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 ground-breaking original volume offered the first systematic analysis of culturally informed developmental pathways, utilizing ethnographic reports and quantitative and qualitative analysis. -Classic edition includes a new introduction by Keller, recording how she has further developed her conceptual framework. -Covers key topics including infant psychobiology, parenting systems, models of independence and interdependence, self-regulation, theory of mind, and a longitudinal analysis of three cultural environments. -Heidi Keller is a leading figure in the field and recipient of the SRCD Award for Distinguished Contributions to Understanding International, Cultural, and Contextual Diversity in Child Development in 2019.

This book explores what a sense of belonging-its components and state-means for the adopted children and those in care. It contributes to reader's understanding of these children's emotional well-being, mental health, and potential for success in life through education and beyond.

Generally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents is a comprehensive guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of students' social and emotional behavior. Written for graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines. Building on the previous editions, this fifth edition includes updated references to DSM-5 and federal standards as well as an integrated approach to culturally competent assessment throughout the text. In Part I, Foundations and Methods of Assessment, the author provides a general foundation for assessment practice and outlines basic professional and ethical issues, cultural considerations, and classification and diagnostic problems. Part II, Assessment of Specific Problems, Competencies, and Populations, includes material on assessing specific social-emotional behavior domains, including externalizing problems, internalizing problems, social skills and social-emotional strengths, and the unique needs of young children. A chapter on school-wide screening methods was also added with this edition. By weaving together the most recent research evidence and common application issues in a scholarly yet practical matter, Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be the pre-eminent foundation for assessment courses.

Our sense of identity begins (our psychological birth sometime in the first year of life) with the feeling that we are the centre of the universe, protected by godlike benevolent parents who will enable us to live happily ever after. This is the "Promise" that is never given up, lurking in the unconscious part of our minds. We must learn, reluctantly, that our parents are unable to protect us from the passage of time, from decline, and from death. Yet we retain, even as adults, the delusion that, while others may die, we never will. This adds fuel to the murderous anger we are born with and must master, alongside the contradictory vertical split in the mind that we are destined to die. The "Promise" is described in patients and in examples from biography and fiction in relation to anniversaries and specific holidays. The book ends with a specific illustration in relation to an eight-month-old infant.

What is a child? For Freud, the child was never a category or concept of any theoretical value. Instead he proposed the notion of the infantile as a time outside of history. Thus there are different notions of time and history at play in the psychoanalysis of a child, as well as in the history of the field itself. In clinical practice, in society, and in law, however, childhood is defined in reference to age and development.Within psychoanalysis there has been a confusion of childhood as construed through the retrospective memories of adults, with the child who is observed and educated. This conflation marked the early history of psychoanalysis of the child, a field which began as a family affair. It was Hermine Hug-Hellmuth who first declared that it was impossible for anyone to analyze his own child. This foundational statement also enabled her to theorize the place of the parents in the analysis of the child.Our modern notion of the child emerged historically since the decline of the Middle Ages and through the Enlightenment. The child became a subject of Church and State, coinciding with a new repression of sexuality and death in childhood. This produced an idealized notion of the child to which Freud referred as "His Majesty the baby." Despite this, the emergence of the modern notion of the child made possible Freud s discovery of infantile sexuality and of the unconscious.Each child must also uncover his or her own sexuality and find a means to appropriate it in order to come to the place of subject, in the necessary detachment from parental authority. To do so is not, as is usually asserted, a process of continuous development. Rather, it is an act of destruction in which the subject must break the mold in which he or she has been conceived."

