Psychology Books
John Wiley and Sons Ltd Introducing Child Psychology
Book SynopsisWritten at a level that assumes no previous knowledge, this text is designed for students in schools and universities embarking on courses in psychology, and for those training to work with children on professional courses such as teachers and social workers.Trade Review"This is a splendid book – written with great clarity, it presents the core issues, ideas and evidence on the development of children, and captures the excitement of recent research. It raises the key questions that make the study of children so exciting, and is always judicious in its weighing of the evidence to answer them. A wonderful book – accessible, enjoyable, and wise – to be recommended for students at all levels and for teachers." Judy Dunn, Institute of Psychiatry, London "This book provides an engaging, detailed and informative introduction to child psychology. Whilst obviously scholarly, the book is eminently accessible and readers should have no trouble in appreciating the different approaches to child psychology or in getting to grips with some of the more difficult concepts. The author himself states that children are fascinating and important and this is obvious throughout the text. Each chapter explores a specific area allowing the reader to develop real insight into the world of children. The judicious use of text boxes and insets helps clarify specific issues and points. This comprehensive book should prove to be indispensable to all readers who want to work with and understand children." Bernie Carter, Professor of Children's Nursing, University of Central Lancashire "This is an excellent introduction to the methods, theories and main concepts used by psychologists to describe our current systematic understanding of children and their development from conception to early adulthood. The treatment is comprehensive and crystal clear reflecting the author's vast experience and authority in the field. Schaffer's scientific rigour is matched with his fascination with and delight in children which illuminate every chapter. His measured conclusions will be invaluable to a wide range of professionals who work with and promote our understanding of children." Professor Charles Desforges, School of Education, University of Exeter "Schaffer has written an accessible book which succinctly describes and evaluates concepts, perspectives, and research findings in child psychology and relates them to matters of practical importance in the care of children. It provides an excellent introduction for students new to the subject and to those embarking on university courses." Pamela Calder, Senior Lecturer in Psychology, South Bank University "The book assumes no previous knowledge, but at the same time is rich and penetrating: its style is engaging, and research findings are reported clearly ... as well as communicating the excitement of the field as a whole ... The book is beautifully presented, and is a pleasure to use ... Introducing Child Psychology is a book to enjoy, and to recommend both to trainees and to experienced psychologists." Peter Appleton, Clinical PsychologyTable of ContentsList of Boxes. List of Figures. List of Tables. About The Author. Preface. 1. Finding Out About Children:. What Is Child Psychology?. Nature And Aims. Methods. Cross-Sectional And Longitudinal Approaches. Why Do We Need Child Psychology?. Answering Questions: The Subjective Way. Answering Questions: The Objective Way. The Role Of Theory. Summary. Further Reading. 2. The Nature of Childhood:. Historical Perspective. The Child As Miniature Adult. The Child As Victim. Today’s Child. Cultural Perspective. Variations In Child Rearing Practices. Individualistic And Collectivistic Orientations. Personality Development Viewed Cross-Culturally. Adults Thinking About Children. The Nature Of Belief Systems. Links To Child Development. Summary. Further Reading. 3. Beginning Life:. Our Inheritance. Genetic Transmission. Genetic Disorders. Nature And Nurture. Fact And Fiction Concerning Genes. From Conception To Birth. Stages Of Prenatal Development. Environmental Influences On Prenatal Development. The Newborn’s Adjustment To The World. Childbirth And Its Psychological Consequences. Prematurely Born Children. How The World Looks To Newborns. Action Patterns And The Brain. Parental Adjustment. Summary. Further Reading. 4. Forming Relationships:. The Nature Of Relationships. Families. Families As Systems. Family Variety And Child Development. Divorce And Its Consequences. Developing Attachments. The Nature And Functions Of Attachments. Developmental Course. Security-Insecurity. Internal Working Models. Relationships Among Peers. Horizontal And Vertical Relationships. Contribution Of Peer Relationships To Development. Status Within Peer Groups. Summary. Further Reading. 5. Emotional Development:. What Are Emotions?. Nature And Functions. Biological Basis. Developmental Course. Children’s Conception Of Emotion. The Emergence Of Emotion Language. Conversations About Emotions. Thinking About Emotions. Socialization Of Emotions. Acquiring Display Rules. Parental Influences. Emotional Competence. What Is Emotional Competence?. From Other-Control To Self-Control. Why Do Children Differ In Emotional Competence?. Summary. Further Reading. 6. The Child As Scientist: Piaget’s Theory of Cognitive Development:. Overview. Aims And Methods. Basic Features Of Theory. Stages Of Cognitive Development. Sensori-Motor Stage. Preoperational Stage. Concrete Operational Stage. Formal Operational Stage. Pros And Cons Of Piagetian Theory. Contributions. Shortcomings. Summary. Further Reading. 7. The Child As Apprentice: Vygotsky’s Theory of Socio-Cognitive Development:. Overview. The Man. The Theory. From Other-Assistance To Self-Assistance. What Goes On In The Zone Of Proximal Development?. How Do Adults Assist Children’s Problem Solving?. What Makes For Effective Assistance?. Can Peers Act As Tutors?. What Role Do Cultural Factors Play In Adult-Child Tutoring?. Is Joint Problem Solving Superior To Working Alone?. Evaluation. Contributions. Shortcomings. Summary. Further Reading.. 8. Children As Information Processors:. Modelling Mental Activities. Is The Mind A Computer?. The Nature Of Thought. The Problem Of Access. Symbolic Representation: Language, Play, Drawing. Organising The Mind. Forming Concepts. Constructing Scripts. Memorising. The Nature Of Memory. The Development Of Memory. Autobiographical Memory. Children As Eyewitnesses. Thinking About People. Describing Others. Understanding Others. Summary. Further Reading. 9. Using Language:. What Is Language?. Nature And Functions: Communication, Thinking, Self-Regulation. A Uniquely Human Ability?. The Developmental Course Of Language. First Words. Forming Sentences. Are There Critical Periods In Language Acquisition?. Communicative Competence. A Note On Literacy. Explaining Language Acquisition. Behavioural Approaches. Nativist Approaches. Social Interaction Approaches. Summary. Further Reading. 10. Towards Adulthood:. Becoming A Person. Biological Underpinnings Of Individuality. Constructing A Self. Self-Esteem: Its Nature And Development. The Self In Adolescence. Influences On Self-Development. Acquiring A Sense Of Gender. Continuity And Change. Investigating Continuity. Predicting From Early Behaviour. Predicting From Early Experience. Tracing Developmental Pathways. Summary. Further Reading. Glossary. References. Name Index. Subject Index.
£30.39
John Wiley and Sons Ltd Cognitive Neuroscience
Book Synopsis* The first definitive collection of readings in cognitive neuroscience* Edited by one of the leading researchers in the field* Introductions and contextualisations provide a context for each section's papers. .Trade Review"This book will enjoy a wide readership." Robert R. Rafal, Professor of Clinical Neuroscience and Neuropsychology, University of Wales, Bangor "An excellent set of readings." Professor Tim Shallice, Institute of Cognitive Neuroscience, University College, LondonTable of ContentsPreface. Acknowledgments. Part I: History and Methods of CNS:. 1. The Birth of the Cognitive Neuroscience Institute: M. S. Gazzaniga. 2. Perspectives on Cognitive Neuroscience: P. S. Churchland and T. J. Sejnowski. 3. Electrical and Magnetic Brain Recordings: S. A. Hillyard. 4. Behind the Scenes of Functional Brain Imaging: M. E. Raichle. Part II: Perception:. 5. Exploration of the Primary Visual Cortex: D. H. Hubel. 6. The Parietal System and Some Higher Brain Functions: Vernon B. Mountcastle. 7. The Visual Pathways Mediating Perception and Prehension: M. A. Goodale, L. S. Jakobson and P. Servos. 8. Neural Mechanisms for Forming a Perceptual Decision: C. D. Salzman and W. T. Newsome. 9. James J. Gibson - An appreciation: K. Nakayama. Part III: Attention:. 10. Attentional networks: M. I. Posner and S. Dehaene. 11. Attentional Resolution and the Locus of Visual Awareness: S. He, P. Cavanagh and J. Intriligator. 12. Information-Processing of Visual-Stimuli in an Extinguished Field: B. T. Volpe, J. E. Ledoux and M. S. Gazzaniga. 13. Negative Priming Between Pictures and Words in a Selective Attention Task - Evidence for Semantic Processing of Ignored Stimuli: S. P. Tipper and J. Driver. Part IV: Imagery:. 14. Mental Rotation of Three-Dimensional Objects: R. N. Shepard, and J. Metzler. 15. Unilateral Neglect of Representational Space: E. Bisiach, & C. Luzzatti,. 16. Topographical Representations of Mental Images in Primary Visual Cortex: S. M. Kosslyn, W. L. Thompson, I. J. Kim & N. M. Alpert. Part V: Plasticity and Development:. 17. The Effect of Crossing Nerves to Antagonistic Muscles in the Hind Limb of the Rat: R. W. Sperry. 18. Spatial Integration and Cortical Dynamics: C. D. Gilbert, A. Das, M. Ito, M. Kapadia and G. Westheimer. 19. Cortical Mechanisms of Cognitive Development: Mark H. Johnson. Part VI: Memory:. 20. Loss of Recent Memory after Bilateral Hipposcampal Lesions: W. B. Scoville and B. Milner. 21. Episodic Memory, Semantic Memory, and Amnesia: L. R. Squire and S. M. Zola. 22. Working Memory - The Interface Between Memory and Cognition: A. Baddeley. 23. Understanding Implicit Memory: A Cognitive Neuroscience Approach: D. L. Schacter. Part VII: Action and Executive Function:. 24. Cognitive Neurophysiology of the Motor Cortex: A. P. Georgopoulos, Masato Taira, Alexander Lukashin. 25. Vision for the Control of Movement: R. H. Wurtz. 26. Combining Versus Gating Motor Programs: Differential Roles for Cerebellum and Basal Ganglia?: W. T. Thach, J. W. Mink, H. P. Goodkin, & J. G. Keating. 27. Attention to Action: Willed and Automatic Control of Behavior: D. A. Norman and T. Shallice. 28. Architecture of the Prefrontal Cortex and the Central Executive: P. S. Goldman-Rakic. Part VIII: Language:. 29. Category-Specific Naming Deficit Following Cerebral Infarction: J. Hart, R. S. Berndt, and A. Caramazza. 30. Right-Hemisphere Language Following Brain Bisection - A 20-Year Perspective: M. S. Gazzaniga. 31. Current Thinking on Language Structures: Marta Kutas. Part IX: Evolution:. 32. Why Does the Brain Have So Many Visual Areas?: J. H. Kaas. 33. Antibodies and Learning: Selection versus Instruction: Jerne, Niels and Kaj. 34. The Argument From Animals to Humans in Cognitive Neuroscience: T. M. Preuss. Index.
£53.15
John Wiley and Sons Ltd Brain Development and Cognition
Book SynopsisThe first edition of this successful reader brought together key readings in the area of developmental cognitive neuroscience for students. Now updated in order to keep up with this fast moving field, the volume includes new readings illustrating recent developments along with updated versions of previous contributions.Trade Review"For child language researchers who wish to gain some background knowledge in this field, we reccommend this volume highly. This text is suitable for academics and students alike. It is an excellent source, and the associated teaching resources available on-line are well constructed and highly useful... The clarity and coherence of the overall argumements contained in the volume make the book a worthwhile component of any developmentalist's library." Vincent Reid & Tricia Striano, Cultural Ontogeny Group, Max Planck Institute for Evolutionary AnthropologyTable of ContentsContributors. Preface.. Part I: Perspectives on Development. Introduction. 1. Critique of the Modern Ethologists Attitude (Konard Lorenz). 2. The Problem of Change (Susan Oyama). 3. The Epigenetic System and the Development of Cognitive Functions (Jean Piaget). 4. From Gene to Organism: The Developing Individual as an Emergent, Interactional, Hierachical System (G. Gottlieb). Part II: Brain Maturation. Introduction. 5. General Principles of CNS Development (R .S. Nowakowski and N.L. Hayes). 6. Intrinsic and Extrinsic Determinants of Neocortial Parcellation: A Radical Unit Model (P. Rakic). 7. Positron Emission Tomography Study of Human Brain Functional Development (Harry T. Chugani, Michael E. Phelps and John C. Mazziotta). 8. Morphometric Study of Human Cerebral Cortex Developemt (Peter R. Huttenlocher). Part III: Brain Maturation and Cognition. Introduction. 9. The Development of Visual Attention: A Cognitive Neuroscience Perspective (Mark H. Johnson). 10. The Ontogeny of Human Memory: A Cognitive Neuroscience Perspective (C.A. Nelson). Part IV: Brain Plasticity. Introduction. 11. Experience and Brain Development (William T. Greenough, James E. Black and Christopher S. Wallace). 12. Do Cortical Areas Emerge from a Protocortex? (Dennis D. M. O'Leary). 13. Emergence of Order in Visual System Development (C.J. Shatz). Part V: Brain Plasticity and Cognition. Introduction. 14. Specificity and plasticity in Neurocognitive Development in Humans (H. Neville and D. Bavelier). 15. Linguistic, Cognitive, and Affective Development in Children with Pre- and Perinatal Focal Brain Injury: A Ten-Year Overview from the San Diego Longitudinal Project (Joan Stiles, Elizabeth A. Bates, Donna Thal, Doris A. Trauner, and Judy Reilly). 16. Cortical Plasticity Underlying Perceptual, Motor, and Cognitive Skill Development: Implications for Neurorehabilitation (Michael M. Merzenich, Beverly A. Wright, William Jenkins, Christina Xerri, Nancy Byl, Steve. Miller and Paula. Tallal). 17. The Instinct to Learn (Peter Marler). Part VI: Self Organization and Development. Introduction. 18. Self-Organization in Developmental Processes: Can system Approaches Work? (Esther Thelen). 19. Development Itself is the Key to Understanding Developmental Disorders. Annette Karmiloff-Smith). 20. Object Recognition and Sensitive Periods: A Computational Analysis of Visual Imprinting (Randall C. O’Reilly and Mark H. Johnson). Part VII: New Directions. Introduction. 21. Connectionism and the Study of Change: Elizabeth Bates and Jeffrey L. Elman). 22. A Model System for Studying the Role of Dopamine in Prefrontal Cortex During Early Development in Humans (Adele Diamond). 23. Genes and Brain: Individual Differences and Human Universals: Bruce F. Pennington). Name Index. Subject Index.
£126.85
John Wiley and Sons Ltd Brain Development Cognition A Reader
Book SynopsisThe first edition of this successful reader brought together key readings in the area of developmental cognitive neuroscience for students. Now updated in order to keep up with this fast moving field, the volume includes new readings illustrating recent developments along with updated versions of previous contributions.Trade Review"For child language researchers who wish to gain some background knowledge in this field, we reccommend this volume highly. This text is suitable for academics and students alike. It is an excellent source, and the associated teaching resources available on-line are well constructed and highly useful... The clarity and coherence of the overall argumements contained in the volume make the book a worthwhile component of any developmentalist's library." Vincent Reid & Tricia Striano, Cultural Ontogeny Group, Max Planck Institute for Evolutionary AnthropologyTable of ContentsContributors. Preface.. Part I: Perspectives on Development. Introduction. 1. Critique of the Modern Ethologists Attitude (Konard Lorenz). 2. The Problem of Change (Susan Oyama). 3. The Epigenetic System and the Development of Cognitive Functions (Jean Piaget). 4. From Gene to Organism: The Developing Individual as an Emergent, Interactional, Hierachical System (G. Gottlieb). Part II: Brain Maturation. Introduction. 5. General Principles of CNS Development (R .S. Nowakowski and N.L. Hayes). 6. Intrinsic and Extrinsic Determinants of Neocortial Parcellation: A Radical Unit Model (P. Rakic). 7. Positron Emission Tomography Study of Human Brain Functional Development (Harry T. Chugani, Michael E. Phelps and John C. Mazziotta). 8. Morphometric Study of Human Cerebral Cortex Developemt (Peter R. Huttenlocher). Part III: Brain Maturation and Cognition. Introduction. 9. The Development of Visual Attention: A Cognitive Neuroscience Perspective (Mark H. Johnson). 10. The Ontogeny of Human Memory: A Cognitive Neuroscience Perspective (C.A. Nelson). Part IV: Brain Plasticity. Introduction. 11. Experience and Brain Development (William T. Greenough, James E. Black and Christopher S. Wallace). 12. Do Cortical Areas Emerge from a Protocortex? (Dennis D. M. O'Leary). 13. Emergence of Order in Visual System Development (C.J. Shatz). Part V: Brain Plasticity and Cognition. Introduction. 14. Specificity and plasticity in Neurocognitive Development in Humans (H. Neville and D. Bavelier). 15. Linguistic, Cognitive, and Affective Development in Children with Pre- and Perinatal Focal Brain Injury: A Ten-Year Overview from the San Diego Longitudinal Project (Joan Stiles, Elizabeth A. Bates, Donna Thal, Doris A. Trauner, and Judy Reilly). 16. Cortical Plasticity Underlying Perceptual, Motor, and Cognitive Skill Development: Implications for Neurorehabilitation (Michael M. Merzenich, Beverly A. Wright, William Jenkins, Christina Xerri, Nancy Byl, Steve. Miller and Paula. Tallal). 17. The Instinct to Learn (Peter Marler). Part VI: Self Organization and Development. Introduction. 18. Self-Organization in Developmental Processes: Can system Approaches Work? (Esther Thelen). 19. Development Itself is the Key to Understanding Developmental Disorders. Annette Karmiloff-Smith). 20. Object Recognition and Sensitive Periods: A Computational Analysis of Visual Imprinting (Randall C. O’Reilly and Mark H. Johnson). Part VII: New Directions. Introduction. 21. Connectionism and the Study of Change: Elizabeth Bates and Jeffrey L. Elman). 22. A Model System for Studying the Role of Dopamine in Prefrontal Cortex During Early Development in Humans (Adele Diamond). 23. Genes and Brain: Individual Differences and Human Universals: Bruce F. Pennington). Name Index. Subject Index.
