Originally published in 1932, Adolescent Girlhood set out to give a general view of the more everyday problems a girl might encounter during adolescence. Both at home and at school and those problems that had, despite their prevalence, not gained as much attention or understanding as they merited or required. It was assumed that readers interested in development would have had some knowledge of the general concepts of psychology and psychoanalysis, given the prominence of discoveries in these fields over the previous ten to twenty years. It starts with some history of the adolescent girl, including their representation in literature and goes on to cover issues such as physical changes, as well as psychological and emotional expectations. Today it can be read and enjoyed in its historical context. This book is a reissue first published in 1932. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Helen Neville was a pioneer in the field of Neuroplasticity, focusing her research on deafness and contributing to an acceptance of the role that experience plays in shaping the sensory system This book will honour her work, following her untimely death in 2018 Featuring contributions from former students, collaborators, and colleagues, the book showcases Professor Neville's legacy to the field

Based on the study of a large number of young people ranging in age from eleven to seventeen, Relationships in Adolescence, originally published in 1974, proposes a new model of adolescent development, described as the 'focal' model, which makes a valuable contribution to the greater understanding of adolescence for all who have contact with this age group. The book contains an examination of three different approaches to adolescence, an outline of the research project, and a discussion of the empirical evidence concerning identity and self-image, heterosexual and parental relationships, and large group situations. Comparisons are made between age levels and between boys and girls with respect to the whole range of relationships, and the evidence illustrates significant and at times dramatic differences between groups. Of particular importance are some of the changes which occur with age, such as the degree of conflict with parents and attitudes to sexuality. Based on Dr Coleman's findings is his fresh 'focal' model of adolescent development. This model stresses the elements of growth and change in adolescence, with special emphasis on the normal anxieties and conflicts that occur at different stages of the developmental period. Today it can be read and enjoyed in its historical context.

The transition from school to work is recognized by developmental psychologists as a significant phase in maturation of young people. In the 1990s the likelihood that the transition might be delayed by a period of prolonged unemployment was greater than any time since the 1930s. The psychological consequences of such a delay need to be understood because they may be damaging to both the individual and to society, particularly if they are long-lasting. Such an understanding is essential for the development of sound policy in relation to youth unemployment. Originally published in 1993, Growing up with Unemployment describes a major longitudinal study of a large group of South Australian school leavers through the 1980s. It assesses the scale and context of the problem and reviews the methods and theories that have been developed to study the psychological impact of unemployment. It also looks at those factors which may contribute towards helping young people cope with it, such as financial security, social support and being involved in constructive activities with other people. The authors also examine how we might be able to predict future unemployment and understand the relationship between it and alcohol consumption, smoking and drug use. This book describes a major study with important implications for employment policy, as well as future theory and research. This title will be interesting historical reading for students of psychology and social policy, policy makers and all those who deal with young people.

Originally published in 1993, Adolescent Drinking and Family Life portrays teenage drinking, not as a symptom of pathology, but as a perfectly normal developmental phase within the context of the home environment. Drinking is predominantly social behaviour and the family is seen as a major agent of socialization. The authors have therefore explored family dynamics and the influence which the home environment has upon adolescent drinking to come up with a new theoretical model. A major feature of this approach is the interaction of ideas from family life psychology and human geography. The authors present a typology of domestic regimes illustrated by case studies of boundary enforcement and transgression. The general theme of boundary transgression, applied here to both the psychosocial environment and built form, represents an interesting new theoretical perspective. The integration of these two fields is an innovation which should stimulate further interdisciplinary work in adolescence and addiction research. Adolescent Drinking and Family Life will be interesting to researchers and practitioners in adolescence, family dynamics, and alcohol as well as any social scientist with an interest in the link between behaviour and the home environment. This new approach had important implications for health education and for interventions concerned with adolescent alcohol use at the time. Today it can be read in its historical context.

