How can we support children's and young people's mental wellbeing in a digital age? Through a series of informative and thought-provoking case studies, this book explores how to enable children and young people to stay safe, happy and mentally healthy at a time when so much of their lives are spent online. Featuring contributions from across research and practice, with the voice of the child at its heart, the book offers simple, practical guidance for improving wellbeing based on real-world evidence. It will be essential reading for parents, carers and professionals working with children across a range of school and community settings.

What does it mean to age well? This important new book redefines what 'successful' ageing means, challenging the idea that physical health is the only criteria to gauge the ageing process and that an ageing population is necessarily a burden upon society. Using Sen's Capability Approach as a theoretical starting point Healthy Ageing: A Capability Approach to Inclusive Policy and Practice outlines a nuanced perspective that transcends the purely biomedical view, recognising ideas of resilience, as well as the experiences of older people themselves in determining what it means to age well. It builds to provide a comprehensive response to the overarching discourse that successful ageing is simply about eating well and exercising, acknowledging not only that older people are not always able to follow such advice, but also that well-being is mediated by factors beyond the physical. In an era where ageing has become such an important topic for policy makers, this is a robust and timely response that examines what it means to live well as an older person. It will be hugely valuable not only for students of gerontology and social care, but also professionals working in the field.

Observe and record a child's growth and development. Specifically designed with family child-care providers in mind, this booklet, sold in ten-packs, aids caregivers to observe and record a child's growth and development. Organized by age within developmental domains, it includes milestones that directly align with those in The Redleaf Family Child Care Curriculum, Second Edition.

This new edition of a classic text is the go-to reference for anyone concerned with the developmental progress of pre-school children. It provides the knowledge required for understanding children's developmental progress with age and within each developmental domain. Including new sections on atypical development for each of the core domains of development and additional material on the development of attention and self-regulation, this fifth edition integrates findings from the latest research throughout. An updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: an interactive timeline of the key developmental domains; introductions to theory with links to further reading; research summaries; video clips demonstrating practical assessment skills; downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development. Fully aligned with current child development philosophies and practices, Mary Sheridan's From Birth to Five Years: Children's Developmental Progress is designed to support the wider group of practitioners - including those from health professions, social work and early years - that are now required to take steps for promoting children's development as part of their assessment and management plans.

Focusing on reproductive and sexual justice, this important book explores in detail both the challenges that trans people face when negotiating reproductive and sexual health in restrictive social contexts, and their agency in advocating for change. Chapters cover a breadth of topics such as intimacy, sexual violence, reproductive intentions, sexuality education, oncology, and pregnancy, introducing readers to the latest research in the field as well as key emerging concepts. The authors identify core principles for trans reproductive and sexual justice, providing a broad overview of what is currently succeeding and what can be built on going into the future. Trans Reproductive and Sexual Health offers a comprehensive exploration that is essential reading for academics and students in psychology, sociology, gender studies, and related areas, as well as clinicians and policy makers, offering direct implications for professional audiences working in health and social care.

Apply Developmental Science and Engage Students - First-person cases enable students to link their understanding of theory and research in the field with these cases to come to a deeper understanding of the major issues in adolescence. Improve Critical Thinking - First-person cases enable students to connect research to practice. Explore Research - New cases have been added to reflect the most recent theories and research in the field and thematic categorization of cases serves as an easy reference for professors and students alike Understand Culture and Diversity - A multicultural approach makes this book both unique and relevant to a diverse undergraduate population.

Can moderated screen time actually have a positive impact on young people's mental health? With over 30 expert contributors spanning a range of disciplines including psychology, education and communications, as well as young people's own perspectives, this book dispels some of the myths that surround young people's use of digital media and covers important topics ranging from safeguarding, to digital citizenship and the fear of missing out. Using reflective activities, practical tips and evidence-based research, this book will help you find out informed ways social and digital media can be used beneficially, providing vital understanding to anyone studying child and adolescent mental health.

The intersection between morality and emotion is not always easily discernible. Researchers often choose to treat these concepts separately, and in doing so an important aspect of this symbiosis is irremediably thwarted. New Interdisciplinary Landscapes in Morality and Emotion considers the relationship between these fields, reflecting on complex philosophical, psychological, social, evolutionary, historical and literary approaches. The book reviews emerging paths and features contributions from distinct scientific fields including highly debated and somewhat controversial topics such as the relationship between empathy and in-group biases; emotion and irrationality; reflexivity and meta-emotions; shame and pro-social behaviour; the evolution of human jealousy; the role of love in driving moral motivation; individuals' wellbeing; behavioural economics; social robotics; historical considerations of medical societies and politics of sadism; and literary reflections on sympathy and emigration. Covering various methodological angles and entanglements, New Interdisciplinary Landscapes in Morality and Emotion will appeal to anyone interested in multidisciplinary dialogues from across the humanities, sciences, and the social sciences.

