A psychologist’s guide for parents, care-givers and health care practitioners to the emotional challenges facing children and their parents today

Current research shows that certain childhood mental disorders are diagnosed more frequently today than in previous generations. Many of today’s children and teenagers are more unhappy, anxious and distressed than young people used to be. In this highly informative book, child psychologist Jenny Perkel explores in depth why this might be so, highlighting what modern-day South African children and adolescents are experiencing and the environment in which they are being raised.

Children in Mind presents a broad range of up-to-date findings from psychological, neurobiological, genetic, psychiatric, sociological and epidemiological research related to the diagnosis and treatment of children’s mental health problems. Theoretically informed but not theoretically dense, the book cites both local and international studies to increase awareness and understanding of children’s mental health.

Perkel discusses a broad spectrum of issues faced by today’s children and adolescents: the Covid-19 pandemic, the influence of electronic media, diverse family structures, stress and trauma, and difficult socio-economic circumstances. While offering no easy answers or formulaic solutions to the problems of troubled children, she shows how to think about children’s mental well-being in today’s South Africa.

Children in Mind is an invaluable resource for all those who work with troubled children and adolescents: psychologists, social workers, counsellors, educators and parents. The author’s informed and compassionate approach will help equip professionals and parents to help young people navigate complex issues and make adjustments in their behavior in order to live more balanced and happier lives.

Balancing developmental, clinical-diagnostic, and experimental approaches to child and adolescent psychopathology, Eric Mash and David Wolfe's ABNORMAL CHILD PSYCHOLOGY is one of the most up-to-date, authoritative, and comprehensive books in its market.

The seventh edition is organized to reflect DSM-5 categories, dimensional approaches to classification, and evidence-based assessment and treatment approaches. The authors trace developmental pathways for each disorder and show how child and adolescent psychopathology involves biological, psychological, and sociocultural factors interacting with a youth's environment. Case histories, examples, and first-person accounts illustrate the categorical and dimensional approaches used to describe disorders.

The authors also consistently illustrate how troubled children behave in their natural settings: homes, schools, and communities.

This first South African edition of Human Development: A Life-Span View introduces the student to the issues, forces, and outcomes that make us who we are. It covers contemporary research and theory on human development, set within a South African context, with emphasis on the multidisciplinary approach needed to describe and explain how people change over time.

The text follows a chronological approach, tracing development from conception through late life in sequential order with several chapters dedicated to topical issues across the life span.

The organisation and learning features of the text are designed to make it easier for students to learn about human development.

Oprah Winfrey and renowned brain development and trauma expert, Dr. Bruce Perry, discuss the impact of trauma and adverse experiences and how healing must begin with a shift to asking, “what happened to you?” rather than “what’s wrong with you?”

Through wide-ranging, and often deeply personal conversation, Oprah Winfrey and Dr. Perry explore how what happens to us in early childhood – both good and bad - influences the people we become. They challenge us to shift from focusing on, “What’s wrong with you?” or “Why are you behaving that way?,” to asking, “What happened to you?” This simple change in perspective can open up a new and hopeful understanding for millions about why we do the things we do, why we are the way we are, providing a road map for repairing relationships, overcoming what seems insurmountable, and ultimately living better and more fulfilling lives.

Many of us experience adversity and trauma during childhood that has lasting impact on our physical and emotional health. And as we’re beginning to understand, we are more sensitive to developmental trauma as children than we are as adults. ‘What happened to us’ in childhood is a powerful predictor of our risk for physical and mental health problems down the road, and offers scientific insights in to the patterns of behaviors so many struggle to understand.

A survivor of multiple childhood challenges herself, Oprah Winfrey shares portions of her own harrowing experiences because she understands the vulnerability that comes from facing trauma at a young age. Throughout her career, Oprah has teamed up with Dr. Bruce Perry, one of the world’s leading experts on childhood trauma. He has treated thousands of children, youth, and adults and has been called on for decades to support individuals and communities following high-profile traumatic events. Now, Oprah joins forces with Dr. Perry to marry the power of storytelling with the science and clinical experience to better understand and overcome the effects of trauma.

In conversation throughout the book, the two focus on understanding people, behavior, and ourselves in the context of personal experiences. They remove blame and self-shaming, and open up a space for healing and understanding. It’s a subtle but profound shift in our approach to trauma, and it’s one that allows us to understand our pasts in order to clear a path to our future - opening the door to resilience and healing in a proven, powerful way.

Grounded in the latest brain science and brought to life through compelling narratives, this book shines a light on a much-needed path to recovery – showing us our incredible capacity to transform after adversity.

