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

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.

Children feel emotions in many ways. At times the intensity of children's emotions may be create difficulties at school, home, and social settings, and obstruct children's relationships with others in their lives. Dialectical behavioral therapy (DBT) has been proven as an evidencedbased intervention for teenagers and adults with various mental health diagnoses that focus on mindfulness, interpersonal relationships, distress tolerance, and emotional regulation. This helpful workbook will translate DBT principles through play therapy informed activities for children and their parents since children learn best through play. Supportive activities and techniques for use in the therapy room and at home with children are provided to assist children in managing their emotions and strengthen their relationships. Children need mediums to express themselves in order to channel their internal conflicts when posed with varying factors which contribute to a child's inability to conceptualize their world. Blending the facilitative powers of DBT and play therapy will allow children to utilize the needed tools and techniques to process their internal conflicts. DBT techniques such as mindfulness, interpersonal reflective, emotional regulation, and distress tolerance, as well as play therapy techniques will be combined. Utilizing these skills while combining the therapeutic powers of play will allow children to play out these presenting challenges to better understand their world and the contributing factors which lead to their dysregulation and inability to cognitively process that which they cannot verbalize due to their limited cognitive ability.

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.

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 textbook offers real-world case studies for using Applied Behavior Analysis (ABA) to create, implement, and appraise behavior intervention programs across a variety of client situations. Its chapters are formatted for ease of use and retention and organized to focus on the core components of ABA: assessment, planning, implementation, evaluation, and research/ethics. Illustrative cases represent a diversity of problem behaviors, settings, social contexts, and life stages, and includes questions about data collection, goal setting, communication with families, and other processes of effective ABA practice. Together they emphasize not only the content knowledge involved in designing interventions, but also the interpersonal skills necessary for helping change complex challenging behaviors. These fifty case studies: Are suited to individual or team training. Present guiding questions regarding ABA process and professional practice. Feature charts, forms, templates, and other practical tools. Include links to Behavior Analyst Certification Board resources. Demonstrate the flexibility of ABA for use with children, adolescents, adults, or seniors. Applied Behavior Analysis: Fifty Case Studies in Home, School, and Community Settings is an essential text for graduate students, researchers, and practitioners in child and school psychology, behavior analysis, learning and instruction, counseling, and education. This singular volume models critical thinking and professional development in keeping with best practices and professional standards.

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.

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.

Originally published in 1980 The Verbal Games of Pre-school Children states that in the course of acquiring language, every child recognizes that verbal interaction is a powerful tool which can be used to interpret and manipulate the world. During the last previous two decades developments in the study of both language acquisition and linguistic theory had begun to illustrate that the acquisition of a first language involves considerably more than the mere learning of grammatical structure. This view of learning had led researchers gradually to see children as more than grammarians devising grammatical constructs. The tendency at the time was to see the child as an active partner in what are essentially games of communication and invention during which the rules of usage as well as the rules of grammar are discovered. This study is based on extensive and detailed observation of the verbal interaction of two pre-school children, and as such offers far-reaching ideas and conclusions concerning the manner in which all children determine the role of language in their lives, whilst simultaneously learning how to piece it together.

"The Evolving Self" focuses upon the most basic and universal of psychological problems--the individual's effort to make sense of experience, to make meaning of life. According to Robert Kegan, meaning-making is a lifelong activity that begins in earliest infancy and continues to evolve through a series of stages encompassing childhood, adolescence, and adulthood. The Evolving Self describes this process of evolution in rich and human detail, concentrating especially on the internal experience of growth and transition, its costs and disruptions as well as its triumphs.

At the heart of our meaning-making activity, the book suggests, is the drawing and redrawing of the distinction between "self" and "other," Using Piagetian theory in a creative new way to make sense of how we make sense of ourselves, Kegan shows that each meaning-making stage is a new solution to the lifelong tension between the universal human yearning to be connected, attached, and included, on the one hand, and to be distinct, independent, and autonomous on the other. "The Evolving Self" is the story of our continuing negotiation of this tension. It is a book that is theoretically daring enough to propose a reinterpretation of the Oedipus complex and clinically concerned enough to suggest a variety of fresh new ways to treat those psychological complaints that commonly arise in the course of development.

