Drawing upon international expertise, and including some of the most well-known academics and practitioners in the field, The Routledge International Handbook of Human Aggression is the first reference work to fully capture how our understanding of aggression has been refined and reconceptualised in recent years. Divided into five sections, the handbook covers some of the most interesting and timely topics within human aggression research, with analysis of both indirect and direct forms of aggression, and including chapters on sexual aggression, workplace bullying, animal abuse, gang violence and female aggression. It recognises that, in many cases, aggression is an adaptive choice rather than a moral choice. Providing practitioners and academics with an up-to-date resource that covers broad areas of interest and application, the book will be essential reading for students, researchers and practitioners associated with a range of social science disciplines, including psychology, criminology, social work and sociology, particularly those with an interest in developmental, organisational, forensic and criminal justice allied disciplines.

The statistics are disturbing: steadily rising numbers of sedentary overweight children and obese teens, and a generation looking at a shorter life expectancy than their parents'. But while it may be obvious that physical fitness benefits both the mind and body, a growing research base is supplying evidence of "why" this is so, and how these benefits may be reproduced in greater numbers.

"Physical Activity Across the Lifespan" makes a clear, scientific case for exercise, sports, and an active lifestyle in preventing illness and establishing lifetime health habits at both the individual and the population levels. The book focuses on key aspects of physical/mental well-being-weight, mood, and self-regulation-and the role of physical activity in public health and school-based interventions targeting these areas. Contributors review definitional and measurement issues salient to understanding what physical activity is, to analyzing benefits of participation, and to implementing effective interventions. Also addressed are limitations of current research, steps needed to continue building the field, and emerging therapeutic possibilities for activity, such as the role of rough and tumble play in preventing ADHD.

Included in the coverage:

Physical activity, cognition, and school performance.

The influence of social and built environments on physical activity in middle-aged and older adults.

Preventing and treating obesity through physical activity.

Physical activity in preventing drug use and treating chemical dependence.

Antidepressant properties of physical activity.

Schools as a foundation for physical activity and an active lifestyle.

Physical activity as an adjunct or booster to existing interventions.

"Physical Activity Across the Lifespan" is an innovative text for researchers and practitioners in various disciplines including health promotion/disease prevention, child and school psychology, education, health psychology, and public health, as well as program developers and policymakers in these areas."

Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth. It presents a series of propositions that highlight politicized strategies to working with young people under current conditions of late liberal capitalism.

Gen Z is a vital, thought-provoking portrait of an astonishing generation. Drawing on first-hand interviews and empirical evidence, it offers insight into the boom in political activism amongst those born post-2000, exploring its roots and wide implications for the future of our society. As environmental disaster threatens the fundamental existence and livelihoods of Generation Z, this book considers how the fact that they have taken up the fight is likely to be one of the best things that could have happened to them. Focusing on the school climate change strikes and Greta Thunberg as initiator and icon of the Fridays for Future movement, it reveals the evolving world of Gen Z at school, at work, at home and online. It documents the development of their politicisation, the challenges they and their activism face in light of the global pandemic and considers how the experience of those on the margins can differ from their peers. Gen Z is a compelling study of how fighting the climate crisis is only the beginning for these young people. It offers insight for all those interested in the study of adolescence and emerging adulthood, as well as teachers, youth workers, civil society activists, policymakers, politicians and parents who want to understand young people's aspirations for the future.