South Africa has a broad and complex history that has greatly influenced the unique, diverse and democratic country that we know today. One of the many challenges South Africa faces is crime, with those crimes committed by youthful offenders being the most distressing - it is sadly not unusual to hear of youths who have been involved in murder, rape or robbery. In addition, sexual offences among children are occurring more frequently, and the number of child victims of abuse and domestic violence is also on the rise. An added and escalating danger for children is falling prey to ruthless traffickers and being used as sex workers or slaves. Despite specific laws having been promulgated to protect them, many children are still growing up in unforgiving environments that never allow them the opportunity to develop morally according to the prescriptions of a democratic society. Child and youth misbehaviour in South Africa addresses the complex and poorly understood phenomenon of youth misbehaviour. It discusses and analyses various theories on the nature and causes of deviant behaviour, and assesses them critically with regard to their applicability to South Africa. The book presents the relevant legal processes pertaining to young people, and reinforces theoretical explanations with research and real-world examples. The female youth offender is also discussed in depth in this edition. Child and youth misbehaviour in South Africa is aimed at enabling both practitioners and students to address the plight of the South African youth in a constructive way so they can become part of creating a safer South Africa for all its people. Professor Christiaan Bezuidenhout holds a BA (Criminology), BA Honours (Criminology), MA (Criminology), DPhil (Criminology) and an MSc (Criminology and Criminal Justice) from the University of Oxford. He is currently attached to the Department of Social Work and Criminology, University of Pretoria, where he teaches psychocriminology, criminal justice and contemporary criminology at undergraduate and postgraduate levels.

Balancing developmental, clinical-diagnostic and experimental approaches to child and adolescent psychopathology, CHILD PSYCHOPATHOLOGY, International 8th Edition, is one of the most up-to-date, authoritative and comprehensive books in its market.

The 8th Edition is organized to reflect DSM-5-TR categories, dimensional approaches to classification and evidence-based assessment and treatment approaches. The authors trace developmental pathways for each disorder and show how child and adolescent psychopathology involves biological, psychological and sociocultural factors interacting with a youth's environment.

Case histories, examples, and first-person accounts illustrate the categorical and dimensional approaches used to describe disorders.

Introduce students to the issues, forces and outcomes that make individuals into the people they are with the captivating, applied approach in Kail/Cavanaugh's HUMAN DEVELOPMENT: A LIFE-SPAN VIEW, 9E.

The authors combine their expertise in childhood, adolescence, adult development and aging to create a rich description of all life-span stages, tracing development from conception through late life. This comprehensive, yet succinct, narrative blends the latest neuroscience and biophysiological research with coverage of controversial topics and emergent trends -- demonstrating the connections between the laboratory and real life.

Updates explore the pandemic from a developmental perspective and examine holistic interventions for dementia and emerging and established adulthood. Students gain theoretical and empirical foundations that equip them to become educated, critical interpreters of developmental information.

Known for its clear, straightforward writing style, grounding in current research, and well-chosen visuals and examples, Sigelman and Rider's text combines a topical organization at the chapter level and an age/stage organization within each chapter. Each chapter focuses on a domain of development such as physical growth, cognition, or personality and traces developmental trends and influences in that domain from infancy to old age. Each chapter also includes sections on infancy, childhood, adolescence, and adulthood. The organization helps you grasp key transformations that occur in each period of the life span. Other staples of the text are its emphasis on theories and their application to different aspects of development and its focus on the interplay of nature and nurture in development. This edition includes new research on biological and sociocultural influences on life-span development and offers new media resources that help you engage more actively with the content.

This fully updated edition of Developmental Neuropsychology: A Clinical Approach addresses key issues in child neuropsychology with a unique emphasis on evidence-informed clinical practice rather than research issues. Although research findings are presented, they are described with emphasis on what is relevant for assessment, treatment and management of paediatric conditions. The authors focus on a number of areas. First, the text examines the natural history of childhood central nervous system (CNS) insult, highlighting studies where children have been followed over time to determine the impact of injury on ongoing development. Second, processes of normal and abnormal cerebral and cognitive development are outlined and the concepts of brain plasticity and the impact of early CNS insult discussed. Third, using a number of common childhood CNS disorders as examples, the authors develop a model which describes the complex interaction among biological, psychosocial and cognitive factors in the brain-injured child. Finally, principles of evidence-based assessment, diagnosis and intervention are discussed. The text will be of use on advanced undergraduate courses in developmental neuropsychology, postgraduate clinical training programmes and for professionals working with children in clinical psychology, clinical neuropsychology and educational and rehabilitation contexts. The text is also an important reference for those working in paediatric research.

