Primatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research. It has been 50 years since the first language experiments on chimpanzees. Robert Ingersoll was one of the researchers from 1975 to 1983. He is well known for being one of the main carers and best friend of the chimpanzee, Nim Chimpsky, but there were other chimpanzees in the University of Oklahoma's Institute for Primate Studies, including Washoe, Moja, Kelly, Booee, and Onan, who were taught sign language in the quest to discover whether language is learned or innate in humans. Antonina Anna Scarna's expertise in language acquisition and neuroscience offers a vehicle for critical evaluation of those studies. Ingersoll and Scarna investigate how this research failed to address the emotional needs of the animals. Research into trauma has made scientific advances since those studies. It is time to consider the research from a different perspective, examining the neglect and cruelty that was inflicted on those animals in the name of psychological science. This book re-examines those cases, addressing directly the suffering and traumatic experiences endured by the captive chimpanzees, in particular the female chimpanzee, Washoe, and her resultant inability to be a competent mother. The book discusses the unethical nature of the studies in the context of recent research on trauma and offers a specific and direct psychological message, proposing to finally close the door on the language side of these chimpanzee studies. This book is a novel and groundbreaking account. It will be of interest to lay readers and academics alike. Those working as research, experimental, and clinical psychologists will find this book of interest, as will psychotherapists, linguists, anthropologists, historians of science and primatologists, as well as those involved in primate sanctuary and conservation.

This book provides some common background in child development and assists the provider of child assessment services to determine appropriate procedures to answer questions and investigate specific problems. It is intended for graduate students in child clinical psychology and school psychology.

This book examines the modern pandemic of online child sexual exploitation (OCSE). It explores the prevalence, perpetration, impact, and victimization of as well as therapy for child sexual exploitation and its interaction with child sexual abuse. Chapters discuss OCSE from neuropsychological, epidemiological, neurological, behavioral, psychological, clinical, neurobiological and epigenetic perspectives. The volume also addresses the physical and mental impact of early exposure to pornography. The book serves as a resource on an issue that is proving exponentially complex as technology ceaselessly evolves at a faster rate than its consequences can be understood and addressed. Key areas of coverage include: Neuropsychological changes and dysfunctional coping mechanisms resulting from both online and offline child sexual abuse. The psychological, emotional, and physical impacts (e.g., depression, anxiety, PTSD, and self-harm) of child sexual abuse. Prevention and early intervention strategies, including scalable technological responses. Developing a public health approach to preventing and addressing online child abuse and exploitation. Porn culture and its impact on children, adolescents, and emerging adults. The neurobiology and epigenetic impact of trauma. This book is a must-have resource for researchers, clinicians, and graduate students in child and school psychology, public health, social work as well as interrelated disciplines, including neuropsychology, neurobiology, sociology, anthropology, and educational policy and politics.

According to a professional association of 67,000 pediatricians, "the lifelong success of children is based on their ability to be creative and to apply the lessons learned from playing." But play-including physical activity, the arts, and even free play-is being eliminated in our society and schools and despite huge financial investment these education policies have not improved learning. In Let the Children Play, the authors, both fathers of school-age children, tell how switching countries - Pasi Sahlberg brought his Finnish family to the United States, while William Doyle brought his American family to Finland - shocked them into writing this book. With research breakthroughs and case histories from Finland, China, Singapore, Scotland, New York, Texas, and around the world, the authors reveal how intellectual and physical play is the ultimate engine of transforming education - the key to giving our children the well-being, happiness, and skills they need to thrive in the 21st century, including curiosity, creativity, teamwork, problem-solving, communication, and empathy. Written for parents, educators, and policymakers, this book reveals a striking vision of an inspiring future of our children's education-and how to make it happen.