£56.95
Wiley Childhood Social Development
Book SynopsisChildhood Social Development: The Essential Readings provides students with a selection of some of the key articles by key researchers in this core area of developmental psychology.Trade Review"This book provides a useful introduction to current themes in social development research. It will provide relevant background material for anyone interested in finding ways to promote social and emotional intelligence in children." Claire Chapman, Brighton and Hove, Educational Psychology in Practice, Vol. 16, No. 4, 2000, p.497-8.Table of ContentsPreface. Introduction: What is Social Development: Craig, W. M. Part I: Social Relationships:. 1. Attachments: Infant-Mother Attachement: Ainsworth, M. D. S. 2. Parenting: Supportive Parenting, Ecological Context, and children's Adjustment: A Seven Year Longitudinal Study: Pettit, B. S. Bates, J.E & Dodge, K. A. 3. Friendships: The Company They Keep: Friendships and Their Developmental Significance: Hartup, W. 4. Peer Relations Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment: Bagwell, C.L., Newcomb, A. F., & Bukowski, W. M. Part II: The School Context:. 5. Bullying and Victimization: Observations of Bullying and Victimization on the Schoolyard: Craig, W. & Pepler, D. J. 6. Friendship and School Adjustment: Friendship Quality as a Predictor of Young Children's Early School Adjustment: Ladd, G., Kochenderfer, B. & Coleman, B. 7. Extracurricular Activities: Do Extra Curricular Activities Protect Against Early School Drop Out?: Mahoney, J. L. & Cairns, R. B. Part III: Gender Identity, The Self, and Moral Development:. 8. Gender Differences: Gender and Relationships: Maccoby, E. E. 9. Self Concept: Structure, Stability, and Development of Young Children's Self Concepts: A Multicohort Multioccasion Study: Marsh, H. W., Craven, R., & Debus, R. 10. Moral Reasoning: Children's Reasoning about Interpersonal and Moral Conflicts: Smetana, J. G. Killen, M. & Turiel, E. Part IV: Aggression:. 11. Forms of Aggression: Engagement in Gender Normative Versus Nonnormative Forms of Agression: Links to Social-Psychological Adjustment: Crick, N. R. 12. Development of Antisocial Behavior: A Developmental Perspective on Antisocial Behaviour: Patterson, G. R., Debaryshe, B. & Ramsey, E. 13. Prevention of Conduct Disorders: The Role of Social Context in The Prevention of Conduct Disorder: Coie, J. D. & Jacobs, M. R. Index.
£46.50
Wiley Adolescent Development
a huge range and FREE tracked UK delivery on ALL orders.
£44.60
John Wiley and Sons Ltd The Work of the Imagination Understanding
Book SynopsisA long-held intellectual tradition states that children's early fantasy life is primitive and disorganized. The author aims to show that children's ability to imagine hypothetical and counterfactual possibilities makes a continuing contribution to their cognitive and emotional development.Trade Review"In a book as creative and inventive as his subject matter, Paul Harris leads us on an intriguing journey into the world of, and the work of, the imagination...he shows us how thoroughly the mundane, the imaginative, and the magical intermingle, in childhood and adulthood, to form the very nature of human cognition." Henry M. Wellman, University of Michigan. "Paul Harris's intriguing and lucid book summarizes twenty years of empirical research." Alison Gopnik, Science, April 2001 "A fascinating, accessible and extremely well-researched introduction to how much evolutionary psychologists have learnt over the past few years about this unique ability." Infancia y Aprendizaje, vol 24(2), 2001. "Ground-breaking...this book is quickly becoming required reading for all students of cognitive development and will have an important impact on the field". Social Development "An extraordinarily comprehensive and informative book" Tamar Szabo Gendler, Mind, Vol. 3, Apr. 2002 "This is a highly interesting, nontechnical, easy to read book on children's imagination and related topics by one of Great Britain's most distinguished developmental psychologist." John H. Flavell. Department of Psychology, Stanford University. "In a series of ingenious experiments, Paul Harris leads the reader to discoveries and conclusions which are quite extraordinary. The book [has] value and originality." Eugene Subbostsky, Lancaster University "It is a great topic; some of the ideas and materials are very novel and should create a lot of interest. For example, the chapter and ideas on emotion and pretence, and the discussion of functional issues. The chapters are very smoothly and readably written - fascinating>" Judy Dunn, Institute of Psychiatry, University of London. "The chapters read very smoothly and well. The writing is clear, there is lots of interesting experimental material and theoretical ideas, always well presented." Peter Carruthers, University of Sheffield.Table of ContentsAcknowledgements. Introduction. Bleuler in Weimar. Pretend Play. Role Play. Imagination and Emotion. Reasoning, Make-believe and Dialogue. Counterfactual Thinking. Obligation and Violation. Beyond Possibility. Language and Imagination. References. Name Index. Subject Index.
£39.85
Wiley Bwell Hnbk Adolescence
Book SynopsisThis volume brings together a team of psychologists to provide an overview of adolescent development. The contributions cover a wide range of topics, including those of most importance to basic or applied research and policy formulation.Trade Review"Including contributions by both venerated scholars in the field and promising up-and-coming researchers, this well organized volume presents dense summaries of current research in specific areas of adolescent development ... Another bonus: contributors include sociologists and social workers; the editors note that such colloborations are necessary to conduct good research and influence public policy. Summing Up: Essential. All collections supporting work at the upper-division undergraduate level and above." S. K. Hall, University of Houston - Clear Lake, Choice, December 2003 "With the strong emphasis in the book on theory and reviewing the research literature, students and trainees in the fields of psychology, psychiatry and related disciplines should find it very useful." Ali El-Hadi, Journal of Child Psychology and Psychiatry, January 2004Table of ContentsList of Contributors viii Introduction by the Editors xxi Part I: Biological and Genetic Processes 1 1 Behavior Genetics and Adolescent Development: A Review of Recent Literature 3Joseph Lee Rodgers and David E. Bard 2 Pubertal Processes and Physiological Growth in Adolescence 24Andrea Bastiani Archibald, Julia A. Graber, and Jeanne Brooks-Gunn Part II: The Social Context of Adolescence 49 3 Religious Development in Adolescence 51Geoffrey L. Ream and Ritch C. Savin-Williams 4 The Family Ecology of Adolescence: A Dynamic Systems Perspective on Normative Development 60Isabela Granic, Thomas J. Dishion, and Tom Hollenstein 5 Enhancing Adolescent Development through Sports and Leisure 92Steven J. Danish, Tanya E. Taylor, and Robert J. Fazio 6 The World of Work and Careers 109Fred W. Vondracek and Erik J. Porfeli 7 Schools as Developmental Contexts 129Jacquelynne S. Eccles and Robert W. Roeser 8 College as a Transition to Adulthood 149Marilyn J. Montgomery and James E. Cote Part III: Developmental Patterns and Processes 173 9 Autonomy Development during Adolescence 175Melanie J. Zimmer-Gembeck and W. Andrew Collins 10 Identity Development during Adolescence 205Jane Kroger 11 Cognitive Development during Adolescence 227James P. Byrnes 12 Moral Development during Adolescence 247Judith G. Smetana and Elliot Turiel 13 Emotional Development in Adolescence 269Gianine D. Rosenblum and Michael Lewis 14 Self-Concept and Self-Esteem Development 290Jerome B. Dusek and Julie Guay McIntyre Part IV: Personal Relationships 311 15 Dating and Romantic Experiences in Adolescence 313Heather A. Bouchey and Wyndol Furman 16 Friendships, Cliques, and Crowds 330B. Bradford Brown and Christa Klute 17 Relationships Outside the Family: Unrelated Adults 349Nancy Darling, Stephen F. Hamilton, and Katherine Hames Shaver 18 Adolescent Sexuality: Behavior and Meaning 371Lisa J. Crockett, Marcela Raffaelli, and Kristin L. Moilanen 19 The Intimate Relationships of Sexual-Minority Youths 393Lisa M. Diamond and Ritch C. Savin-Williams Part V: Problem Behaviors 413 20 Adolescent Pregnancy and Childbearing 415Brent C. Miller, Bruce K. Bayley, Mathew Christensen, Spencer C. Leavitt, and Diana D. Coyl 21 Alcohol and Other Substance Use and Abuse 450Michael Windle and Rebecca C. Windle 22 Understanding Conduct Problems in Adolescence from a Lifespan Perspective 470Deborah M. Capaldi and Joann Wu Shortt 23 Leaving Home: The Runaway and the Forgotten Throwaway 494Thomas P. Gullotta 24 Crime, Delinquency, and Youth Gangs 502Daniel J. Flannery, David L. Hussey, Laurie Biebelhausen, and Kelly L. Wester 25 Eating Disorders in Adolescence 523Janet Polivy, C. Peter Herman, Jennifer S. Mills, and Heather B. Wheeler 26 Depression and Suicide during Adolescence 550Alesha D. Seroczynski, Farrah M. Jacquez, and David A. Cole 27 Sexually Transmitted Diseases among Adolescents: Risk Factors, Antecedents, and Prevention Strategies 573Ralph J. DiClemente and Richard A. Crosby Author Index 606 Subject Index 634
£170.06
John Wiley and Sons Ltd Understanding Biological Psychology
Book SynopsisUnderstanding Biological Psychology is an accessible and distinctive new core textbook that helps students to appreciate the central role that biological processes play in psychology.Trade Review"Understanding Biological Psychology is really biology for psychology rather than a watered-down biology text. Its great strength is bridge building across the many areas of psychology. As a geneticist, I especially appreciated the way the book integrates the latest genetic advances, something seldom seen in biological psychology textbooks" Robert Plomin, Institute of Psychiatry, London. "Here is a textbook writer who encourages students to reflect on wider implications of research findings." The Psychologist “Gives conceptual clarity to a complex field in covering a core area of the undergraduate syllabus, focussing on end uses of biological psychology rather than treating it as an end in itself.” Times Higher Education SupplementTable of ContentsPreface. Acknowledgements. 1. Introduction. Part I: Foundations:. 2. Evolution and Genetics. 3. Brain Structure and Function. 4. Neurons and Neurotransmission. 5. Sensory and Motor Systems. 6. The Neuroendocrine System. 7. Learning and Neural Plasticity. Part II: Approaches:. 8. Neuropsychology. 9. Psychophysiology. 10. Neuroimaging. 11. Neurophysiology. 12. Psychopharmacology. 13. Psychogenomics. Part III: Applications:. 14. Clinical Disorder I: Depression. 15. Clinical Disorder II: Anxiety. 16. Clinical Disorder III: Schizophrenia. 17. Personality: Emotion and Motivation. 18. Cognition: Computation and Consciousness. Glossary. References. Index of Subjects. Index of Authors
£93.05
John Wiley and Sons Ltd Understanding Biological Psychology
Book SynopsisUnderstanding Biological Psychology is an accessible and distinctive new core textbook that helps students to appreciate the central role that biological processes play in psychology.Trade Review"Understanding Biological Psychology is really biology for psychology rather than a watered-down biology text. Its great strength is bridge building across the many areas of psychology. As a geneticist, I especially appreciated the way the book integrates the latest genetic advances, something seldom seen in biological psychology textbooks" Robert Plomin, Institute of Psychiatry, London. "Here is a textbook writer who encourages students to reflect on wider implications of research findings." The Psychologist “Gives conceptual clarity to a complex field in covering a core area of the undergraduate syllabus, focussing on end uses of biological psychology rather than treating it as an end in itself.” Times Higher Education SupplementTable of ContentsPreface. Acknowledgements. 1. Introduction. Part I: Foundations:. 2. Evolution and Genetics. 3. Brain Structure and Function. 4. Neurons and Neurotransmission. 5. Sensory and Motor Systems. 6. The Neuroendocrine System. 7. Learning and Neural Plasticity. Part II: Approaches:. 8. Neuropsychology. 9. Psychophysiology. 10. Neuroimaging. 11. Neurophysiology. 12. Psychopharmacology. 13. Psychogenomics. Part III: Applications:. 14. Clinical Disorder I: Depression. 15. Clinical Disorder II: Anxiety. 16. Clinical Disorder III: Schizophrenia. 17. Personality: Emotion and Motivation. 18. Cognition: Computation and Consciousness. Glossary. References. Index of Subjects. Index of Authors
£47.45
John Wiley and Sons Ltd Understanding Social Problems
Book SynopsisThis up-to-date and accessible text fills an important gap in the market by introducing students to social policy perspectives on social problems. Written in an accessible, student-friendly style, using subheadings, boxed material, tables, and up-to-date examples Each chapter includes a brief outline of the issues to be explored and question sections to help learning, develop evaluative skills and encourage project work Includes an annotated guide to further reading, helpful internet addresses, and a bibliography of sources cited Chapters can be used independently or in conjunction with others addressing related questions Trade Review"This is an excellent introduction to the study of social problems covering a wide range of contemporary issues utilizing theoretical perspectives and empirical data. The accessible student-friendly format will make this book of great value for students across the social sciences." Dr Michael Cahill, University of Brighton "This book is a most useful addition to the literature available to students" Professor Michael Hill, Goldsmith's College, University of London. "This new essay collection makes a distinctive contribution to the literature of British social policy...Justice cannot otherwise be done to 20 essays in a brief review but, taken together, they add up to an excellent volume." Community Care "Students...will find much to engage and encourage them in this book." Lester Parrott, North East Wales Institute.Table of ContentsList of Figures. List of Tables. About the Contributors. Guide to the Book. Social Problems in Social Policy: An Introduction (Margaret May, Robert Page and Edward Brunsdon). PART ONE. STUDYING SOCIAL PROBLEMS. 1. Social Problems: Sociological Perspectives (John Clarke). 2. The Exploration of Social Problems in the Field of Social Policy (Robert Page). PART TWO. SOCIAL POLICY, SOCIAL PROBLEMS. The Family. 3. Family Change and Lone Parents as a Social Problem (Jane Lewis). 4. Caring and Dependency: Age and Disability (John Baldock). 5. Domestic Violence (Lorraine Radford). Poverty and Social Exclusion. 6. The Changing Face of Poverty (David Donnison). 7. Child Poverty and the Policy Response (Karen Rowlingson). 8. Homelessness (Mark Liddiard). 9. Income and Wealth (Paul Spicker). Health. 10. Health Inequalities (Helen Jones). 11. Mental Disorder (Pauline Prior). 12. Problematic Identities and Health (David Kelleher). Community Problems. 13. The Problematic Community (Susanne MacGregor). 14. Safe and Sound? Crime, Disorder and Community Safety Policies (Dee Cook). 15. Drugs and Drug Misuse (Arthur Gould). PART THREE. REPORTING SOCIAL PROBLEMS. 16. Press-Ganged! Media Reporting of Social Work and Child Abuse (Bob Franklin and Nigel Parton). 17. Defrauding the Community? The Abuse of Welfare (Hartley Dean). 18. Ways of Seeing: The News Media and Racist Violence (Eugene MLaughlin and Karim Murji). PART FOUR. CONSUMER PROTECTION IN SOCIAL POLICY. 19. Protecting the ‘Vulnerable’: Welfare and Consumer Protection (Margaret May). 20. Food and the Environment (Meg Huby). Index.
£31.30
John Wiley and Sons Ltd Chronic Physical Disorders
Book SynopsisIn Chronic Physical Disorders, the most prominent figures in the field of behavioral medicine argue why a biopsychosocial perspective is crucial to reducing the tremendous personal and societal burden of chronic disease.Trade Review“Christensen and Antoni have edited an outstanding text that will be exceptionally helpful to both researchers and clinicians. The list of authors reads like a veritable Who’s Who in Behavioral Medicine.” Professor Francis J. Keefe, Duke Pain and Palliative Care Program “This volume provides an excellent synthesis of the cross-cutting themes and major psychosocial issues in the adjustment process for persons with chronic medical conditions. It is an essential reference for researchers, clinicians, and students of the discipline of health psychology and behavioral medicine, as well as a valuable resource for other health professionals whose research and clinical work focuses on chronic disease management.” Dr. Perry M. Nicassio, California School of Professional Psychology, San Diego, and the University of California, San Diego School of MedicineTable of ContentsContributors. Introduction: Alan J. Christensen (The University of Iowa) and Michael H. Antoni (The Ohio State University). Part I: Cross-Cutting Issues:. 1. Quality of Life and Chronic Illness: Robert M. Kaplan (University of California, San Diego). 2. Social Psychological Aspects of Chronic Disease: Vicki S. Helgeson (Cernegie Mellon University) and Kerry A. Reynolds (Carnegie Mellon University). 3. Coping Processes and Adjustment to Chronic Illness: Charles S. Carver (University of Miami) and Michael F. Scheier (Carnegie Mellon University). 4. Adherence in the Management of Chronic Disorders: Jacqueline Dunbar-Jacob (University of Pittsburgh), Elizabeth A. Schlenk (University of Pittsburgh) and Donna Caruthers (University of Pittsburgh). Part II: Chronic Physical Disorders:. 5. Coronary Heart Disease: Timothy W. Smith (The University of Utah) and John M. Ruiz (The University of Utah). 6. Cancer: Barbara L. Anderson (The Ohio State University) and Sharla Wells (The Ohio State University). 7. Diabetes: Linda Gonder-Frederick (University of Virginia Health System), Daniel J. Cox (University of Virginia Health System), and William L. Clarke (University of Virginia Health System). 8. Chronic Pain: Dennis C. Turk (University of Washington) and Akiko Okifuji (University of Washington). 9. HIV and AIDS: Michael H. Antoni (University of Utah). 10. End-Stage Renal Disease: Alan J. Christensen (University of Iowa) and Katherine Raichle (University of Iowa). 11. Asthma: Bruce G. Bender (University of Colorado) and Thomas L. Creer (The Ohio University). 12. Arthritis: Heather M. Burke (Arizona State University), Alex J. Zautra (Arizona State University), Amy S. Schultz (Arizona State University), John W. Reich (Arizona State University) and Mary C. Davis (Arizona State Univerisity).