Kegan is an irrepressible storyteller, an impassioned opponent of the health-and-illness approach to psychological distress, and a sturdy builder of psychological theory. His is an original and distinctive new voice in the growing discussion of human development across the life span.

This new edition of the highly successful Fundamentals of Development: The Psychology of Childhood has been thoroughly revised and updated to reflect the exciting new findings in the thriving area of developmental psychology. The book addresses a number of fascinating questions including: Are children born good or bad? What do children understand about the mind? What roles do nature and nurture play in child development? As in the previous edition, the book follows a thematic approach and outlines the main areas of developmental psychology, including classic theories and studies, and offers a broad overview of contemporary research in the field. Each chapter addresses a key topic - such as theory of mind, attachment, and moral development - and is self-contained and comprehensive in its coverage. New chapters in this edition include a detailed look at methods in developmental psychology, an overview of developmental disorders, and an introduction to the burgeoning area of numerical development. The book is student-friendly, with all topics described in straightforward language, illustrated in full colour, and organized as standalone chapters. The text will make an excellent companion to introductory courses on developmental psychology, and for instructors there are high-quality lecture slides, and a bank of multiple choice questions. The text is written to be both accessible and comprehensive, and to provide an engaging overview for students and professionals who have little or no background in this area.

This volume provides an overview of cognitive science and critically assesses areas within the topic that are evolving rapidly. Using multidisciplinary studies and rich empirical literature, discussions, and demonstrations, this book: * Discusses the evolution of cognition with reference to material records and the use of brain imaging * Highlights emerging domains and novel themes within cognitive science such as transgender cognition, space cognition, cross-cultural cognition, futuristic artificial intelligence, social cognition and moral cognition * Reflects on the status of cognition research in these emerging areas and critically evaluates their current progress * Explores data both from behavioural and neuroimaging research literature, and sheds light on the potential effects of technological growth and changing habits on attention and cognitive abilities of humans * Examines the effects of religious and meditative practices on its core cognitive science components * Speculates research domains that would gain importance in the next few decades in cognitive science research Finding commonalities in theoretical frameworks and models in upcoming areas in cognition research, this comprehensive study will be of interest to students, researchers and teachers of cognitive psychology, cognitive science, neuroscience, medical science and computer science. It will also be helpful for academicians, psychologists, neuroscientists, mental health professionals, medical professionals, counsellors and those looking for an alternate perspective on the topic.

This volume provides an overview of cognitive science and critically assesses areas within the topic that are evolving rapidly. Using multidisciplinary studies and rich empirical literature, discussions, and demonstrations, this book: * Discusses the evolution of cognition with reference to material records and the use of brain imaging * Highlights emerging domains and novel themes within cognitive science such as transgender cognition, space cognition, cross-cultural cognition, futuristic artificial intelligence, social cognition and moral cognition * Reflects on the status of cognition research in these emerging areas and critically evaluates their current progress * Explores data both from behavioural and neuroimaging research literature, and sheds light on the potential effects of technological growth and changing habits on attention and cognitive abilities of humans * Examines the effects of religious and meditative practices on its core cognitive science components * Speculates research domains that would gain importance in the next few decades in cognitive science research Finding commonalities in theoretical frameworks and models in upcoming areas in cognition research, this comprehensive study will be of interest to students, researchers and teachers of cognitive psychology, cognitive science, neuroscience, medical science and computer science. It will also be helpful for academicians, psychologists, neuroscientists, mental health professionals, medical professionals, counsellors and those looking for an alternate perspective on the topic.

The book covers important topics in the psychiatric genetics (PG) field. Many of these have been overlooked in mainstream accounts, and many contemporary PG researchers have omitted or whitewashed the eugenic and "racial hygiene" origins of the field. The author critically analyzes PG evidence in support of genetic claims which, given the lack of gene discoveries, are based mainly on the results of psychiatric twin and adoption studies. Given that the evidence in favor of genetic influences is much weaker than mainstream sources report, due to serious issues in twin and adoption research, the author points to environmental factors, including trauma, as the main causes of conditions such as schizophrenia.