This volume provides an overview of the research describing the effects of child maltreatment on mental health, cognitive and social-emotional development. It offers descriptions of selected empirically based treatments (EBTs) written by scholars associated with its development, training, or research on its effectiveness. Each contributor presents the theoretical foundation of the EBT and evidence of its efficacy, describes the treatment process and illustrates this process with a case study of its use with a maltreated child, and discusses possible limitations. Following the chapters describing the interventions, the editors address key issues of the dissemination and implementation of these EBTs. They describe the strategies the selected interventions have used to ensure treatment fidelity in training and dissemination from the perspective of implementation science's core components of implementation. The challenges of implementing EBTs, and the difficulty of fitting protocol to the reality of clinical practice in community mental health settings are also discussed. This volume offers a central source of information for students and practitioners who are seeking effective interventions to address problems associated with child maltreatment.

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.

Childhood, Identity and Masculinity: The Boarding School Boys examines the lives of ten Iranian men who were sent to boarding schools in England during the 1960s and 1970s. Their stories, situated at the intersection of Eastern and Western cultural values, signify their passage to manhood, and highlight the meaning of masculinity then and now. The reflective narratives explore issues of physical and emotional abuse received from administrators and peers, as well as the "man up" motto that pressured them to persevere in the spirit of meeting expectations and becoming a man. Narrated within the context of the traditional role of men in both Iranian and British societies, the book highlights key themes of trauma, survival and resistance, power and privilege, and their impact on the men over their lifespan. The volume offers rich insight into understanding the developmental challenges that adolescent boys face as they attempt to deal with the trauma of separation from their parents, while conforming to strict rules and regulations of boarding school education, and societal expectations of them. The volume will be of interest to scholars of developmental psychology, childhood trauma, education, cultural psychology, men’s studies, and gender. Individuals and parents interested in, and considering boarding school education will also find the narratives informative and educational.

This work presents a new theory of personality development for males, one that emphasizes gender differences in biological maturation and in socialization practices that pressure boys to become emotionally independent too soon. Stevens and Gardner believe that in extreme cases males grow up harboring a primitive, unconscious dread of being abandoned that prevents them from handling separation experiences successfully. As women become more assertive in relationships, there are more female-terminated relationships, especially divorces. As psychologists, Stevens and Gardner noticed that rejected husbands were often more at risk than their estranged wives because most men are victims of the traditional socialization techniques that deny them easy access to emotional expression and support groups. Drawing from a range of disciplines, including sociology, primatology, anthropology, and psychology, the authors draw portraits of common male personality types, many of which are ill-equipped for self-fulfilling independent adult life.

Although most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in different countries. The book also provides a snapshot of international practices in a set of 35 country-specific "vignettes", providing a benchmark for future developments but also calling attention to the work of key practitioners and thinkers in each of the countries investigated. This book will be essential reading for practitioners working with children with language impairments, those commissioning services and policy in the field and students of speech and language therapy.

Are humans unique in having self-reflective consciousness? Or can precursors to this central form of human consciousness be found in non-human species? The Missing Link in Cognition brings together a diverse group of researchers who have been investigating this question from a variety of perspectives, including the extent to which non-human primates, and, indeed, young children, have consciousness, a sense of self, thought process, metacognitions, and representations. Some of the participants--Kitcher, Higgins, Nelson, and Tulving--argue that these types of cognitive abilities are uniquely human, whereas others--Call, Hampton, Kinsbourne, Menzel, Metcalfe, Schwartz, Smith, and Terrace--are convinced that at least the precursors to self-reflective consciousness exist in non-human primates.
Their debate focuses primarily on the underpinnings of consciousness. Some of the participants believe that consciousness depends on representational thought and on the mental manipulation of such representations. Is representational thought enough to ensure consciousness, or does one need more? If one needs more, exactly what is needed? Is reflection upon the representations, that is, metacognition, the link? Does a realization of the contingencies, that is, "knowing that," in Gilbert Ryle's terminology, ensure that a person or an animal is conscious? Is true episodic memory needed for consciousness, and if so, do any animals have it? Is it possible to have episodic memory or, indeed, any self-reflective processing, without language?
Other participants believe that consciousness is inextricably intertwined with a sense of self or self-awareness. From where does this sense of self or self-awareness arise? Some of the participants believe that it develops only through the use of language and the narrative form. If it does develop in this way, what about claims of a sense of self or self-awareness in non-human animals? Others believe that the autobiographical record implied by episodic memory is fundamental. To what extent must non-human animals have the linguistic, metacognitive, and/or representational abilities to develop a sense of self or self-awareness? These and other related concerns are crucial in this volume's lively debate over the nature of the missing cognitive link, and whether gorillas, chimps, or other species might be more like humans than many have supposed.