In the past 20 years, the progressive uncovering of child sexual abuse in institutional settings has reverberated across the globe with simultaneous investigations across Europe and the English-speaking world. However, most books on child sexual abuse are narrowly focused and do not situate this most distressing of human behaviours within a social or historical context. Children, Sexuality, and Child Sexual Abuse examines child sexual abuse from a broader perspective in order to understand how and why child sexual abuse is perpetrated, by whom, under what circumstances, and with what societal consequences for victims and perpetrators. This book will be an essential reference for all those working in the field of child sexual abuse. Beginning with histories of childhood and sex, and their intersections, the book goes on to analyze sexual development, sexuality, and sexualized behaviour in children and adolescents. This is followed by an examination of the extent of child sexual abuse in the English-speaking world, including its prevalence in the Indigenous communities of Australia, New Zealand and Canada, and in once-trusted societal institutions including the Church, orphanages, and schools. The book focuses on issues of concern to all those who encounter the problem of child sexual abuse and addresses questions such as: How and when do children disclose child sexual abuse? What are the characteristics of memory that affect reporting? How are disclosure claims assessed? What are the effects of having experienced child sexual abuse? Finally, there is an examination of young people who offend sexually.

-Offers a detailed, accessible introduction to what research from cognitive neuroscience tells us about dyslexia and mathematical development, and how to use this knowledge via effective interventions with children. -Covers the key areas of mathematical development including base-10 representation, arithmetic, word-problem solving and rational numbers, and provides a literature review, advice on assessment and step-by-step guidelines for effective interventions. -Provides advanced students and professionals in developmental and educational psychology, as well as specialist teachers and SENDCos with deep knowledge and understanding.

Children's curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children's interests are and have been criticised for trivialising children's interests. This book offers a critical and accessible engagement with research on children's interests that challenges us to move beyond surface-level understandings. Children's Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children's interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children's interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers' interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice. This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children's interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.

Whether written by a school psychologist, BCBA, or skilled practitioner of any variety, all behavior intervention plans face the same difficulty-the writer and implementer are not the same person. Too frequently, successful BIPs are discounted and discarded by those responsible for implementation. Many BIPs are simply filed, rather than followed. Without additional burden to time-constrained professionals, this book addresses how to effectively and efficiently increase implementation fidelity. Using a systems analysis approach to school climate, interwoven with ample case studies, school psychologists will be guided through eleven chapters of a step-by-step process to effectively create and implement behavior intervention plans.

Interest in the human mind is a centuries-old fascination, dating back to Plato, Aristotle, and Descartes. While the theories proposed about the human mind have since advanced and evolved, the fascination remains. Growing Minds is a unique and interdisciplinary work that guides the reader through an examination of the human mind's nature, performance, lifespan, and variations. The book sets out to answer a variety of questions: What are the cognitive processes underlying intelligence? What is general and what is specific in intelligence? What is stable and what is changing in intelligence as children grow older? Why do individuals differ in intelligence, and are differences genetically determined? How is intelligence and intellectual development related to the genome and the brain? How is intelligence related to personality? Can intelligence be enhanced by specific interventions? The text is organised into three parts: the first provides a summary and evaluation of research conducted on the human mind by experimental cognitive psychology, differential psychology, and developmental psychology. The second presents an overarching theory of the growing mind, showing how mind and intelligence are at the crossroads of nature and nurture; and the third assesses the relationship between education and intelligence. This book is the result of decades of extensive research and culminates in the proposal of a new overarching and integrated theory of the developing mind. For the first time, research is gathered and combined to form a comprehensive concept and fulfil the need for a fresh, integrative paradigm which both asks and answers questions about the human mind from a multi-faceted perspective.