To develop young children’s full potential, quality early childhood education has been found to be one of the greatest resources available. Early Childhood Professional Development: An African Perspective aims to explore ways to encourage the professionalisation of practitioners in the ECD sector to provide opportunities for education improvement and positive change.

The book’s value shifts from merely identifying and describing problems to providing creative real life examples that could lead to action and mobilise existing skills and knowledge in rural and disadvantaged contexts.

With applications throughout the social sciences, culture and psychology is a rapidly growing field that has experienced a surge in publications over the last decade. From this proliferation of books, chapters, and journal articles, exciting developments have emerged in the relationship of culture to cognitive processes, human development, psychopathology, social behavior, organizational behavior, neuroscience, language, marketing, and other topics. In recognition of this exponential growth, Advances in Culture and Psychology is the first annual series to offer state-of-the-art reviews of scholarly research in the growing field of culture and psychology. The Advances in Culture and Psychology series is: * Developing an intellectual home for culture and psychology research programs * Fostering bridges and connections among cultural scholars from across the discipline * Creating a premier outlet for culture and psychology research * Publishing articles that reflect the theoretical, methodological, and epistemological diversity in the study of culture and psychology * Enhancing the collective identity of the culture and psychology field Comprising chapters from internationally renowned culture scholars and representing diversity in the theory and study of culture within psychology, Advances in Culture and Psychology is an ideal resource for research programs and academics throughout the psychology community.

In the last half century, developmental scientists have become increasingly interested in studying contexts beyond the home environment that contribute to children's growth and development, including physical contexts such as schools and neighborhoods, as well as social contexts such as poverty. During this same period, a number of social trends have significantly impacted children's daily lives, including shifts in gender roles and expectations, the emergence of an early care and education system, and the proliferation of media technology. Societal Contexts of Child Development provides comprehensive literature reviews for six broad contextual influences on children's development that have emerged as key areas of inquiry in contemporary society - gender, child care, culture and ethnicity, poverty, schools and neighborhoods, and media. In the spirit of applied developmental science, this book considers these six contextual domains in a series of two linked chapters written by experts in the interdisciplinary field of developmental science. The first chapter in each section is organized as a review of basic research relevant to a particular context, including a discussion of prominent theoretical and methodological issues. The second chapter in each section then addresses the same context from an applied research perspective, examining and documenting how research has been, can be, or should be used to enhance the everyday lives and developmental outcomes of children and their families through interventions and/or social policies. The book concludes with a chapter specifically dedicated to making connections between research and practice and an epilogue that situates the book's chapters within the field's study of contexts. Societal Contexts of Child Development will appeal to a broad audience of scholars, students, practitioners, and policymakers from the disciplines of psychology, sociology, economics, human development, and public policy.

Risk, Resilience, and Positive Youth Development: Developing Effective Community Programs for High-Risk Youth: Lessons from the Denver Bridge Project describes an approach to developing and testing effective community-based programs for at-risk children and youth. This volume shows how elements of risk and resilience, positive youth development, and organizational collaboration are used to develop a comprehensive intervention framework called the Integrated Prevention and Early Intervention (IPEI) Model. The IPEI is then applied to a community-based after-school program called the Bridge Project to illustrate how an integrated intervention framework can be used to prevent childhood and adolescent problems and improve academic achievement. Findings from an evaluation of the Denver Bridge Project intervention components are presented, and recommendations for advancing policy and practice for high-risk youth in community-based programs are described. Readers will follow the planning, development, implementation, evaluation and assessment of the Bridge Project guided by first-person perspectives from program participants who share their stories throughout the book. Risk, Resilience, and Positive Youth Development presents an integrated theory and model for working with at-risk youth, demonstrated in a detailed case example, giving practitioners, administrators, educators, researchers and policymakers a complete package.

Prosocial behavior-broadly defined as voluntary action intended to help or benefit another-has been associated with positive outcomes across the lifespan. Children with a more prosocial orientation are better liked and trusted by their peers, have a higher status in peer groups, are better at maintaining friendships, demonstrate better self regulation, empathy, and social cognitive skills, and excel in academics. Researchers have shown that prosocial behaviors correlate to lower rates of school suspension and drop-out, teen pregnancy, substance use, aggression, and delinquency. These positive effects speak to the value of prosocial behavior during formative years. Prosocial Development examines a variety of biological, socialization, and contextual influences on prosocial development from infancy through early adulthood. While the definition of prosocial behavior may seem straightforward, recent research has highlighted its multifaceted nature. This volume specifically focuses on the multidimensionality of prosocial development, examining different contexts, motivations, types, and targets of prosocial behavior that are differentially predicted by socialization and dispositional characteristics. Skillfully edited by Drs. Padilla-Walker and Carlo, each chapter in this volume highlights some aspect of multidimensionality in regard to prosocial behavior and meaningful avenues for future research. This volume will be an important tool for scholars, researchers, and practitioners who are interested in prosocial, moral, and positive youth development. The organization and focus of this volume are also well-suited for use as a text for graduate courses in moral development, child and adolescent development, social psychology, sociology, anthropology, and family studies.