In Virtue Ethics for the Real World: Improving Character without Idealization, Howard J. Curzer argues that character ideals seduce virtue ethicists into counterintuitive claims, mislead and psychologically harm people seeking to improve their characters, and sometimes become tools for exploitation. Curzer offers a theory of Aristotelian virtue ethics that eschews idealization and that harmonizes with common sense. To explain the many dilemmas of ordinary life, he allows that different virtues sometimes enjoin incompatible actions and even enjoin actions that conflict with duty. Curzer defends the doctrine of the mean, arguing that idealized traits such as unilateral forgiveness, universal civility, unconditional commitments, and unlimited generosity are not virtues. He shows that the reciprocity of virtues doctrine depends upon idealization and rejects it. When undergirding his theory, Curzer wears several hats. He is a eudaimonist when grounding virtue, a constructivist when grounding value, and a perspectivist (a la Nietzsche) when grounding virtuous action. How can people improve without aiming at an ideal? Curzer offers an individualized approach to character improvement modeled on contemporary medicine. First, diagnose each person's character flaws. Then tailor treatment plans to each flaw. An important tool is a fine-grained table of the components of character, their failure modes, and corresponding therapies. Curzer provides the beginnings of such a table.

Examining the Psychological Foundations of Science and Morality is a progressive text that explores the relationship between psychology, science and morality, to address fundamental questions about the foundations of psychological research and its relevance for the development of these disciplines. Supported by original empirical evidence, the book analyses the relationship of folk psychology to rational knowledge, outlining an original theory that connects psychology and natural sciences through the mind which creates a psychological foundation for scientific knowledge and morality. It argues that science and religion have a common psychological core of subjective experience, which diversifies into knowledge, beliefs and morality. The book considers how subjective space and time are converted into physical space and time, and how subjective 'sense of causation' is shaped into physical causality and human communication. Further, it explores the mind as a complex system of contrasting realities, with the main function being existence attribution (EXON). The chapters delve into a range of topics including theoretical analysis of consciousness, the internal self, unexplainable phenomena, analysis of empirical research into causality, morality and the mind. The book will be of great interest to postgraduate and upper-level undergraduate students studying foundations of psychology, consciousness, philosophy of science, morality, as well as professionals who deal with influence on mass consciousness or are interested in the link between human psychology, scientific knowledge and morality.

The problems of children and adolescents are of major concern to planners and providers of services within health and social care. When assuming responsibility for these services, at whatever level (policy, strategy, commissioning, or providing) they become aware of the major challenges that face them. Few people, however, are aware of the considerable amount of evidence that has already been accumulated in the last 50 years about effectiveness and the circumstances that impact on how best to deliver services. This book is the first to bring together this substantial body of evidence, disseminating in one volume information usually found scattered throughout a vast range of publications. In 38 chapters, it provides advice on: (a) The background developments in policymaking, strategic thinking, and adult education that impact on the future roles of professionals, managers, and child and adolescent health services. (b) Identifying problem populations and devising effective methods for obtaining reliable and valid measures of need that will enable service planning to take place, and which will then promote developments of commissioning strategies that make sense to practitioners. (c) Learning lessons for and from not only the UK but also North America, Australasia, developing countries, and societies that are in recovery post-conflict. (d) Understanding the evidence base for current interventions so that informed choices can be made, particularly in relation to expensive and residential provisions. (e) Understanding service networks so that children and families are directed to services that are likely to have the optimal effect in relation to their identified needs. (f) How services are currently being mapped and what recent exercise tell us about the performance of state-funded services in the UK (g) What we know from international sources about: how the impact of mental health problems and disorders on younger people translates into burden on parents, families, carers, and primary level staff; how their experiences relate to demand for and on specialist child and adolescents mental health services; and what the literature tells us about demand management. (h) Understanding the criteria for service evaluation so that reliable benchmarks and standards of effectiveness in services can be developed and applied. (i) Surveying the developments that have occurred in services in the last 15 years and future directions. Each chapter is written by an expert or team of experts in the field covered and is thoroughly referenced to enable readers to locate and refer to the original sources. This book will be the essential reference text for Directors and Managers in the NHS and Social care who have responsibility for children and adolescents with emotional or behavioural problems, as well as for clinical practitioners and those in training, or those responsible for providing training and staff development.