£49.35
John Wiley and Sons Ltd The New Science of Intimate Relationships
Book Synopsis* Looks at what science can tell us about love, sex and friendship. * Synthesises ideas from different sub--disciplines of psychology. * Written to be accessible to general readers as well as students. .Trade Review"With impeccable scholarship, sharp wit, and a beautiful writing style, Garth Fletcher showcases, explores, and debates some of the most important principles, ideas, and assumptions that define the new science of intimate relationships. Both experts and laypersons alike can glean important, new insights from each thought-provoking chapter. This wonderful book is required reading for anyone who wants to understand the multifaceted reasons for how and why sexual relationships are initiated, developed, maintained, and sometimes terminated across the lifespan." Jeffrey Simpson, Professor of Psychology at Texas A&M University, and co-editor of Attachment Theory and Close Relationships and Evolutionary Social Psychology "This is an important, fascinating, and delightful book. Garth Fletcher offers the reader an up-to-date summary of the most interesting and important work on human sexual relationships, and he pulls these pieces together with a grand and profound understanding of how -- and why -- people carry on intimate relationships. The book is so beautifully written that one moves easily from chapter to chapter, learning something new on almost every page." Roy Baumeister, Professor of Psychology at Case Western Reserve University, and author of The Social Dimension of Sex and Evil and Inside Human Violence and Cruelty "In this lively new book, Garth Fletcher has provided a much needed interdisciplinary integration of the diverse scientific fields that study intimate relationships. Researchers will find their work ably presented in a volume that is scholarly, fiercely intelligent, and even-handed. Students and lay readers will also enjoy the many insights and discoveries so engagingly presented in this fascinating book." Letitia Anne Peplau, Professor of Psychology at UCLA, and co-author of Social Psychology (10th. Edition) and co-editor of Gender, Culture, and Ethnicity: Current Research about Men and Women “Garth Fletcher succeeds brilliantly at reaching just the right balance of rigorous scholarship and great storytelling… What I enjoyed most about this book was not only the fascinating tour of current research and theory, but also the sheer joy of science that underlies each chapter…a delightful and important book.” Associate Professor Nancy Collins, University of California at Santa Barbara, ISSPR Bulletin A superb book…engagingly written, insightful, richly detailed, and admirably comprehensive. It is a joy to read. Choice "The New Science of Intimate Relationships is a bold attempt to cover the landscape in a way that will appeal to lay readers, students, and researchers alike. Overall, Fletcher does a good job walking the fine line among these audiences... all readers will gain insights into their intimate relationship minds." Mark R. Leary, Wake Forest University, The Human Nature Review, Volume 3, 2003Table of ContentsPreface. 1. The New Science of Intimate Relationships. PART I: THREE THEORETICAL PLANKS. 2. The Intimate Relationship Mind: Theories About Theories about Theories. 3. The Origins of the Intimate Relationship Mind. 4. Love and Other Emotions in Intimate Relationships. PART II: THE DEVELOPMENT OF INTIMATE RELATIONSHIPS. 5. Reading Minds and Personalities in Intimate Relationships. 6. Communication and Relationship Success. 7. Attachment and Intimacy. 8. Selecting Mates and Relationships. PART III: SEX AND VIOLENCE. 9. Sex and Passion. 10. The Strange Case of Aggression in Intimate Relationships. PART IV: CONCLUSION. 11. Assembling the Intimate Relationship Mind. Notes. References. Index.
£39.85
John Wiley and Sons Ltd A History of Victorian Literature
Book SynopsisCaptures the extraordinary variety of literary output produced during the Victorian era Analyzes the development of major literary forms in conjunction with developments in social and intellectual history Addresses the ways in which writers engaged with the variety of new forms of social engagement in literature during the Victorian era.Trade Review"This is a beautifully written, truly intelligent book that understands the Victorians. Reading this volume was a pleasure that brought home rather forcefully the relatively functional nature of so much professional academic prose." (Victorian Studies, Spring 2010) "This elegant and far-reaching book offers a surprising source of optimism to those working in the humanities in Higher Education." (Dickens Quarterly, 2010) "Throughout his prose is clear and unpretentious--in short, entirely appropriate for his intended audience. Though specialists may quibble over what Adams chooses to omit from this concise account, this book is a remarkable achievement." (CHOICE, October 2009) "...its breadth of coverage is staggering. It includes all the major figures and genres of the age, hosts of relatively minor authors and works, and all the important subgenres. Also, by placing the individual works in their ever-shifting literary and cultural milieus, it provides a depth of insight lacking in more narrowly conceived studies.... Also, it may well stimulate an exploration of the work of such important but neglected authors as Ainsworth, Disraeli and Bulwer-Lytton, not to mention such utterly forgotten authors as Catherine Gore. Adams, in fact, seems to have read so much of the relatively minor and currently neglected literature of the entire period, and writes about it with such gusto and infectious enthusiasm that he extends the breadth and depth of the entire field of Victorian studies and will doubtless inspire specialists as well as less advanced students of the period to read works they might otherwise have viewed as expendable. The book is indeed so replete with valuable insights into so many works and authors that the reader who has taken in its chronological sweep by reading from the introduction through the epilogue will undoubtedly return over and over again via the index to review the readings of particular works" (New Books Online, September 2009)Table of ContentsPreface ix Note on Citations xiii Introduction: Locating Victorian Literature 1 Byron is Dead 1 Cultural Contexts 2 The Literary Field 11 An Age of Prose 14 The Situation of Poetry 19 Victorian Theater 21 The Novel After Scott 22 1 "The Times are Unexampled": Literature in the Age of Machinery, 1830–1850 27 Constructing the Man of Letters 27 The Burdens of Poetry 33 Theater in the 1830s 48 Fiction in the Early 1830s 50 Dickens and the Forms of Fiction 55 Poetry after the Annuals 66 Literature of Travel 70 History and Heroism 73 Social Crisis and the Novel 81 The Domestic Ideal 84 From Silver-Fork to Farce 86 Poetry in the Early 1840s 89 The Literature of Labor 95 Medievalism 98 "The Two Nations" 101 "What's Money After All?" 111 Romance and Religion 116 The Novel of Development 123 Art, Politics, and Faith 127 In Memoriam 137 2 Crystal Palace and Bleak House: Expansion and Anomie, 1851–1873 143 The Novel and Society 145 Crimea and the Forms of Heroism 156 Empire 164 Spasmodics and Other Poets 168 The Power of Art 182 Realisms 187 Two Guineveres 194 Sensation 200 Dreams of Self-Fashioning 207 Narrating Nature: Darwin 215 Novels and their Audiences 218 Literature for Children 228 Poetry in the Early 1860s 232 Criticism and Belief 244 The Pleasures of the Difficult 250 The Hellenic Tradition 259 Domesticity, Politics, Empire, and the Novel 267 After Dickens 275 The Persistence of Epic 282 Poisonous Honey and Fleshly Poetry 286 3 The Rise of Mass Culture and the Specter of Decline, 1873–1901 293 Science, Materialism, and Value 296 Twilight of the Poetic Titans 305 The Decline of the Marriage Plot 314 The Aesthetic Movement 325 Aesthetic Poetry 329 Life-Writing 333 Morality and the Novel 342 Romance 351 Regionalism 356 The Arrival of Kipling 360 Fiction and the Forms of Belief 365 Sex, Science, and Danger 370 Fictions of the Artist 375 Decadence 377 Drama in the 1880s 381 The New Woman in Fiction 386 Decadent Form 394 The Poetry of London 400 Yeats 405 The Scandal of Wilde 408 Poetry After Wilde 411 Fictions of Decline 416 Conrad 423 Epilogue 429 Works Cited 435 Index 451
£127.76
John Wiley and Sons Ltd Handbook of Research Methods in Developmental
Book SynopsisThe Handbook of Research Methods in Developmental Science is a collection of newly written articles that provide an overview of methods and approaches associated with the study of human development. * Contains accessible contributions from some of the most renowned developmental scientists in the field.Trade Review"As the title suggests, this is a wide-ranging handbook for students and researchers covering five key areas: developmental research designs, issues around development measurement, data analysis, methods in developmental psychology and new directions in devlopmental research. A state of the art treatment."—The Scientific and Medical NetworkTable of ContentsList of Contributors viii Preface xii Part I Developmental Designs 1 1 Issues in the Use of Longitudinal and Cross-Sectional Designs 3Kelly Robinson Todd Schmidt and Douglas M. Teti 2 Methodological Issues in Aging Research 21K. Warner Schaie and Grace I. L. Caskie 3 Using Microgenetic Designs to Study Change Processes 40Manuela Lavelli, Andréa P.F. Pantoja, Hui-Chin Hsu, Daniel Messinger, and Alan Fogel 4 Developmental Science and the Experimental Method 66Allison Holmes and Douglas M. Teti 5 Quasi-Experimental Designs in Developmental Research: Design and Analysis Considerations 81Steven C. Pitts, Justin H. Prost, and Jamie J. Winters Part II General Issues in Developmental Measurement 101 6 Measurement of Individual Difference Constructs in Child Development, or Taking Aim at Moving Targets 103John E. Bates and Claire Novosad 7 Who Should Collect Our Data: Parents or Trained Observers? 123Ronald Seifer 8 Validating Young Children's Self-Concept Responses: Methodological Ways and Means to Understand their Responses 138Herbert Marsh, Raymond Debus, and Laurel Bornholt 9 Developmental Perspectives on Parenting Competence 161Douglas M. Teti and Keng-Yen Huang 10 Methods of Contextual Assessment and Assessing Contextual Methods: A Developmental Systems Perspective 183Richard M. Lerner, Elizabeth Dowling, and Jana Chaudhuri Part III Developmental Intervention: Traditional and Emergent Approaches in Enhancing Development 211 11 Enhancing Children's Socioemotional Development: A Review of Intervention Studies 213Femmie Juffer, Marian J. Bakermans-Kranenburg, and Marinus H. van IJzendoorn 12 Early Childhood Education: The Journey from Efficacy Research to Effective Practice 233Craig T. Ramey and Sharon L. Ramey 13 Fostering Early Communication and Language Development 249Steven F. Warren and Dale Walker 14 Enhancing Social Competence 271Elizabeth A. Stormshak and Janet A. Welsh 15 NICU-Based Interventions for High-Risk Infants 295Christine Reiner Hess Part IV Analytic Issues and Methods in Developmental Psychology 317 16 Assessing Growth in Longitudinal Investigations: Selected Measurement and Design Issues 319Donald P. Hartmann 17 Latent Growth Curve Analysis Using Structural Equation Modeling Techniques 340John J. McArdle 18 Modeling Developmental Change Over Time: Latent Growth Analysis 367Philip W. Wirtz 19 Interdependence in Development: Data Analytic Strategies for Dyadic Designs 379Deborah A. Kashy and Jennifer G. Boldry 20 Analysis of Behavioral Streams 394Roger Bakeman, Deborah F. Deckner, and Vicenç Quera Part V New Directions in Developmental Research 421 21 Emotion-Related Regulation: The Construct and its Measurement 423Nancy Eisenberg, Amanda Sheffield Morris, and Tracy L. Spinrad 22 Person–Environment "Fit" and Individual Development 443Theodore D. Wachs 23 New Developments in the Study of Infant Memory 467Patricia J. Bauer 24 Understanding Children's Testimony Regarding their Alleged Abuse: Contributions of Field and Laboratory Analog Research 489Michael E. Lamb and Karen L. Thierry 25 New Research Methods in Developmental Science: Applications and Illustrations 509Marc H. Bornstein, Chun-Shin Hahn, O. Maurice Haynes, Nanmathi Manian, and Catherine S. Tamis-LeMonda Index 534
£161.95
John Wiley and Sons Ltd Vocabulary Development
Book SynopsisThis monograph studies research conducted for the purpose of investigating the relationship between vocabulary recognition and morphological knowledge during the early and middle elementary school years. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity, and as a child ages, the proportion of known complex words that the child figured out by analyzing their morphological structure increased.Table of ContentsAbstract v I. Introduction 1 II. Estimating Children’s Vocabulary Knowledge 8 III. Morphological Development 27 IV. Constructing a Basis for Estimating Vocabulary Knowledge 43 V. A Study of Vocabulary Development in Elementary School Children 57 VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80 VII. Vocabulary Development and the Growth of Morphological Knowledge 118 Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153 References 157 Acknowledgements 166 Commentary On Anglin’s Analysis of Vocabulary Growth 167George A. Miller and Pamela C. Wakefield Reply Knowing Versus Learning Words 176Jeremy M. Anglin Contributors 187 Statement of Editorial Policy 188
£44.60
John Wiley and Sons Ltd Strategies of Knowledge Acquisition
Book SynopsisThis work makes the claim that strategies of knowledge acquisition may vary significantly across (as well as within) individuals and can be conceptualized within a developmental framework.
£44.60
John Wiley and Sons Ltd What Young Chimpanzees Know about Seeing
Book SynopsisResearch suggests chimpanzees may understand some of the epitemological aspects of visual perception, such as how the perceptual act of seeing can have internal several interpretations. These 15 studies were conducted with chimpanzees and young children on their understanding of visual perception.Table of ContentsAbstract v I Reconstructing the Evolution of Psychological Development 1 II Understanding Visual Perception 17 III Understanding who can see you: Preliminary Investigations 25 IV Understanding who can see you: Further Investigations 67 V Assessing Validity with Young Children 106 VI Conclusions 120 Appendix 141 References 143 Acknowledgements 152 Commentary On Not Understanding Minds 153R. Peter Hobson Chimpanzee Social Cognition 161Michael Tomasello Reply Growing up Ape 174Daniel J. Povinelli Contributors 190 Statement of Editorial Policy 191
£44.60
John Wiley and Sons Ltd Social Psychological Foundations of Health and
Book SynopsisSocial Psychological Foundations of Health and Illness is a summary of current research in social--health psychology. The chapters, written by distinguished leaders in the field, provide brief surveys of classic developments in each area of study followed by extended discussion of the authors' research programs.Trade Review"Clinical Practice gives Health Psychology its heart, but Social Psychology is the brains behind the operation. With this ingenious collection of scholarly papers, Professors Suls and Wallston provide us with engagingly written and intellectually powerful social psychological models of health and illness. Their edited volume has much to offer to students, educators, researchers and practitioners alike. It is a 'must' read for all those with serious interest in the psychological foundations of health." Alex Zautra, Arizona State University "Written by leading experts in the field, the book is a compendium ... of the leading research in the field." R. L. Jones, Pennsylvania State University, Hershey Medical Center, Choice, January 2004 "The particular value of this volume lies in the overview it gives of the most significant theoretical and methodological contributions to health and illness. Moreover the volume is successful in stimulating further investigation into the relatively unexplored social psychological contributions. Suls and Wallston were able to collect contributions from scholars that reflected not only new advances in theory but also the more classic theories ... The volume is highly recommended as a significant contribution to understandings of health and illness and will serve as a valuable resource for academics and health promotion specialists engaged in health related studies and health promotion practice." Anna Meyer-Weitz, University of KwaZulu-Natal, Psychology In Society, 2004, 30, 54-57Table of ContentsList of contributors. Preface. 1. Introduction to Social Psychological Foundations of Health and Illness: Jerry Suls (University of Iowa) and Kenneth A. Wallston (Vanderbilt University). Part I: Models of Health/Risk Behavior and Behavior Change:. 2. Healthy Lifestyle across the Life-Span: The Heck with the Surgeon General: Howard Friedman (University of California, Riverside). 3. Exploring the links between risk perceptions and preventive behavior: Neil Weinstein (Cook College). 4. Communicating about Health: Message Framing, Persuasion and Health Behavior: Peter Salovey (Yale University) and Duane Wegener (Purdue University). 5. The Information-Motivation-Behavioral Skills Model: A General Social Psychological Approach to Understanding and Promoting Health Behavior: William A. Fisher (University of Western Ontario), Jeffrey D. Fisher (University of Connecticut), and Jennifer J. Harman (University of Connecticut). 6. A Social Reaction Model of Adolescent Health Risk: Frederick X. Gibbons, Meg Gerrard, and David J. Lane (all Iowa State University). 7. Affect, Thought and Protective Health Behavior: The Case of Worry and Cancer Screening: Kevin McCaul and Amy Boedicker Mullens (both North Dakota State University). 8. Social-Cognitive Factors in Health Behavior Change: Britta Renner (Ernst-Moritz-Arndt-Universitaet Greifswald) and Ralf Schwarzer (Free University of Berlin). Part II: Social-Cognitive Processes in Health:. 9. Common Sense Models of Illness: Implications for Symptom Perception and Health-Related Behaviors: René Martin (University of Iowa), Nan Rothrock (University of Iowa), Howard Leventhal (Rutgers University), and Elaine Leventhal (University of Medicine and Dentistry of New Jersey). 10. Contributions of Social Comparison to Physical Illness and Well-Being: Jerry Suls (University of Iowa). 11. Interpersonal Emotional Processes in Adjustment to Chronic Illness: Robert F. DeVellis, Megan A. Lewis, and Katherine Regan Sterba (all University of North Carolina). 12. The Social, Linguistic and Health Consequences of Emotional Disorder: James Pennebaker (University of Texas at Austin). 13. Affiliation, Social Support and Biobehavioral Responses to Health: Shelley Taylor (University of California, Los Angeles), Laura Cousino Klein (Pennsylvania State University), Tara L. Gruenewald (University of California, Los Angeles), Regan A.R. Gurung (University of Wisconsin), and Sara Fernandes-Taylor (University of California, Los Angeles). Part III: Personality and Health:. 14. Toward a Social Psychophysiology of Cardiovascular Reactivity: Interpersonal Concepts and Methods in the Study of Stress and Coronary Disease: Timothy Smith (University of Utah), Linda Gallo (San Diego State University), and John Ruiz (University of Pittsburgh School of Medicine). 15. Gender-Related Traits and Health: Vicki Helgeson (Carnegie Mellon University). 16. Self-Regulatory Processes and Responses to Health Threats: Effects of Optimism on Well-Being: Michael Scheier (Carnegie Mellon University) and Charles Carver (University of Miami). Part IV: Adaptation to Stress and Chronic Illness:. 17. The Influence of Psychological Factors on Restorative Function in Health and Illness: Ashley W. Smith and Andrew Baum (both University of Pittsburgh). 18. Coping and Adjustment in Rheumatoid Arthritis: Craig A. Smith, Kenneth A. Wallston, and Kathleen A. Dwyer (all Vanderbilt University). 19. Daily Processes in Health and Illness: Howard Tennen (University of Connecticut Health Center), Glenn Affleck (University of Connecticut Health Center), and Stephen Armelli (Pace University). 20. Scenes from a Marriage: The Coupling of Support, Coping and Gender within the Context of Chronic Illness: Tracey A. Revenson (City University of New York Graduate Center). Index.
