Choice's Outstanding Academic Title list for 2013 2013 Honorable Mention for the Distinguished Book Award presented by the Midwest Sociological Society Honorable Mention for the Charles H. Cooley Award for Outstanding Book from the Society for the Study of Symbolic Interaction Illuminates the misunderstood meaning of self-injury in the 21st century Cutting, burning, branding, and bone-breaking are all types of self-injury, or the deliberate, non-suicidal destruction of one's own body tissue, a practice that emerged from obscurity in the 1990s and spread dramatically as a typical behavior among adolescents. Long considered a suicidal gesture, The Tender Cut argues instead that self-injury is often a coping mechanism, a form of teenage angst, an expression of group membership, and a type of rebellion, converting unbearable emotional pain into manageable physical pain. Based on the largest, qualitative, non-clinical population of self-injurers ever gathered, noted ethnographers Patricia and Peter Adler draw on 150 interviews with self-injurers from all over the world, along with 30,000-40,000 internet posts in chat rooms and communiques. Their 10-year longitudinal research follows the practice of self-injury from its early days when people engaged in it alone and did not know others, to the present, where a subculture has formed via cyberspace that shares similar norms, values, lore, vocabulary, and interests. An important portrait of a troubling behavior, The Tender Cut illuminates the meaning of self-injury in the 21st century, its effects on current and former users, and its future as a practice for self-discovery or a cry for help.

"G is for Genes" shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children--and can also benefit schools, teachers, and society at large.

Draws on behavioral genetic research from around the world, including the UK-based Twins' Early Development Study (TEDS), one of the largest twin studies in the worldOffers a unique viewpoint by bringing together genetics and education, disciplines with a historically difficult relationshipShows that genetic influence is not the same as genetic determinism and that the environment matters at least as much as genesDesigned to spark a public debate about what naturally-occurring individual differences mean for education and equality

Child Development and Education bridges the gap between theory and practice, showing those who teach and care for infants, children, and adolescents how to apply developmental research and theory to everyday practice. More so than any other text, Child Development and Education not only describes developmental phenomena--for infants through late adolescence--but also faciliates observations of and analyses of what children say, do, and create, ensuring that educators can make informed decisions that meet children's and adolescent's needs. New to the fifth edition is a sensitivity to the cultural and bioecological nature of development. New features of the text situate children and adolescents in the contexts of their upbringing and articulate the implications of these experiences for educators and other professionals. Illustrated is the diverse nature of development and how it is influenced by social, environmental, and cultural contexts. Also new to this edition is support for teacher licensure preparation. Teacher candidates are alerted to developmental concepts and theorists they need to know, and are provided practice test questions and case studies to review, demonstrating for them how to prepare for their licensure exam.

This handbook addresses the delivery of high quality pediatric behavioral healthcare services that are multitiered, evidence-based, and integrated, involving interprofessional collaboration across child serving systems, such as pediatrician offices and schools. The book sets forth a contemporary, leading edge approach that reflects the relationship between biological and psychosocial development and the influence of multiple systems, including the family, community, school, and the healthcare system on child development and functioning. It assists child-focused providers in developing knowledge about the relationship between biological and psychosocial development and between pediatric physical health and behavioral health problems. Chapters cover common chronic illnesses and behavioral conditions and include guidelines for screening, assessment, diagnosis, prevention, and coordinated intervention. Chapters also include representative case studies that help illustrate efficacious, effective service-delivery approaches. The handbook concludes with recommendations for future research and directions for integrated pediatric behavioral healthcare. Topics featured in the Handbook include: Behavioral health aspects of chronic physical health conditions, including asthma, diabetes, chronic pain, traumatic brain injury, and cancer. Physical health implications of behavioral health and educational problems, including ADHD, learning disabilities, substance abuse, and ASD. Coping with chronic illness and medical stress. Patient adherence to medical recommendations and treatments. School reintegration after illness. The Handbook of Pediatric Behavioral Healthcare is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other practitioners in clinical child and school psychology, primary care medicine, social work, child and adolescent psychiatry, public health, health psychology, pediatric medicine, nursing, behavioral therapy, rehabilitation, and counseling.

This book presents a comprehensive overview of children's transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children's development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children's development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children's classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children's temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.