The condition known as 'adolescence' is largely an artefact of advance industrial societies. How, then, do those who are labelled as 'adolescent' conduct their everyday lives, and what are their values? Originally published in 1980, this book seeks to provide some answers, amplified with a great deal of illustrative material, and many detailed observations. The first chapter outlines a theoretical position, based on the conception of the person as essentially perceptive and active. The development and application of the research method is then described: this consists of an informal and loosely structured interview, by means of which the participants were able to give lengthy and vivid accounts of their experiences. Four broad topics are examined in detail: family life, relationships with other adolescents, formal and informal work, and the development of 'self-values'. One of the most striking findings of the research is the fact that many boys and girls, denied the possibility of deep involvement with other areas of activity, have attached an almost obsessive importance to their immediate social world: here, at least, it is possible to gain some degree of control. The author indicates that social class differences are evident at many points, and expresses his belief that such differences among adolescents are likely to intensify rather than decrease during the coming decades. The book concludes by relating the social-psychological findings to the broader social and historical context. In contrast to the common view of adolescence as a period during which identity is discovered, contemporary adolescence might be viewed as a struggle for psychological survival under conditions where for many the development of a strong personal identity is scarcely possible.

Personality Development across the Lifespan examines the development of personality characteristics from childhood, adolescence, emerging adulthood, adulthood, and old age. It provides a comprehensive overview of theoretical perspectives, methods, and empirical findings of personality and developmental psychology, also detailing insights on how individuals differ from each other, how they change during life, and how these changes relate to biological and environmental factors, including major life events, social relationships, and health. The book begins with chapters on personality development in different life phases before moving on to theoretical perspectives, the development of specific personality characteristics, and personality development in relation to different contexts, like close others, health, and culture. Final sections cover methods in research on the topic and the future directions of research in personality development.

This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education.

This book offers a unique developmental perspective on identity construction in the context of mobility and transition to adulthood. Drawing upon semiotic cultural psychology, it embeds identity construction into the processes of meaning making; viewing identity as a field of hyper-generalised signs that are constantly reconstructed through encounters with social others in cultural worlds, and which allow individuals to make sense of themselves in relation to their lived pasts, experienced presents and imagined futures. Martsin invites the reader to travel with eight young adults as they embark on their developmental journeys and seek to make sense of issues that matter most to them: home, adventure and belonging, friendships, recognition, and future-planning. The book is an invaluable resource for students and researchers interested in understanding the experiences of emerging adults in contemporary globalized world, but also for those interested in identity processes from a semiotic, cultural and developmental perspective.

-This textbook offers an accessibly-written, practical, and amply illustrated introduction to the science of elementary math learning, written for pre-service and in-service K-5 teachers and educators with little background in cognitive development. -Balances Science and Classroom sections, synthesizing the latest developmental research, and offering ready-to-use practical classroom activities for individual, small-group, and classroom settings. -Written by an author team drawing from decades of experience in cognitive research on mathematics learning, clinical psychology, classroom experience, and working with both teachers and children.

* Features/Benefits o The first book to comprehensively and systematically review corpus analytic research methods to understand/examine second language acquisition (L2 use, processing, development, and pedagogy). o Discusses recent empirical studies that employ these techniques to apply corpus linguistic methods across diverse areas of SLA and theoretical orientations, and highlights the contributions that corpus methods have made to the studies' results. o Discusses how new and emerging corpus linguistic methods can be fruitfully used in future SLA research. * Demand/Audience o The field of Second Language Acquisition has had a marked increase in studies on and interest in corpus- and usage-based approaches. This book serves that audience in both courses and personal research use with a comprehensive, up-to-date, how-to volume on corpus-based research methodology. o A unique resource for students and researchers of SLA and applied linguistics, corpus linguistics, second language pedagogy, bi- and multilingualism, and language teaching. * Competition o No real competition. Extant books in this area fail to cover corpus linguistics methods for SLA comprehensively as this book does; they either report findings from a specific research study or focus on a single theoretical perspective/particular area of SLA. o Many of the books in this area are edited volumes, which lack the unified authoritative voice of a single author that this book will have.

- Coverage of deaf people and cognition, neuroscience, bimodal/bilingualism, and education technology - Strong multicultural focus - Case studies from authors' clinical and educational practices - Three deaf and one hearing author-a deaf/hearing bilingual team

This book investigates the relationship between our present and future selves. It focuses specifically on diachronic self-regarding decisions: choices involving our earlier and later selves, in which the earlier self makes a decision for the later self.