This book represents a broad integration of several major themes in psychology toward its unification. Unifying psychology is an ongoing project that has no end-point, but the present work suggests several major axes toward that end, including causality and activation-inhibition coordination. On the development side of the model building, the author has constructed an integrated lifespan stage model of development across the Piagetian cognitive and the Eriksonian socioaffective domains. The model is based on the concept of neo-stages, which mitigates standard criticisms of developmental stage models. The new work in the second half of the book extends the primary work in the first half both in terms of causality and development. Also, the area of couple work is examined from the stage perspective. Finally, new concepts related to the main themes are represented, including on the science formula, executive function, stress dysregulation disorder, inner peace, and ethics, all toward showing the rich potential of the present modeling.

This fully updated edition of Developmental Neuropsychology: A Clinical Approach addresses key issues in child neuropsychology with a unique emphasis on evidence-informed clinical practice rather than research issues. Although research findings are presented, they are described with emphasis on what is relevant for assessment, treatment and management of paediatric conditions. The authors focus on a number of areas. First, the text examines the natural history of childhood central nervous system (CNS) insult, highlighting studies where children have been followed over time to determine the impact of injury on ongoing development. Second, processes of normal and abnormal cerebral and cognitive development are outlined and the concepts of brain plasticity and the impact of early CNS insult discussed. Third, using a number of common childhood CNS disorders as examples, the authors develop a model which describes the complex interaction among biological, psychosocial and cognitive factors in the brain-injured child. Finally, principles of evidence-based assessment, diagnosis and intervention are discussed. The text will be of use on advanced undergraduate courses in developmental neuropsychology, postgraduate clinical training programmes and for professionals working with children in clinical psychology, clinical neuropsychology and educational and rehabilitation contexts. The text is also an important reference for those working in paediatric research.

The first book to address translation processes from the perspective of a number of so-far unexplored sub-fields of Psychology, providing the whole picture in terms of how psychology can shed light on translator behaviour. Translation and psychology is a significantly growing area of research but has so far focussed on cognitive science and translation. This book has a broader perspective and will thus be able to encourage new research and training programs. co-edited by leading authorities in the field , this timely and innovative volume demonstrates the benefits of adopting new psychological perspectives for translation research, showing the potential to strengthen and diversify how translatorial decision-making and problem-solving behaviours are understood.

* Features/Benefits o Provides a hands-on methodological guide and overview for understanding the data/results of longitudinal research in SLA/applied linguistics and for conducting one's own such studies, illustrating these methods with exemplary studies of language learning outcomes over a long term. o Original reportings of unique large-scale research studies offer the best one-stop shop for reading and understanding current quantitative longitudinal studies in language learning. o Appendices with data and pedagogical features make it useful for course use by instructors and students. * Demand/Audience o Meets the need for methodological clarity in collecting, managing/organizing, and analyzing quantitative longitudinal data on language learning by offering students and researchers of applied linguistics, testing, and education a practical guide to conducting this research along with unique exemplar studies. * Competition o The only book to focus on quantitative longitudinal data analysis specifically for an SLA/applied linguistics readership. One older book focuses on qualitative and other methods with a narrower focus, and no other book comes very close to doing what this book does.

This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.

This book explores the integral vision of human development contained in the original works of Sri Aurobindo and The Mother. It delves into multiple layers of the human personality as envisaged by Sri Aurobindo and The Mother and explores a new developmental science of consciousness based on the practice of Integral Yoga. The book examines the major metatheoretical conceptions that shape the contemporary discipline of developmental psychology and discusses the ways in which Sri Aurobindo's philosophical and psychological perspective can help break fresh ground for developmental theorisation and research by extending the current understanding of the human evolutionary potential.

The author proposes a new agenda for human development which brings together the key ideas of integral individual and collective development and informs practices in the areas of counselling, education, parenting and self-development. This book will be of special interest for researchers of developmental psychology, human development, counselling psychology, philosophy, social work and education.

Homeless women and their children who reside in a transitional housing facility or shelter have experienced multiple traumas and disruptions in their earliest attachments. These multiple, chronic traumas often result in disorganized attachment disorders, which, in turn, affect all future development. Although there are a dearth of programs and interventions that work with disorganized attachment disorder within the homeless population, there are few studies that explore the difficulties that homeless mothers experience in forming positive attachments with their children. Mothering without a Home: Attachment Representations and Behaviors of Homeless Mothers and Children explores the attachment style of homeless mothers and its effect on the resulting attachment style of their children. Ann Smolen utilizes psychoanalytically informed interventions with the goal of aiding these women in developing a deeper capacity to understand and be attuned to their children s emotional needs.

This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.

This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.