£117.85
John Wiley and Sons Ltd Handbook of Research Methods in Experimental
Book Synopsis* Places experimental psychology in historical context, investigates the changing nature of research methodology, experimental design, and analytic procedures, and features research in selected content areas. * Provides an excellent source of potential research ideas for advanced undergraduate and beginning graduate students.Trade Review"This book harks back to a time when 'Handbooks' were an essential ingredient for advanced undergraduate and graduate education in experimental psychology. The book does a marvelous job of surveying the wide discipline that is now experimental psychology with coverage in each chapter giving at least a nod to the historical foundations in that area. The Goodwin chapter alone is worth the cost of the book." Randall W. Engle, Georgia Institute of Technology "Davis' 'Handbook' would be a useful addition to an advanced undergraduate or graduate level course in general experimental psychology or research methods. Chapters that present research methods in the historical perspective are very good, and as several of the authors point out, clearly show that research methods are not static, but rather have and continue to evolve. I especially appreciate the inclusion of several chapters that deal with research employing non-human subjects." Daniel D. Moriarty, University of San Diego "Those psychology libraries that do support a serious academic research programme will find this book to be an invaluable source of background reading, to be used in conjunction with standard manuals on research methods, rather than replacing them. I will certainly be recommending it as such to first-year postgraduates in my own institution." Martin Guha, Librarian, Institute of Psychiatry, London, Reference Reviews 2003 "Davis's fine collection will prove helpful to those seeking an introduction to the topics that engage researchers today. Summing up: Recommended. Upper-division undergraduates through research, faculty, and professionals." G. B. Rollman, University of Western Ontario, Choice, January 2004Table of ContentsList of Contributors. Part I: Historical Roots and Future Trends. 1. Psychology's Experimental Foundations (C. James Goodwin). 2. Current and Future trends in Experimental Psychology (E. J Capaldi and Robert W. Proctor). Part II: Research Designs, Methodological Issues, and Analytic Procedures. 3. Traditional Nomothetic Approaches (Richard J. Harris). 4. Traditional Idiographic Approaches: Small-N Research Designs (Bryan K. Saville and William Buskist). 5. The Importance of Effect Magnitude (Roger E. Kirk). 6. The Changing Face of Research Methods (Randolph A. Smith and Stephen F. Davis). 7. Ethical Issues in Psychological Research with Hyman Participants (Richard L. Miller). 8. Research with Animals (Jesse E. Purdy, Scott A. Bailey, and Steven J. Schapiro). 9. Cross-cultural Research (David Matsumoto). Part III: Selected Content Areas. 10. Comparative Psychology (Mauricio R. Papini). 11. Animal Learning and Animal Cognition (Lewis Barker and Jeffrey S. Katz). 12. Sensation and Perception Research Methods (Lauren Fruh Van Sickle Scharff). 13. Taste (Scott A. Bailey). 14. Olfaction: Recent Advances in Learning about Odors (W. Robert Batsell, Jr.). 15. Physiological Psychology: Biological and Behavioral Outcomes of Exercise (Brenda J. Anderson, Daniel P. McCloskey, Despina A. Tata, and Heather E. Gorby). 16. Research Methods in Human Memory (Deanne L. Westerman and David G. Payne). 17. Research Methods in Cognition (David G. Payne and Deanne L. Westerman). 18. Motivation (Melissa Burns). 19. Audition (Henry E. Heffner and Rickye S. Heffner). 20. Psychophysics (H.R. Schiffman). Subject Index. Name Index.
£161.95
John Wiley and Sons Ltd Handbook of Research Methods in Clinical
Book SynopsisThe Handbook of Research Methods in Clinical Psychology presents a comprehensive and contemporary treatment of research methodologies used in clinical psychology. Topics discussed include experimental and quasi--experimental designs, statistical analysis, validity, ethics, cultural diversity, and the scientific process of publishing.Trade Review"This book is truly weighty in size and content...it provides excellent comprehensive overview chapters of every aspect of clinical psychological research and implications for practice." Journal of Child Psychology and Psychiatry "Roberts and Ilardi and their authors have done a marvelous job presenting a cutting-edge array of methods and applications in clinical psychology research. This publication captures the vigor and excitement present in the field today. The text is practical, broad in scope, yet with sufficient depth to guide practicing clinical researchers. It should be used in graduate education and will also prove helpful to seasoned investigators." John Curry, Duke University "Roberts and Ilardi have created an impressive, comprehensive, and cutting-edge handbook of research methods and data-analytic procedures. This volume will be an invaluable resource for researchers and students alike. All aspects of the research process are represented. The individual chapters are excellent - very understandable and clear, with many practical examples provided." Annette M. La Greca, University of Miami "Focusing on new developments and cutting-edge advances in research methods, this handbook should have a wide audience. Summing up: Recommended." S. M. Valente, University of Southern California, Choice, December 2003Table of ContentsList of Contributors x Part I Clinical Psychology Research 1 1 Research Methodology and Clinical Psychology: An Overview 3Michael C. Roberts and Stephen S. Ilardi 2 Addressing Validity Concerns in Clinical Psychology Research 13Michael S. Finger and Kevin L. Rand 3 The Scientific Process and Publishing Research 31Michael C. Roberts, Keri J. Brown, and Julianne M. Smith-Boydston 4 Ethical Considerations in Clinical Psychology Research 52William A. Rae and Jeremy R. Sullivan Part II Research Designs 71 5 Evaluating Treatment Efficacy With Single-Case Designs 73Cynthia M. Anderson and Christine Kim 6 Design and Analysis of Experimental and Quasi-Experimental Investigations 92Andrea Follmer Greenhoot 7 The Analysis of Correlational Data 115Charles M. Judd and Melody S. Sadler 8 Structural Equation Modeling in Clinical Psychology Research 138Samuel B. Green and Marilyn S. Thompson 9 Qualitative Methods in Psychological Research 176Gloria L. Krahn and Michelle Putnam 10 Basic Principles of Meta-Analysis 196Joseph A. Durlak Part III Topics of Research 211 11 Research Methods for Developmental Psychopathology 213Eric M. Vernberg and Edward J. Dill Vignette: Research Methods for Developmental Psychopathology 232Anne K. Jacobs 12 Adult Experimental Psychopathology 234John P. Kline, Steven D. LaRowe, Keith F. Donohue, Jennifer Minnix, and Ginette C. Blackhart Vignette: Adult Experimental Psychopathology 260Anne K. Jacobs 13 Child and Adolescent Assessment and Diagnosis Research 262Paul J. Frick and Amy H. Cornell Vignette: Child and Adolescent Assessment and Diagnostic Research 282Anne K. Jacobs 14 Adult Clinical Assessment and Diagnosis Research: Current Status and Future Directions 284Thomas E. Joiner, Jr., and Jeremy W. Pettit Vignette: Adult Clinical Assessment and Diagnosis 305Anne K. Jacobs 15 Therapy and Interventions Research with Children and Adolescents 307Ric G. Steele and Michael C. Roberts Vignette: Therapy and Interventions Research with Children, Youth, and Families 327Anne K. Jacobs 16 Therapy and Interventions Research with Adults 329Anne D. Simons and Jennifer E. Wildes Vignette: Therapy and Interventions Research with Adults 352Anne K. Jacobs 17 Research in Prevention and Promotion 354George C. Tremblay and Barbara Landon Vignette: Research in Prevention and Promotion 374Anne K. Jacobs 18 Research in Ethnic Minority Communities: Cultural Diversity Issues in Clinical Psychology 376Yo Jackson Vignette: Research in Ethnic Minority Communities 394Anne K. Jacobs 19 Investigating Professional Issues in Clinical Psychology 396ichael C. Roberts, Jodi L. Kamps, and Ephi J. Betan Vignette: Investigating Professional Issues in Clinical Psychology 418Anne K. Jacobs 20 Reflections on the Future of Clinical Psychological Research 420Stephen S. Ilardi and Michael C. Roberts Index 433
£161.95
Wiley Children and the Law
Book SynopsisA collection of articles written on children and the law, covering the essential areas of: child victimization; the reliability of children's accounts; truth and lies; children and the legal system; and children as perpetrators.Trade Review"In this volume, Professor Bull has compiled some of the most important articles on sexual abuse. It is particularly noteworthy that the collection includes seminal and central articles on the incidence, characteristics, and effects of sexual abuse; children's memory capacities and credibility, cognitive development, and practical issues concerning the ways in which children function in and are affected by legal institutions. All of these specialized topics are typically the focus of individual volumes, each too narrow to be of much value to students searching for a broad and clear understanding of the issues. Bull's new collection thus fills a noteworthy void; students and their teachers will be indebted to him." Michael Lamb; National Institute of Child Health and Human Development. Children and the Law: The Essential Readings is edited by Ray Bull, one of the United Kingdom's foremost and pioneering forensic psychologists. This book offers a thought provoking collection of papers to illustrate the difficulties and misunderstandings that can easily arise when children's lives and experiences collide with the requirements of the law. The five parts of the book cover the victimization of children, child witnesses' reliability and credibility, children's understanding of deception, their performance in the legal system, and their position as perpetrators of crimes. Children and the Law contains an outstanding collection of original papers and summary articles by internationally recognised contributors which will challenge students and researchers in both law and the social sciences to consider their own perspectives and methodologies. Those left eager for more are given suggested further readings and reflections by the editor rooted in his personal experiences. Helen Westcott, Open University "An ideal teaching and study resource. The papers should be of value to anyone who wants to learn more about children and the courts; practising professionals and laypersons alike. It goes without saying that the volume would be of value to students of psychology, child welfare, and law." Bob Duckett, Reference Reviews, Vol 16, 2002 "An enlightening read and one to be commended." Peggy Ray, Family Law, March 2002.Table of ContentsAcknowledgements. Introduction. Part I: Child Victimization:. 1. Victimization of Children: David Finkelhor and Jennifer Dzuiba-Leatherman. 2. Impact of Sexual Abuse on Children: A Review and Sysnthesis of Recent Empirical Studies: Kathleen A. Kendall-Tachett, Linda Meyer Williams and David Finkelhor. 3. Community-Level Factors and Child Maltreatment Rates: Beth Paterson.. Part II: Reliability of Children's Accounts:. 4. Reliability and Credibility of Young Children's Reports: From Research to Polity and Practice: Maggie Bruck, Stephen J. Ceci and Helene Hembrooke. 5. Emotion and Memory: Children's Long-Term Remembering, Forgetting and Suggestibility: Jodi A. Quas, Ggail S. Goodman, Ssue Bidrose, Margaret-Ellen Pipe, Susan Craw and Deborah S. Ablin. 6. Assessing the Accuracy of Young Children's Reports: Debra Poole and D. Stephen Lindsay. 7. Eyewitness Identification Accuracy of Children: A Summary: Joanna D. Pozzulo and Rod Lindsay.. Part III: Truth and Lies:. 8. Breaking the Mould: A Fresh Look at Children's Understanding of Questions about Lies and Mistakes: Michael Siegal and Candida C. Peterson. 9. Discussing Truth and Lies in Interviews with Children: Whether, Why, and How?: Mary Lyn Huffman, Amye R. Warren and Susan M. Larson.. Part IV: Children and the Legal System:. 10. Face-to-Face Confrontation: Effects of Closed-Circuit Technology on Children's Eyewitness Testimony and Jurors' Decisions: Gail S. Goodman, Ann E. Tobey, Jennifer M. Batterman-Faunce, Holly Orcutt, Sherry Thomas, Cheryl Shapiro and Toby Sachsenmaier. 11. When Lawyers Question Children: Is Justice Served?: Nancy W. Perry, Bradley D. McAuliff, Paulette Tam, Linda Claycomb, Colleen Dostal and Cameron Flanagan.. Part V: Children as Perpetrators:. 12. The Development of Male Offending: Key Findings from the First Decade of the Pittsburgh Youth Study: Rolf Leober, DavidP. Farrington, Magda Stouthamer-Loeber, Terrie E. Moffitt and Avshalom Caspi. 13. Child and Adolescent Sex Abuse Perpetrators: A Review of the Research Literature: Eileen Vizared, Elizabeth Monck and Peter Misch. Index.
£50.30
John Wiley and Sons Ltd Identity in Modern Society
Book SynopsisThis book is a social psychological inquiry into identity in modern society. * Starts from the social psychological premise that identity results from interaction in the social world. * Reviews and integrates the most influential strands of contemporary social psychology research on identity.Trade Review"Provocative and persuasive, Bernd Simon's Identity in Modern Society addresses critical issues in understanding the nature of identity, building bridges between the experience in individual, social, societal and cultural contexts. The result is a theoretically sophisticated analysis, one that will likely shape the agenda for generations of scholarly inquiry on the antecedents and consequences of identity." Mark Snyder, McKnight Presidential Chair in Psychology, University of Minnesota "An essential and landmark text for students and researchers alike. Beautifully crafted, eloquently argued, refreshing and provocative in all the best ways, it is testament to rare and masterful scholarship. Each chapter — including Turner’s foreword — has something powerful and significant to say and makes the reader think. Every aspiring psychologist should read this book to appreciate the richness both of this topic and of social psychology as a whole." S. Alexander Haslam, Professor of Social and Organizational Psychology, University of Exeter "In this engaging and thought provoking volume, Bernd Simon presents a multi-level, trans-disciplinary analysis of the importance of individual and collective identity, and their interrelationship, in a social world. Distinguished by its scope, depth and insight, this book draws on classic and contemporary research in social psychology and related disciplines to offer a new theoretical synthesis and to tackle issues of practical as well as conceptual importance." Jack Dovidio, Provost and Dean of the Faculty, Colgate University "There is a lot to like about this book. Perhaps most importantly it provides a thoughtful and wide ranging perspective on the concepts of self and identity. These ideas are then used as a framework within which to understand a series of important aspects of modern society, ranging from the problems of minority and majority groups in diverse societies to the roots of collective identity and collective action. This book will be of interest to a broad audience including both social psychologists and those concerned with a wide variety of current and emerging social issues. I recommend it to anyone seeking a comprehensive examination of psychological approaches to the study of identity." Tom Tyler, University Professor of Psychology, New York University "Although written primarily within the academic social psychological community, this book is an accessible account of developments in the field as they reflect wider social concerns." Scientific and Medical Network Review, Spring 2004Table of ContentsList of Figures. List of Tables. Foreword by John C. Turner. Preface. 1. Introduction. Approaching Identity as a Scientific Concept. Human Consciousness. The Social Conditions of Human Existence. A Brief Overview of Subsequent Chapters. Summary. 2. The Social Psychology of Identity: Sociological and Psychological Contributions. Sociological Contributions. Psychological Contributions. Summary. 3. Identity in Modern Society: An Integrative Approach. Theoretical Background and Levels of Identity Analysis. A Self-Aspect Model of Identity (SAMI). Identity and (Post)Modernity. Identity, Phenomenology and Accuracy. Functions and Processes of Identity. Summary. 4. Antecedents of Individual and Collective Identity. Person Variables. Social Context Variables. The Interplay of Individual and Collective Identities. Summary. 5. Identity in Minority-Majority Contexts. Self-Interpretation. Social Information Processing. Well-being. Intergroup Behaviour. Summary. 6. Identity in Intercultural Contact. Models of Intergroup Contact. Immigration, Identity and Social Integration. Right-Wing Extremism and National Identity. Cultural Differences and Racism: A Comment. Summary. 7. Identity, Mobilization and Participation. Identity and Social Movement Participation. Identity, Organizational Participation and Intragroup Co-operation. Identity and Volunteerism. Summary. 8. Conclusions and Future Directions. Identity and Action. Identity and Power. References. Author Index. Subject Index
£104.36
Wiley Early Childhood Television Viewing and Adolescent
Book SynopsisThe medium of television, although a daily part of most modern lives, remains mysterious in the manner it may influence its audience. At the center of this mysery lies the debate of content vs. medium without regard to its content. This monograph presents new research in this debate by following up on a report of 570 adolescents studied as preschoolers and the long-term relationships between preschool television viewing and adolescent achievement, behavior, and attitudes. The results of the report provide stron support for content-based hypotheses then for theories emphasizing television as a medium. In an interesting twist, the results of the report trace a cognitive difference in the patterns of boys and girls and the way television influences them.Table of ContentsAbstract. 1. Introduction. 2. Method Overview. 3. Media Use in Adolescence. 4. Academic Achievement. 5. Creativity. 6. Aggression. 7. Extracurricular Activities. 8. Health Behaviors. 9. Self-Image: Role Model Preference and Body Image. 10. Summary and Conclusions. Commentary: Children and Adolescents in a Changing Media World. Contributors. Statement of Editorial Policy.