Developmental Perspectives in Child Psychoanalysis and Psychotherapy incorporates recent innovations in developmental theory and research into our understanding of the nature of change in child psychotherapy. Diverse psychoanalytic ideas and individual styles are represented, challenging the historical allegiance in analytic child therapy to particular, and so often singular, schools of thought. Each of the distinguished contributors offers a conceptually grounded and clinically rich account of child development, addressing topics such as refl ective functioning, the role of play, dreaming, trauma and neglect, the development of recognition and mutuality, autism, adoption, and non- binary conceptions of gender. Extended clinical vignettes offer the reader clear vision into the convergence of theory and practice, demonstrating the potential of psychoanalytic psychotherapy to move child development forward. This book will appeal to all practicing mental health professionals.

Addressing a rapidly growing interest in second language research, this hands-on text provides students and researchers with the means to understand and use current methods in psycholinguistics. With a focus on the actual methods, designs, and techniques used in psycholinguistics research as they are applied to second language learners, this book offers the practical guidance readers need to determine which method is the best for what they wish to investigate as well as the tools that will enhance their research. Each methods chapter is written by a leading expert who describes, discusses, and comments on how a method is used and what its strengths and limitations are for second language research. These chapters follow a specific format to ensure cohesion and a predictable structure across all chapters. The chapters also inform the novice researcher on such key issues as ease of use, costs, potential pitfalls, and other related matters, each of which impact decisions that researchers make about the paths they take. With the most reliable information available from experienced reseachers, Research Methods in Second Language Psycholinguistics is an essential resource for anyone interested in conducting second language reserach using psycholinguistic methods.

Originally published in 1970, this is a survey of findings on the learning of young animals and human infants. In an attempt to discover some of the characteristic features of early learning, it examines all types of learning from conditioning and the primitive process known as 'imprinting', usually associated with ducklings, to the beginnings of understanding and language. The so-called 'critical' periods for social learning and personality development are considered at some length, and a close look is taken at research methods used in studying early learning, and at the needs and problems of current research. As a textbook for students of psychology, biology and sociology this book would have been invaluable at the time of publication. It should still also be of interest to research workers in the fields of animal behaviour and developmental psychology, and to practising psychologists, psychiatrists and social workers, as it is an up-to-date summary of all the knowledge concerning early learning at the time.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.

Interest in the human mind is a centuries-old fascination, dating back to Plato, Aristotle, and Descartes. While the theories proposed about the human mind have since advanced and evolved, the fascination remains. Growing Minds is a unique and interdisciplinary work that guides the reader through an examination of the human mind's nature, performance, lifespan, and variations. The book sets out to answer a variety of questions: What are the cognitive processes underlying intelligence? What is general and what is specific in intelligence? What is stable and what is changing in intelligence as children grow older? Why do individuals differ in intelligence, and are differences genetically determined? How is intelligence and intellectual development related to the genome and the brain? How is intelligence related to personality? Can intelligence be enhanced by specific interventions? The text is organised into three parts: the first provides a summary and evaluation of research conducted on the human mind by experimental cognitive psychology, differential psychology, and developmental psychology. The second presents an overarching theory of the growing mind, showing how mind and intelligence are at the crossroads of nature and nurture; and the third assesses the relationship between education and intelligence. This book is the result of decades of extensive research and culminates in the proposal of a new overarching and integrated theory of the developing mind. For the first time, research is gathered and combined to form a comprehensive concept and fulfil the need for a fresh, integrative paradigm which both asks and answers questions about the human mind from a multi-faceted perspective.

International best-selling writer and autist Temple Grandin joins psychologist Debra Moore in presenting nine strengths-based mindsets necessary to successfully work with young people on the autism spectrum. Examples and stories bring the approaches to life, and detailed suggestions and checklists help readers put them to practical use. Temple Grandin shares personal experiences and anecdotes from the thousands of parents and professionals who have sought her advice, while Debra Moore draws on more than three decades of work as a psychologist with kids on the spectrum and those who love and care for them. So many people support the lives of these kids, and this book is for all of them: teachers; special education staff; mental health clinicians; physical, occupational and speech therapists; parents and anyone interacting with autistic children or teens. Readers will come away with new, empowering mindsets they can apply to develop the full potential of every child.

The understanding and study of fathers has traditionally assumed that fathers, compared to mothers, are less involved with their children. Originally published in 1997 Fathers and Adolescents presents a different approach that focuses on the distinctive role of fathers in the lives of their adolescents, especially in their role in adolescents' attainment of developmental tasks. Drawing on a variety of disciplines, the authors' examine the relationships of fathers to their adolescents in the context of a changing society. They find that fathers interact in ways that are different from those of mothers, but that are important for both normal and disturbed adolescent development. Psychopathological, aggressive and incestuous behaviour is considered as well as the role of the father in more ideal circumstances. Drawing on the authors' wealth of clinical experience, this title will still be an important resource for all professionals working with adolescents, as well as those in research.