In common with Therapeutic Practice in Schools: Working with the Child Within (Routledge 2012), this second volume serves as a practical handbook for school-based counsellors, psychotherapists, arts therapists and play therapists working with young people. Written in accessible language, it is eminently applicable to the practice of both qualified and trainee therapists. Therapeutic Practice in Schools: The Contemporary Adolescent begins with an overview of key psychoanalytic ideas informing our understanding of adolescence before moving on to focus on life circumstances and issues which commonly bring young people to the therapist's consulting room in the school. Dedicated chapters on key themes including identity, relationships, sex and sexuality, anger issues, self-harm, bereavement and bullying aim to deepen our understanding of the adolescent experience while also providing the therapist with invaluable insights into what one might say in the 'here and now' of the session. Chapter authors, all with considerable experience in the field, discuss approaches to sustaining the therapeutic relationship in the face of ambivalence or defiant resistance as well as thinking about the impact of social media on all aspects of adolescent development. The advantages and limitations of working with adolescents in the educational setting where school staff will have their own reasons for referring students for therapy, while the young people themselves might come with a very different agenda, are also covered. It is widely acknowledged that engaging troubled or troublesome adolescents in therapy can make an enormous difference to their lives. This book ensures that both trainee and qualified therapists are supported in the often daunting yet ever stimulating and enlivening task of working with young people in the school setting.

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.

What is childhood? In recent years, a cluster of critical and complex ideas have emerged around the nature of biological, social and psychological growth in the early years, reflecting the changing nature of adult - child relations, and political and cultural understandings of childhood in the twenty-first century. In this clear and concise book, Michael Wyness offers fresh insights into the current state of play within childhood studies. Drawing on work from a number of disciplines including sociology, geography and history, he discusses the contested terrain of theoretical and research advances with particular attention to the notion of children s agency and the concept of global childhoods. Key conceptual debates are illustrated through a range of contemporary issues that affect children and adults, including inequality, child abuse, ill-health, child labour, sexualization and identity formation. This book will appeal to students and academics within the fields of sociology, education, geography, history and childhood studies.

This monograph brings together the presentations from the nineteenth John Bowlby Memorial Conference in 2012, organised by The Bowlby Centre. The aim of this was to explore the growing role of the body in relational psychotherapy over the last decade, and to bring us up to date in thinking about the relationship between attachment, the body and trauma. Questions addressed included: How do we anchor the new understandings we are gaining within the framework of attachment? How might the integration of these ideas about the body change what we do in the consulting room? What impact might this have on the therapy relationship? Can we maintain and respect the place of a secure, attuned attachment between therapist and client, and its healing potential, at the centre of our therapeutic work?Pat Ogden's paper Wisdom of the Body, Lost and Found was the conference centrepiece and there are contributions from leading clinicians including Roz Carroll, Mark Linington, and Orit Badouk Epstein.Each in their different ways have brought their clinical experiences to life in their presentations and demonstrated this leading edge work in relation to the themes of the body and touch with clients including those so often regarded as unsuitable for therapy, namely those who have a physical or learning disability or those who have survived extreme trauma through the painful means of psychic protection resulting in dissociative states of mind.Other contributors include Phil Mollon on Attachment and Energy Psychology and Nick Totton on Embodiment and the Social Bond.

How do parenting styles differ globally? How do different, international, parenting practices impact on children's development? Can we bring together and hybridise different international parenting styles? Intercultural Parenting explores the relationship between family, culture and parenting by reviewing established and evolving Western and Eastern parenting styles and their impact on children's development. Authoritarian, authoritative, permissive and neglecting approaches, as well as newer techniques such as helicopter parenting, are compared with filial, tiger and training approaches, and mixed parenting styles. Practical application sections show how cultural understanding can help demonstrate how professionals might use the information and ideas in their clinical work, whilst parental questionnaires encourage self-assessment and reflection. Dr. Foo Koong Hean brings together the traditional and evolving approaches to the art of parenting practices and also showcases relatively neglected research on Eastern parenting practices. This book is important reading for childcare professionals such as health visitors, early years' teachers and those in mental health, as well as students in family studies and developmental psychology.

The world has a causal structure, in the sense that some events make other events happen. Although understanding causal structure is essential for predicting and controlling the environment, causal structure is, at least usually, not obvious from superficial, perceptual cues. How then do our minds infer this structure? In the last few years, questions about causal inference and learning have become an important focus of investigation in many different disciplines - developmental psychology, cognitive psychology, ethology, philosophy, and computer science. As is common in scientific research, there has been relatively little interaction on the topic between these disciplines. However, in spite of the minimal interaction, a general review of the research shows the beginning of a formal way of determining how, in principle, the problem of causal inference and learning can be solved, and a wealth of methods for determining how it is, in fact, solved by children, adults, and animals. This volume brings together this research and provides a more sophisticated understanding of causal inference and learning.

