An insatiable need for sex and love. Periods of overeating or starving. A pattern of unstable and painful relationships. Does this sound painfully familiar? Trauma counselor Kelly McDaniel has seen these traits over and over in clients who feel trapped in cycles of harmful behaviors-and are unable to stop. Many of us find ourselves stuck in unhealthy habits simply because we don't see a better way. With Mother Hunger, McDaniel helps women break the cycle of destructive behavior by taking a fresh look at childhood trauma and its lasting impact. In doing so, she destigmatizes the shame that comes with being under-mothered and misdiagnosed. McDaniel offers a healing path with powerful tools that include therapeutic interventions and lifestyle changes in service to healthy relationships. The constant search for mother love can be a lifelong emotional burden, but healing begins with knowing and naming what we are missing. McDaniel is the first clinician to identify Mother Hunger, which demystifies the search for love and provides the compass that each woman needs to end the struggle with achy, lonely emptiness, and come home to herself.

Abnormal Child and Adolescent Psychology with DSM-5 Updates, 8/e presents students with a comprehensive, research-based introduction to understanding child and adolescent psychopathology. The authors provide a logically formatted and easy to understand text that covers the central issues and theoretical and methodological foundations of childhood behavior disorders. Rich with illustrations and examples, this text highlights the newest areas of research and clinical work, stressing supported treatments and the prevention of behavior problems of youth.

Personal Relationships Across the Lifespan presents a comprehensive and up-to-date account of the role of personal relationships in people's lives. Highlighting areas of special significance and research interest at each major life-stage, Patricia Noller, Judith A. Feeney and Candida Peterson, examine how close relationships develop over time and influence individual adjustment. They explore a wide range of relationships, including some that are often neglected, such as those with siblings, adult children and elderly parents. They also look at alternative family forms, such as single-parent families and step-families, and address important themes such as intimacy, conflict and power. With insightful discussion of the theory and methods typically used by researchers working in this area, Personal Relationships Across the Lifespan is an ideal resource for students and researchers of both relationships and lifespan development. It will also be of interest to practitioners, such as social workers and family therapists, working with clients with relational concerns and anyone wanting to learn more about the nature of relationships.

Introduction to Human Development and Family Studies is the first text to introduce human development and family studies (HDFS) as inextricably linked areas of study, giving students a complex yet realistic view of individuals and families. Pioneers of research paradigms have acknowledged that the family is one setting in which human development occurs. Moreover, in many academic programs, the lines of these two disciplines blur and much work is inherently multidisciplinary and interdisciplinary. This book helps to fortify an understanding of HDFS and subareas within it. Vignettes from current HDFS students as well as new professionals, an overview of the lifespan stage(s) within the family context, a wide description of research methods and applications, current policy issues relevant to the area, and discussions of practice/careers coupled with strategies for pursuing specializations or careers in the area are hallmarks of this textbook. Introduction to Human Development and Family Studies is essential reading for students new to the major and minor wanting to know: What is HDFS? Who are the people involved in HDFS? Why is HDFS important? How does theory and research inform work in HDFS? What does the pursuit of being an ethical professional require? What are the key areas in HDFS? Incredibly user-friendly both on the page and online, the text also features the following resources: Chapter Summaries where the main points of each chapter are pinpointed at the end of every chapter for review and study. Key Terms listed and defined within the margins of every chapter, a complete Glossary at the end of the text, and Flashcards online for additional review and study. Challenge: Integration section at the end of each chapter that underscores concepts from the chapter and draws connections between content presented in other chapters. Journal Questions to encourage reflection about the content and encourage thinking about some of the content coupled with students' own experiences. Suggested Resources that lists relevant websites, books, articles, and video links for further study. A Closer Look at Applied Experiences Appendix outlines the internship process and shows how the internship experience can be meaningful and useful, and a Consuming Research Appendix that focuses on what it means to be a consumer of research, the knowledge and skills consumers need, and considerations for transitioning from a consumer of research to a producer of research.

Written in a clear and accessible style, this book presents a wealth of practical information to guide the next generation of educational and developmental psychologists in Australia and New Zealand in pursuing a career in the field. There are over 800 educational and developmental psychologists in Australia, and over 200 educational psychologists in New Zealand, who represent a diverse workforce. Pathways to becoming an educational and developmental psychologist have seen rapid shifts with updated key competencies that prospective educational and developmental psychologists need to be aware of. This book gives the reader a comprehensive understanding of what makes an educational and developmental psychologist and outlines seven steps required to become an endorsed educational and developmental psychologist. Specifically, it offers guidance on understanding the role and its history, tertiary study requirements, registration requirements, professional competencies, skills and attributes needed, work experience, professional associations and member groups, endorsement and supervision requirements, finding work, and starting work. With a primary focus on Australia, each chapter also features a section on the career in New Zealand, with a variety of psychologists sharing their expertise and reflections from their experiences in New Zealand. This resource is essential reading for students, provisional psychologists, and practising psychologists. At the same time, it provides insights for other educational and health professionals who may work multi-, inter-, or transdisciplinary with educational and developmental psychologists.

* 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.

