Based on decades of established research findings in cognitive and developmental psychology, this volume explores and integrates the leading scientific advances into infancy and brain-memory linkages as well as autobiographical and strategic memory. In addition, given that the predominantly classic research on memory development has recently been complemented by more cutting-edge applied research (e.g., eyewitness memory, memory development in educational contexts) in recent years, this volume also provides in-depth and up-to-date coverage of these emerging areas of study.

This serial publication continues to review life-span research and theory in the behavioral and social sciences, particularly work done by psychologists and sociologists conducting programmatic research on current problems and refining theoretical positions. Each volume introduces excellent peer-reviewed empirical research into the field of life-span development while presenting interdisciplinary viewpoints on the topic. Often challenging accepted theories, this series is of great interest to developmental, personality, and social psychologists.

As the oldest statewide program serving autistic people in the United States, North Carolina's Division TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) has had a major impact on ser vices for these people and their families. As we move into our second decade, we are frequently questioned about all aspects of our procedures, techniques, and program. Of all the questions that are asked, however, the one that comes up most frequently and seems to set our program apart from others concerns the ways in which we work with families. To help answer this question we identified what we have found to be the major components in our parent-professional relationships, and we elaborate on these with the most current research informa tion, clinical insights, and community knowledge available through the expertise of our distinguished contributors. Our purpose was to collect the most recent information and to organize the resulting volume along the outlines of the par ent-professional relationship found most important in the TEACCH program. Thus, the four main sections of the book include these four major ways profes sionals work with parents: as their advocates, their trainers, their trainees, and their reciprocal emotional support source. To the extent this effort was success ful, we acknowledge that it is easier to organize book chapters along these dimensions than it is to provide their implementation in the field."

With a government plagued by systemic ills and deep ideological divides, democracy, as we know it, is in jeopardy. Yet, ironically, voter apathy remains prevalent and evidence suggests standard civic education has done little to instill a sense of civic duty in the American public. While some are waiting for change to come from within, trying to influence already polarized voters, or counting down the days until the "next election," leading child and adolescent development experts Daniel Hart and James Youniss are looking to another solution: America's youth. In Renewing Democracy in Young America, Hart and Youniss examine the widening generation gap, the concentration of wealth in pockets of the US, and the polarized political climate, and they arrive at a compelling solution to some of the most hotly contested issues of our time. The future of democracy depends on the American people seeing citizenship as a long-term psychological identity, and thus it is critical that youth have the opportunity to act as citizens during the time of their identity formation. Proposing that 16- and 17-year-olds be able to vote in municipal elections and suggesting that schools create science-based, community-oriented environmental engagement programs, the authors expound that by engaging youth through direct citizen-participatory experiences, we can successfully create active and committed citizens. Political scientists, media commentators, and citizens alike agree that democratic processes are broken across the nation, but we cannot stop at simply showing that our political system is dysfunctional. Refreshingly lucid and unabashedly hopeful, Renewing Democracy in Young America is an impeccably timed call to action.

A presentation of current work that systematically explores and articulates the nature, origin and development of reasoning, this volume's primary aim is to describe and examine contemporary theory and research findings on the topic of deductive reasoning. Many contributors believe concepts such as "structure," "competence," and "mental logic" are necessary features for a complete understanding of reasoning. As the book emanates from a Jean Piaget Symposium, his theory of intellectual development as the standard contemporary treatment of deductive reasoning is used as the context in which the contributors elaborate on their own perceptions.

Leading experts review the research on resilience and represent the diverse perspectives and opinions found among both scientists and practitioners in the field. Although the chapters are written to the standards expected by researchers, they are equally useful for program developers and others in applied fields seeking science-based information on the topic. This book is a unique resource in keeping with the growing interest in resilience both in research and interventions.

Compiled from papers presented at the Rochester Symposium on Developmental Psychopathology, this is the first book of its kind devoted to disseminating theory and research in the field of psychopathology. Contributions to this text are unified by their incorporation of developmental principles into the study of various types of emotional disorders in children and adults. Also emphasized in this book is the importance of bridging the dichotomy between scientific research and the application of this knowledge to clinical populations. Designed as both a required and supplementary text for advanced undergraduate and graduate courses in developmental psychopathology, abnormal, clinical, and health psychology as well as neuroscience. Also insightful for psychiatric and pediatric residents, nurses, and social workers.

Despite all our highly publicized efforts to improve our schools, the United States is still falling behind. We recently ranked 15th in the world in reading, math, and science. Clearly, more needs to be done. In The Learning Brain, Torkel Klingberg urges us to use the insights of neuroscience to improve the education of our children. The key to improving education lies in understanding how the brain works: that is where learning takes place, after all. The book focuses in particular on "working memory"--our ability to concentrate and to keep relevant information in our head while ignoring distractions (a topic the author covered in The Overflowing Brain). Research shows enormous variation in working memory among children, with some ten-year-olds performing at the level of a fourteen-year old, others at that of a six-year old. More important, children with high working memory have better math and reading skills, while children with poor working memory consistently underperform. Interestingly, teachers tend to perceive children with poor working memory as dreamy or unfocused, not recognizing that these children have a memory problem. But what can we do for these children? For one, we can train working memory. The Learning Brain provides a variety of different techniques and scientific insights that may just teach us how to improve our children's working memory. Klingberg also discusses how stress can impair working memory (skydivers tested just before a jump showed a 30% drop in working memory) and how aerobic exercise can actually modify the brain's nerve cells and improve classroom performance. Torkel Klingberg is one of the world's leading cognitive neuroscientists, but in this book he wears his erudition lightly, writing with simplicity and good humor as he shows us how to give our children the best chance to learn and grow.

