This text is written to help school counselors conceptualize the career and college readiness needs of diverse P-12 students and design culturally relevant interventions. The focus is on helping readers to translate theoretical knowledge into practice. Grounded in current data and research, the text helps counselors to design sequential and developmentally appropriate career and college readiness curricula interventions and strategies. Addressing career development and college readiness by grade level, it describes and underscores the importance of collaborative approaches and interventions supporting school/family/community partnerships. Case examples and "Voices from the Field"written by practicing school counselors demonstrate and reinforce concepts and interventions in each chapter. Purchase includes digital access for use on most mobile devices or computers and an instructor's manual.New to the Third Edition: Updated workforce, educational, and demographic statistics Enhanced content on culturally responsive school counseling practices The impact of social media on student development Coverage of the changing culture of higher education recruitment Postsecondary transition planning for students with disabilities Work-based learning opportunities career and technical education pathways Gap year information Verbatim advice and wisdom from experienced counselors who demonstrate concepts and interventions Enhanced instructor's manual including sample syllabus, PowerPoints, project-based learning activities, discussion prompts, exam questions, and related online activities, games, and apps Key Features: Provides current data and research addressing career and college readiness needs of diverse populations Reviews developmental, ecosystemic, and career theories Describes interventions and strategies grounded in theory Discusses collaborative approaches supporting school/family/community partnerships Offers separate chapters on interventions by grade level Mirrors the most recent versions of the ASCA National Model and CACREP standards

A practical, evidence-based introduction on counseling children and adolescents Counseling Children and Adolescents empowers counselors to thoughtfully and deliberately help young clients tackle complex issues and difficulties. The text covers the principal approaches to counseling children and adolescents, discusses the common issues that bring children and adolescents to counseling, and helps readers understand what counseling younger people looks like. What sets this work apart are its concrete applications and its clear, accessible writing. As one reviewer put it, the text's key strengths are a "practical synthesis of theory into clinical and school counseling..., engaging case studies that are diverse and multiculturally sensitive..., [and] real world application." Reach every student by pairing this text with MyLab Counseling MyLab is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Counseling organizes all assignments around essential learning outcomes and the CACREP standards-enabling easy course alignment and reporting. Note: You are purchasing a standalone product; MyLab Counseling does not come packaged with this content. Students, if interested in purchasing this title with MyLab Counseling, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Counseling search for: 0134710835 / 9780134710839 Counseling Children and Adolescents plus MyLab Counseling with Pearson eText -- Access Card Package Package consists of: 0134745132 / 9780134745138 Counseling Children and Adolescents 0134745264 / 9780134745268 MyLab Counseling with Pearson eText -- Access Card -- for Counseling Children and Adolescents

Viewing Art with Babies demonstrates how to facilitate quality art viewing experiences with babies from as young as two months old. Such experiences can help to nurture early literacy and receptive language skills, sensory stimulation, and early brain development. Based on the author's research with babies in New Zealand, Australia, Romania, England, and the U.S., the book provides the reader with information about early brain, vision, sensory and language development, as well as the aesthetic preferences of babies. Danko-McGhee provides details about the type of art that babies like, how to display art in the learning environment, and how to interact with a baby when viewing art. Case studies of international museums, national museums and community agencies that have had success with engaging babies in art viewing experiences will be included in the book as a way to demonstrate how theory and research can be successfully put into practice. Viewing Art with Babies details practical ways that museum practitioners, early childhood and community educators and parents can provide art-viewing experiences in the museum, early childhood classroom or even their own home. It will be of interest to practitioners and parents around the world, as well as those engaged in the study of museum education.

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.

Key Updates to the Second Edition Includes a new opening section on human nature, borrowing material from elsewhere in the book Adds a new chapter on evolutionary and developmental arguments for the innateness of morality Expands coverage of the challenges to psychological research, including the replication crisis and the WEIRDness challenge Provides a new section on implicit bias and moral responsibility Offers enhanced clarity and accessibility throughout Includes up-to-date Further Reading sections and Bibliography