This book examines the associated experiences of school bullying and violence among vulnerable and marginalized youth. It discusses the effects of diversity and disparities in youth's experiences with bullying. Among these are socioeconomic and social status, family cohesion and interactions, sex, sexual orientation, gender identity and gender expression, race, ethnicity, immigration, religion, and disabilities and special health needs. The book describes the ways in which a social-ecological framework can inform the problem and address school bullying. It addresses not only individual, intrapersonal, and environmental factors of bullying, but also discusses distal level factors and conditions that are specifically relevant to youth (e.g., culture and law). In addition, this volume contextualizes relevant multilevel factors that foster or inhibit bullying victimization among vulnerable and historically marginalized children and adolescents who are faced with cumulative social stratification. Key areas of coverage include: The role of the family (parents and guardians, siblings) - its cohesion and interactions - in school bullying. Race, ethnicity, immigration, and religion and school bullying of marginalized and at-risk youth. Victimization of students with physical, emotional, and learning disorders. Bullying and victimization of vulnerable youth in the court systems. School Bullying is an essential resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work and counseling, pediatrics and school nursing, educational policy and politics, and all interrelated disciplines.

Safety, feeling at home, trust, self-confidence, creativity, and comfort in exploring the world, are things all children should have. From an early age, children form attachments that become the foundation of their future relationships. Strong bonds with their world (parents, educators, plants and animals) can only begin with a healthy attachment to themselves. With practical tips and real-life examples from an experienced educator, this insightful book explores how the process of healthy attachment develops in young children (until six years old), what conditions are needed for becoming well bonded and how carers and educators can help in this important process.

In order to create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge, may suggest why multiple intelligence, child development theory, learning styles, and cognitive development should be included in every teacher's playbook. Moreover, one very real challenge with this age group is how to preserve and protect elements of the magical child (fantasy and imagination), while expecting students to successfully transition to school learning, regardless of their ability or interest level. Walk into any school and observe the writing or artwork on the school's walls and you will see an incredible mixture of abilities and imagination. This mixture could be a barometer of your child's learning abilities and actual school success.

This volume utilizes the emergent adulthood framework to further our understanding of marginalized youth in contemporary societies. Using data from a longitudinal study named Risky Business, the authors outline the fundamental characteristics of emerging adulthood through the lens of stories of street-involved youth. These stories inform an understanding of the powerfulness of emerging adulthood theory as a "process;" in particular, they illustrate emerging adults' view of adulthood as comprised of a) accepting responsibility for oneself, b) making independent decisions, and c) becoming financially independent. Further, street-involved youth experience and practice emerging adulthood, and then adulthood, unusually early and under unusual conditions. By examining this developmental process, the book makes a valuable contribution to research on the causes and consequences of the early onset of adulthood, the experience of instability in emerging adulthood, and the importance of social institutions' presence or absence during this period of life.

This book addresses the ongoing scientific debates regarding video games and their effects on players. The book features opposing perspectives and offers point and counterpoint exchanges in which researchers on both sides of a specific topic make their best case for their findings and analysis. Chapters cover both positive and negative effects of video games on players' behavior and cognition, from contributing to violence and alienation to promoting therapeutic outcomes for types of cognitive dysfunction. The contrasting viewpoints model presents respectful scientific debate, encourages open dialogue, and allows readers to come to informed conclusions. Key questions addressed include: * Do violent video games promote violence? * Does video game addiction exist? * Should parents limit children's use of interactive media? * Do action video games promote visual attention? * Does sexist content in video games promote misogyny in real life? * Can video games slow the progress of dementia? * Are video games socially isolating? Video Game Influences on Aggression, Cognition, and Attention is a must-have resource for researchers, clinicians and professionals as well as graduate students in developmental psychology, social work, educational policy and politics, criminology/criminal justice, child and school psychology, sociology, media law, and other related disciplines.

This book intends to translate into theoretical, methodological and practical language the principles of dialogical psychology. Throughout the 19th and 20th centuries, theoretical models in psychology have approached human mind and behavior from a monological point of view, a generalizing perspective which ignored the core role of social transactions in the construction of the person and sought to explain psychological functioning only looking inside individuals' minds and brains, or in mechanist sets of reinforcement contingencies. However, for the last 40 years, critical perspectives within the fields of psychological and sociological theoretical thinking have produced an important epistemological shift towards a new dialogical paradigm within the behavioral and social sciences. The contributions in this volume intend to present both the theoretical framework and possible applications of dialogical psychology in different fields of research and practice, such as: Developmental psychology School and educational psychology Social and personality psychology Education Social work Anthropology Art Psychology as a Dialogical Science - Self and Culture Mutual Development will be an invaluable resource to both researchers and practitioners working in the different areas involved in the study and promotion of healthy human development by providing an alternative scientific framework to help overcome the traditional, reductionist, monological explanations of psychological phenomena.

