Learning How to Feel explores the ways in which children and adolescents learn not just how to express emotions that are thought to be pre-existing, but actually how to feel. The volume assumes that the embryonic ability to feel unfolds through a complex dialogue with the social and cultural environment and specifically through reading material. The fundamental formation takes place in childhood and youth. A multi-authored historical monograph, Learning How to Feel uses children's literature and advice manuals to access the training practices and learning processes for a wide range of emotions in the modern age, circa 1870-1970. The study takes an international approach, covering a broad array of social, cultural, and political milieus in Britain, Germany, India, Russia, France, Canada, and the United States. Learning How to Feel places multidirectional learning processes at the centre of the discussion, through the concept of practical knowledge. The book innovatively draws a framework for broad historical change during the course of the period. Emotional interaction between adult and child gave way to a focus on emotional interactions among children, while gender categories became less distinct. Children were increasingly taught to take responsibility for their own emotional development, to find 'authenticity' for themselves. In the context of changing social, political, cultural, and gender agendas, the building of nations, subjects and citizens, and the forging of moral and religious values, Learning How to Feel demonstrates how children were provided with emotional learning tools through their reading matter to navigate their emotional lives.

School bullying is widely recognized as an international problem, but publications have focussed on the Western tradition of research. A long tradition of research in Japan and South Korea, and more recently in mainland China and Hong Kong, has had much less exposure. There are important and interesting differences in the nature of school bullying in Eastern and Western countries, as the first two parts of this book demonstrate. The third part examines possible reasons for these differences - methodological issues, school systems, societal values and linguistic issues. The final part looks at the implications for interventions to reduce school bullying and what we can learn from experiences in other countries. This is the first volume to bring together these perspectives on school bullying from a range of Eastern as well as Western countries.

Child prodigies have been observed in a range of disciplines - particularly music, mathematics, chess, and art. The question of what makes a prodigy has long been controversial. Some have dismissed the notion of giftedness, arguing that most famous prodigies had strong parental, cultural, and environmental influences that helped them develop their extraordinary abilities. One recent theory suggested that anyone could achieve outstanding success in whatever endeavour they wanted with a minimum of 10,000 hours of practice. Nevertheless, many studies of prodigies have suggested that there might be strong underlying cognitive differences, regarding their use of short-term versus long-term memory, spatial memory, imagery, and language. Whatever the arguments - for those interested in child development - prodigies remain a fascinating subject of study when considering questions about creativity, intelligence, development, and the impact of nature versus nurture. This books breaks new ground in presenting the first scientific exploration on the topic of musical prodigies. It brings together research from a range of disciplines, including psychology, neurobiology, and genetics, to provide a thorough exploration of prodigious talent. In addition, the book includes fascinating case studies of prodigies and also looks at their long-term development into adulthood - many child prodigies have had problems making the transition into adolescence and adulthood. Musical prodigies will be required reading for anyone interested in child development, music, and the arts

Covers a wide range of Neurodevelopmental Disorders in children, not only commonly discussed ones such as ASD -Focuses on the practicalities of assessing and diagnosing neurodevelopmental disorders Distils background theory, terminology, criteria and 'product' advice into a compendium Uniquely, a theme throughout is the impact of testing and diagnosis on families and how to support them

An invaluable tool to get boys talking Talking costs nothing but it can change your life for the better Growing up is hard work! You're expected to ace your exams, be responsible, keep up a hectic social life both online and IRL, make big decisions about your future, and somehow stay happy at the same time. But, as we know, no one feels OK all the time, so what happens then? What happens when we don't feel great and don't know what to do about it or where to get help? Let's Talk provides the tools to get boys talking about how they're feeling. Within this insightful guide you will find activities to figure out what help you might need, advice on where to get help, and case studies to show how others have voiced their feelings and found help. Learn to: Articulate how you're feeling Build a support network Create your own well-being toolkit Bounce back from low mood Help others who might be struggling Remember: if you're not feeling OK, you have the power to do something about it and this book will show you how.

Clinicians working with traumatized youth face many challenges in supporting growth and development while addressing the many negative consequences of abuse and neglect. When working with youth in foster care, additional obstacles must be overcome: changing placements, overwhelmed substitute caregivers, caseworker turnover, complication with birth siblings and family, and communication difficulties with and within the child welfare system. Treating Trauma: Relationship-Based Psychotherapy with Children, Adolescents, and Young Adults presents a theoretically based and empirically supported framework for work with traumatized children, youth, and young adults who have spent time in foster care. It offers vivid examples of cases from the work of clinicians of A Home Within, a national non-profit focused on meeting the emotional needs of current and former foster youth. These nine case studies illustrate the vital role that relationships play in helping overcome the trauma of chronic, unexpected, and unexplained losses. They describe the work with clients, the collateral work, and also the therapists' personal experiences of treating this vulnerable population. This work also explores the impact of secondary trauma on those working in an around the foster care system and addresses ways that therapists and others vulnerable to vicarious trauma can protect themselves, as well as their clients. In particular, three chapters examine the power of peer consultation in sustaining therapeutic work with vulnerable and traumatized populations. Methods of integrating evidence-based approaches into treatment of youth with multiple mental health problems and unavailable parents are discussed and explored. Essential elements of effective mental health interventions with traumatized foster youth are presented and illustrated.