-A concise guide to this key topic in child and adolescent development - provides an accessible introduction and springboard to further learning ideal for students and professionals who want to underpinning knowledge -Focus on typical and atypical development is unique and offers comprehensive comprehensive insight into all aspects of human growth and development. -Companion website offers topic-focused resources including multiple choice quizzes, Powerpoint slides for lecturers and sample essay questions.

Aims to do for Religious Education what developmental psychology has already done for learning in science, maths and literacy. Informed by research with both children and teachers and offers perspectives from a range of faiths and traditions - Christian, Hindu, Muslim and Jewish. Essential reading for all developmental psychologists researching religious and spiritual development, and special teachers and researchers of RE who want to better understand children's knowledge, teaching and learning.

1. Unique format (myth-busting) which emphasizes the application of empirical skepticism. 2. Broad range of topical subjects written by globally renowned academics. 3. Number of Pseudoscience in Psychology modules are on the rise, and there is a need for a core textbooks - this book seeks to fill that gap.

Read Out Loud to Your Child!"This book is a must for anyone who is ever around children! Imagine how different the world would be if all parents, teachers, grandparents, and aunties read this book!" -Amazon review Reading aloud is the essential tool for preparing your child for kindergarten and beyond The single most important thing you can do for your child. Longtime elementary school teacher Kim Jocelyn Dickson believes every child begins kindergarten with a lunchbox in one hand and an "invisible toolbox" in the other. In The Invisible Toolbox, Kim shares with parents the single most important thing they can do to foster their child's future learning potential and nurture the parent-child bond that is the foundation for a child's motivation to learn. She is convinced that the simple act of reading aloud has a far-reaching impact that few of us fully understand and that our recent, nearly universal saturation in technology has further clouded its importance. Essential book for parents. In The Invisible Toolbox, Kim weaves her practical anecdotal experience as an educator and parent into the hard research of recent findings in neuroscience. She reminds us that the first years of life are critical in the formation and receptivity of the primary predictor of success in school language skills and that infants begin learning immediately at birth. She also teaches and inspires us to build our own toolboxes so that we can help our children build theirs. Inside discover: Ten priceless tools for your child's toolbox Practical tips for how and what to read aloud to children through their developmental stages Dos and don'ts and recommended resources that round out all the practical tools a parent needs to prepare their child for kindergarten and beyond If you enjoyed books like Honey for a Child's Heart, The Read-Aloud Handbook, Screenwise, or The Enchanted Hour; you will love The Invisible Toolbox from a 21st century Charlotte Mason.

The Handbook of Moral Development is the definitive source of theory and research on the origins and development of morality in childhood and adolescence. It explores morality as fundamental to being human and enabling individuals to acquire social norms and develop social relationships that involve cooperation and mutual respect. Since the publication of the second edition, groundbreaking approaches to studying moral development have invigorated debates about how to conceptualize and measure morality in childhood and adolescence. The contributors of this new edition grapple with these questions from different theoretical perspectives and review cutting-edge research. The handbook, edited by Melanie Killen and Judith G. Smetana, includes chapters on parenting and socialization, values, emergence of prejudice and social exclusion, fairness and access to resources, moral reasoning and children's rights, empathy, and prosocial behaviors. Morality is discussed in the context of families, peers, schools, and culture. Thoroughly updated and expanded, the third edition features new chapters on the following: Morality in infancy and early childhood Cognitive neuroscience perspectives on moral development Social responsibility in the context of social and racial justice Conceptions of economic and societal inequalities Stereotypes, bias, and discrimination Victimization and bullying in peer contexts Reflecting the interdisciplinary nature of the study of moral development, this edition contains contributions from sixty scholars in developmental science, social neuroscience, comparative and evolutionary psychology, and education, representing research conducted around the world. This book will be essential reading for scholars, educators, and students who are in the field of moral development, as well as social scientists, public health experts, and clinicians who are concerned with children and development.

If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general - and education for deaf learners in particular - is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.