This book examines the prevalence of emotional and behavioral problems in youth and the implications of little or low-quality mental health services available for them. It describes aspects of Positive Behavioral Interventions and Supports (PBIS) and school mental health (SMH) that work together to form a comprehensive service delivery model called the Interconnected Systems Framework (ISF). The term school behavioral health (SBH) is used to describe SMH and PBIS working together, as in the ISF. The book examines perspectives of key stakeholders through a series of research forums, during which participants identified critical themes for the advancement of SBH in South Carolina and the southeast region of the United States. Chapters address key themes of school behavioral health from these forums, such as collaboration, schoolwide approaches, quality of services, and support for specific populations, including military families and youth involved in the juvenile justice and child welfare systems. The book addresses barriers to providing behavioral health services at school as well as recommendations from key stakeholders for advancing SBH along these critical dimensions. This volume is a must-have resource for researchers, professors, and graduate students as well as practitioners, clinicians, and therapists across such interrelated disciplines as clinical child and school psychology, educational policy and politics, social work, public health, school counseling, family studies, juvenile justice, child and adolescent psychiatry, and child welfare and well-being services.

Where do children go and what do they do outdoors? How do they evaluate their own environment? What are their likes and dislikes? What would they like to see added or changed? How can the outdoor environment support healthy child development? How is the impact of the environment affected by its social and physical characteristics? How can its developmental impact be strengthened through public policy? These are some of the questions addressed by Childhood's Domain, originally published in 1986, in which children, as 'expert' research collaborators, describe their largely unseen life outdoors. On field trips to secret play places around their homes, in streets, in parks, and in places laid waste and abandoned by adult society, they reveal both the pleasure and difficulties of play in the city. A central concept of the book is a new term, terra ludens, which represents the accumulated developmental support that each child receives from her or his personal play spaces. Terra ludens reflects the degree to which each child acquires an intuitive sense of how the world is by playing with it. Field research for the book was conducted in London, Stevenage New Town and Stoke-on-Trent. Neighbourhood sites were deliberately chosen to contrast and compare children's reactions to the characteristics of 'big city', 'new town' and 'old industrial city' environments. The most interesting experiences were encountered with children in Stoke-on-Trent. Here, in former mineral workings functioning as 'playgrounds' equipped with relics from the heyday of the industrial revolution, in new open spaces reclaimed from industrial 'wastelands', and in older parks dating from Victorian times, children demonstrated the creative possibilities of a landscape of opportunities lacking in the other two sites. Even so, children in all three sites revealed great ingenuity in making do with whatever resources they could find to create viable play environments for themselves.

This comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as 'subjects' - experiencing, thinking and acting individuals - confront the material, social and cultural 'objects' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans - with their genetic dispositions and their individual instincts and needs - solve the task of coping with the requirements of society, culture and economy while at the same time safeguarding their status as unique individuals. It is core reading for advanced students on socialisation modules in developmental or social psychology and educational sciences and is additionally of value for the professional training of sociologists, teachers and social workers. It is also relevant for all those interested in elementary questions of how the interaction between the society and the individual works; how human beings deal not only with themselves but also with their social and physical environment, and how they shape it in their own way.

This comprehensive text highlights new developments in sociological, educational and psychological aspects of socialisation, examining how human beings as 'subjects' - experiencing, thinking and acting individuals - confront the material, social and cultural 'objects' of their environment and sustain their position. The authors provide an overview of the most important theories of socialisation, then integrate these using the Productive Processing of Reality (PPR) model. This novel approach is applied to a life course analysis, examining developmental tasks and the challenges of productive processing of the internal and external reality at various stages of development. The book also considers contexts, addressing the inequalities between different socio-economic and ethnic groups and genders, to consider how humans - with their genetic dispositions and their individual instincts and needs - solve the task of coping with the requirements of society, culture and economy while at the same time safeguarding their status as unique individuals. It is core reading for advanced students on socialisation modules in developmental or social psychology and educational sciences and is additionally of value for the professional training of sociologists, teachers and social workers. It is also relevant for all those interested in elementary questions of how the interaction between the society and the individual works; how human beings deal not only with themselves but also with their social and physical environment, and how they shape it in their own way.

The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of "ordinary lives" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of "scientific" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered "learning disabled" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as "inclusion phobia", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call "intellectual" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.