£44.60
John Wiley and Sons Ltd Rhythms of Dialogue in Infancy
Book SynopsisThis book represents a test to the hypothesis that vocal rhythm coordination at four months of age predicts attachment and cognition at age 12 months. The findings show that high coordination can index more or less optimal outcomes, as a function of outcome measure, partner, and site.Table of ContentsAbstract. Introduction. Literature Review. Method. Results: The Timing of Sound and Silence. Results: Coordinated Interpersonal Timing (CIT) at Age 4 Months. Results: CIT Rhythms at Age 4 Months Predicts Outcomes at Age 12 Months. Discussion. References. Acknowledgments. Commentaries. Dialogical Nature of Cognition (Philippe Rochat). Face-to-Face Play: Its Temporal Structure as Predictor of Socioaffective Development (Daniel N. Stern). Contributors. Statement of Editorial Policy.
£41.75
John Wiley and Sons Ltd First Language Acquisition
Book Synopsis* Collects classic works that provide the foundation for current research in the field of first language acquisition. * Includes selections from Noam Chomsky, Jean Piaget, Eric Lenneberg and Roman Jakobson, as well as others who contributed groundbreaking discoveries, insights, concepts, and methods.Trade Review"This volume is undoubtedly an outstanding compilation of classic papers on first language acquisition." The Linguist List "An excellent selection of the classic readings in the science of language development, one that I have dearly missed until now. It is a perfect set of background readings for students and researchers interested in the intellectual roots of the field." Steven Pinker, Harvard University, and author of The Language Instinct and Words and Rules: The Ingredients of Language "A well-chosen treasure-house of key readings. They provide a superb grounding for anyone studying child language." Jean Aitchison, University of Oxford "This reader is a great addition to the field, bringing together some of the classic literature that has stimulated debate on the nature of language acquisition for years. Its depth and breadth, in both philosophical and linguistic approaches to the problem, ensure that this volume will soon be a classic itself." Katherine Demuth, Brown University "An excellent collection of classic works, highlighting contributions taking a linguistic approach to the subject of language acquisition." Diane Lillo-Martin, University of ConnecticutTable of ContentsIntroduction: Barbara C. Lust (Cornell University) and Claire Foley (Massachusetts Institute of Technology). Part I: Theory of Language Acquisition:. 1. Selections from Knowledge of Language: Its Nature, Origin, and Use: Noam Chomsky (Massachusetts Institute of Technology). 2. A Review of B.F. Skinner’s Verbal Behavior: Noam Chomsky (Massachusetts Institute of Technology). 3. Selections from The Psychology of the Child: Jean Piaget and Bärbel Inhelder. 4. Language and Learning: The Debate between Jean Piaget and Noam Chomsky: Massimo Piattelii-Palmarini (editor). 5. Selections from Comparative Linguistics and Language Acquisition: Hermine Sinclair (late of University of Geneva). Part II: The Nature-Nurture Controversies:. Nature: Biology. 6. Selections from The Biological Foundations of Language: Eric H. Lenneberg (late of Harvard University). 7. Language and the Brain: Norman Geschwind. 8. Selections from The Bisected Brain: Michael S. Gazzaniga (Dartmouth College). 9. The Linguistic Development of Genie: Susan Curtiss (UCLA), Victoria Fromkin (late of UCLA), Stephen Krashen (USC), David Rigler, & Marilyn Rigler. Nurture: Role of the Input. 10. Derivational Theory and Order of Acquisition in Child Speech: Roger Brown (late of Harvard University) and Camille Hanlon (Connecticut College). 11. Talking to Children: A Search for Universals: Charles A. Ferguson (late of Stanford University). 12. Learning by Instinct: James L. Gould (Princeton University) & Peter Marler (University of California, Davis). Mechanisms of Development. 13. Selections from Language and Experience: Evidence from the Blind Child: Barbara Landau (Johns Hopkins University) & Lila R. Gleitman (University of Pennsylvania). 14. Selections from Language Learnability and Language Development: Steven Pinker (Harvard University). 15. Selections from Learnability and Cognition: Steven Pinker (Harvard University). 16. Selection from Language Acquisition and Cognitive Development: H. Sinclair-deZwart (late of University of Geneva). 17. Selections from Cognitive Prerequisites for the Development of Grammar: Dan I. Slobin (University of California, Berkeley). Part III: Areas of Language Knowledge:. Morphology. 18. The Child’s Learning of English Morphology: Jean Berko (Gleason) (Boston University). 19. Selections from A First Language: Roger Brown (late of Harvard University). Phonology. Speech Perception. 20. Speech Perception in Infants: Peter D. Eimas (Brown University), Einar R. Siqueland (Brown University), Peter Jusczyk (late of Johns Hopkins University), and James Vigorito. Speech Production. 21. The sound laws of child language and their place in general phonology: Roman Jakobson (late of MIT). 22. Universal Tendencies in the Child’s Acquisition of Phonology: N.V. Smith (University College London). 23. The acquisition of phonemic representation: David Stampe (University of Hawai'i, Manoa). Syntax. 24. Selections from The Problem of Serial Order in Behavior: K.S. Lashley (late of Harvard University). 25. The Study of Adam, Eve, and Sarah: Roger Brown (late of Harvard University). 26. Syntactic Regularities in the Speech of Children: E.S. Klima (University of California, San Diego) and Ursula Bellugi (Salk Institute for Biological Studies). 27. The Reduction Transformation and Constraints on Sentence Length: Lois Bloom (Columbia University). Semantics and Pragmatics. 28. The young word maker: A case study of innovation in the child’s lexicon: Eve V. Clark (Stanford University). 29. Strategies for Communicating: Eve V. Clark (Stanford University). Index
£126.30
John Wiley and Sons Ltd The Psychopath
Book SynopsisPsychopaths continue to be demonised by the media and estimates suggest that a disturbing percentage of the population has psychopathic tendencies. This book summarises what we know about psychopathy and antisocial behavior and puts forward a fresh case for its cause. It presents the scientific facts of psychopathy and antisocial behavior.Trade Review“The psychopath always fascinates, and this new book rises to the challenge of its subject. The book exhaustively covers everything known about psychopathy to date. It also brings an exciting new theory, exploring the neuro-biological underpinnings of psychopaths’ broken emotions. The Psychopath will be an engrossing read for any clinician, scientist or student who wants to understand that mysterious individual, the criminal psychopath.” Terrie Moffitt, Institute of Psychiatry, London “A gem of a contribution to the field of psychopathy, this wonderful resource provides a highly coherent and integrative review of developments in cognitive and affective neuroscience and their implications for understanding the nature of psychopathy. The authors are passionate about their research and this book presents their personal assessment of the field in a remarkably powerful, readable, and detailed manner. The book is an extraordinary accomplishment and a boon for the field.” Joseph Newman, Department of Psychology, University of Wisconsin “This timely book represents an exciting new synthesis which has taken into account emerging data on the biology of psychopathy, including its neurocognitive basis. The authors lucidly describe discoveries about emotional processing in psychopaths and new thinking about its psychiatric nosology. They have performed a notable service in providing this highly readable survey, which summarises objectively the strengths and weaknesses of various theoretical accounts, including their own, and the implications for forensic, adult and child psychiatry.” Trevor Robbins, Professor of Cognitive Neuroscience, University of Cambridge “A comprehensive summary of recent research on the cognitive, emotional, and neurological correlates to psychopathy. One of the few resources to consider the manifestations of psychopathy throughout the lifespan.” Professor Paul J. Frick, Director, Applied Developmental Psychology Program, University of New Orleans "the book as a whole contains a wealth of information and insight that make it an excellent avenue into the current state of knowledge and thinking about psychopathy. The authors' scholarship is unquestionable, and they bring together an exceptional amount of information within a manageable number of pages...The book will provoke considerable thought from students, practitioners, and researchers who will have to integrate their thinking on this vital topic." David Nussbaum, PsycCRITIQUESTable of ContentsList of figures and tables vi Acknowledgements viii 1 What is Psychopathy? 1 2 The Background Facts 18 3 What is the Ultimate Cause of Psychopathy? 28 4 The Psychopathic Individual: The Functional Impairment 47 5 Cognitive Accounts of Psychopathy 67 6 Neural Accounts of Psychopathy 81 7 A Neurocognitive Account of Reactive Aggression 96 8 A Neurocognitive Account of Psychopathy 110 9 Conundrums and Conclusions 141 References 156 Subject index 187 Author index 196
£84.56
John Wiley and Sons Ltd Theories Infant Development
Book SynopsisInfancy research is one of the hottest areas in developmental psychology, with advances in brain imaging techniques allowing psychologists to investigate what is happening in an infant's brain. This volume examines theories of infant development.Trade Review"With so much contemporary research activity in developmental psychology concentrating on infants, this book is timely and welcome. It should be most helpful to those instructors who are looking for a text to use in teaching an upper-level undergraduate course focusing on infant development or a first-year graduate-level survey course that provides broad coverage of the major topical areas including perceptual, motor, cognitive, and social development. A strong and balanced group of contributors does a first rate job of introducing students to the major issues, theoretical approaches, and empirical findings that students new to the study of infant development need to know." Paul C. Quinn, Professor of Psychology, University of Delaware "This book consists of a nice collection of chapters that present introductions to theoretical frameworks spanning across the whole range of infant research activities. As a tribute to George Butterworth, it works exceptionally well. All the invited authors have worked with George Butterworth. The breadth of topics covered bears testimony to the intellectual range and importance of George Butterworth for the field of infant development. But this book is more than a eulogy. It is also a lucid and up-to-date presentation of some of the most influential theoretical frameworks for studying infant development. As such, it is an invaluable tool for senior undergraduates, postgraduates, or even faculty who wish to brush up on the latest thinking. I strongly recommend it." Dr Denis Mareschal, Centre for Brain and Cognitive Development, Birkbeck College, University of London "For a long time we have needed a comprehensive book that presents and evaluates theories of infant development. It has finally arrived, in the form of an edited volume by Gavin Bremner and Alan Slater, fittingly dedicated to George Butterworth who contributed so much to our understandig of theories of development. A great strength of the book is that its chapters are written by the experts in each area rather than one author attempting to cover all facets of the theoretical landscape. The result is an in-depth look at theories of perceptual-motor development (e.g., dynamical systems, updated Gibsonian theory, and the impact of neuroscientific evidence on our theories), cognitive development (object concept, memory, developmental cognitive science), and social development (attachment, mother-infant interaction, joint visual attention). The book is up-to-date and provocative; I predict it will become the standard that researchers and graduate students turn to for a comprehensive treatment of current theories of infant development." Professor Rachel Keen Clifton, University of Massachusetts "The study of infant development is foundational to many of the theoretical and applied issues that psychologists address. This excellent volume will be of interest not just to infancy researchers and their students, but to all scientists who adopt a developmental perspective to understand human psychological functioning." Jeffrey J. Lockman, Professor of Psychology, Tulane University “A collection of excellent studies of early infant development.” United States Association for Body Psychotherapy NewsletterTable of ContentsContributors. preface. Part I: Development of Perception and Action. 1. A Dynamical Systems Perspective On Infant Action And Its Development. (Eugene C. Goldfield & Peter H. Wolff). 2. A Developmental Perspective On Visual Proprioception. (David I. Anderson, Joseph J. Campos & Marianne A. Barbu-Roth). 3. From Direct Perception To The Primacy Of Action: A Closer Look At James Gibson's Ecological Approach To Psychology. (Alan Costall). 4. The Development Of Perception In A Multimodal Environment. (Lorraine E. Bahrick). 5. Neuroscience Perspectives On Infant Development. (Mark H. Johnson & Annette Karmiloff-Smith). Part II: Cognitive Development. 6. The Case For Developmental Cognitive Science: Theories Of People And Things. (Andrew N. Meltzoff). 7. Theories Of Development Of The Object Concept. (Scott Johnson). 8. Remembering Infancy: Accessing Our Earliest Experiences. (Alan Fogel). Part III: Social Development & Communication:. 9. Maternal Sensitivity Is More Important Than Infant Temperament In Shaping The Infant-Mother Attachment Relationship. (Marinus H. Van Ijzendoorn & Marian J. Bakerman-Kranenburg). 10. Emerging Co-Awareness. (Philippe Rochat). 11. Processes Of Development In Early Communication. (David Messer). 12. Joint Visual Attention In Infancy. (George Butterworth). Afterword: Tribute To George Butterworth. (Peter E. Bryant). Author Index. Subject Index.
