This volume brings together a collection of papers centred on the theme of the psychological functions that are built up by communication in the developing child. It is part of a series that aims to integrate social and cognitive development research on the developing child within his/her environment. The approach strives to overcome impasses that are outgrowths of two traditional themes in psychology. First is the fundamental general biological issue of the contributions of the organism and its environment to the development of the former. The second is how we can understand social development in human ontogeny, and in which ways (if any) human social development differs from that of other species.

"International Review of Research in Developmental Disabilities "is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

Volume 42 of the series offers chapters on a variety of themes.
Provides the most recent scholarly research in the study of developmental disabilitiesA vast range of perspectives is offered, and many topics are covered An excellent resource for academic researchers

The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes. Each chapter in this authoritative guide highlights a different facet of metamemory research, including classical metamemory judgments; applications of metamemory research to the classroom and courtroom; and cutting-edge perspectives on continuing debates and theory. Chapters also provide broad historical overviews of each research area and discussions of promising directions for future research. The breadth and depth of coverage on offer in this Handbook make it ideal for seminars on metamemory or metacognition. It would also be a valuable supplement for advanced courses on cognitive psychology, of use especially to graduate students and more seasoned researchers who are interested in exploring metamemory for the first time.

The Caribbean is known more as a tropical paradise than as an area composed of diverse ethnic and political groups, the majority of whom live on the edge of poverty. This set of conceptual and empirical papers focuses on the diversity of ethnic groups in Caribbean families. The essays examine ethnic origins, social structures, family structures, and intellectual, social and clinical problems and their treatment. The issues noted in migration patterns are presented in some detail and there is a description and assessment of different family organizations and childrearing patterns. In documenting Caribbean culture, this volume aims to offer a source of information for broadening the knowledge base of social scientists interested in sociocultural family functioning.

Richard Lewis had been a youth therapist, foster carer and teacher in a large city comprehensive school for over 20 years, but his personal integrity was suddenly brought into question by the claims of a former student 16 years ago. His dedicated life as a supporter of delinquent and wayward teenagers was brought to a sudden halt, where, at one point, suicide appeared to be the best way out. The Accused is a harrowing autobiography of an innocent man, a personal ordeal where it was felt that 'the system' presumes one is 'guilty till proven innocent'. When a child abuse allegation is made, where two people stand by irreconcilable testimonies, a strategy group of professionals has to make a decision that has serious long-term consequences. The Accused presents the voice of a victim subjected to an uncorroborated disclosure. This book argues for a review of current child protection procedures, for an examination of stereotypical beliefs and assumptions centring of an enquiry, and for the case to examine the social implications of making unfounded allegations of abuse against professional personnel.

Child development comprises children's cognitive, linguistic, motor, social and emotional development, communication, and self-care skills. Understanding developmental periods means that possible problems or roadblocks can be planned for or prevented. Knowledge of child development is necessary for achieving educational goals and is integral to promoting children's healthy and timely development. Global Perspectives on Prenatal, Postnatal, and Early Childhood Development is an essential scholarly reference source that compiles critical findings on children's growth periods and characteristics as well as the principles that affect their development. Covering a wide range of topics such as at-risk children, early intervention, and support programs, this book is ideally designed for child development specialists, pediatricians, educators, program developers, administrators, psychologists, researchers, academicians, and students. Additionally, the book provides insight and support to health professionals working in various disciplines in the field of child development and health.

Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.
Includes chapters that highlight some of the most recent research in the area of Positive Youth DevelopmentEach chapter provides in-depth discussionsAn invaluable resource for developmental or educational psychology researchers, scholars, and students

Volume 40 of the Advances in Child Development and Behavior series includes 10 chapters that highlight some of the most recent research in the area. A wide array of topics are discussed in detail, including Perspectives on Attachment and Social Cognition Across Generations; Developmental Perspectives on Vulnerability to Non-Suicidal Self-Injury in Youth; Development of Future Thinking, Planning, and Prospective Memory; and Family Relationships and Children's Stress Responses.

Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.