Child care is an integral part of the web of influences and experiences that shape children's development. Utilizing an interdisciplinary approach that covers both historic and economic contexts, this unique book characterizes child care in 18 countries on five continents. Specific historical roots and the current social contexts of child care are delineated in industrialized as well as in developing countries. To increase the depth of crosscultural analysis and integration, commentators from countries and disciplines other than the authors comment on the issues raised in each chapter.

Early childhood is considered a critical but often vulnerable period in a child's development where early identification and intervention can be crucial for improving children's developmental outcomes. Systems and family-centred perspectives are vital to support families and build their capacities to lead normalized lives with improved family quality of life. This book explores the family-centred practices and systems factors which influence families' experiences raising children with complex needs. It also considers the ways in which professionals can work with families to build and support parent and child competence. Conceptual and practical work from Australia, Canada, Europe and the United States present descriptions of and implications for different family system frameworks and early-childhood programs. Contributors in this edited volume bring together contemporary information that bridges the research to practice gap in supporting families of young children with disabilities or delays. Chapters include: Early Intervention for Young Children with Developmental Delays: Contributions of the Developmental Systems Approach Family Composition and Family Needs in Australia: What Makes a Family? Working with Families in Early Childhood Intervention: Family-Centred Practices in an Individualised Funding Landscape Family Systems and Family-Centred Intervention Practices in Portugal and Spain: Iberian Reflections on Early Childhood Intervention This book will attract the attention scholars of Parenting and Families; Child Development and Childcare.

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.

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.

Now in its second edition, this accessible guide and introduction to critical applied linguistics provides a clear overview of the problems, debates, and competing views in language education, literacy, discourse analysis, language in the workplace, translation, and other language-related domains. Covering both critical theory and domains of practice, the book is organized around five themes: the politics of knowledge, the politics of language, the politics of difference, the politics of texts, and the politics of pedagogy. Recognizing that a changing world requires new ways of thinking, and that many approaches have watered down over time, the new edition applies a sharp, fresh look at established and new intellectual frameworks. The second edition is comprehensively updated with additional research throughout and features new discussions of colonialism, queer theory, race and gender, translanguaging, and posthumanism. With a critical focus on the role of applied linguists, Pennycook emphasizes the importance of a situated, collaborative perspective that takes the discussion away from questions of implementation, and insists instead that critical applied linguistics has to be an emergent program from the contexts in which it works. This landmark text is essential reading for students and researchers of applied linguistics, multilingualism, language and education, TESOL, and language and identity.

Psychology of Gang Involvement expands existing knowledge by applying psychological knowledge to gangs, including how gang members think, their mental and emotional well-being, and their perceptions of gang involvement, as well as issues relating to gang prevention and intervention strategies. This book offers readers a clearer understanding of the important role that social psychological processes play in the formation and maintenance of gangs and gang membership. It will enhance readers' understanding of gang members' social cognition, emotional intelligence, well-being, and mental health, as well as how these factors potentially promote and sustain individual gang involvement. Readers will discover also how these important psychological characteristics vary according to an individual's commitment to a gang. Organized in three sections, the first focuses on issues relevant to theoretical perspectives of gang involvement. Chapters include detailed examinations of a gang member's experiences and the implications of these for theoretical development, and considerations of the importance of social and psychological issues such as group processes and levels of commitment to gang membership to, understand and explain involvement in gangs. The second section centers on issues such as adverse childhood experiences and trauma, and examines their links to male and female gang membership as potential risk factors and outcomes of gang involvement. The section concludes by contemplating how the mental health, traumatic experiences, and involvement in violence compares between gang members and other violent men in adulthood. The final section considers current responses to gang membership by evaluating individual and group-based approaches to gang prevention and intervention strategies, and concludes with a theoretical conceptualization of how a strengths-based approach could work to reduce gang involvement. This book will be a useful text for a wide range of readers interested in, or working with gang members, including academics and students, practitioners, youth workers, clinicians, and criminal justice agents.

Daring to gaze directly into the core of parenting in Israel, this book presents, for the first time, a study that focuses on the conscious and unconscious aspects of the Israeli parenting experience when raising sons is overshadowed by the knowledge that at 18 years old, these sons will be drafted into inherently life-endangering compulsory military service.Exposing the emotional drama, hidden from open view until now, and against a background of a uniquely intertwined Jewish and Israeli history, Hanni Mann-Shalvi explores the dynamics that shape Israeli parenting norms, and simultaneously impact the couple relationship as sons grow up and develop their masculine Israeli identity. From Ultrasound to Army delves into the developmental processes experienced by the young Israeli male up until military recruitment, his image as a cadet and later as a commando, his changing relationship with his parents, and his experiences on being discharged, all of which affect his development from boy to man.

Although originally published in France in 1951 this English translation was not published until 1975. The book supplements the authors' previous publications on the development of thought in the child and is the result of two preoccupations: how thought that is in the process of formation acts to assimilate those aspects of experience that cannot be assimilated deductively - for example, the randomly mixed; and the necessity of discovering how the mental processes work in the totality of spontaneous and experimental searchings that make up what is called the problem of 'induction'. Induction is a sifting of our experiences to determine what depends on regularity, what on law, and what on chance. The authors examine the formation of the physical aspects of the notion of chance; they study groups of random subjects and of 'special' subjects; and they analyse the development of combining operations which contributes to determining the relationship between chance, probability, and the operating mechanisms of the mind.

