-In new edition: multicultural approach integrated throughout text allows instructors to incorporate information along the way instead of tacking on a diversity unit or supplementing with extra reading. -In new edition: incorporates latest DSM and federal standards. -A comprehensive approach makes this text useful across disciplines, including school psychology, child clinical psychology, special education, counselling psychology, child psychiatry, and social work. -Well known book in the field that is already widely used in assessment courses

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky's and Feuerstein's theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein's theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel's dynamic assessment instruments developed during more than four decades. Tzuriel's novel instruments are interwoven in the extensive research on parent-child interactions, siblings' , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.

This book provides a very readable introduction to how children acquire and use language. It is aimed at advanced students of psychology, language, and education. Focusing on research evidence and everyday examples, it covers a broad range of topics and assumes no prior knowledge of either developmental psychology or linguistics. The emphasis of The Language of Children is on explaining psychological (cognitive, biological, and social) variables in language. The development of human language use is first related to the development of signaling in other species and to the early interaction between the infant and his or her mother (or other caregiver). The author then goes on to relate the child's language development to broader cognitive development, and considers the influence of schooling and social experience.

Historically, there has been little integration of theoretical or applied research on addiction treatment and parenting intervention development. Rather, the fields of addiction and developmental research have progressed on largely separate trajectories, even though their focus powerfully and often tragically intersects each time a parent is diagnosed with a substance use disorder. Parenting and Substance Abuse is the first book to report on pioneering efforts to move the treatment of substance-abusing parents forward by embracing their roles and experiences as mothers and fathers directly and continually across the course of treatment. The chapters in this volume represent important new strides among researchers and clinicians to address and close the increasingly recognizable gap between addiction and developmental science. Chapters focus on current, state-of-the-art treatment models for parents, primarily pregnant and parenting women, including descriptions of innovative treatments currently being developed and evaluated that focus on parental addiction and the parent-child relationship within a developmental framework. Part I covers the theoretical understandings of how addiction impacts the developmental processes of parenting. Part II discusses risk assessment, evaluation, and a variety of interventions and therapies. This unique volume will be of importance to clinicians, researchers, students, and trainees in the health professions who develop, implement, and evaluate interventions for parental addiction, including in well-baby clinics, primary care settings, pediatric clinics, and residential and outpatient drug treatment programs.

This book combines empirical support, clinical acumen, and practical recommendations in a comprehensive manner to examine creative augmentations to the robust cognitive behavioral therapy (CBT) model. It discusses augmentations that are supported by research and practice and are also clinical-friendly tools. Each chapter briefly summarizes research findings, offers parsimonious explanations of theoretical concepts and principles, presents vivid descriptions of therapeutic procedures, and describes rich case illustrations. The book addresses the use of humor in CBT with youth, playful applications of CBT, applications of improvisational theatre in CBT and integrating superheroes into CBT. Key areas of coverage include: Building stronger, more flexible, and enduring alliances with children and adolescents to improve treatment retention and impact. Using humor and irreverent communication in dialectical behavior therapy (DBT) to enhance outcomes with adolescents. Developing rapport between medical and psychosocial team members to alleviate stress during pediatric medical procedures and as an adjunct to therapeutic interventions. Cognitive behavioral play therapy (CBPT) with young children. Family-focused CBT for pediatric OCD (obsessive-compulsive disorder). Cognitive Behavioral Psychodrama Group Therapy (CBPGT) with youth. This unique and compelling volume is an authoritative resource for researchers, professors, clinicians, therapists and other professionals as well as graduate students in developmental psychology, pediatrics, social work, child and adolescent psychiatry, and nursing.

The history of attempts to raise the intelligence of mentally retarded individuals is wrought with controversy. Spanning the years from 1800 to the present, this book offers a critical review of the methods and philosophy behind these efforts. A fascinating contribution to the long-standing debate on the malleability of intelligence and the influence of heredity and environment.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

This open access book brings together current childhood research and contemporary ethical theory to draw attention to how children depend upon a scope of action for risky play for their mental and physical development. In many countries, the opportunities for children to play away from adults' close attention have decreased. At both school and home, protection and avoidance of harm take increasing priority. This book draws a distinction between do-good ethics and avoid-harm ethics to highlight ethical tensions and dilemmas encountered by professionals who work with children, and suggests better ways to balance these ethical dimensions in approaching risky play.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.

