic Fields Thomas A. Houpt and James C. Smith ; Section IV: Clinical Application of Research and Target Populations ; 21. Chemical Aversion Treatment of Alcoholism Sam Revusky ; 22. Taste-Immune Associative Learning Gustavo Pacheco-Lopez, Harald Engler, Maj-Britt Niemi, and Manfred Schedlowski ; 23. Taste Aversions in Pregnancy Tracy M. Bayley , Louise Dye, and Andrew J. Hill ; 24. Role of Conditioned Taste Aversion on the Side Effects of Chemotherapy in Cancer Patients Giuseppe Scalera and Mario Bavieri

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Book SynopsisSocial settings have enormous power to promote or hinder positive youth development. Researchers and practitioners know a great deal about features of schools and programs for youth that affect development, but much less about how to transform settings to bring about these desirable features. This book shows how to harness the power of settings. It shifts the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths'' daily lives. The book offers researchers and practitioners blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, ethnic systems of supplementary education, and other community-based programs. Leading scholars in psychology, education, human development, sociology, anthropology, economics, law, and public policy discuss a wide array of social change strategies, and describe how to measure key features of settings as a target and guide for change. The authors also demonstrate how larger social structures - such as school districts, community coalitions, community data resources - can support change. Many of the chapters describe ways to make settings work for all youth, including those marginalized by reason of race, ethnicity, social class, or sexual orientation. Toward Positive Youth Development will guide researchers, educators, administrators and policy makers to improve schools and youth programs for all of America''s youth.Trade ReviewThe 2010 recipient of the Social Policy Edited Book Award as awarded by The Society for Research on Adolescence! "...a collection of well-written, inspiring scholarly contributions which build an evidence base for setting-level interventions to improve youth outcomes. While focused on macro level change (settings), the book maintains an awareness of micro level goals (positive youth outcomes). This unique, integrated focus should be of interest to a wide range of practitioners, researchers, funders, and policy makers--those dedicated to improving the lives of youth and those interested in organizational development and change."--Journal of Sociology & Social WelfareTable of ContentsPART 1: CHANGING CLASSROOMS; PART 2: CHANGING SCHOOLS; PART 3: CHANGING COMMUNITY ORGANIZATIONS; PART 4: CHANGING LARGER SOCIAL STRUCTURES; PART 5. CROSS-CUTTING THEMES: STRATEGIES FOR MEASUREMENT AND INTERVENTION

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Book SynopsisThis guide is designed to be used by adolescents in conjunction with treatment for panic disorder and agrophobia. It contains easy-to-understand explanations and forms for the patient as they receive treatment from their therapist.Panic disorder often first appears in adolescence, making effective treatment for this age group important. The program covered in this resource was developed at the Center for Anxiety and Related Disorders at Boston University and targets patients ages 12-17. It features sessions to be delivered over an 11-week period. Through these sessions, adolescents learn about the nature of panic and anxiety and how to challenge their panic thoughts. Additionally, it covers exposure sessions, which will help them face their fears and stop avoiding situations that cause heightened anxiety.

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Book SynopsisGetting Your Child Back to School is intended for parents grappling with school attendance problems at the elementary, middle, and high school levels. Covering a wide variety of attendance problems and special circumstances, the book offers practical, step-by-step strategies parents can easily learn and implement themselves.Trade Review"The information and strategies presented in this book are rich in providing parents with answers to many of their 'why' and 'how' questions. Parents will come away understanding the nature of their child's school refusal problem, the factors contributing to the problem, and effective strategies for returning their child to school in a positive and productive manner." -- Anne Marie Albano, PhD, ABPP, Director, Columbia University Clinic for Anxiety and Related Disorders "Using his research background as well as his years of clinical experience, Dr. Kearney describes the variety of reasons that drive school refusal behavior in youth and then provides clear and effective solutions for each type of problem. Parents struggling mightily to get their child to go to and stay in school will welcome Dr. Kearney's sage advice." -- Patricia M. DiBartolo, PhD, Caroline L. Wall, '27 Professor of Psychology, Smith College "Written by one of the leading experts in this area, this book is a mustread for parents of children who are reluctant or refuse to attend school." --Cynthia G. Last, PhD, author of Help for Worried KidsTable of Contents1. What is School Refusal Behavior? 2. Different Types of School Refusal Behavior? 3. Children who Refuse School to Avoid General Distress 4. Children who Refuse School for Attention 5. Children who Refuse School to do More Fun Things Outside of School 6. Prevention and Special Circumstances

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