10 chapters that highlight some of the most recent research in the area. A wide array of topics are discussed in detail

This accessible, informative book will help teachers, parents, and practitioners make sense of current issues and controversies surrounding childhood disabilities. Childhood Psychological Disorders: Current Controversies was compiled to disentangle controversial issues, contributing to a fuller understanding of the needs of children with disabilities and the families raising them. The book focuses on emotional, social, and behavioral concerns such as the psychological dimensions of childhood disability. Specific, topical essays highlight the current state of knowledge and the nature of opposing arguments among specialists in various disciplines. The book opens with a consideration of the historical and social context of child disability, addressing the evolution of disability concepts and the changing nature of disability as a social/cultural phenomenon. Disability's impact on the family system and schools is explored, too, from the vantage point of educators, children, and their parents and siblings. Subsequent chapters examine such diagnoses as pediatric bipolar disorder, autism, the educational label Emotionally Handicapped/Disturbed (EH/D), food allergies and related disorders, and Gender Identity Disorder (GID). Contributions from 12 distinguished scholars and practitioners in the fields of psychology, special education, and social work Case studies and examples from practice that enrich each chapter Suggestions for further readings and online resources at the end of each chapter A bibliography of significant research and works in the fields of special education, school psychology, and mental health counseling

Relationships, especially close relationships, are among the most important aspects of life for most of us. Close relationships reach to the very heart of our happiness -but exactly what processes or skills, over the course of a lifetime, help us learn to relate to one another more and more deeply, and to grow past the differences and problems that might divide us? Adult Development applies the concept of complex postformal thought in order to explore how certain cognitive processes support individuals' close relationships such that those relationships grow stronger and richer over time. Complex postformal thought allows a person to deal with everyday logical contradictions by letting that person understand that "reality" and "meaning" are co-created. In this way, postformal thought enables adults to bridge two contradictory but logical positions and reach an adaptive synthesis of them through a higher-order logic. Taking this inquiry a step further, Sinnott examines the role played by postformal thought in intimate relationships - those between spouses, partners, parents and children, siblings, and close friends. Sinnott argues that postformal thought seems to develop later in life and is somewhat akin to the concept of wisdom. Based on 30 years of research, this book diverges from typical contributions to this field by discussing positive adult development in the context of close relationships. Rather than focusing on the emergence of deficits of adulthood and particularly aging, Sinnott instead explores the cognitive processes that are important in creating and sustaining close ongoing relationships.

Edited by Stephanie W. Cawthon and Carrie Lou Garberoglio, Research in Deaf Education: Contexts, Challenges, and Considerations is a showcase of insight and experience from a seasoned group of researchers across the field of deaf education. Research in Deaf Education begins with foundational chapters in research design, history, researcher positionality, community engagement, and ethics to ground the reader within the context of research in the field. Here, the reader will be motivated to consider significant contemporary issues within deaf education, including the relevance of theoretical frameworks and the responsibility of deaf researchers in the design and implementation of research in the field. As the volume progresses, contributing authors explore scientific research methodologies such as survey design, single case design, intervention design, secondary data analysis, and action research at large. In doing so, these chapters provide solid examples as to how the issues raised in the earlier groundwork of the book play out in diverse orientations within deaf education, including both quantitative and qualitative research approaches. Designed to help guide researchers from the germ of their idea through seeing their work publish, Research in Deaf Education offers readers a comprehensive understanding of the critical issues behind the decisions that go into this rigorous and important research for the community at hand.

This book presents evidence that childhood prejudice is not only different from the adult kind, but also changes in a pattern inverse to that of moral judgement. "Changing Childhood" Prejudice describes longitudinal and cross-sectional studies of city and suburban children in grade, middle, and high school. Davidson used interviews to supplement observations made during playing her board game, then compared scores on the prejudice that emerged with scores on Kohlberg's "Measure of Moral Development." Considering childhood prejudice as a detour in the possible strong development of caring, character and moral judgement implies a school context smaller, warmer, and more encompassing than one relying only on mainstreaming and multiculturalism. The fact that nearly 40% of the nation's public school children will be from minority backgrounds within a few years requires new goals, including influencing parents. The authors call for school-by-school mission statements drawing parents into cooperative development of anti-prejudice and character curricula, supplementing the leadership of faculty members and some adolescents. New roles for the mental health community are also described.