What would you do if your child suffered with something so severe it affectedevery aspect of her life?
And what if your cries for help fell on deaf ears at everyturn? You'd follow your gut and fight until someone listened. And that's whatChynna Laird did. When she was just three months old, Jaimie's reactions to peopleand situations seemed odd. She refused any form of touch, she gagged atsmells, she was clutzy and threw herself around and spent most of her day screamingwith her hands over her ears and eyes.
By the time she turned two, Jaimie was so fearful of her world they spent mostdays inside. What was wrong with Chynna's miracle girl? Why wouldn't anyonehelp her figure it out? Jaimie wasn't "just spirited" as her physician suggested nordid she lack discipline at home. When Jaimie was diagnosed with Sensory ProcessingDisorder (SPD) at two-and-a-half, Chynna thought she had "the answer,"but that was just the start of a three-year quest for the right treatments to bringthe Jaimie she loved so much out for others to see. With the right diagnosis andtreatment suited to Jaimie, this family finally felt hope. Not Just Spirited is onemother's journey to finding peace for her daughter, Jaimie. As Chynna says often, "Knowledge breeds understanding. And that's so powerful."
Parents and Therapists Praise "Not Just Spirited"
"Chynna's memoir is sure to encourage other parents to advocatewith the same determination for their own sensational children."
--Carol Kranowitz, author "The Out-of-Sync Child"
"I only wish I had this book earlier. Even though my daughter and I live withthis every day, I learned a lot from this book, and will return to my family withrenewed hope and energy "
--Nancy Pfortmiller
"Chynna's words touched my heart. Her memoir validated the overwhelmingfeelings I went through myself with my own daughter's struggles with herSPD. Raising and loving a child with severe SPD is draining for both yourmind and your physical body. However, with a strong faith in God and the instinctsonly a mother can have, there is hope. Not Just Spirited will fill your soulwith spirit and give you the strength needed to endure your own child's challengingbehaviors, leading you on an enlightening journey of acceptance, strength, hope, and healing."
--Diane M. Renna, author "Meghan's World: The Story of One Girl's Triumph over SPD"
Learn more at www.LilyWolfWords.ca
Another empowering book for parents from Loving Healing Press www.LovingHealing.com
FAM012000 Family & Relationships: Children with Special Needs
PSY004000 Psychology: Developmental - Child
HEA046000 Health & Fitness: Children's Health

This timely text offers a how-to guide for analyzing gesture and multimodality in second language learning and teaching. Expert contributors from around the world outline the theoretical basis for each topic and offer clear descriptions of data collection and analysis methods for classroom, naturalistic, quasi-experimental, and experimental settings. The book further offers a rich array of ancillary pedagogical material and points out areas ripe for future study. This will be an invaluable resource for undergraduate and graduate students, faculty, and researchers of applied linguistics, communications, education, and psychology interested in gesture studies and multimodality in L2 learning and teaching.

* This volume is a standalone volume rather than companion or revision to existing Handbooks on second language teaching and learning * All contributors are leading authorities in their areas of expertise, and the volume editor is a star in the field * Covers all major, established, and emerging topics in TESOL * Serves as a student- and teacher-oriented compendium of current topic areas geared to in-service and preservice teachers, experienced and novice instructors, advanced and not-so-advanced graduate students, and faculty

This book offers the core conceptual base for the practice of T-Group facilitation. Drawing from the fields of psychology, social psychology, sociology, diversity studies and Indian philosophical thoughts, this book is a great resource for enhancing the practice of T-Group facilitation, for both budding and established facilitators. It covers a wide range of theories on human development, self-awareness, interpersonal interactions, groups and change. Individual and group identities, diversity, inclusion and social hierarchies are explored in detail here. The authors offer a model of T-Group facilitation based on 50 years of experience within the Indian Society for Applied Behavioural Science (ISABS). This model is useful not only for fellow practitioners of T-Groups but also for anyone engaged in facilitating groups, organizations and communities globally. This book helps one to reflect, develop and sharpen one's competencies, values and ethics in this field. The chapters are embedded with activities, quizzes, case studies and exercises to facilitate a deeper understanding of the various elements used in the book. This book will be of interest to students, teachers and practitioners of psychology, social psychology, management studies and organizational development. It will also be useful for T-Group facilitators, facilitators of experiential groups and related fields.