£117.85
John Wiley and Sons Ltd Theories Infant Development
Book Synopsis* An authoritative survey of major theoretical issues in infant development. * Written by leading scholars in the field of infancy. * Each chapter either presents a distinct theoretical approach to infant development or reviews contrasting theories in a specific subfield.Trade Review"With so much contemporary research activity in developmental psychology concentrating on infants, this book is timely and welcome. It should be most helpful to those instructors who are looking for a text to use in teaching an upper-level undergraduate course focusing on infant development or a first-year graduate-level survey course that provides broad coverage of the major topical areas including perceptual, motor, cognitive, and social development. A strong and balanced group of contributors does a first rate job of introducing students to the major issues, theoretical approaches, and empirical findings that students new to the study of infant development need to know." Paul C. Quinn, Professor of Psychology, University of Delaware "This book consists of a nice collection of chapters that present introductions to theoretical frameworks spanning across the whole range of infant research activities. As a tribute to George Butterworth, it works exceptionally well. All the invited authors have worked with George Butterworth. The breadth of topics covered bears testimony to the intellectual range and importance of George Butterworth for the field of infant development. But this book is more than a eulogy. It is also a lucid and up-to-date presentation of some of the most influential theoretical frameworks for studying infant development. As such, it is an invaluable tool for senior undergraduates, postgraduates, or even faculty who wish to brush up on the latest thinking. I strongly recommend it." Dr Denis Mareschal, Centre for Brain and Cognitive Development, Birkbeck College, University of London "For a long time we have needed a comprehensive book that presents and evaluates theories of infant development. It has finally arrived, in the form of an edited volume by Gavin Bremner and Alan Slater, fittingly dedicated to George Butterworth who contributed so much to our understandig of theories of development. A great strength of the book is that its chapters are written by the experts in each area rather than one author attempting to cover all facets of the theoretical landscape. The result is an in-depth look at theories of perceptual-motor development (e.g., dynamical systems, updated Gibsonian theory, and the impact of neuroscientific evidence on our theories), cognitive development (object concept, memory, developmental cognitive science), and social development (attachment, mother-infant interaction, joint visual attention). The book is up-to-date and provocative; I predict it will become the standard that researchers and graduate students turn to for a comprehensive treatment of current theories of infant development." Professor Rachel Keen Clifton, University of Massachusetts "The study of infant development is foundational to many of the theoretical and applied issues that psychologists address. This excellent volume will be of interest not just to infancy researchers and their students, but to all scientists who adopt a developmental perspective to understand human psychological functioning." Jeffrey J. Lockman, Professor of Psychology, Tulane University “A collection of excellent studies of early infant development.” United States Association for Body Psychotherapy NewsletterTable of ContentsContributors ix Preface xi Part I Development of Perception and Action 1 A Dynamical Systems Perspective on Infant Action and its Development 3 Eugene C. Goldfield and Peter H. Wolff 2 A Developmental Perspective on Visual Proprioception 30 David I. Anderson, Joseph J. Campos, and Marianne A. Barbu-Roth 3 From Direct Perception to the Primacy of Action: A Closer Look at James Gibson’s Ecological Approach to Psychology 70 Alan Costall 4 The Development of Perception in a Multimodal Environment 90 Lorraine E. Bahrick 5 Neuroscience Perspectives on Infant Development 121 Mark H. Johnson and Annette Karmiloff-Smith Part II Cognitive Development 6 The Case for Developmental Cognitive Science: Theories of People and Things 145 Andrew N. Meltzoff 7 Theories of Development of the Object Concept 174 Scott P. Johnson 8 Remembering Infancy: Accessing Our Earliest Experiences 204 Alan Fogel Part III Social Development and Communication 9 Maternal Sensitivity and Infant Temperament in the Formation of Attachment 233 Marinus H. van IJzendoorn and Marian J. Bakermans-Kranenburg 10 Emerging Co-Awareness 258 Philippe Rochat 11 Processes of Development in Early Communication 284 David Messer 12 Joint Visual Attention in Infancy 317 George Butterworth Afterword: Tribute to George Butterworth 355 Peter E. Bryant Author Index 362 Subject Index 374
£42.70
John Wiley and Sons Ltd Childhood Studies
Book SynopsisThis text introduces students to the key issues in the study of childhood, from infancy through to adulthood, from an interdisciplinary and multi-professional perspective. A broad-ranging introductory guide to key issues in the study of childhood. Approaches childhood studies from an interdisciplinary and multi-professional perspective. Presents the basics of psychology, social welfare, education, health, law, culture, rights, politics, and economics as they relate to children. For each discipline, the role of relevant professionals, such as social workers, nursery teachers, paediatric nurses and child lawyers, is also considered. Contributors have both practical and academic backgrounds in a range of specialist areas. Each chapter includes an independent learning activity, case studies, a glossary and annotated bibliography. Will inspiTrade Review"With a broad range of perspectives introducing students to the study of childhood, further readings that encourage a deeper level of study, a range of material to support specific lectures or modules, and short chapters allowing students to dip into specific areas for future study, this book is extremely accessible to students. I would make this an essential text prior to starting a foundation or undergraduate degree programme in childhood studies; in fact, I will be using it next year!" Annie Woods, Programme Leader, BA and FdA Childhood Studies, Nottingham Trent University "This is an extensive text which will form a seminal work for students embarking on childhood studies degree courses. Holistic and child-centred in its underpinning philosophy, it brings together contributions from experts from a wide range of disciplines in a clear and succinct form, backed up by a breadth of references including web-based resources." Wendy Jolliffe, Lecturer in Early Years Education and Course Leader, BA Educational Studies with Early Childhood Studies, University of Hull "This comprehensive book takes a multidisciplinary approach and will inform, explain, challenge and stimulate all those who contribute to the lives and well-being of children. The resources are up-to-date, easy to access and should encourage readers to seek further information on the fascinating subject of childhood studies." Muriel O’Driscoll, Lecturer and Practitioner, Hugh Baird College, Liverpool "an excellent and essential resource for students on childhood studies programmes and courses, new and experienced practitioners and trainers, lecturers and course leaders. Mostly written in chapters that are no more than 3000 words, the professional writers aim to be detailed yet succinct. There are forty chapters covering important topics such as histories of childhood, play, parenting, cognitive development, child abuse, children's rights, the Children's Act and ethnicity and race. The text is bursting with essential information for anyone who is interested in children and their well-being." Nursery Education, September 2004 Table of ContentsList of Plates. List of Tables. Notes on Contributors. Foreword. Acknowledgements. Introduction. Part I: Children And Childhood:. 1 Inter-Disciplinary Perspective: Histories Of Childhood: John Clarke (Liverpool John Moores University). 2 Self-Concept: Nicola Leather (Liverpool John Moores University). Relationships. 3 Attachment: Nicola Leather (Liverpool John Moores University). 4 Peers: Dominic Wyse (Liverpool John Moores University). 5 Family Structures: Robert Banton (Liverpool John Moores University). 6 Parenting: Jane Baker (Hugh Baird College). 7 Parental Separation: Robert Banton (Liverpool John Moores University). Psychology. 8 The Nature/Nurture Debate: Nicola Leather (Liverpool John Moores University). 9 Cognitive Development: Nicola Leather (Liverpool John Moores University). 10 The Development Of Language And Literacy: Dominic Wyse (Liverpool John Moores University). 11 Mental Health: John Harrison (Liverpool John Moores University). Sociology. 12 The Sociology Of Childhood: John Clarke (Liverpool John Moores University). 13 Childhood And Juvenile Delinquency: John Clarke (Liverpool John Moores University). 14 Sexuality: John Clarke (Liverpool John Moores University). Part II: Children And Services:. 15 Inter-Disciplinairy Perspective: Children’s Rights: Dominic Wyse (Liverpool John Moores University). Social Welfare. 16 Overview Of Social Welfare: Ali Mekki (Liverpool Social Services). 17 The Role Of The Child And Family Social Worker: Ali Mekki (Liverpool Social Services). 18 Child Abuse: Robert Banton (Liverpool John Moores University). Education. 19 Overview Of Children’s Education And Care: Nell Napier (Manchester Metropolitan University). 20 The Role Of The Early Years Practitioner: Ainé Sharkey (Liverpool John Moores University). 21 National Curricula: Nell Napier (Manchester Metropolitan University) And Ainé Sharkey (Liverpool John Moores University). 22 Play: Nell Napier (Manchester Metropolitan University) And Ainé Sharkey (Liverpool John Moores University). 23 International Perspectives In Early Years Education & Care: Ainé Sharkey (Liverpool John Moores University). Health. 24 Overview Of Health: Robert Banton (Liverpool John Moores University). 25 The Role Of The Health Visitor: Robert Banton (Liverpool John Moores University). Law. 26 Overview Of The Legal System: Angela Brennan (Liverpool John Moores University). 27 Legal Personel: Angela Brennan (Liverpool John Moores University). 28 The Children Act 1989: Angela Brennan (Liverpool John Moores University). 29 The Legal Status Of The Child: Angela Brennan (Liverpool John Moores University). Part III: Children And Society:. 30 Inter-Disciplinary Perspective: The Demonisation Of Childhood: Dominic Wyse (Liverpool John Moores University). Culture. 31 Toys And Games: Nell Napier (Manchester Metropolitan University). 32 Children’s Literature: Russell Jones (Manchester Metropolitan University). 33 Visual Art: Nicholas Medforth (Liverpool John Moores University). 34 Multimedia: Dominic Wyse (Liverpool John Moores University). Equality. 35 Ethnicity And Race: Russell Jones (Manchester Metropolitan University). 36 Disabled Children: Jane Baker (Hugh Baird College). 37 Poverty: Jane Baker (Hugh Baird College). Society. 38 Non-Government Organistions (Ngos): John Harrison (Liverpool John Moores University). 39 Children Working: Nicholas Medforth (Liverpool John Moores University). 40 Research With Children: Dominic Wyse (Liverpool John Moores University). Appendix 1: Further Reflections On The Activities. Glossary. Index
£40.80
John Wiley and Sons Ltd Childrens Reading and Spelling
Book SynopsisThis book extends models of early literacy, analyzing how children's reading and spelling skills develop throughout their school career. An account of how a child's reading and spelling develop which goes beyond the early years Shows that there are radical changes in the way children read and spell as they get older Describes a new theory about the learning that goes on in the later stages of reading and spelling Makes clear the educational implications of this theory The authors'' research has previously contributed to the ''literacy hour'' a government initiative to improve the teaching of literacy skills in UK schools Trade Review Table of ContentsList of Figures. List of Tables. Preface and Acknowledgements. 1 Learning to Spell: What is the Problem. 2 From Letter-Sound to Grapheme-Phoneme Relationships: The Case of Consonant Digraphs. 3 Spelling Vowels: Digraphs and Split Digraphs. 4 How Children Learn and Can be Taught about Conditional Rules. 5 Morphemes and Spelling. 6 The Importance of Morphemes. 7 Teaching Children about Morphemes. 8 A Framework for Understanding how Children Learn to Read and Spell English Words. References. Index
£35.10
John Wiley and Sons Ltd The Psychoanalytic Movement
Book SynopsisThe Psychoanalytic Movement explains how the language of psychoanalysis became the dominant way in which the middle classes of the industrialized West speak about their emotions. Explains how the language of psychoanalysis became the dominant way for the industrialized West to speak about emotion. Argues that although psychoanalysis offers an incisive picture of human nature, it provides untestable operational definitions and makes unsubstantiated claims concerning its therapeutic efficacy. Includes new foreword by Jose Brunner that expands on the central argument of the book and argues that Gellner and Freud might be seen as kindred spirits. Trade Review‘The Psychoanalytic Movement was recognized as a classic upon its publication. José Brunner's new introduction places the argument within the context of “the Freud wars”, making it clear that the book was as concerned to explain the fabulous success of psychoanalysis as to debunk its pretensions. This may be Gellner's greatest book, containing as it does a general view of the history of philosophy and the character of modernity.’ John A. Hall, McGill University Previous praise for The Psychoanalytic Movement: ‘A marvel… This is a brilliantly written book, every page sparkling with intelligence, style and substance. Gellner provides a welcome and literate overview of the latest philosophic controversy about the logical status of psychoanalytic propositions. Its every page instructs and enlivens and represents a tribute to humane intelligence.’ New Statesman ‘In a stylish, witty and deceptively readable book, Gellner exposes the secular religious nature of the psychoanalytic enterprise. He admits that a compelling, charismatic belief must possess more than merely the promise of succour in a plague and links with the background convictions of the age.’ Nature ‘This is the first determined effort to account for a very odd historical and sociological phenomenon in realistic and meaningful terms…and it makes very good sense. Gellner is incisive, agreeable to read and often witty.’ Institute of Psychiatry JournalTable of ContentsForeword. Acknowledgements. Introduction to Second Edition. 1. Back to Nature. Gibbon's Problem. Some Basic Facts and Questions. The Last Angel. The Harbinger of the Pays Reel. The Battering-Ram. 2. The Plague. Give Us This Day. Original Sin. Pastoral Care. The Click. The Wager. 3. The Pirandello Effect. Free-Fall. Inside and Out. Transference (Greater Love Has No Man). Conceptual Deprivation. The Terminal Valve. The Implicit Promise. 4. On the Rack. Licensed to Cure. A State of Grace. A Realist Theory of Knowledge. Hire-Purchase Stoicism. From Adjustment to Identity. The Errors of Realism. 5. The Cunning Broker. The Concept of the Unconscious. Psycho-Hydraulics. A Cunning Bastard. Reduction at the Service of Man (or, a Plethora of Omens). 6. Reality Regained. An Emaciated World. The Servicing of Reality. A Habitable World. The Bourgeois Dionysic. 7. The Embourgoisement of the Psyche. The New Guardians. Plato Up-ended. Transvaluation of Values, to Customer Specification. Socrates and the Cave. 8. Anatomy of a Faith. The Erring Husband and the Principle of Recursive Cunning. Brief Checklist and a Much Worse Murder. Data and Theory. Some Outside Comments. The Trickster. Freud and the Art of Daemon Maintenance. Eternal Corrigibility. 9. The Bounds of Science. Testability. Testability Vindicated?. The Natural Transcendent. Switches. The Three-Horse Race. Beast, Shaft and Test. 10. La Therapie Imaginaire. Float and Sail. Truth and Ideology. The Well. The Pineal Gland. Captain of His Soul. Conclusion. Appendix. Notes. Select Bibliography. Index.
£37.00
John Wiley and Sons Ltd Exploring Cognitive Development
Book SynopsisThis book uses the paradigm of the child as a problem solver to examine various theories of cognitive development. * Provides balanced coverage of a broad range of contemporary theories. * Focuses on collaborative tasks which are carried out with other children or adults.Trade Review"This is an exciting and provocative account of children’s intellectual activities. Alison Garton makes a persuasive case that, in order to understand intellectual development, we must study the social context in which it takes place." Professor Peter Bryant, Department of Experimental Psychology, University of Oxford "With up-to-date coverage, excellent descriptions of research and a sociocultural approach to problem solving, this book fills an important niche." Robert S. Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University "Well grounded in the work of Piaget and Vygotsky, Alison Garton’s wide-ranging account of children’s problem solving encompasses the latest cognitive developmental and social cognitive theories. As well as having conceptual depth, the book is enjoyable to read." Graeme Halford, Professor of Psychology, University of Queensland "Alison Garton’s new book is an excellent, highly readable, examination of children as problem solvers. Garton provides a refreshing account of the social aspects of problem solving as she examines not only the effects of collaboration but also the processes whereby children’s learning is enhanced (bringing about cognitive change) and ultimately their longer-term cognitive development. Equally important, she nicely covers what it is that individual children bring to the collaborative experience—their personal characteristics (flexibility, motivation, sociability, friendship with the social partner, etc.) that can have a dramatic impact on the problem-solving experience and consequences. While acknowledging the influence of Piaget’s and Vygotsky’s theories, and highlighting some of the best research based on these theories, Garton persuades us of the importance of going beyond them. This book should find a home on the bookshelves of all who are interested in children’s cognitive development." Dr Jonathan Tudge, University of North Carolina at Greensboro "A course book with the approach of the child as problem solver both in a social, collaborative sense and in relation to their own intrinsic skills. It explores in particular ways in which collaboration influences the cognitive outcome. It reviews the theories of Piaget and Vygotsky and proposes that a frutiful approach lies in examining characteristics of children that may lead them to benefit from collaboration." Scientific and Medical Network Review, Summer 2005Table of ContentsPreface vii 1: Introduction 1 Problem Solving 3 Social Explanations for Cognitive Change 6 Change in the Context of Interactive/Collaborative Problem Solving 9 Domain Specific Knowledge 10 Children’s Potential to Change 11 Theories of Mind 13 The Way Forward 14 2: Theoretical Overview 15 Piaget and Vygotsky: Is There Any Common Ground? 17 Peer Interaction: Various Perspectives 23 Implications for Piagetian and Vygotskian Theories 33 Research on Collaboration: Beyond Social Interaction 34 Sociocultural Theory 36 Dynamic Systems 41 Nature of the Problem to be Solved 42 How Else Can Problem Solving be Described and Explained? 43 3: Strategy Use and Learning in Problem Solving 44 Domains 45 Domains as Constraints on Cognitive Development 48 Innateness and Domain-specificity 49 Domains and the Social Environment 52 Strategy Choice 53 Learning New Strategies 66 4: Social Problem Solving 69 Peer Interaction and Problem Solving: A Theoretical Conundrum 70 Peer Interaction in the Classroom 77 Peer Interaction and Adult–Child Interaction 79 Theory of Mind and Problem Solving 80 Self-regulation in Problem Solving 84 Help Seeking in Problem Solving 87 The Role of Talk in Collaborative Problem Solving 89 Conclusion 94 5: What the Child Brings to the Task 96 Readiness to Benefit from Interaction 97 Cognitive Flexibility 97 Friendship and Sociability 106 Motivation to Collaborate 117 6: Summary, Review and implications 120 What and How Revisited 121 Difficulties Yet to Be Surmounted 124 Implications 126 References 129 Author Index 136 Subject Index 138
£35.10
John Wiley and Sons Ltd Typical and Atypical Development
Book SynopsisMartin Herbert''s latest book provides an interesting and informative account of the child''s journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children''s development. Herbert deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment. ''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' Thomas H. OllendickTrade Review'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development gone awry. Developmental psychopathology comes alive. His approach is theoretically sophisticated, clinically sensitive, and both engaging and timely. It is, in short, a volume whose time has come.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech 'Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry "Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8 "Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004Table of ContentsPreface. Introduction:. From Childhood to Adolescence. Parenthood. Concepts of Normality and Abnormality. Age- and Stage-Related Tasks. Crises of Development. The Developmental History. Part I: Typical Development:. Where the Journey Begins. The Intrauterine Stages and Perinatal Period. Introduction. 1. The First Steps:. Conception: The Beginning of Life. Genetic Variation and Influence. The Genotype. The Human Genome Project. Similarities and Differences in Individuals and Groups. Progress from Conception to Birth. Summary of Prenatal Developments. Unanswered Questions. 2. The Perinatal Period :. Anticipation of the Birth. Fads and Fashions. The Birth: Labour and Delivery. The Mother and Postnatal Infant Care. Maternal Bonding Theory. Bonding to the Unborn Baby. The Competent Infant. Parenting. Siblings. Environmental Influences. Representational Models of the Infant. Part II: Typical Development:. Infancy. Introduction. The First Relationship. The Development of Sociability. Crying And Smiling as Social Communication. The Nature of Attachment. Internal Representations and Selfhood. Development of Self--other Awareness. 3. Early Childhood: The Pre-School Stage:. Infant Growth and Development. Physical Development. The Nervous System. The Brain Growth Spurt. The Brain and Communication. Biological Basis of Personality. Sleeping Patterns. Feeding Behaviour. 4. Perceptual, Motor and Language Development:. Perceptual Development. Vision and Fine Movement. Motor Development. The Proactive Brain. Speech and Language Development. Part III: Typical Development:. Adaptation and Learning. Introduction. Adjustment and Adaptation. Cultural Influences. The Family Environment. Childcare Practices. Maternal Privation and Deprivation. The Father's Role. Divorce. Adoption. Surrogate Parenting. Learning Theory. Models of Learning. The Adaptive Role of Fear. Generalized Anxiety. 5. Early Childhood: The Pre-School Stage: Socialization and Cognitive Development. Socialization and Self-Control. Learning and Identification: Social and Moral Awareness. Social Cognition. Social Compliance. The Development of Aggressive Behaviour. Sex-Role (Gender) Identity. Socializing Tasks. Cognitive Development. Play. Theory of Mind. 6. Middle and Late Childhood:The School-Going Child:. Developing a New Individuality. Rules and Values. Expectations of Parents. Social Skills and Friendships. Exchange Theory. Siblings: The Longest Lasting Relationship. 7. Adolescence: Leaving Childhood Behind:. The Changes of Puberty. The End of Childhood. Adolescent Sexuality. Identity and Self-Image. The Ending of Puberty. Part IV: Atypical Development: The Hazardous Route:. Introduction. Issues Of Assessment, Definition and Measurement. The Journey Begins Again: Prenatal Influences. Genetic Influences: Inherited Abnormalities. Chromosomal Abnormalities. Genetic Accidents. Patterns of Genetic Transmission. Prenatal, Antenatal and Neonatal Screening. Behavioural Genetics. Neuropsychological Causation. 8. The Perilous First Journey: The Inhospitable Environment:. Maternal Stress and Inherited Abnormalities. Biological Adversity. Teratogens. 9. The Hazardous Perinatal Period: The Atypical Route:. The Apgar Test. Survival Repertoires. Birth Complications. Prematurity. Birth Trauma. Anoxia. Parental Attachment to Atypical Infants. 10. Early Childhood: Atypical Physical, Sensory and Motor Development:. Physical Disorders and Disabilities. Congenital Physical Anomalies. Abnormalities of Haemoglobin. Impairments of Vision. Impairments of Hearing. Motor Impairments. Impairments of Speech and Language. Executive Functions of the Brain. Neurological Damage. Tics and Tourette's Syndrome. Head Injuries. 11. The Pre-School Child: Atypical Behavior:. The Authoritative Parent. Socialization. Assertive/Commanding Behaviour in Young Children. Adverse Temperamental Attributes. The ‘Difficult' Child. Oppositional Defiant Disorder. Developmental (Physical) Task Problems. 12. The School-Going Child: Atypical Behavior. Educational Failure. Insecurity Based Problems. Reactive Attention Disorder. Peer Group Problems. Rejection. Social Skills Problems. Selective Mutism. School Refusal. Attention Deficit and Hyperactivity at School. Severe (Profound) Learning Disabilities. Specific Learning Disabilities. Dyslexia. Part V: Atypical Development: Mental Health and Mental Illness:. Introduction. Positive Mental Health. Mental Illness. 13. Adolescence: Unsocial and Antisocial Behavior:. Prejudice. Risky Sexual Activity. Drug Use and Abuse. Antisocial Behaviour: Conduct Disorders. Attention Deficit Hyperactivity Disorder. Bullying. Delinquency. Personality Disorder. Moral Development. 14. Psychological and Psychiatric Disorders:. Mental Health Problems. Anxiety States. Phobic Anxiety. Panic Attacks. Agoraphobia. Obsessive–Compulsive Disorder. Depression (Affective Disorder). Schizophrenia. Part VI: Atypical Development: Children with Special Needs:. Introduction. Defining Need. Developmental Disability. The Child Who is Ill. Child Protection. 15. Pervasive Developmental Difficulties: Early to Late Childhood and Adolescence. Intellectual (Learning) Disability. Classification of Intellectual Impairment. Pervasive Developmental Disorders. The Autistic Continuum. Asperger's Disorder. Anorexia Nervosa. 16. When a Child is Ill:. Chronic Illness. Implications of Acute and Chronic Illness. Serious Illness (Hospitalization). Development of The Concept of Death. Ethical Issues. 17. Child Abuse and Maltreatment:. Physical Abuse. Emotional Abuse. Child Sexual Abuse. Epilogue. Appendix I: False and True Beliefs. Appendix II: Measurement of Intelligence. References and Bibliography. Index.