For the past several years, child advocates, parents, and educators have expressed concern over the sexualization of girls. Has the cultural sexual objectification of girls and women increased? Are younger and younger girls sold a "sexed-up" version of femininity, and are adult women sold a girlish sexuality?
The Sexualization of Girls and Girlhood: Causes, Consequences, and Resistance includes the best empirical research, theory, and practice stemming from the report of the American Psychological Association's Task Force on the Sexualization of Girls. Contributors discuss evidence for this phenomenon from media and marketing, to interpersonal interaction, to girls' own efforts to fashion themselves after sexualized role models around them. A variety of consequences of the sexualization of girls and girlhood--for girls themselves, for others, and for society at large--are presented. Individual chapters cover topics such as athletics as a solution and problem for the sexualization of girls, sexual harassment by peers, gendered violence, body image, adolescent girls' sexual development, and healthy sexuality for girls and young women. Importantly, positive alternatives and suggestions are included so that those who care for girls can address this troubling cultural trend and help counter the significant risk to girls' wellbeing that it represents. This volume is a valuable resource for child advocates, parents, and educators and useful for undergraduate and graduate courses that address gender across disciplines such as psychology, sociology, anthropology, education, communication, media studies, and women's, and sexuality studies.

The Oxford Handbook of Children's Musical Cultures is a compendium of perspectives on children and their musical engagements as singers, dancers, players, and avid listeners. Over the course of 35 chapters, contributors from around the world provide an interdisciplinary enquiry into the musical lives of children in a variety of cultures, and their role as both preservers and innovators of music. Drawing on a wide array of fields from ethnomusicology and folklore to education and developmental psychology, the chapters presented in this handbook provide windows into the musical enculturation, education, and training of children, and the ways in which they learn, express, invent, and preserve music. Offering an understanding of the nature, structures, and styles of music preferred and used by children from toddlerhood through childhood and into adolescence, The Oxford Handbook of Children's Musical Cultures is an important step forward in the study of children and music.

The Oxford Handbook of Human Development and Culture provides a comprehensive synopsis of theory and research on human development, with every chapter drawing together findings from cultures around the world. This includes a focus on cultural diversity within nations, cultural change, and globalization. Expertly edited by Lene Arnett Jensen, the Handbook covers the entire lifespan from the prenatal period to old age. It delves deeply into topics such as the development of emotion, language, cognition, morality, creativity, and religion, as well as developmental contexts such as family, friends, civic institutions, school, media, and work. Written by an international group of eminent and cutting-edge experts, chapters showcase the burgeoning interdisciplinary approach to scholarship that bridges universal and cultural perspectives on human development. This "cultural-developmental approach" is a multifaceted, flexible, and dynamic way to conceptualize theory and research that is in step with the cultural and global realities of human development in the 21st century.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fourth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of fourth graders but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fourth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Over 100 children's books are incorporated into Kodaly in the Fourth Grade Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for elementary music teachers everywhere.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Third Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of third grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Third Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Third Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Second Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of second grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Second Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Second Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the First Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the First Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the First Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

Time pervades every aspect of people's lives. We are all affected by remnants of our pasts, assessments of our presents, and forecasts of our futures. Our thoughts, feelings, and behaviors over time inexorably intertwine and intermingle, determining varied reactions such as affect and emotions, as well as future behaviors. The purpose of this volume is to bring together the diverse theory and research of an outstanding group of scholars whose work relates to peoples judgements over time. To date, much theory and research on temporal variables within psychology has remained somewhat fragmented, isolated, and even provincial--researchers in particular domains are either unaware of or are paying little attention to each other's work. Integrating the theory and research into a single volume will bring about a greater awareness and appreciation of conceptual relations between seemingly disparate topics, define and promote the state of scientific knowledge in these areas, and set the agenda for future work. The volume presents the two main ways of looking at judgments over time: looking at how people's thoughts about the future and the past affect their present states, and looking at the interplay over time among people's thoughts, feelings, and behaviors.