This book unites an interdisciplinary body of experts in child development whose research and ideas challenge existing theories and conventional clinical practice in a variety of domains of early child development. This unique volume fills a gap in existing developmental research and offers applications for clinical practice to professionals, students, and researchers in developmental, social, and educational psychology.

Hope has long been a topic of interest for psychologists, philosophers, educators, and physicians. In the past few decades, researchers from various disciplines and from around the world have studied how hope relates to superior academic performance, improved outcomes in the workplace, and improved psychological and physical health in individuals of all ages. Edited by Matthew W. Gallagher and the late Shane J. Lopez, The Oxford Handbook of Hope provides readers with a thorough and comprehensive update on the past 25 years of hope research while simultaneously providing an outline of what leading hope researchers believe the future of this line of research to be. In this extraordinary volume, Gallagher, Lopez, and their expert team of contributors discuss such topics as how best to define hope, how hope is distinguished from related philosophical and psychological constructs, what the current best practices are for measuring and quantifying hope, interventions and strategies for promoting hope across a variety of settings, the impact it has on physical and mental health, and the ways in which hope promotes positive functioning. Throughout its pages, these experts review what is currently known about hope and identify the topics and questions that will help guide the next decade of research ahead.

Interaction in Human Development unites theoretical essays and empirical accounts bearing directly on the nature of interactions as a principal factor and organizing feature in human mental and social development. The papers discuss all areas of interaction including genetic, environmental, life-span, interpersonal, and cultural. Ideal as a text for students and as a reference for professionals in personality, developmental, educational, and environmental psychology, psychotherapy, behavioral medicine, and language.

Experts representing practitioners, researchers, advocates, and triad members, explore the similarities and differences between adoptees placed as infants and as older children. The book promotes better integration of theory, practice, policy, and research in working with clients who are members of the adoption triad: adoptees, birth parents, and adoptive families. For the first time, the separate practice areas are bridged, pointing out the significant overlap between the two populations and the similar interventions that can be used when working with adoptees regardless of their age at placement.

Developed as a resource text for practitioners, researchers, students, and adoptive triad members, the first chapter provides an overview of the clinical and practice issues. Next the work presents issues surrounding infertility, and explores identity development with a following chapter on search and reunion issues. The fifth chapter discusses adoption support, both historically and with current developments and issues. The work then examines ethics and offers a model for ethical adoption practice. The final chapter explores treatment issues from a family systems perspective.

The first book to gather studies on siblings from diverse areas of research, Sibling Relationships across the Life Span examines the course of the sibling relationship from childhood to the end of life. Author Victor Cicirelli outlines the factors that influence the sibling relationship, considering the sibling dyad alone, as well as in relation to a larger kinship. He provides information gleaned from studies of stepsiblings wherever possible. Chapter highlights include a broad framework for viewing sibling research, including the kin rather than the family network, the total life span rather than segments of it, and the development and aging of relationships; new insights into sibling interactions through the study of a family with nine adult siblings, their spouses, and their elderly parents and an integration of research on siblings in the first part of the life span (childhood and adolescence) with that on the latter part (adulthood and old age). This comprehensive volume also encompasses a discussion of methodological problems confronting the sibling researcher; cross-cultural evidence for the universality of the sibling relationship; sibling-helping relationships; and special aspects of sibling relationships, including chronic illness and disabilities, conflict, violence and abuse, incest and sexual abuse, death, and sibling therapy.

The concepts presented in this volume were described and discussed at international conferences organized by the authors in Nice (1982), Munich (1984) and Amsterdam (1985).

First published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

In this book Jan D. Sinnott synthesizes her 20 years of research on lifespan cognitive development to describe the growth of complex (or postformal') thought in adults. She shows specifically how adults improve mentally over a lifetime and learn to think in more complex and wiser ways. Applications of postformal thought are demonstrated in such diverse areas as - family relations - adult education - personal identity - and spirituality. Chapters examine relations between postformal thought and pertinent variables such as age, health, memory, and vocabulary. Other sections deal with issues in humanistic psychology such as - guided imagery - mind - body medicine - and creative intentionality.