Now ASQ-3 users will have quick, convenient access to all the items they need during screening. "The ASQ-3 Materials Kit" - approximately 20 attractive and engaging toys, books, and other items - is designed to encourage a child's participation and support effective, accurate administration of the questionnaires. All of the materials in the kit are safe, durable, easy to clean, age appropriate, culturally sensitive, and gender neutral. "The ASQ-3 Materials Kit" comes with a helpful booklet on how to use the kit with the questionnaires and a sturdy tote bag (extras are available separately) with zipper closure for convenient storage and travel. It comes with: ball - small; beads - small, to string (10 included); book - wordless picture book; book - storybook with pictures; blocks - small (10 included); bowl; coloring book (with tear-out pages); crayons - two sizes (one 4-pack of small, one 3-pack of chunky); cup; fork (child size); jars - clear plastic with screw lid, one short and one tall (short one may be used for 'jar with screw lid' or 'wind-up toy'; tall one may be used for 'clear bottle' if baby bottle is not used); mirror; puzzle (5-7 pieces, interlocking); scissors (child-safe); shoelace (may be used for 'string'); spoon (child size) (may be used for 'stick'); stuffed doll or animal with buttons and zipper (may be used for 'doll'); toy - keys on a ring (may be used for 'small toy' or 'rattle'); toy - small, easy to grasp; and, a booklet describing how to use the kit. All kit components come packed in a durable tote bag with zipper closure for convenient storage and travel.

This book was written and illustrated by Victoria Freeman in response to the trauma her grandson experienced when his "Daddy" was shipped to Iraq. Victoria is a career elementary teacher who personally witnessed the hurt and loneliness a child experiences when a parent is not home. Victoria used her talent as an artist and educator to help children cope with their loneliness and sense of abandonment.

Child development comprises children's cognitive, linguistic, motor, social and emotional development, communication, and self-care skills. Understanding developmental periods means that possible problems or roadblocks can be planned for or prevented. Knowledge of child development is necessary for achieving educational goals and is integral to promoting children's healthy and timely development. Global Perspectives on Prenatal, Postnatal, and Early Childhood Development is an essential scholarly reference source that compiles critical findings on children's growth periods and characteristics as well as the principles that affect their development. Covering a wide range of topics such as at-risk children, early intervention, and support programs, this book is ideally designed for child development specialists, pediatricians, educators, program developers, administrators, psychologists, researchers, academicians, and students. Additionally, the book provides insight and support to health professionals working in various disciplines in the field of child development and health.

This book combines perspectives from psychology, spiritual education and digital teaching pedagogies in a transnational framework to discuss the Education in Human Values Program (EHV) for child development, with a focus on silent sitting, mindfulness, meditation and story-telling as tools in the classroom. Through positive guidance in the early stages of child development using EHV tools, teachers will be better equipped to handle disciplinary issues in primary and secondary schools. These practices are also useful for the higher education community, as teachers and educators from tertiary institutions may adopt these practices in their teaching and become reflective practitioners. Topics such as teacher morale and school climate and its impact on children are discussed in relation to building resilience, reflective capacities, and inner strength (shared values) using an intrinsic and transformational approach. The discussions also include perspectives from the neurosciences. With contributions from teachers and educators from the US, South Africa, Malaysia, Australia, Hong Kong and Mauritius, this edited volume addresses the challenges, strengths and weaknesses associated with daily teaching practices in primary and secondary schools and higher education institutions. The content is relevant to policymakers and researchers in child development studies, with a particular focus on the impact of silent sitting, mindful practices, and meditation on children's self-regulation and resilience. The authors collectively espouse that silent sitting techniques can help a child to grow and discover their hidden potential, thus enhancing their social, emotional, spiritual and physical capacities.

For courses in Lifespan Development A compelling blend of lifespan development research and applications Development Across the Life Span provides a chronological overview of human development from the moment of conception through death, examining both the traditional areas of the field and more recent innovations. Author Robert Feldman focuses on how developmental findings can be can be applied meaningfully and practically, helping students to recognise the relevance of the discipline to their own lives. Thoroughly updated with the latest data and contemporary examples, the 8th Edition better engages students in key concepts via recent news items, timely world events, and contemporary uses of lifespan development.

DC:0-5 Version 2.0 includes numerical codes to make the inclusion of DC:0-5 disorders in health care delivery and electronic medical records easier. Originally published in 1994, ZERO TO THREE's Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-3) was the first developmentally based system for diagnosing mental health and developmental disorders of infants and toddlers (i.e., 0 to 3 years). The revised DC:0-3, published in 2005 (DC:0-3R) drew on empirical research and clinical practice that had occurred worldwide since the 1994 publication and extended the depth and criteria of the original DC:0-3. DC:0-5 captures new findings relevant to diagnosis in young children and addresses unresolved issues in the field since DC:0-3R was published in 2005. DC:0-5 is designed to help mental health and other professionals: Recognise mental health and developmental challenges in infants and young children, through to 5 years old Understand that relationships and psychosocial stressors contribute to mental health and developmental disorders and incorporate contextual factors into the diagnostic process Use diagnostic criteria effectively for classification, case formulation, and intervention Facilitate research on mental health disorders in infants and young children. DC:0-5 enhances the professional's ability to prevent, diagnose, and treat mental health problems in the earliest years by identifying and describing disorders not addressed in other classification systems and by pointing the way to effective intervention approaches. Individuals across disciplines - mental health clinicians, counsellors, physicians, nurses, early interventionists, social workers, and researchers will find DC:0-5 to be an essential guide to evaluation and treatment planning with infants, young children, and their families in a wide range of settings. What's New in DC:0-5? DC:0-5 includes disorders occurring in children through 5 years old DC:0-5 extends criteria to younger ages when appropriate, including in some cases the first year of life DC:0-5 introduces several new disorders including: Relationship Specific Disorder of Infancy/Early Childhood, Disorder of Dysregulated Anger and Aggression of Early Childhood, and Early Atypical Autism Spectrum Disorder. DC:0-5 retains the multi-axial system allowing optimal consideration of context in assessment and diagnosis; most of the axes have been revised substantially.