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

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

A Marginal Revolution Best Book of the Year After tracking the lives of thousands of people from birth to midlife, four of the world's preeminent psychologists reveal what they have learned about how humans develop. Does temperament in childhood predict adult personality? What role do parents play in shaping how a child matures? Is day care bad-or good-for children? Does adolescent delinquency forecast a life of crime? Do genes influence success in life? Is health in adulthood shaped by childhood experiences? In search of answers to these and similar questions, four leading psychologists have spent their careers studying thousands of people, observing them as they've grown up and grown older. The result is unprecedented insight into what makes each of us who we are. In The Origins of You, Jay Belsky, Avshalom Caspi, Terrie Moffitt, and Richie Poulton share what they have learned about childhood, adolescence, and adulthood, about genes and parenting, and about vulnerability, resilience, and success. The evidence shows that human development is not subject to ironclad laws but instead is a matter of possibilities and probabilities-multiple forces that together determine the direction a life will take. A child's early years do predict who they will become later in life, but they do so imperfectly. For example, genes and troubled families both play a role in violent male behavior, and, though health and heredity sometimes go hand in hand, childhood adversity and severe bullying in adolescence can affect even physical well-being in midlife. Painstaking and revelatory, the discoveries in The Origins of You promise to help schools, parents, and all people foster well-being and ameliorate or prevent developmental problems.

Bayley 4 Clinical Use and Interpretation provides clinicians with a guide for use, administration, scoring and interpretation of the Bayley Scales of Infant and Toddler Development, Fourth Edition. The book begins with why and how the Bayley 4 was revised. Separate chapters discuss the clinical use and interpretation of the cognitive, language, motor, social-emotional and adaptive scales, each with illustrative clinical cases. Recommendations are provided to aid clinicians in the efficiency of test administration, as well as how to interpret and integrate results within a diagnostic assessment format and in planning intervention. The clinical validity of the Bayley 4 is demonstrated for eight clinical groups. There is an overview of Autism Spectrum Disorder (ASD) with the Bayley 4 ASD Checklist, accommodations, and red flags indicative of abnormality. Additional chapters discuss digital administration and how to present feedback to caregivers.

In an ideal world, all children would grow up in a stable, nurturing and healthy home. However, the reality is that globally, many bear the brunt of conflicts, trafficking, poverty, sexual victimisation, broken families, school disruption and harming cultural practices. Socialisation structures to teach children the fundamental moral values of right and wrong are often absent, and children spend too many hours on social media platforms or playing games on smart devices, which affects their physical, emotional and psychological development. It is therefore hardly surprising that the world is seeing an increase in youth offenders. Child and youth misbehaviour in South Africa addresses the complex and poorly understood phenomenon of juvenile misbehaviour and the factors that cause these activities.

Child and youth misbehaviour in South Africa discusses and analyses various presumptions on the nature and causes of aberrant behaviour and assesses them critically with regard to their applicability to South Africa. It presents the relevant legal processes pertaining to young people and reinforces theoretical explanations with research and real-world examples. The female youth offender is also given special attention in this book.

Contents include the following:

• Nature and extent of child and youth misbehaviour in South Africa
• Risk factors pertaining to youth offenders
• Socio-moral redirection of troubled youth
• Adverse childhood experiences and youth misbehaviour
• Traditional and contemporary theoretical explanations for youth misbehaviour
• Prevention and control of youth misbehaviour in South Africa
• Child Justice Act: practice and procedure
• Child trafficking and child prostitution in South Africa

Child and youth misbehaviour in South Africa is aimed at enabling both practitioners and students to address the plight of the South African youth in a constructive way and so become part of creating a safer South Africa for its people.

This book explores the answers to fundamental questions about the human mind and human behaviour with the help of two ancient texts. The first is Oedipus Rex (Oedipus Tyrannus) by Sophocles, written in the 5th century BCE. The second is human DNA, with its origins around 4 billion years ago, and continuously revised by chance and evolution. With Sophocles as a guide, the authors take a journey into the Genomic era, an age marked by ever-expanding insights into the human genome. Over the course of this journey, the book explores themes of free will, fate, and chance; prediction, misinterpretation, and the burden that comes with knowledge of the future; self-fulfilling and self-defeating prophecies; the forces that contribute to similarities and differences among people; roots and lineage; and the judgement of oneself and others. Using Oedipus Rex as its lens, this novel work provides an engaging overview of behavioural genetics that demonstrates its relevance across the humanities and the social and life sciences. It will appeal in particular to students and scholars of genetics, education, psychology, sociology, and law.

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

This book will introduce you to studies in developmental psychology that changed the way we think about the discipline today. Each chapter provides details of the original work and explains their theoretical and empirical impact, before discussing the ways in which thinking and research has advanced in the years since the studies were first conducted. This edition looks at 16 different studies including topics such as the visual cliff, object permanence, and attachment as well as researchers such as Piaget, Vygotsky, and Ainsworth.