Routledge Library Editions: Adolescence brings together as one set, or individual volumes, a small series of previously out-of-print titles, originally published between 1975 and 1999. The set covers a variety of issues that may arise in adolescence: from developmental changes and family/parental relationships to more serious problems such as depression, trauma and abuse.

Stress is an increasingly popular subject and is studied across a range of areas within psychology. Examples relate to everyday issues like school, family and stress within the workplace. New edition examines stress related to current hot topics, like stress and technology.

Caring for the mental health of children and their families is complex and challenging-and meaningful. For Christian clinicians who work with childhood disorders, however, few resources exist to address such treatment from a research-based Christian integration perspective. Treatment of Childhood Disorders fills this gap by combining biblical and theological understanding with current psychological literature on empirically supported treatments for children. Sarah E. Hall and Kelly S. Flanagan present an integrated approach based in developmental psychopathology, which offers a dynamic, multifaceted framework from which to understand the processes that affect children's development. In this unique textbook, Hall and Flanagan consider a variety of disorders commonly diagnosed in children and adolescents, including anxiety, depression, ADHD, and autism spectrum disorder. After discussing prevalence, risk and causal factors, patterns throughout development, and assessment, they focus on evidence-based practices that have been found to be effective in treating the disorders. Each chapter also features ideas for Christian integration in treatment and an extended case study that brings the content to life. Christian Association for Psychological Studies (CAPS) Books explore how Christianity relates to mental health and behavioral sciences including psychology, counseling, social work, and marriage and family therapy in order to equip Christian clinicians to support the well-being of their clients.

Originally published in English in 1976, the book draws on and extends our knowledge of the process of learning. The subject of the study is the general stage in a child's development that comes between his successful performance of an activity without knowing how he did it - that is, what he had to do in order to succeed - and the times when he becomes aware of what went into that action. The book reports the results of experiments conducted at the Centre of Genetic Epistemology. Children, ranging in age between four and adolescence, were asked to perform such tasks as walking on all fours, playing tiddlywinks, building a ramp for a toy car. They were then asked to explain how they had performed the task, and in some cases, to instruct the interviewer. Their answers show a number of surprising inaccuracies in the child's ability to grasp the nature of what he has done. Taking a broad view of his results, Piaget shows that they reveal several stages in the gradual development of the child's conceptualization of his actions. In analysing each stage, Piaget argues that the child's concept of his own action cannot be considered a simple matter of 'enlightenment', but must actively be reconstructed from his experience. This view has always been at the core of Piaget's work, and a new area of the child's mental world is here given definitive treatment.

Originally published in 1988, this title presents a longitudinal research project 'Individual Development and Adjustment' (IDA), planned and implemented at the Department of Psychology, University of Stockholm. This title concerns the theoretical background of the project, the planning and collecting of data during the second phase of the project when the participants had reached adulthood, and the presentation of some empirical, illustrative studies based on the collected data.

Kathleen Berger's acclaimed introduction to childhood and adolescence development weaves together classic and cutting-edge research, contemporary topics (especially neuroscience and culture), and relatable real stories and personal experiences. LaunchPad for the text offers additional ways to engage students, including Data Connections, which lets students explore the data behind high-impact research; and Developing Lives, an interactive online experience in which students "raise" a virtual child through adolescence.

-In new edition: multicultural approach integrated throughout text allows instructors to incorporate information along the way instead of tacking on a diversity unit or supplementing with extra reading. -In new edition: incorporates latest DSM and federal standards. -A comprehensive approach makes this text useful across disciplines, including school psychology, child clinical psychology, special education, counselling psychology, child psychiatry, and social work. -Well known book in the field that is already widely used in assessment courses

Often examined separately, this timely volume provides a detailed exploration of the nexus between family violence and sexual offending. Recognising family and sexual violence as highly interrelated issues, it uncovers the challenges and paradoxes of addressing them as separate versus coinciding problems. What is lost and gained when we treat family violence and sexual offending according to the same framework? Light is shed on the nature and dynamics of offending; various terminology (e.g., domestic abuse, intimate partner violence, grooming, coercive control); political and policy contexts; myths and misconceptions; policing and investigative responses; children as overlooked victim-survivors; and the punishment and treatment of offenders. Drawing on international literature, case studies, and stakeholder interviews, the book encourages critical consideration to inform future policy, practise, and research, ultimately prompting stronger approaches to reflect victim-survivors' realities and needs. The book is relevant to the work of professionals in the social service and criminal justice sectors (e.g., police, policymakers, social workers, advocates, and counsellors), and will be of key interest to researchers and students in diverse academic fields such as criminology, forensic psychology, social work, and socio-legal studies.

This book presents the case studies of children who are identified as emotionally disturbed as well as those labeled as learning disabled or educable mentally retarded from both a deviancy and ecological perspective for a more complete understanding of the children and the labeling process.

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.