£108.86
John Wiley and Sons Ltd Children and Play
Book SynopsisThe role of play in child development is a source of ongoing interest and debate. In this book, renowned expert Peter Smith offers an expansive definition of the term play, taking an in-depth look at its impact on children, as well as its adaptive value for birds and mammals, including primates.Table of ContentsSeries Editor's Preface. Acknowledgments. Chapter 1 An Introduction to Play. Why Play? Examples of What Is and What Is Not Play. Characteristics of Playful Behavior. Types of Play. Things That Are Probably Not Play: Exploration, Stereotypic Behavior, Work, Rule-Governed Games. Methods of Studying Play. Plan of the Book. Chapter 2 A Brief History of the Study of Play and of Play Theories. Early European Educators and the Role of Play. Evolutionary Theory and Play: Darwin, Spencer, and Groos. Psychoanalytic Perspectives on Play. The Play Ethos. Anthropological Perspectives on Play. Psychological Perspectives: Vygotsky and Piaget. Developmental Sequences in Play: Piaget, Smilansky, Rubin. More Recent Play Theorists. Chapter 3 Animal Play: Definitions and Descriptions. Possible Play in Birds, Lower Vertebrates, and Invertebrates. Play in Mammals. Some Examples of Mammalian Play. Do All Mammals Play? Play in Monkeys and Apes. Chapter 4 Animal Play: Theoretical Perspectives on Function. Theories and Evidence Concerning the Evolution and Adaptive Value of Animal Play. Examining Possible Benefits of Play. General Views on the Benefits of Play. The Possible Relevance for Human Play of Studying Animal Play. Chapter 5 Play in Different Cultures. (author: Yumi Gosso) Parakanã Children. Factors Contributing to Cultural Similarities and Differences. Similarities and Differences across Cultures. Chapter 6 Physical Activity Play: Exercise Play and Rough-and-Tumble. Stages in Physical Activity Play. Rough-and-Tumble Play. Sex Differences in Physical Activity Play. Functions of Physical Activity Play. Chapter 7 Object Play. Sensorimotor or Functional Play. Beyond the Sensorimotor Period. Functions of Object Play. Experiments with Object Play and Creative Problem-Solving. Chapter 8 Pretend Play: Description. Definitions of Pretend or Fantasy Play. The Development of Pretend Play in Children. Solitary and Social Pretend Play. Sociodramatic Play. Imaginary Companions. Distinguishing Fantasy and Reality. Gender Differences. Pretend Play and Friendship. Other Factors Affecting Pretend Play. A Universal Human Feature? Children with Autism. Pretend Play as a Lifespan Activity? Chapter 9 Pretend Play: Theories and Functions. Arguments for Benefits of Pretend or Fantasy Play. Theories Concerning the Function of Pretend Play. Models of the Role of Pretend Play in Development. Evidence for the Functions of Pretend Play. Experimental Studies. Chapter 10 Some Practical Issues Concerning Play. The Role of Parents in Encouraging and Structuring Children's Play. The Role of Play in the Early Childhood Curriculum: Play Training. Attitudes to War Play. The Arguments For (and Against) Recess Breaks. The Role of Play in Helping Children under Stress, or with Illness or Disability. Chapter 11 Concluding Comments: Play and the Middle Way. Play: Ignored or Idealized? References. Author Index. Subject Index.
£93.05
John Wiley and Sons Ltd Children and Play
Book SynopsisThe role of play in child development is a source of ongoing interest and debate. In this book, renowned expert Peter Smith offers an expansive definition of the term play, taking an in-depth look at its impact on children, as well as its adaptive value for birds and mammals, including primates.Trade Review"In his new book Understanding Children's Worlds: Children and Play, Smith brings his considerable expertise to a wide range of issues. . . Overall, this volume provides a readable summary of the current research and theory on children's play, and it would be an excellent textbook or supplementary reading for an undergraduate or graduate class on child development, social development, or children's play." (American Journal of Play, 2011) Table of ContentsSeries Editor's Preface. Acknowledgments. Chapter 1 An Introduction to Play. Why Play? Examples of What Is and What Is Not Play. Characteristics of Playful Behavior. Types of Play. Things That Are Probably Not Play: Exploration, Stereotypic Behavior, Work, Rule-Governed Games. Methods of Studying Play. Plan of the Book. Chapter 2 A Brief History of the Study of Play and of Play Theories. Early European Educators and the Role of Play. Evolutionary Theory and Play: Darwin, Spencer, and Groos. Psychoanalytic Perspectives on Play. The Play Ethos. Anthropological Perspectives on Play. Psychological Perspectives: Vygotsky and Piaget. Developmental Sequences in Play: Piaget, Smilansky, Rubin. More Recent Play Theorists. Chapter 3 Animal Play: Definitions and Descriptions. Possible Play in Birds, Lower Vertebrates, and Invertebrates. Play in Mammals. Some Examples of Mammalian Play. Do All Mammals Play? Play in Monkeys and Apes. Chapter 4 Animal Play: Theoretical Perspectives on Function. Theories and Evidence Concerning the Evolution and Adaptive Value of Animal Play. Examining Possible Benefits of Play. General Views on the Benefits of Play. The Possible Relevance for Human Play of Studying Animal Play. Chapter 5 Play in Different Cultures. (author: Yumi Gosso) Parakanã Children. Factors Contributing to Cultural Similarities and Differences. Similarities and Differences across Cultures. Chapter 6 Physical Activity Play: Exercise Play and Rough-and-Tumble. Stages in Physical Activity Play. Rough-and-Tumble Play. Sex Differences in Physical Activity Play. Functions of Physical Activity Play. Chapter 7 Object Play. Sensorimotor or Functional Play. Beyond the Sensorimotor Period. Functions of Object Play. Experiments with Object Play and Creative Problem-Solving. Chapter 8 Pretend Play: Description. Definitions of Pretend or Fantasy Play. The Development of Pretend Play in Children. Solitary and Social Pretend Play. Sociodramatic Play. Imaginary Companions. Distinguishing Fantasy and Reality. Gender Differences. Pretend Play and Friendship. Other Factors Affecting Pretend Play. A Universal Human Feature? Children with Autism. Pretend Play as a Lifespan Activity? Chapter 9 Pretend Play: Theories and Functions. Arguments for Benefits of Pretend or Fantasy Play. Theories Concerning the Function of Pretend Play. Models of the Role of Pretend Play in Development. Evidence for the Functions of Pretend Play. Experimental Studies. Chapter 10 Some Practical Issues Concerning Play. The Role of Parents in Encouraging and Structuring Children's Play. The Role of Play in the Early Childhood Curriculum: Play Training. Attitudes to War Play. The Arguments For (and Against) Recess Breaks. The Role of Play in Helping Children under Stress, or with Illness or Disability. Chapter 11 Concluding Comments: Play and the Middle Way. Play: Ignored or Idealized? References. Author Index. Subject Index.
£31.30
John Wiley and Sons Ltd Creative Therapy for Children in New Families
Book SynopsisEncourages creativity in therapy with children who have moved to new families through fostering or adoption. This book contains a range of activities designed to help these children overcome emotional and behavioural difficulties in a gentle and positive atmosphere.Table of ContentsList of figures. Acknowledgements. Introduction. Therapeutic Approach. How to Use This Book. Length of Activity. Materials. The Setting. Supervision. Format of Sessions. Level of Prompting. General Tips for Working with Children. Areas Covered by the Book. A Word of Warning. 1. Setting the Scene:. Problems with Attachment. Problems from Abusive Experiences. Separation, Loss and Rejection. Recreating Old Patterns. Developmental Problems. Summary. 2. Getting to Know You:. Meet the Star Age: 4 – 13 Years. Variation: Our Star Feature Age: 12 Years and Upwards. Today's Star Guest Age: 8 – 14 Years. Connecting Questions Age: 6 – 12 Years. Variation: Feelings Focus. Telling Trivia Age: 9 – 14 Years. Variation: Tell the Group Trivia. 3. Creating a New Family:. Order! Age: 6 Years and Upwards. Variation: REDRO! Age: 10 Years and Upwards Family Web Age: 6 Years and Upwards. Our Family Rules Age: 5 Years and Upwards. Variation: Sticking to Rules Age: 8 Years and Upwards. We are a Team Age: 8 Years and Upwards. The Three R's Age: 9 Years and Upwards. Pick up a Privilege Age: 7 Years and Upwards. 4. Understanding Relationships:. Near and Far Age: 8 – 14 Years. Friend or Foe Age: 6 Years and Upwards. The Safety Net Age: 7 – 14 Years. The People Puzzle Age: 6 Years and Upwards. What Happens Next? Age: 7 Years and Upwards. The Good Friend Game Age: 6 Years and Upwards. Variation: Making Good Friends. 5. Promoting Positive Identity:. Just Me Age: 5 Years and Upwards. The Loveable Me Age 8 – 14 Years. Handfuls of Happiness Age: 6 – 14 Years. Snappy Choices Age: 7 – 13 Years. Variation: Family Choices Age 7 Years and Upwards. 6. Understanding Feelings:. Feelings Spinning Wheel Age: 5 Years and Upwards. Variation: Family Feelings. Strings of Feelings Age: 9 Years and Upwards. Feelings Basket Age: 5 – 10 Years. Variation: Feelings Wallet. Flying Fears Age: 6 – 12 Years. After You Age: 7 – 13 Years. Grumbling Gertie and Merry Maud Age: 7 Years and Upwards. Variations: Speedy Merry Mike. GG-ruMMy. Scared Sally and Brave Belinda. Catching my Anger Age: 7 Years and Upwards. The Anger De-bugging Kit Age: 7 – 13 Years. 7. Coping with Contact:. Torn to Shreds Age: 7 – 14 Years. Sharing and Caring Age: 6 Years and Upwards. Love Grows Age: 8 – 12 Years. Variation: Overflowing Love. Managing Many Age: 11 Years and Upwards. No Need for Stealthy Secrets Age: 7 Years and Upwards. 8. Solving Problems:. The Winning Team Age: 7 – 13 Years. Within Reach Age: 6 – 13 Years. Target Practice Age: 6 – 13 Years. Variations: Flying Targets. Juggling Genius Age: 8 Years and Upwards. Test and Try Age: 10 Years and Upwards. Can Do It (Now) Age: 6 – 12 Years. Variation: I Am Here Now. 9. From Past to Future:. Past Patchwork Age: 6 – 14 Years. Variation: Sticky Patches. My Story Age: 6 Years and Upwards. Variation: A Cartoon about Life Age: 11 Years and Upwards. The Flowing River Age: 7 Years and Upwards. Variation: Flowing on. Crazy Dreams and Winning Wishes Age: 6 Years and Upwards. Variation: Dreamboxes. I'll Get There Someday Age: 7 Years and Upwards. Appendix. Appendix 1: Box Template. Appendix 2: Paper Plane Instructions. Appendix 3: Age and Child Development. Further Reading. References. Index to Activities. Subject index.
£45.55
John Wiley and Sons Ltd Soils in the Urban Environment
Book SynopsisProvides a scientific base for the investigation of soils in the urban environment. This book reviews the physical, chemical and biological properties of the soils, and considers topical environmental problems including waste materials and metal contamination. It also provides a classification of urban soils as a framework of research.Table of ContentsList of Contributors. Preface. Soils: A Neglected Resource In Urban Areas. The Classification Of Soils In Urban Areas. Waste Material In Urban Soils. Metal Contamination Of Soils In Urban Areas. Soil Storage And Handling. Physical Properties Of Soils In Urban Areas. Nutrient Provision And Cycling In Soils In Urban Areas. The Biology Of Soils In Urban Areas. Soils And Vegetation In Urban Areas. Appendix. Index.
£122.35
Wiley Loss and Bereavement
Book SynopsisThis is a practical guide for those involved in teaching and learning about bereavement, loss and managing change. It takes readers through the theory and the process, and integrates the information into practice.Trade Review"A stimulating and practical book, aimed at students working with those experiencing grief, loss and bereavement in a wide range of settings. The book provides a refreshing approach to a difficult and often harrowing subject." Nursing StandardTable of ContentsPreface;. Acknowledgements;. List of Contributors;. Introduction;. A theoretical framework for understanding loss and the helping process;. Identity and power;. Personal mortality;. Bullying: coercion and control;. A search for understanding - murder and violence;. The effects of sexual violence on individuals and families;. Suicide: an exploration;. Job Loss;. Portrait of family grief;. Changing the emphasis on death - issues surrounding organ donation;. Mass disaster;. Anger, assertiveness and aggression;. Preparing children for loss and bereavement;. Community rites and the process of grieving;. Afterword;. References and Bibliography;. Glossary;. Index.
£61.70
John Wiley and Sons Ltd The Psychology of Sexual Health
Book SynopsisThis text draws together the knowledge base of clinicians and researchers from all disciplines in the psychological management of sexual health to present advances in theory and practice in a practical way that will be accessible for all disciplines.Table of ContentsList of Contributors ix Preface xiii Part 1: Lessons of History and Context 1 1 Introduction: the Meaning of the Psychology of Sexual Health 3 David Miller and John Green 2 Epidemiology of Sexually Transmitted Diseases and Sexual Health 8 Michael Adler 3 Psychological Factors in Sexually Transmitted Diseases 21 John Green 4 Behaviour Change for STD Prevention and Sexual Health 38 François Dubois-Arber and Michel Carael 5 Sexualities and Sexual Health/Lessons from History: Emergence of Sexuality as a Sexual Health and Political Issue 53 Delia E. Easton, Lucia F. O’Sullivan and Richard G. Parker 6 STD Control and the Psychology of Sexual Health in Developing Countries 68 John Richens 7 Race and Cultural Issues in Sexual Health 83 Oliver Davidson, Kevin A. Fenton and Aruna Mahtani 8 Regulation of Fertility 95 Sunanda Gupta and Max Elstein Part 2: Applications in the Psychology of Sexual Health 113 9 Taking a Sexual History 115 James Watson 10 Issues and Principles in the Assessment and Management of Psychosexual Disorders in Sexual Health Settings 125 Janice Hiller and Linda Cooke 11 Psychological Management in HIV Infection 141 Jenny Petrak and David Miller 12 Psychiatric Issues in the Management of Sexual Health Problems 162 Jose Catalan 13 Partner Notification: the Management of Partners in the Sexual Health Setting 174 Sarah Chippindale 14 The Psychological Management of Rape and PTSD: Clinical Issues, Assessment and Treatment 192 Deborah Lee 15 Sexual Health in Primary Care 207 Simon Barton and Paul Fox 16 Personality Disorder and Sexual Health 220 Peter Scragg and Ron Alcorn. 17 Managing the Sequelae of Childhood Sexual Abuse in Adults 236 Helen Kennerley 18 Psychological Aspects of Fertility, Reproduction and Menopause 253 Anne Walker and Myra Hunter 19 Cognitive-behavioural Group Interventions to Initiate and Maintain Safer Sex 268 Andrew Billington and Shamil Wanigaratne 20 Psychological Management of Pain Syndromes in a Sexual Health Setting 282 Micheline Byrne and Paula Christmas 21 Unconventional Sexual Lifestyles 292 Robin Bell 22 Pregnancy, Pregnancy Loss and Induced Abortion 304 Anne Walker 23 Conclusion 320 John Green and David Miller Index 327
£123.26
John Wiley and Sons Ltd Intercultural Therapy
Book SynopsisThere are many problems in working psychotherapeutically across cultures, with numerous examples of failure to understand cultural issues. For example, the ignorance of traditional family structures can lead to major diagnostic and therapeutic errors.Table of ContentsContributors. Preface to First Edition. Preface to Second Edition. Part I: Themes. 1. Towards an Intercultural therapy. 2. The Nafsiyat Intercultural Therapy Centre: Ideas and Experience in Intercultural Therapy. 3. How universal Is Something We Can Call "Therapy". Part II: Interpretations. 4. Interprofessional Consultation: Consultative Approaches in Therapeutic Work Across Cultures. 5. The Doctors Dilemma: The Practice of Cultural Psychiatry in Multicultural Britain. 6. Quantitative Research in Intercultural Therapy: Some Methodological Considerations. Part III: Practice. 7. The Bradford Experience. 8. Familiar and Unfamiliar Types of Family Structure: Towards a Conceptual Framework. 9. Racism and Psychotherapy; Working with Racism in the Consulting Room; an Analytical View. 10. Inner and Outer Reality in Children and Adolescents. 11. Intercultural Social Work. 12. Therapeutic Approaches with Survivors of Torture. Appendix. References and Further Reading. Index.