First published in 1985. The event model presented in this study, attempts a framework for integrating psychoanalytic and Piagetian psychologies centered in the notion that development occurs by the differentiation of self and nonself. Its aim is to understand phenomena conceptualized in psychoanalytic terms in a model based on this Piagetian perspective, or, in other words, to provide an object-relational model for the development of psychic structure analytic and Piagetian psychologies centered in the notion that development occurs by the differentiation of self and nonself.

-The ground-breaking original volume offered the first systematic analysis of culturally informed developmental pathways, utilizing ethnographic reports and quantitative and qualitative analysis. -Classic edition includes a new introduction by Keller, recording how she has further developed her conceptual framework. -Covers key topics including infant psychobiology, parenting systems, models of independence and interdependence, self-regulation, theory of mind, and a longitudinal analysis of three cultural environments. -Heidi Keller is a leading figure in the field and recipient of the SRCD Award for Distinguished Contributions to Understanding International, Cultural, and Contextual Diversity in Child Development in 2019.

Whether members of the family are headed to school or work, smartphones accompany family members throughout the day. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and the key institutions in their lives. While parents may feel empowered by their ability to provide their children assistance with a click on their smartphone, they may also feel pressured and overwhelmed by this need to always be on call for their children. This book focuses on the phenomenon of transcendent parenting, where parents actively use technology to go beyond traditional, physical practices of parenting. In drawing on the experiences of intensely digitally-connected families in Singapore to tell a global story, Sun Sun Lim argues how transcendent parenting can embody and convey, intentionally or not, the parenting priorities in these households. Chapters outline how parents exploit mobile connectivity to transcend the physical distance between themselves and their children, the online and offline social interaction environments, and the timelessness of seemingly ceaseless parenting. Transcendent Parenting further explores how mobile communication allows parents to be more involved than ever in their children's lives, leaving readers to question whether or not parents have become too involved as a result. With its clear discussions of the effects of transcendent parenting on parents' wellbeing and children's personal development, Transcendent Parenting will appeal to a broad audience of readers, from scholars, educators and policy makers to parents and young people across the globe.

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

A remarkable achievement. Ammaniti and Stern have brought together an outstanding group of thinkers who address the problem of representation and psychoanalysis with depth and originality. Individually, each chapter is a joy to read. Collectively, the book is an essential addition to our thinking about the parameters of subjectivity and their role in the therapeutic process."
--Alicia F. Lieberman, Professor of Psychology, Univeristy of California San Francisco at San Francisco General Hospital and author of "The Emotional Life of the Toddler"

"Representations and Narratives" provides an innovative approach to understanding the internal world of infants and children. The creativity tht is needed to develop such an understanding is contained in thi an understanding is contained in this new and exciting edited volume. The two editors, from different backgrounds and cultures, have brought together a similarly diverse group of contributors who draw on their differences to develop important new integrations of psychoanalytic and developmental approaches to understanding psychic reality in early development. This volume moves this field an important step forward in creative and innovative thinking in this area."
--Joy D. Orlofsky, President, The World Association for Infant Mental Health and Editor, "Infant Mental Health Journal"

The concepts of representation and narratives have played a key role in the development of psychoanalysis, clinical research and theoretical speculation. This work carefully analyze the growth of representation and narratives in the history and practice of psychoanalysis.

Found in the early writings of Freud, the term representation identifies the process of internalization; the building of an internal mental world, separate from external reality, which allows us to give meaning to our own experiences. Also found in Freud's early works, the concept of narration as the idea that personal experience might assume the character of a narrative construction provided the impetus for the war between Freudian metapsychology and American psychoanalysts in the 1970's.

This significant addition to the Psychoanalytic Crosscurrents series explores the close and necessary relationship between the two theories and illustrate how they have developed the language of therapy and affected the practice of both psychoanalysis and developmental psychology.

The Neuroscience of Autism provides a comprehensive accounting of autism spectrum disorders by integrating scientific findings from behavioral, cognitive and neurobiological research. The book begins by defining autism, identifying characteristics and prevalence, exploring its history, and then moving on to the cognitive and social bases of behavioral symptoms, the brain bases of behavioral and cognitive symptoms, and finally, intervention practices. It examines theoretical models such as weak central coherence, enhanced perceptual functioning, and the extreme male brain hypothesis. Finally, the book addresses the increased attention on the brain connectivity model of autism, looking at the synchronization of brain activity across different brain areas, the causal influence of a brain region on another, and white matter cable connections in the brain.