This book examines early interventions for children with autism spectrum disorder (ASD) with the goal to enable primary care physicians as well as other clinicians, therapists, and practitioners to assist parents in making informed decisions based on current research. It provides a map for successfully navigating the maze of early interventions for ASD, focusing on evidence. Chapters review the similarities and differences between current evidence-based treatments, how these treatments work, the factors that facilitate their effectiveness, and the pros and cons of their use for different children and different needs. In addition, chapters discuss the services, laws, policies, and societal issues related to early intervention in ASD. Featured topics include: Criteria to evaluate evidence in ASD interventions. Effective approaches for Social communication difficulties in ASD. Effective approaches for Restricted and repetitive behaviors (RRBs) in ASD. Naturalistic, developmental approaches to early intervention for children with ASD The TEACCH approach and other visually based approaches for children with ASD. Applied Behavior Analysis (ABA) approaches to early intervention for children with ASD. What works for whom in ASD early intervention Clinical Guide to Early Interventions for Children with Autism is an essential resource for clinicians, primary care providers, and other practitioners as well as researchers, professors, and graduate students in the fields of child, school, and developmental psychology, pediatrics, social work, child and adolescent psychiatry, primary care medicine, and related disciplines.

Researching Creativity in Second Language Acquisition explains the links between creativity and second language learning and how to propel the research of creativity as an individual difference in second language acquisition forward at multiple levels. It features an array of sample research questions and methods for student and professional researchers, ranging from simple projects that can be executed from start to finish in 15 weeks all the way to multi-year project guidelines for more advanced scholars with additional time and resources. It also features in-class and out-of-class activity suggestions that will reinforce concepts in fun and creative ways. Using this book as a guide will save researchers time and effort in designing and executing their next projects as well as save instructors time in class planning. This book will be an invaluable resource to students and researchers of SLA, applied linguistics, TESOL, and psychology.

This book is an introduction to Patanjali's Yoga as a system of theory and practice of psychology. It explains and interprets the concepts and procedures in the language and idiom of the currently prevailing Euro-American approaches to psychology. The book describes the context of inquiry focusing on the currently popular image of Yoga as a form of calisthenics and a system of concepts and practices of psychology. It provides a worldview of Yoga originated in ancient Vedas and Upanishads and explains the Vedic 'myth' of the genesis of the world showing how it differs from the Christian and Dravidian views. The book explains the concepts of the Samkhya system used by Patanjali as their basic framework. Interpreted in the light of modern psychology, it highlights the significance of the Yogic thesis about excess of suffering over happiness in life. The book also explains two important aspects of Yoga i.e., afflictions (klesas) and Kriya Yoga and provides a detailed account of the transformation of consciousness. This book will be of interest to students, teachers, researchers and practitioners of psychology, psychiatry, and Yoga Psychology. It will also be of great interest to psychologists, psychiatrists, counselors, mental health professionals, clinical psychologists, and yoga enthusiasts.

This handbook provides an overview of the nature, prevalence, and causes of sleep problems in children with autism spectrum disorder (ASD) and examines the process of using functional behavior assessment (FBA) to treat sleep disorders. It describes several evidence-based treatments and explores how these align with the outcomes of the FBA process, including case illustrations of the assessment and treatment process. The handbook discusses the application of FBA in family contexts, including: The effects on children and families of successful interventions with sleep. How to conduct FBA with clinically complex families. Including the child in the intervention. The evidence of efficacy of other treatment approaches. The handbook addresses sleep problems that are highly prevalent among children and young people with ASD, including sleep onset delay, frequent and prolonged night waking, and unwanted co-sleeping. It explores the profound secondary effects that sleep problems may have on children's daytime functioning as well as child and parent health and wellbeing. The handbook discusses the causes of sleep problems in individuals with ASD, which may be multifaceted and complex and include physiological, environmental, cognitive etiologies yet almost always have a behavioral or learned component. It examines how FBA can be used to characterize challenging behaviors and identify the antecedents (e.g., environmental context) and consequences that affect such behaviors. The volume details the process of using FBA to assess and treat sleep problems in children with ASD. Clinical Handbook of Behavioural Sleep Treatment in Autism is a must-have resource for clinicians, therapists, and other practitioners as well as researchers and graduate students in clinical child and school psychology, behavioral therapy, social work, public health, developmental psychology, pediatrics, family studies, and child and adolescent psychiatry.