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

Evolution and the Human-Animal Drive to Conflict examines how fundamental, universal animal drives, such as dominance/prevalence, survival, kinship, and "profit" (greed, advantage, whether of material or social nature), provide the basis for 'the evolutionary trap' that promotes the unstable, conflictive, dominant-prone individual and group human behaviours. Examining this behavioural tension, the book argues that while these innate features set up behaviours that lean towards aggression influenced by social inequalities, the means implemented to defuse them resort to emotional and intellectual strategies that sponsor fanaticism and often reproduce the very same behaviours they intend to defuse. In addressing these concerns, the book argues that we should enhance our resources to promote solidarity, accept cultural differences, deter expansionist and uncontrolled profit drives, and achieve collective access towards knowledge and progress in living conditions. This entails promoting the redistribution of resources and creative labour access and avoiding policies that generate a fragmented world with collective and individual development disparities that invite and encourage dominance behaviours.This resource redistribution asserts that it is necessary to reformulate the global set of human priorities towards increased access to better living conditions, cognitive enhancement, a more amiable interaction with the ecosystem and non-aggressive cultural differences, promote universal access to knowledge and enhance creativity and cultural convivence. These behavioural changes entail partial derangement of our ancestral animal drives camouflaged under different cultural profiles until the species succeeds in replacing the dominance of basic animal drives with prosocial, collective ones. Though it entails a formidable task of confronting financial, military, and religious powers and cultural inertias - human history is also a challenging, continuous experience in these domains - for the sake of our own self-identity and self-evaluation we should reject any suggestion of not continuing embracing slowly constructing collective utopias channelled towards improving individual and collective freedom and creativeness. This book will interest academics and students in social, cognitive, and evolutionary psychology, the neurosciences, paleoanthropology, philosophy, and anthropology.

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

Evolution and the Human-Animal Drive to Conflict examines how fundamental, universal animal drives, such as dominance/prevalence, survival, kinship, and "profit" (greed, advantage, whether of material or social nature), provide the basis for the evolutionary trap that promotes the unstable, conflictive, dominant-prone individual and group human behaviours. Examining this behavioural tension, this book argues that while these innate features set up behaviours that lean towards aggression influenced by social inequalities, the means implemented to defuse them resort to emotional and intellectual strategies that sponsor fanaticism and often reproduce the very same behaviours they intend to defuse. In addressing these concerns, the book argues that we should enhance our resources to promote solidarity, accept cultural differences, deter expansionist and uncontrolled profit drives, and achieve collective access towards knowledge and progress in living conditions. This entails promoting the redistribution of resources and creative labour access and avoiding policies that generate a fragmented world with collective and individual development disparities that invite and encourage dominance behaviours. This resource redistribution asserts that it is necessary to reformulate the global set of human priorities towards increased access to better living conditions, cognitive enhancement, a more amiable interaction with the ecosystem and non-aggressive cultural differences, promote universal access to knowledge, and enhance creativity and cultural convivence. These behavioural changes entail partial derangement of our ancestral animal drives camouflaged under different cultural profiles until the species succeeds in replacing the dominance of basic animal drives with prosocial, collective ones. Though it entails a formidable task of confronting financial, military, and religious powers and cultural inertias – human history is also a challenging, continuous experience in these domains – for the sake of our own self-identity and self-evaluation, we should reject any suggestion of not continuing embracing slowly constructing collective utopias channelled towards improving individual and collective freedom and creativeness. This book will interest academics and students in social, cognitive, and evolutionary psychology, the neurosciences, palaeoanthropology, philosophy, and anthropology.

The third edition of this handbook addresses not only the concept of resilience in children who overcome adversity, but it also explores the development of children not considered at risk addressing recent challenges as a consequence of the COVID-19 pandemic. The new edition reviews the scientific literature that supports findings that stress-hardiness and resilience in all children leads to happier and healthier lives as well as improved functionality across the lifespan. In this edition, expert contributors examine resilience in relation to environmental stressors as phenomena in child and adolescent disorders and as a means toward positive adaptation into adulthood. The significantly expanded third edition includes new and significantly revised chapters that explore strategies for developing resilience in families, clinical practice, and educational settings as well as its nurturance in caregivers and teachers. Key areas of coverage include: Exploration of the four waves of resilience research. Resilience in gene-environment transactions. Resilience in boys and girls. Resilience in family processes. Asset building as an essential component of intervention. Assessment of social and emotional competencies related to resilience. Building resilience through school bullying prevention. Resilience in positive youth development. Enhancing resilience through effective thinking. The Handbook of Resilience in Children, Third Edition, is an essential reference for researchers, clinicians and allied practitioners, and graduate students across such interrelated disciplines as child and school psychology, social work, public health as well as developmental psychology, special and general education, child and adolescent psychiatry, family studies, and pediatrics.