The first volume of its kind, this provocative book evaluates the construct of cultural competence from multiple perspectives. At the intersection of diverse disciplines and domains, contributors argue for greater clarity in understanding the cultural competence construct, a deeper level of analysis as to its multifaceted components, and call for concrete practical objectives and science-based means of measurement. Serious, nuanced discussion addresses challenges, strengths, and limitations of current cultural competence practice in terms of sociocultural concepts (e.g., race, ethnicity) and practical concepts (e.g., sensitivity in the therapeutic relationship, treatment efficacy). In addition, contributors identify future directions for research, training, and practice with the potential to spur the further evolution of this clinically important construct. This timely book: Critiques the cultural competence construct and its evaluation as it is currently disseminated within applied psychology. Compares and contrasts how cultural competence is defined within clinical, school, and counseling psychology. Analyzes difficulties and challenges in understanding the cultural competence construct as evaluated through the lens of closely related fields outside of applied psychology. Spotlights complexities in cultural competence issues pertaining to specific populations. Sets out implications for education and training, offering a detailed outline for an ideal college course in cultural competence With this level of reasoning and rigor, Cultural Competence in Applied Psychology is sure to stimulate long-overdue dialogue and debate among professionals across a wide variety of fields, such as clinical psychology, social work, child and social psychology, psychotherapy, school psychology, and counseling.

This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today's populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.

"There is so much that we can learn from the client/counsellor relationship that would help us understand what it is to be a child in a world full of adults and so enrich our parent/child relationships and all our child/adult relationships. Most importantly the counsellor can provide what was unavailable in early relationships. Key words in the relationship with the counsellor are: trust, closeness, intimacy, flexibility, encouragement, warmth, safety, mutuality, caring, compassion, kindness. These are words parents can incorporate into their relationships with their children as well." Jane Teverson expertly explains how counselling theory can be used by parents throughout the child's life, from infancy to adolescence, and makes a case for compassionate parenting. With helpful summaries at the end of each chapter and an accessible writing style, this book has a wide appeal. With real, usable advice and examples for parents, Born Beautiful is an essential addition to any parent's library.

This book synthesizes the most current evidence-based research and practices on prevention, assessment, intervention, and treatment of pediatric intellectual developmental disabilities. It provides a broad empirical framework for innovative practices and discusses their possible impact on children's future development, ability to learn, social skills, and quality of life. The book highlights important findings in cognitive and behavioral development for children with such disorders as 22q13 Deletion syndrome (i.e., Phelan McDermid syndrome), Prader-Willi syndrome, Williams syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome) - children often considered untestable, unteachable, and unknowable. In addition, the book includes case studies that emphasize a team approach with physicians, families, school psychologists, and teachers for providing quality research-based psychological, educational, and mental health services. Topics featured in this book include: Up-to-date findings on the causes and symptoms of intellectual disability disorders. Common medical treatments for children with intellectual disabilities. Therapeutic interventions for children with intellectual disabilities. Psychoeducational assessment practices for children requiring special education assistance. Future directions to support people with intellectual disabilities. Pediatric Intellectual Disabilities at School is a must-have resource for researchers, graduate students, and other professionals in child and school psychology, psychiatry, social work, special and general education, public health, and counseling.

This unique collection of 12 research projects carried out by experienced practitioners in the play sector in the UK and USA puts forward a range of perspectives on children's play and adults' relationships with it. Drawing on a diverse range of research methodologies, the studies consider adults' memories of play; the co-production of spaces where children can play (in adventure playgrounds, out of school clubs, children's zoos, children's museums and public space); therapeutic approaches to playwork; playwork and wellbeing; supporting the play of severely disabled children and young people; play and contemporary art practice; and children's use of technology in a playground. Offering a fresh look beyond the dominant singular voice of developmental psychology, this book is essential reading for anyone studying or working with children at play.

Throughout distressing cultural battles and disputes over child care, each side claims to have the best interests of children at heart. While developmental scientists have concrete evidence for this debate, their message is often lost or muddied by the media. To demonstrate why this problem matters, this book examines the extensive media coverage of the NICHD Study of Early Child Care and Youth Development - a long-running government-funded study that provides the most comprehensive look at the effects of early child care on American children. Analyses of newspaper articles and interviews with scientists and journalists reveal what happens to science in the public sphere and how children's issues can be used to question parents' choices. By shining light on these issues, the authors bring clarity to the enduring child care wars while providing recommendations for how scientists and the media can talk to - rather than past - each other.