This book explores how technology can foster interaction between children and their peers, teachers and other adults. It presents the Co-EnACT framework to explain how technology can support children to collaborate, so helping them to learn and engage enjoyably with the world, in both work and play. The focus is on children, rather than young people, but the principles of supporting interaction apply throughout all life stages. Chapters on classrooms and on autism explain principles behind using technology in ways that support, rather than obstruct, social interaction in diverse populations. Collaborative interaction involves both verbal and non-verbal behaviour and this book presents evidence from closely analysing children's behaviour in natural settings. Examples from cutting-edge technology illustrate principles applicable to more widely-available technology. The book will be of interest to psychologists, educators, researchers in Human-Computer Interaction (HCI), particularly those designing with children in mind, and practitioners working with children who want to deepen their understanding of using technology for collaboration.

This book discusses the significance of social geography, a multi-dimensional concept encompassing social health, social security and social ethos. It presents the socio-spatial dynamics of the population in India through an understanding of the various issues related to migration, urbanisation, unemployment, poverty and public health. With a thorough analysis of various social indicators relating to health, education, income and employment, the volume presents a detailed picture of the social geography of India. It discusses in detail, The origin, nature and scope of social geography, its relations with other social sciences and applications The nature and importance of social well-being along with welfare geography and the role of welfare state in ensuring social well-being The population of India and its attributes The status and spatial patterns of various social indicators relating to health, education and income and employment The composite indices which aggregate several social indicators such as the Human Development Index, Multidimensionally Poverty Index, Global Hunger Index, Gross National Happiness, Sustainable Developmental Goals Index and Freedom Index in the context of India. This comprehensive book will be useful for students, researchers and teachers of social geography, human geography, population geography, demography and sociology. The book can also be used by students preparing for exams like civil services, UPSC, PSC and other competitive exams.

This book presents new findings on the role of active learning in infants' and young children's cognitive and linguistic development. Chapters discuss evidence-based models, identify possible neurological mechanisms supporting active learning, pinpoint children's early understanding of learning, and trace children's recognition of their own learning. Chapters also address how children shape their lexicon, covering a range of active learning practices including interactions with parents, teachers, and peers; curiosity and exploration during play; seeking information from other people and their surroundings; and asking questions. In addition, processes of selective learning are discussed, from learning new words and trusting others in acquiring information to weighing evidence and accepting ambiguity. Topics featured in this book include: Infants' active role in language learning. The process of active word learning. Understanding when and how explanation promotes exploration. How conversations with parents can affect children's word associations. Evidence evaluation for active learning and teaching in early childhood. Bilingual children and their role as language brokers for their parents. Active Learning from Infancy to Childhood is a must-have resource for researchers, clinicians and related professionals, and graduate students in developmental psychology, psycholinguistics, educational psychology, and early childhood education.