The fifth edition of Autism Spectrum Disorders: Advancing Positive Practices in Education provides readers with a comprehensive and accessible understanding of current research and evidence-based practices in autism spectrum disorders (ASD), linking research, theory, and practice. This new edition includes new chapters on trauma and co-morbidity, current trends in autism research, social media, neurodiversity, and aging in people with ASD. It also features updated content on international contexts and culturally sustaining and relevant practices. Aligned with DSM-5 diagnostic criteria, this text continues to be critical reading for students and researchers in special and inclusive education programs.

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.

The Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.

The Clinician's Guide to Oppositional Defiant Disorder: Symptoms, Assessment, and Treatment uniquely focuses on practical strategies for assessing and treating Oppositional Defiant Disorder (ODD) in youth. After briefly reviewing clinical characteristics of ODD and known causal factors, the book reviews brief and easily administered assessment measures of ODD. It further describes efficacious treatment elements across different treatment protocols that can be personalized for young children, older children, and/or adolescents that are based on unique clinical and family characteristics. Assessment and treatment tips for addressing commonly co-occurring problems, such as difficulties with toilet training, lying, problems with peers, and aggression are included. Finally, the book includes practical tools, such as therapeutic handouts, sample rating forms, and psychoeducational materials for parents and clinicians, along with links to online materials for ease of use in applied clinical settings.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to normal cognitive systems, but instead arise from developmental processes that operate under atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur. Computer and robotic models provide concrete tools for investigating the processes and mechanisms involved in learning and development. Volume 2 illustrates the principles of 'Neuroconstructivist' development, with contributions from 9 different labs across the world. Each of the contributions illustrates how models play a central role in understanding development. The models presented include standard connectionist neural network models as well as multi-agent models. Also included are robotic models emphasizing the need to take embodiment and brain-system interactions seriously. A model of Autism and one of Specific Language Impairment also illustrate how atypical development can be understood in terms of the typical processes of development but operating under restricted conditions. This volume complements Volume 1 by providing concrete examples of how the 'Neuroconstructivist' principles can be grounded within a diverse range of domains, thereby shaping the research agenda in those domains.

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.

Understanding Intellectual Disability: A Guide for Professionals and Parents supports professionals and parents in understanding critical concepts, correct assessment procedures, delicate and science-infused communication practices and treatment methods concerning children with intellectual disabilities. From a professional perspective, this book relies on developmental neuropsychology and psychiatry to describe relevant measures and qualitative observations when making a diagnosis and explores the importance of involving parents in the reconstruction of a child's developmental history. From a parent's perspective, the book shows how enriched environments can empower children's learning processes, and how working with patients, families, and organizations providing care and treatment services can be effectively integrated with attachment theory. Throughout seven chapters, the book offers an exploration of diagnostic procedures, new insights on the concept of intelligence and the role of communication and secure attachment in the mind's construction. With expertise from noteworthy scholars in the field, the reader is given an overview of in-depth assessment and intervention practices illustrated by several case studies and examples, as well as a lifespan perspective from a Human Rights Model of disability. Understanding Intellectual Disability is an accessible guide offering an up-to-date vision of intellectual disability and is essential for psychologists, health care professionals, special educators, students in clinical psychology, and parents. Things are connected through invisible bonds: you cannot pluck a flower without unsettling a star. Galileo Galilei

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? They are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational modeling, and neuroimagingan approach until now seldom taken when considering child development. Neuroconstructivism is a major two-volume work that seeks to redress this balance, presenting an integrative new framework for considering development. In Volume One, the authors review up-to-date findings from neurobiology, brain imaging, child development, as well computer and robotic modeling to consider why children's thinking develops the way it does, and propose a new synthesis of development that is based on five key principles found to operate at many different levels of description. Their Neuroconstructivist framework also shows how developmental disorders, such as dyslexia, can arise from typical developmental processes operating under atypical constraints. Of central importance to Neuroconstructivism is the idea that computer and robotic models are vital tools for investigating the processes and mechanisms involved in learning and development. Volume Two illustrates the principles of Neuroconstructivist development through contributions from nine different labs across the world. This volume complements Volume One by providing concrete examples of how the Neuroconstructivist principles can be grounded in a diverse range of domains, and thereby shape the research agenda in each.