With specially commissioned introductions from international experts, the Psychological Insights for Understanding COVID-19 series draws together previously published chapters on key themes in psychological science that engage with people's unprecedented experience of the pandemic. This volume collects chapters that address prominent issues and challenges presented by the SARS-CoV-2 pandemic to families, parents, and children. A new introduction from Marc H. Bornstein reviews how disasters are known to impact families, parents, and children and explores traditional and novel responsibilities of parents and their effects on child growth and development. It examines parenting at this time, detailing consequences for home life and economies that the pandemic has triggered; considers child discipline and abuse during the pandemic; and makes recommendations that will support families in terms of multilevel interventions at family, community, and national and international levels. The selected chapters elucidate key themes including children's worry, stress and parenting, positive parenting programs, barriers which constrain population-level impact of prevention programs, and the importance of culturally adapting evidence-based family intervention programs. Featuring theory and research on key topics germane to the global pandemic, the Psychological Insights for Understanding COVID-19 series offers thought-provoking reading for professionals, students, academics, policy makers, and parents concerned with the psychological consequences of COVID-19 for individuals, families, and society.

This book investigates the relationship between our present and future selves. It focuses specifically on diachronic self-regarding decisions: choices involving our earlier and later selves, in which the earlier self makes a decision for the later self.

In the late 1960s, after a period of intense acceleration of the pace of research on human infancy, a number of investigators some anthropologists, some psychologists, some psychiatrists and paediatricians, and even a few ethologists developed the conviction that certain contributions to the understanding of infancy would come from, and perhaps only come from, cross-cultural and cross-population studies.

This book, originally published in 1981, represents part of the first fruit of that conviction, and its impressive range of chapters justifies not only the belief itself but also the several rationales behind it."

This book provides a framework for scholars and clinicians to develop a comprehensive and dynamic understanding of antisocial, narcissistic, and borderline personality disorders, by seeing personality as a dual, as opposed to a singular, construct. Converging the two separate research and clinical diagnostic systems into a wholistic model designed to reach reliable and valid diagnostic conclusions, the text examines adaptive and maladaptive personality development and expression, while addressing the interpersonal system that keeps the pathology from extinguishing. Each chapter will discuss core and surface content, origin and symptom manifestation, system and pathology perpetuation, and online behavior expression, concluding with practical guidance on treatment success and effective approaches. Seasoned and tyro researchers and clinicians will be challenged to explore the utility of the DSM-5 alternative model of personality disorders and apply it to further the understanding of these complex, and often destructive, disorders.

This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls' narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls' experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls' "choices" within systems that they do not feel they can change. Part two highlights girls' active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

Thoroughly revised and up-to-date version of successful second edition Contains the best and most contemporary reviews of research on memory development that is currently available Range of topics is comprehensive both in scope and in the range of ages considered The authors are among the international leaders in their respective fields

This book examines adults' identifications and internal relationships with their siblings' mental representations. The authors believe that the best way to illustrate clinical formulations and psychoanalytic theoretical concepts is to provide detailed clinical data. The influence of childhood sibling experiences and associated unconscious fantasies, in their own right, in adults' personality characteristics, behaviour patterns, and symptoms are presented from seventeen case reports. Clinicians who have patients with fear of pregnancy, claustrophobia, incestuous fantasies, extreme dependency on or murderous rage against siblings, guilt due to the death of a sister or brother in childhood, replacement child syndrome, history of adoption, certain types of animal phobias and related issues will find this volume most helpful. The authors have made a rare, but needed, psychoanalytic contribution that examines mental representations of sisters and brothers in our daily lives.

Introduction to Family Processes: Diverse Families, Common Ties serves to provide an explanation of the complex workings of inner family life. The text primarily focuses on family processes and dynamics (the "inside" of families) as opposed to sociological trends, political topics, or the individual psychological approach. The text further presents the research underlying these processes and effectively presents ways to increase the positive aspects of family life. This edition has been updated to include current research and contemporary topics. The text has been divided into four parts: Foundations, Building and Establishing Families, Maintaining Families, and Change/Turbulence/Gains/Losses. While the research methods chapter still provides an introductory examination of family science research, it now includes an expanded discussion on research design, methods, and advances in the area. A new chapter, titled "Forgiveness, Kindness, Hope, and Gratitude" has been incorporated to amplify positive family processes and highlight emerging research. This edition provides added emphasis on diverse families (e.g., race/ethnicity, family structure, LGBTQIA, ability, culture, and family formation), and each chapter includes a new "Discussions in Diversity" section related to that chapter. The authors have consciously included an epilogue as a way of reflecting on what they have learned, along with what they hope to learn in the future. Aimed at courses related to family studies and family dynamics, this text provides a comprehensive review of family processes. Whether it is used for undergraduate or graduate classes, professional growth, or personal enrichment, the text assists readers in enhancing the positive aspects of family life, avoiding undesirable aspects, and more effectively managing the challenges and obstacles families face that cannot be avoided. Thus, the text holds an appeal for people who live (or will live) in families, as well as those who want to work with families.