A leading expert in childhood development makes the case for why self-directed learning -- "unschooling" -- is the best way to get kids to learn.

In Free to Learn, developmental psychologist Peter Gray argues that in order to foster children who will thrive in today's constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, he demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient.

A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it's time to stop asking what's wrong with our children, and start asking what's wrong with the system. It shows how we can act-both as parents and as members of society-to improve children's lives and to promote their happiness and learning.

Adherence and Self-Management in Pediatric Populations addresses the contemporary theories, evidence-based assessments, and intervention approaches for common pediatric chronic illnesses. An introductory chapter summarizes the state of the field and provides a general foundation in adherence and self-management. Subsequent chapters focus on specific diseases, ensuring that the scope of knowledge contained therein is current and thorough, especially as the assessments and interventions can be specific to each disease. Case examples are included within each chapter to illustrate the application of these approaches. The book ends with an emerging areas chapter to illuminate the future of adherence science and clinical work. This book will be extremely helpful to professionals beginning to treat youth with suboptimal adherence or for those who conduct adherence research. Experts in the field will benefit from the synthesized literature to aid in clinical decision-making and advancing adherence science.

Technology and Adolescent Health: In Schools and Beyond discusses how today's adolescents are digital natives, using technology at home and in school to access information, for entertainment, to socialize and do schoolwork. This book summarizes research on how technology use impacts adolescent mental health, sleep, physical activity and eating habits. In addition, it identifies monitoring and screening technology-based tools for use with adolescents.

The travel bible for parents of children with autism spectrum disorder and/or mood and distraction disorders, offering helpful tips to soothe any child's travel anxieties. Traveling with children is always challenging, but for parents of children with autism spectrum disorder and/or mood and attention and distraction disorders it can be especially intimidating. How should parents of children experiencing meltdowns deal with clueless and judgmental onlookers? What are the best methods to alleviate motion sickness when your child might already be on a cocktail of drugs? Traveling Different: Vacation Strategies for Parents of the Anxious, the Inflexible, and the Neurodiverse answers these and many other questions parents may have when traveling with their children. Dawn M. Barclay presents travel strategies and anecdotes from Certified Autism Travel ProfessionalsTM, parents of special needs children, associations and advocates, and mental health professionals, broken down by mode of transportation and type of venue. The heart of the book outlines suggested itineraries for spectrum families as well as venues--such as museums--that cater to the unique special interests that are characteristic of individuals with autism. Less common accommodations such as dude ranches and houseboats are also included, as are vacations involving sports that might not immediately be associated with ASD, such as diving, skiing, and golf. The book culminates with a resource guide of travel agents who specialize in special needs travel--as well as where to find other experts--and lists of organizations that advocate for special needs families. Noted mental health professionals offer advice throughout the book and organizations that support the needs of this community are profiled and included in the resources. Travel brings the world together and now, thanks to a growing focus on the needs of those with special needs, it is more accessible than ever before. This work is an essential part of that effort, a resource designed to make the cultural, educational, and bonding benefits of vacations available to all.

This volume takes an international and multidisciplinary approach to understanding students' academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students' academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students' educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.

Emotion in Posttraumatic Stress Disorder provides an up-to-date review of the empirical research on the relevance of emotions, such as fear, anxiety, shame, guilt, and disgust to posttraumatic stress disorder (PTSD). It also covers emerging research on the psychophysiology and neurobiological underpinnings of emotion in PTSD, as well as the role of emotion in the behavioral, cognitive, and affective difficulties experienced by individuals with PTSD. It concludes with a review of evidence-based treatment approaches for PTSD and their ability to mitigate emotion dysfunction in PTSD, including prolonged exposure, cognitive processing therapy, and acceptance-based behavioral therapy.

This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe's "migration crisis", radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to normal cognitive systems, but instead arise from developmental processes that operate under atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur. Computer and robotic models provide concrete tools for investigating the processes and mechanisms involved in learning and development. Volume 2 illustrates the principles of 'Neuroconstructivist' development, with contributions from 9 different labs across the world. Each of the contributions illustrates how models play a central role in understanding development. The models presented include standard connectionist neural network models as well as multi-agent models. Also included are robotic models emphasizing the need to take embodiment and brain-system interactions seriously. A model of Autism and one of Specific Language Impairment also illustrate how atypical development can be understood in terms of the typical processes of development but operating under restricted conditions. This volume complements Volume 1 by providing concrete examples of how the 'Neuroconstructivist' principles can be grounded within a diverse range of domains, thereby shaping the research agenda in those domains.