This book explores how children engage with sex and sexuality. Building on a conceptual and legal grounding in sexuality studies and the new sociology of childhood, the authors debate the age of consent, teenage pregnany, sexual diversity, sexualisation, sex education and sexual literacy, paedophilia, and sex in the digital age. Whilst Moore and Reynolds recognise the necessity of child protection and safeguarding in the context of risk, danger and harm, they also argue that where these stifle children's sexual knowledge, understanding, expression and experience, they contribute to a climate of fear, ignorance and bad experiences or harms. What is necessary is to balance safeguarding with enabling, and encourage judicious understandings that advance from a rigid developmental model to one that recognises pleasure and excitement in children's nascent sexual lives. Exploring that balance through their chosen issues, they seek to encourage changed thinking in professional, personal and academic contexts, and speculate that children might teach adults something about the way they think about sex. Childhood and Sexuality will be of interest to students, scholars and professionals across a range of subjects and disciplines including sociology, social work, criminology, and youth studies.

This book examines the intermediate level of mental health services with a focus on partial hospitalization program (PHP) and intensive outpatient program (IOP) models of care for youth. It reviews the history of PHPs and IOPs and highlights their current care models, demonstrating the increase in the development and implementation of evidence-based treatment (EBT) practices. The book explores issues relating to program development, implementation, and considerations for sustainability. It provides interventions designed to enhance the well-being of youth who are experiencing a range of mental health concerns as well as strategies to engage and involve their families. In addition, the book offers feasible strategies for measuring outcomes and applying these results to meaningful clinical evaluations in PHP and IOP settings. It describes the process of accessing and using these intermediate services as well as additional treatment resources that may be necessary in the continuum of mental health care for youth. Key areas of coverage include: The history and purpose of mental health care and the role of day treatment programs for youth. Working with program administration and other stakeholders, identifying a patient population, and engaging community and referral sources. The importance of family involvement, coordination of care, and simultaneously addressing the transactional relationship between physical and mental health. Transitioning youth from pediatric mental health services into the adult mental health system. Working with a diverse patient population in intermediate treatment programs. Providing practical information for families and practitioners navigating the pediatric mental health continuum of care. The Handbook of Evidence-Based Day Treatment Programs for Children and Adolescents is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, course instructors, and other professionals in child and adolescent psychiatry, clinical child and school psychology, social work, counseling, public health, family studies, developmental psychology, pediatrics, and all related disciplines.

The book explores a number of debates about young children and multimedia, with particular reference to video games. It places issues of gender centrally in relation to game play and develops a relational approach to game play using an account of affect. The book places games in a global context and argues that we should not think of the economic relations as somehow remote from what happens in the micro relations of playing. It moves towards a relational approach to subjectivity and explores central issues of violence and parental regulation.

This book provides a comprehensive, in-depth and practical approach towards an understanding of the multitude challenges of adolescence in India. Going beyond the traditional 'storm, stress and strain' view of adolescents, it focuses on the strengths of adolescents and highlights a community approach towards an understanding of adolescents. The book is divided into three sections. Section 1 introduces the concept of adolescence in the Indian context, discusses the identity development and peer relations in adolescents. Section 2 deliberates on issues and challenges such as depression, suicide, violence, substance use and behavioural addiction, keeping in mind the Indian socio-cultural context. It also highlights concerns of adolescents related to disabilities. Section 3 provides various prevention and intervention measures including both individual-based and group-based interventions to deal with these challenges, thereby facilitating the journey of adolescents. It helps the reader to focus on the positive development of the adolescents. The book is useful for students in psychology, education, counselling, mental health and development. It is also a great resource book for professionals working in the field of health in general and mental health in particular.

Comprised of papers written by members of the Social Science Research Council Subcommittee on Child Development in Life-Span Perspective, this book provides a representation of the current status of the relation between child development and the life- span. It suggests the possible synthesis of these two fields from both conceptual and empirical evidence. Theories and methods concerning the social, psychological, and anatomical influences on children's cognitive development through adolescence are highlighted.

First published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

This is a valuable introduction to using children's H-F-Ds as projective measures in varied settings. Principles of interpretation as well as general and specific indicators are illustrated in 85 drawings. It describes in detail the projective use of children's H-F-Ds to evaluate personality, relationships (particularly in the family), group values, and attitudes.

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The story of human evolution has been told hundreds of times, each time with a focus that seems most informative of the teller. No matter how it is told the primary characters are rarely mothers and infants. Darwin argued survival, but today we know that reproduction is what evolution is all about. Centering on this, Trevathan focuses on birth, which gives the study of human evolution a crucial new dimension. Unique among mammals, humans are bipedal. The evolution of bipedalism required fundamental changes in the pelvis and resulted in a narrow birth canal. Humans are also large-brained animals, which means that birth is much more challenging for our species than for most other animals. The result of this mismatch of large head and narrow pelvis is that women are highly dependent on assistance at birth and their babies are born in an unusually undeveloped state when the brain is still small. "Human Birth" discusses how the birth process has evolved and ways in which human birth differs from birth in all other mammals. "Human Birth" is also concerned with mother-infant interaction immediately after birth. While working as a midwife trainee, Trevathan carefully documented the births of more than one hundred women and recorded maternal and infant behaviors during the first hour after birth. She suggests ways in which the interactions served not only to enhance mother-infant bonding, but also to ensure survival in the evolutionary past. With clarity and compelling logic Trevathan argues that modern birth practices often fail to meet evolved needs of women and infants and suggests changes that could lead to better birth experiences. This paperback edition includes a new introduction by the author.