£55.05
John Wiley and Sons Ltd Reflexivity A Practical Guide for Researchers in
Book SynopsisReflexivity is a popular tool used to analyse personal, intersubjective and social processes which shape research projects. It enables researchers, particularly within the qualitative tradition, to acknowledge their role and the situated nature of their research.Trade Review'...an excellent introductory text on the principles and practices of reflexivity' Qualitative Research in Psychology 'In an utterly accessible and compelling way, it has mapped out the terrain of reflexivity in qualitative research and invited other to continue the journey' Qualitative Research in Psychology Pre-Publication Review Comments I have enjoyed the reflexive journey very much, learned a lot and been excited to learn more. What else can one say of a well written and thought provoking book? . . . This is a book that is well overdue. I think it will attract a lot of interest – especially from those intrigued by methodology. I look forward to introducing my students to this text and I wish the editors every success. Vivien Hollis Professor and Chair, Department of Rehabilitation Medicine, University of Alberta, CanadaTable of ContentsContributors. Prologue. Part I: Introducing Reflexivity. Introduction;. Chapter 1. The reflexive journey, mapping by multiple routes;. Chapter 2. Deconstructing reflexivity;. Part II: Personal Reflexivity. Introduction;. Chapter 3. Necessary subjectivity: exploiting researcher's motives, passions and prejudices in pursuit of answering the 'true' questions;. Chapter 4. Three journeys towards reflexivity;. Chapter 5. Navigating multiple research identities: reflexivity in discourse analytic research;. Chapter 6. Doing reflexivities? Dilemmas in devloping a critically reflexive position using discourse analysis;. Chapter 7. Reflexivity as presence: a journey of self-inquiry;. Part III: Reflexivity Within Relationships. Introduction. Chapter 8. Through the looking glass: inter-subjectivity and hermeneutic reflection;. Chapter 9. Analysing the interviewer: the joint construction of accounts of psychotic experience;. Chapter 10. Reflexivity, 'bias' and the in-depth interview: developing shared meanings;. Chapter 11. Shifting researcher positions during a group interview study: a reflexive analysis and review;. . Part IV: Reflexivity Through Collaboration. Introduction. Chapter 12. Doing reflexivity: a collaborative, narrative approach;. Chapter 13. Shifting identities: the negotiation of meanings between texts and between persons;. Chapter 14. Researcher as storyteller and performer: parallels with playback theatre;. Chapter 15. Using reflexivity to looses theoretical and organisational knots within participatory action research;. Chapter 16. Holding up the mirror to widen the view: multiple subjectivities in the reflexive team;. Epilogue. Chapter 17: The next turn: reflexively analysing reflexive research;. Index
£65.50
Harvard University Press Gender Emotion and the Family
Book SynopsisIntegrating a wealth of perspectives and research—biological, sociocultural, developmental—Brody’s work explores the nature and extent of gender differences in emotional expression, and the complex question of how such differences come about. Nurture, far more than nature, emerges here as the stronger force.Trade ReviewGender, Emotion, and the Family focuses on gender differences in the experience and expression of emotion...[Brody] has gathered an amazing amount of data from innumerable studies...[and gives] a balanced account of the effect of environmental variables on the development of emotion. -- Lucy Horwitz * Boston Book Review *Finally, an accurate and well-balanced discussion of topics that are on everybody's mind. Brody integrates research on the socialization of violence in boys and of the caretaking role for girls. Both this book and actual scientific research strongly support the role of nurture rather than nature in gender socialization...[A] highly recommended book. -- F. Smolucha * Choice *Drawing on a wealth of information, [Leslie Brody] illuminates the ways in which men and women, boys and girls, develop and express emotions in the context of the family...This in-depth research addresses many issues, from power in relationships to the physiological expression of emotion; evidence of contradictory findings is detailed. This is a valuable addition to the ever-changing frontiers of behavior research. -- Margaret Cardwell * Library Journal *Brody has formidable mastery of this burgeoning field. Gender, Emotion, and the Family offers new theoretical insights for lay readers and fellow scholars alike. Highly readable, responsible, and original, this will be the major work on the socialization of emotion for a long time to come. -- Judith A. Hall, Northeastern UniversityA beautifully written text that integrates theory and research in a sophisticated yet highly readable way. Brody examines the development of emotional experience and expression in the family and the intimate connections between emotion, familial relationships, and gender. Brody's tremendous breadth of scholarship shows in every chapter, and her thoughtful, comprehensive, and insightful responses to the complex questions in the field are a must read for students and scholars alike. -- Amy G. Halberstadt, North Carolina State UniversityLeslie Brody provides a careful evaluation of the research data on precisely what the gender differences are--and are not--in emotional experience and expression, but that is only the first strength of her book. With an original and complex transactional theory, she shows how physiological, relational and cultural factors interact in creating gender differences in emotion, and reminds us how peculiar it is to try--as psychologists have!-- to make much of any single factor. Gender, Emotion, and the Family outlines a compelling research agenda that will move the next generation of empirical studies to a new and much more exciting level. -- Abigail Stewart, Professor of Psychology and Women's Studies, University of MichiganAn invaluable resource for researchers on all aspects of the psychology and sociology of gender, Gender, Emotion, and the Family comprehensively synthesizes and re-analyzes the enormous research literature on supposed gender differences in emotional expression. Leslie Brody offers a clear and compelling critique of the widespread belief that males and females have essentially different emotional styles. Arguing that apparent gender differences in emotion are closely related to gender differences in dominance and power, Brody illuminates the great diversity of experience and behavior found among members of the same sex, and reminds us of the powerful role played by stereotypes in dictating emotions that men and women should display, and the pressures they feel to conform to those stereotypes. -- Elizabeth Aries, Amherst CollegeBeyond the main points about the complexities and contingencies of gender differences and their development, the book contains accounts of many, many fascinating studies and intriguing points of view...Brody ultimately succeeds in articulating a comprehensive, thoughtful, and intellectually rigorous review of the research literature on gender differences in emotional expression, from a feminist empiricist perspective. This is an important book to own...a valuable reference for researchers and professionals. * Contemporary Psychology *Table of ContentsIntroduction THE NATURE AND EXTENT OF GENDER DIFFERENCES Understanding Emotional Expression Words, Faces, Voices, and Behaviors Physiological Arousal and Patterns of Emotional Expression Sad or Mad? The Quality of Emotions GENDER, BIOLOGY, AND THE FAMILY The State of the Art: Biological Differences? Transactional Relationships within Families Gender Identification and De-identification in the Family Fathers and the Family Climate CULTURAL ORIGINS AND CONSEQUENCES OF GENDER DIFFERENCES Social Motives, Power, and Roles Stereotypes and Display Rules The Power of Peers The Health Consequences of Gender-Stereotypic Emotional Expression Rethinking Gender and Emotion Notes References Index
£31.46
Harvard University Press Identity Agency in Cultural Worlds
Book SynopsisSynthesizing theoretical contributions by Vygotsky, Bakhtin and Bourdieu, Holland and her co-authors examine the processes by which people are constituted as agents as well as subjects of culturally constructed, socially imposed worlds. They develop a theory of self-formation in which identities become the pivot between discipline and agency.Trade ReviewThis book brings a breath of fresh air into the otherwise unimaginative social discourse on 'social identity' that reigns in anthropology and psychology in our time. The perspective outlined in the book is a practice theory; practice conceived not merely as what human beings do, but also what they imagine in conjunction with doing. The authors restore the centrality of personal positioning in the contruction of cultural worlds, and bring anthropologists and psychologists together after their long intellectual separation. -- Jaan Valsiner, Clark UniversityIdentity and Agency in Cultural Worlds is a work of keen intelligence and originality, carefully and clearly written. The authors make an impressive argument about the way in which agency and structure are tangled up in each other, and provide a specific guide to sorting out their various skeins. An essential book for contemporary anthropological theory. -- Tanya Luhrmann, University of California, San DiegoInventive and interdisciplinary...an excellent volume that deserves a wide readership and will be of considerable interest to a number of psychology's researchers, theorists, practitioners, students, and subdisciplines. -- Mark A. Adams * Contemporary Psychology *(A) clear and informative account of how people reshape their sense of self, negotiate their cultural or "figured" world, and rebel against social norms The ethnographic examples include the efforts of undergraduate women to navigate the world of romance; the contested plights of women, especially lower-caste women in Nepal; creating an Alcoholics Anonymous identity by telling the right sort of narrative about one's life; the struggles to survive of persons suffering from mental disorders...Recommended at all levels. -- J.R. Bowen * Choice *Table of ContentsPreface I. On the Shoulders of Bakhtin and Vygotsky 1. The Woman Who Climbed Up the House 2. A Practice Theory of Self and Identity II. Placing Identity and Agency 3. Figured Worlds 4. Personal Stories in Alcoholics Anonymous 5. How Figured Worlds of Romance Become Desire III. Power and Privilege 6. Positional Identities 7. The Sexual Auction Block IV. The Space of Authoring 8. Authoring Selves 9. Mental Disorder, Identity, and Professional Discourse 10. Authoring Oneself as a Woman in Nepal V. Making Worlds 11. Play Worlds, Liberatory Worlds, and Fantasy Resources 12. Making Alternate Worlds in Nepal 13. Identity in Practice Notes References Credits Index
£37.36
Harvard University Press The Infants World
Book SynopsisIn this lively book, Philippe Rochat makes a case for an ecological approach to human development. Looking at the ecological niche infants occupy, he describes how infants develop capabilities and conceptual understanding in relation to three interconnected domains: the self, objects, and other people.Trade ReviewThis is a well-written, well-argued book, with a novel structure… And what of the world of the infant? It is not the blooming, buzzing confusion of James, but neither is it our narratively structured, past-and-future–focused internal experience. It is something we can only guess at, but Rochat guesses better than most. -- Dina Lew * The Psychologist *Rochat’s delightful book detailing the development of infant social cognition is the first of its kind. In six compact chapters, the author brings the reader into the world of the infant… An excellent resource…highly recommended. -- J. F. Heberle * Choice *This is a marvelous book, an important book. It brings theorizing about human development into new, richer focus. Rochat articulates the ecological perspective with compelling clarity, carefully grounds his argument, and engages the reader with intriguing examples. -- Dare Baldwin, University of OregonAn exceptionally thoughtful reflection on how very young children organize their understanding of the world, which cites an abundance of evidence about details while never losing sight of the big picture. Rochat has written a little gem. -- Jerome Bruner, New York UniversityTable of ContentsPreface 1. Facts of Infancy 2. The Self in Infancy 3. The Object World in Infancy 4. The Infant and Others 5. Key Transitions in Infancy 6. Mechanisms of Infant Development References Index
£26.96
Harvard University Press Appropriately Subversive Modern Mothers in
Book SynopsisHow do mothers reconcile conflicting loyaltiesto their religious traditions, and to the daughters whose freedoms are also constrained by those traditions? Searching for answers, Halbertal interviewed mothers of teenage daughters in religious communities: Catholics in the United States and Orthodox Jews in Israel.Trade ReviewThe devout women in Tova Hartman Halbertal’s new book are all insiders. Unhappy insiders sometimes, uncomfortable insiders often, but inside to stay. The author understands… Those [Halbertal] interviews wrestle to change their religious cultures even as they stand grounded in faith… All are mothers of adolescent daughters and all are teachers, usually in the religious schools of their communities. They know, writes [Dr.] Hartman Halbertal, both the price of choosing not to socialize their daughters in their traditions and the cost of passing on the culture without reflection… For mothers challenging the status quo, raising ‘good girls,’ can be both a way of protecting daughters and an insurance policy, she argues. ‘Good daughters certify good mothers,’ allowing the latter further risk-taking. -- Nina C. Ayoub * Chronicle of Higher Education *This small gem of a book opens a new conversation about mothers. Illuminating the inner voices of women raising daughters in the orthodoxies of Judaism and Catholicism, it reminds us that all mothers mother in orthodoxy. Rarely have I seen the intelligence of mothers so respected or their conflicts portrayed with such eye-opening honesty. Appropriately Subversive is bold and innovative research. Tova Hartman Halbertal has placed her study at a critical intersection of traditional religions and modern feminism. Honoring the claims of both, she invites us into the dilemmas of mothering in culture. Hers is the voice of a brilliant new scholar. -- Carol Gilligan, author of In a Different Voice: Psychological Theory and Women’s Development and The Birth of PleasureAppropriately Subversive offers wonderful insights from the stories of mothers who live within and value traditional religious beliefs, yet question the price of conformity, exploring how the tension between ‘the committed self’ and ‘the resisting self’ affects their choices in raising their daughters. In Hartman Halbertal’s interviews with orthodox Jewish and Catholic women, we see vastly different religious practices, but remarkably similar psychic dramas. Her research helps us to understand the insidious effect of authoritarian structures that short-circuit the free exchange of ideas and prevent daughters and mothers from really knowing one another. -- Mary Scanlon Calcaterra, Founding Vice President, Voice of the FaithfulThis is a study of women on the boundaries between ambiguity and conviction; tradition and change; law and life; self-expression and silence. But it is more. By crossing boundaries herself between dispassionate scholarship and compassion; Jews and Catholics; mothers and daughters—Tova Hartman Halbertal creates an opening into hope, the true holy place. -- James Carroll, author of Constantine’s Sword: The Church and the Jews—A HistoryTable of Contents1. "I Think I'm of Two Minds" 2. Ritual Observance and Religious Learning 3. Abdications and Coalitions 4. Teaching 5. The Conflict of Dgmas 6. "No Perfect Places" Notes Refrences Index
£67.96
Harvard University Press Stand by Me
Book SynopsisThis book describes the extraordinary potential that exists in youth mentoring relationships, and discloses the ways in which nonparent adults are uniquely positioned to encourage adolescent development. Yet the book also exposes a rarely acknowledged risk: unsuccessful relationships can actually harm at-risk youth.Trade ReviewEveryone who cares for and worries about today's youth--parents, teachers, program operators, policy makers, funders and citizens who want to make a difference--should read this book. It not only provides useful advice about mentoring programs, but reminds us of the essential role that relationships with outsiders play in successful human development. -- Gary Walker, President, Public/Private VenturesStand by Me provides the clearest presentation of mentoring theory and research I have seen. And importantly, it gives practical guidelines for increasing mentoring's impact on youth. I highly recommend this engaging and readable book not only to mentors and mentoring organizations, but also to all adults who work with our nation's youth. -- Peter L. Benson, President, Search InstituteJean Rhodes' Stand by Me is an important, insightful, creatively integrative, and engagingly written book. Rhodes has discussed with great precision the breadth and depth of academic theory and research pertinent to youth mentoring. In addition, she conveys a sophisticated understanding of the forces within the policy making community and among youth-serving professionals that, together, place a great burden on mentoring to provide a solution to the challenges to healthy development confronting America's young people. -- Richard M. Lerner, Tufts UniversityStand by Me is a treasure trove of ideas for adults who want to make a difference in the lives of young people. Jean Rhodes' research and synthesis of the "do's and don'ts" of mentoring will help create the types of meaningful bonds between young people and others that will help them thrive, not simply survive. The book contains useful, important information about when and why mentoring works. She explains the quality of relationships needed to create the types of bonds that matter. -- Karen Hein, M.D., President, William T. Grant FoundationThis extraordinary book is a must read for anyone involved in youth mentoring. Jean Rhodes' wonderfully lucid writing and wise reflections on years of research illuminate how mentoring works---and how it can be improved. -- Judith Vredenburgh, Executive Director and CEO of Big Brothers Big Sisters of AmericaEveryone who cares about expanding the availability of quality mentoring should read this book. It reaffirms that we must continue to seek creative ways to meet the wide array of mentoring needs that exist among this country's wonderful young people. -- Geoffrey T. Boisi, Chairman, National Mentoring PartnershipWith over two million young people now involved in an adult volunteer program and further growth expected, mentoring is an important topic. Here Rhodes...well summarizes the results of her decade-long analysis, as well as other studies...of what exactly makes youth mentoring programs effective...Demonstrating strong research and writing skills, Rhodes also defines mentoring, discusses some of the social and political factors that have heightened interest in mentoring, reviews the risks of these relationships, highlights some of the lessons from behavioral therapy that might be profitably applied to mentoring, and makes recommendations for further research. Highly recommended. -- Dale Farris * Library Journal *Table of ContentsIntroduction 1. Inventing a Promising Future 2. How Successful Mentoring Works 3. The Risks of Relationship 4. Going the Distance 5. Mentoring in Perspective Notes Acknowledgments Index
£37.36
Harvard University Press Working and Growing Up in America
Book SynopsisShould teenagers have jobs while they're in high school? Doesn't working distract them from schoolwork, cause long-term problem behaviors, and precipitate a precocious transition to adulthood? This report from a longitudinal study of 1,000 students, followed from the beginning of high school through their mid-twenties, answers, resoundingly, no.Trade ReviewMortimer…reports here on the findings from her multiyear longitudinal study, which followed the lives of 1000 students from their first year of high school to their mid-twenties… The study does convincingly demonstrate that part-time employment not only supplements a teen’s learning process but also bolsters self-confidence, socialization, time-management skills, career exploration, and responsibility… This book is readable and interesting and will likely serve as the underpinning for research in an array of disciplines. -- Mark Alan Williams * Library Journal *Mortimer found that high-schoolers who work in moderation, on average 20 hours or less a week during the school year, were more likely to go on to college and receive a degree compared with both their peers who did not work and those who worked more than 20 hours a week. She also concludes that a part-time job can increase confidence, teach teenagers how to manage time and help them think about what kind of work they want to do as adults. In the academic and public policy debates about the value of teenage work, her book offers support for what many parents have long suspected: A job often can be a good thing. -- Maja Beckstrom * St. Paul Pioneer Press *Table of ContentsAcknowledgments 1. Should Adolescents Work? 2. The Youth Development Study 3. Time Allocation and Quality of Work 4. The Ecology of Youthwork 5. Precursors of Investment in Work 6. Working and Adolescent Development 7. The Transition to Adulthood 8. Working and Becoming Adult Appendix: Panel Selection Notes References Index
£27.86