Language development is one of the major battle grounds within the humanities and sciences. This is the first time that the three major theories in language development research have been fully described and compared within the covers of a single book. The three approaches: (1) The rationalism of Chomsky and the syntactic nativism that it entails; (2)The empiricism instinct in connectionist modelling of syntactic development; (3) The pragmatism of those who see the child as actively constructing a grammatical inventory piece-by-piece through recruiting general learning abilities and socio-cognitive knowledge.
The book is unique in striking a balance between broad philosophical assessment of these three theories and fine-grain, fairly technical, accounts of how they fare at the empirical and linguistic 'coal faces.'
In Part I, the kind of psychology to which rationalism, empiricism, and pragmatism give rise are described with reference to philosophers such as Fodor, Hume, and the American pragmatists from Piece, to Rorty, and Brandom. After an introduction to the syntactic analysis of the sentence, Part 2 continues with an account of the evolution of Chomskyan theory from its inception to present day, followed by a review of developmental research inspired by it. Part 3 takes a sceptical look at connectionist modelling of syntactic development. Part 4 describes the kind of linguistic theories that the socio-cognitive approach find sympathetic, reviewing its empirical progress (e.g., the work of Tomasello), ending with a comparison of how the generativists and functionalists tackle the evolution of syntax. Clearly and accessibly written, the book will be an important text forthe developmental psychologists, linguists, and philosophers working on language.

Those working within the field of applied behavior analysis encounter potential ethical dilemmas on a daily basis. While some challenges can be anticipated and appropriately addressed before they become unmanageable, oftentimes behavior analysts are confronted with unforeseen and novel situations that require immediate, yet careful attention. It is impossible to anticipate and plan for every eventuality. A Workbook of Ethical Case Scenarios in Applied Behavior Analysis presents over 85 real-world case scenarios commonly faced by individuals practicing applied behavior analysis. The examples range in difficulty and severity to address the unique challenges and needs of those teaching, practicing, or learning applied behavior analysis through ethics-focused coursework or preparing for the BACB (R) certification exam. In addition to case scenarios, the book provides detailed questions to facilitate discussion and critical thinking and offers suggestions related to the navigation of ethically precarious situations.

Developmental Evaluation of Children and Adolescents: A Psychodynamic Guide offers an in-depth, multiperspective analysis of any delays, regressions, or aberrations in a child's developmental trajectory. Blackman and Dring help the evaluator understand the child's internal conflicts, as well as the family/environmental context in which the child functions. Chapters move longitudinally through the developmental stages. In each chapter, there are several "key questions" for evaluators to ask parents, fulfilling the need for clinicians to quickly assess children, followed by a longer question sheet and explanation of various answers to the questions for a more thorough assessment. Each chapter also provides a discussion of the child's phase and a table listing the questions and answers for quick reference. Finally, brief case studies demonstrate how the developmental history and the initial session with the child should be integrated. This book serves as an essential clinical guide to the developmental evaluation of children and will be suitable for all therapists working with children.

A practical guide to nurturing healthy, loving non-monogamous relationships using attachment theory. Attachment theory has entered the mainstream, but most discussions focus on how we can cultivate secure monogamous relationships. What if, like many people, you're striving for secure, happy attachments with more than one partner? Polyamorous psychotherapist Jessica Fern breaks new ground by extending attachment theory into the realm of consensual non-monogamy. Using her nested model of attachment and trauma, she expands our understanding of how emotional experiences can influence our relationships. Then, she sets out six specific strategies to help you move toward secure attachments in your multiple relationships. Polysecure is both a trailblazing theoretical treatise and a practical guide. It provides non-monogamous people with a new set of tools to navigate the complexities of multiple loving relationships, and offers radical new concepts that are sure to influence the conversation about attachment theory.

The aim of the book is to enhance understanding of the great danger and some sources of animosity between human groups and to focus on developmental processes by which it should be possible to diminish orientations of ethnocentrism, prejudice and hatred. Teaching prejudice and ethnocentrism to children has, all too often in so many places, been virtually automatic and has been conducive to terrible harm in the past. The dangers of hateful outlooks are likely to be much greater as the twenty-first century unfolds. Scholarship and practice in international relations, including war and peace issues, have gravely neglected the crucial psychological aspects of these terrible problems and the educational opportunities. There is a fruitful conjunction of developmental and social psychology in understanding such vital issues and in working toward a more humane, democratic and safe course of adolescent and child development than can in turn affect the safety of humanity in the long run. There are many intriguing examples of research, educational innovations, and visionary leadership in several countries. Most of the book is devoted to promising lines of inquiry and innovation that foster a more humane and less violent development in childhood and adolescence. It should be of interest to scholars, to the education community, and to a well-educated and socially concerned segment of the community.