Kazimierz Dabrowski's Theory of Positive Disintegration (TPD), which includes the widely know "overexcitabilities," is one of the most influential theories in gifted education. This groundbreaking book, edited by Dr. Sal Mendaglio, brings together leading professionals, many of whom knew Dr. Dabrowski himself, and provides readers with a diversity of perspectives on TPD. It summarizes the research and application of TPD, as well as compares it to other theories of personality and psychological development. Dabrowski's Theory of Positive Disintegration is a thought-provoking book that provides powerful insights and information not previously published about Dabrowski's theory.

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.

Focusing on reproductive and sexual justice, this important book explores in detail both the challenges that trans people face when negotiating reproductive and sexual health in restrictive social contexts, and their agency in advocating for change. Chapters cover a breadth of topics such as intimacy, sexual violence, reproductive intentions, sexuality education, oncology, and pregnancy, introducing readers to the latest research in the field as well as key emerging concepts. The authors identify core principles for trans reproductive and sexual justice, providing a broad overview of what is currently succeeding and what can be built on going into the future. Trans Reproductive and Sexual Health offers a comprehensive exploration that is essential reading for academics and students in psychology, sociology, gender studies, and related areas, as well as clinicians and policy makers, offering direct implications for professional audiences working in health and social care.

This edited volume recognizes that resilience, and the most effective means of harnessing it, differ across individuals, contexts and time. Presenting chapters written by a range of scholars and clinicians, the book highlights effective evidence-based approaches to nurturing resilience, before, during and after a traumatic experience or event. By identifying distinct therapeutic tools which can be used effectively to meet the particular needs and limitations associated with different age groups, clients and types of experience, the volume addresses specific challenges and benefits of nurturing resilience and informs best practice as well as self-care. Approaches explored in the volume include the use of group activities to teach resilience to children, the role of sense-making for victims of sex trafficking, and the ways in which identity and spirituality can be used to help young and older adults in the face of pain and bereavement. Chapters also draw on the lived experiences of those who have engaged in a personal or guided journey towards finding new meaning and achieving posttraumatic growth following experiences of trauma. The rich variety of approaches offered here will be of interest to clinicians, counsellors, scholars and researchers involved in the practice and study of building resilience, as well as trauma studies, psychology and mental health more broadly. The personal and practice-based real-life stories in this volume will also resonate with individuals, family and community members facing adversity.

This book examines the impact of pediatric HIV on children, adolescents, and their families. Beginning with an overview of pediatric HIV epidemiology, it traces the medical, psychological, and social dimensions of HIV through the trajectory of childhood and youth. It examines the latest research on a wide range of topics, including treatment adherence, cultural, legal, and ethical issues, and HIV stigma and its reduction. Chapters offer expert recommendations for clinicians working with children with HIV as well as researchers studying pediatric HIV. In addition, the book also discusses daily concerns associated with pediatric HIV, such as disease management, coping, access to services, risk prevention, and health promotion. Topics featured in this book include: The impact of pediatric HIV on families. Psychosocial considerations for children and adolescents with HIV. HIV prevention and intervention in the school setting. HIV disclosure in pediatric populations. How to design effective evidence-based HIV risk-reduction programs for adolescents. A Clinical Guide to Pediatric HIV is a must-have resource for researchers, clinicians, and graduate students in child and school psychology, social work, and public health as well as pediatric medicine, nursing, epidemiology, anthropology, and other related disciplines.

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.