Examining the research of others and their own case studies from cognitive, clinical, and social perspectives, the Davidsons conclude that ways of opposing prejudice and insisting on caring can be adapted to children's changing moral assumptions at each level of schooling. Children's might-makes-right and favor-trading assumptions in grade school change through identification with a conforming goodness. Conformity can be gradually replaced by independence in ideals, particularly when secondary students ponder their own community service. Coauthored by a clinician and a professional writer, the book tells how to achieve more caring in public schools and more cooperative discipline at home.

Ideal for psychology, food science and nutrition students at a variety of levels, this text provides a unique lifespan perspective to guide students through nutrition and cognitive performance. With contributions from leading academics and professionals, it is an accessible and comprehensive guide to the connection between psychology and nutrition.

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.

Written directly to individuals who have experienced childhood trauma, this book provides essential information that allows victims to begin recovering from their immense pain and suffering, and empowers them to examine their specific issues in order to become a true survivor. The American Medical Association currently estimates at least one in every five adults suffered abuse as a child. While childhood abuse or trauma is certainly not a new issue, it has reached epidemic proportion. Yet most clinicians have not been sufficiently trained to appreciate or understand the devastating long-term impact of abuse on the total person. John J. Lemoncelli, EdD, authored this book to enable those who suffer in silence to understand what happened, take control, and begin and maintain a program of recovery. It helps those abused in childhood to grasp how their experience impacted their development and the extent to which it negatively affects their present lives; encourages them to let go of the belief that they are damaged, dirty, or at fault; and provides an effective strategy for externalizing the source of their anguish, rather than blaming themselves. The author outlines several stages and common issues that may need to be addressed, but as no "one size fits all" treatment is possible, he provides strategies that empower victims to identify the specific sources of their pain.

The major challenges facing higher education are often framed in terms of preparing students for life-long learning. Society's 21st century needs require civic-minded individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences, work effectively, and live together with many different kinds of people in a more global society. In this volume, Robert J. Thompson aims to influence the current conversation about the purposes and practices of higher education. Beyond Reason and Tolerance adopts a developmental science basis to inform the transformations in undergraduate educational practices that are necessary to empower students to act globally and constructively engage difference. It synthesizes current scholarship regarding the nature and development of three core capacities deemed essential: A personal epistemology that reflects a sophisticated understanding of knowledge, beliefs, and ways of thinking; empathy and the capacity to understand the mental states of others; and an integrated identity that includes values, commitments, and a sense of agency for civic and social responsibility. Beyond Reason and Tolerance argues that to foster the development of these capabilities, colleges and universities must recommit to providing a formative liberal education and adopt a developmental model of undergraduate education as a process of intellectual and personal growth, involving empathy as well as reasoning, values as well as knowledge, and identity as well as competencies. Thompson focuses on emerging adulthood as an especially dynamic time of reorganization and development of the brain that both influences, and is influenced by, the undergraduate experience. Advances in our understanding of human development and learning are synthesized with regard to the direct implications for undergraduate education practices.

Since 1994, there have been few attempts to address the theoretical and practical foundations of effective management in early childhood education (ECE) and the Foundation Phase in South African schools, yet the survival and success of ECE centres and schools depends on the ability of education managers to meet the needs of the children/learners, educators, parents and the community. Management in early childhood education provides a comprehensive overview of the management of ECE centres for children from birth to nine years old. This book is a resource and reference guide which includes amongst others Internet sources and templates such as inventories, financial planning, parents' newsletters and agendas of staff meetings. It focuses especially on the South African context by referring to appropriate examples and scenarios of real-life situations in this country as well as the newly introduced Curriculum Assessment Policy Statements (CAPS). It also offers practical applications for the many theoretical frameworks in South African schools. All the chapters in this third edition have been updated, and each one begins with learning outcomes and key terms. Management in early childhood education is aimed at student teachers, educators, administrators and child caregivers.

This is part of a series of integrative work by infancy researchers of both humans and animals. The articles seek to serve as references on programmatic series of studies, critical correlations of diverse data that yield to a common theme, and constructive attacks on old issues.