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.

The Classic Edition of Promoting Positive Parenting illuminates the widespread success of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), now used in many countries, offering thousands of families the support they need to thrive. A new preface from the authors reflects on the original research and development of the program, considers its effectiveness, and outlines future aims to broaden implementation and test new modalities. The original volume offers a new generation of students and professionals an introduction to the brief and focused parenting intervention program that has been successful in a variety of clinical and non-clinical groups and cultures. It offers detailed descriptions and case reports of several intervention studies of the program, describes the implementation and testing of a variety of VIPP based interventions highlighting different families in a variety of childcare settings, and in various countries including the Netherlands, Italy, the United Kingdom, and the United States. It details the successful implementation of the program in samples of insecure mothers, mothers with eating disorders, preterm infants, adopted children, children suffering from dermatitis, and children with early externalizing behavior problems. The Classic Edition of Promoting Positive Parenting is for all those with concerned with family support and parenting interventions in the fields of developmental and clinical psychology, human development and family studies, psychiatry, social work, public health and nursing and early childhood education.

This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person's school life and is reactivated anytime the person is involved in an educational activity, whether as a student, teacher or parent. The Educational Self (ES) approach was created by the volume editors and is currently being developed at various universities in Europe and Latin America as a way of understanding and operating in educational contexts. The book presents the theoretical framework and the empirical developments of the construct, paving the way for further applications in education. The main locations of the empirical studies are Denmark, Italy, Brazil, Portugal and Colombia, but the research network is steadily expanding to other countries, so that the concept here can be generalized to different cultural contexts. The book addresses a range of contexts and moments in school life. The editors' introduction presents the construct of ES, the opportunities for further theoretical and empirical developments of the concept, and its potential applications in educational practices. In the remainder of the volume, ES is explored for different age groups (from children to adolescents to higher education), different actors (peers, teachers, parents and their interactions), different contexts (formal education, special institutions, school-family relationships) and different phenomena (disruptive behavior, special needs, value orientation, school failure, etc.). All the studies share a qualitative idiographic approach, which is characteristic of the perspective of cultural psychology in which the ES construct was elaborated.

Understanding and Healing Emotional Trauma is an interdisciplinary book which explores our current understanding of the forces involved in both the creation and healing of emotional trauma. Through engaging conversations with pioneering clinicians and researchers, Daniela F. Sieff offers accessible yet substantial answers to questions such as: What is emotional trauma? What are the causes? What are its consequences? What does it mean to heal emotional trauma? and How can healing be achieved?

These questions are addressed through three interrelated perspectives: psychotherapy, neurobiology and evolution. " Psychotherapeutic perspectives" take us inside the world of the unconscious mind and body to illuminate how emotional trauma distorts our relationships with ourselves and with other people (Donald Kalsched, Bruce Lloyd, Tina Stromsted, Marion Woodman). "Neurobiological perspectives" explore how trauma impacts the systems that mediate our emotional lives and well-being (Ellert Nijenhuis, Allan Schore, Daniel Siegel). And e"volutionary perspectives" contextualise emotional trauma in terms of the legacy we have inherited from our distant ancestors (James Chisholm, Sarah Blaffer Hrdy, Randolph Nesse).

Transforming lives affected by emotional trauma is possible, but it can be a difficult process. The insights shared in these lively and informative" "conversations can support and facilitate that process.This book will therefore be a valuable resource for psychotherapists, psychologists, counsellors and other mental health professionals in practice and training, and also for members of the general public who are endeavouring to find ways through their own emotional trauma. In addition, because emotional trauma often has its roots in childhood, this book will also be of interest and value to parents, teachers and anyone concerned with the care of children."

What do we mean when we call someone smart? That they are good at math and got a high score on the SAT? That they learn languages easily? Those traits might be what comes to mind first: they are what underly psychology’s classic definition of intelligence, and what we are told in school that a smart person can do. But they are not the whole story.

As Howard Gardner argues in the groundbreaking classic Frames of Mind, to limit our understanding of intelligence to “book smarts” misses much of what makes human beings amazing. Someone who plays an instrument well is exhibiting intelligence. So, too, someone who knows how to do physical comedy—is their mastery of their movements and the space around them not brilliant? And to have a profound knowledge of their own self, their relationships with others, and relationships between others, too, is to show great intelligence as well.

Gardner calls this the theory of multiple intelligences. But this isn’t just a book for intellectuals who want to argue about what intelligence is, or educators debating how to teach. It is for each of us. In an era of teaching to the test, and increasingly powerful artificial intelligence, Gardner’s work is a celebration of all the ways there are to be human.