Erotic transference and countertransference is a core psychoanalytic topic, but very rarely discussed for underage patients * Offers key theory and clinical guidance to managing sexuality in child and adolescent work * Contains contributions from key figures in the international psychoanalytic community

In Virtue Ethics for the Real World: Improving Character without Idealization, Howard J. Curzer argues that character ideals seduce virtue ethicists into counterintuitive claims, mislead and psychologically harm people seeking to improve their characters, and sometimes become tools for exploitation. Curzer offers a theory of Aristotelian virtue ethics that eschews idealization and that harmonizes with common sense. To explain the many dilemmas of ordinary life, he allows that different virtues sometimes enjoin incompatible actions and even enjoin actions that conflict with duty. Curzer defends the doctrine of the mean, arguing that idealized traits such as unilateral forgiveness, universal civility, unconditional commitments, and unlimited generosity are not virtues. He shows that the reciprocity of virtues doctrine depends upon idealization and rejects it. When undergirding his theory, Curzer wears several hats. He is a eudaimonist when grounding virtue, a constructivist when grounding value, and a perspectivist (a la Nietzsche) when grounding virtuous action. How can people improve without aiming at an ideal? Curzer offers an individualized approach to character improvement modeled on contemporary medicine. First, diagnose each person's character flaws. Then tailor treatment plans to each flaw. An important tool is a fine-grained table of the components of character, their failure modes, and corresponding therapies. Curzer provides the beginnings of such a table.

There are many books that deal with pregnancy and maternity; a large number of magazines and articles on pediatric nursing examine these subjects from different points of view. This volume is not a manual and is not intended to explain to future parents what to do and what to avoid. This book looks at the most significant and problematic aspects of this delicate phase of a woman s life and that of a couple. It seeks to offer a key to understand the deep significance and complexity of the path to follow to become parents and to face fears linked to the difficulty of procreation, using the tools of observation and psychoanalytic listening. Reviewing several experiences of clinical work, the authors offer reflections on the personal experiences of women and couples and the difficulties which can be met when the desire for a child is disappointed. A maternity and parenting project can be frustrated by miscarriages and encounter the fear of infertility. How are the problems of sterility or spontaneous abortion experienced? What are the consequences on a psychological and emotional level for parents and within the relationship with the child who is born after these painful experiences? The authors deepen some problematic issues, describing ways of intervening with the important preventive aim of avoiding that the suffering of the parents compromises the emotional development of the child. The central idea of this work is that it is possible to get over a difficult beginning or relationship and that unresolved problems can be renegotiated at every stage of development. It is possible to recover from a moment of misunderstanding and disharmony within a couple and promote the development of the relationship between mother and child. The authors have tried to show how the bond between them is formed in the absolute uniqueness of every relationship, facing the inevitable human limits which ensure that nothing is perfect. This study is intended above all for parents, but naturally also for psychologists, doctors, gynecologists, obstetricians and pediatricians, who can consider the complexity of these experiences from a new point of view."

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

Changing Conceptions of Psychological Life is an interdisciplinary look at personal constructions of self. This book is a product of the 30th Annual Meeting of the Jean Piaget Society. The contributing authors constitute the original cast invited to speak on the theme of how individuals come to construe psychological lives--their own and others. Their concerns are how our sense of ourselves emerges developmentally, culturally, and historically, and the implications such constructions have for personal, social, and political change. Together, the authors compose an international and interdisciplinary group of scholars well regarded for their work on topics as diverse as adolescence, language, aging, romance, and morality. Creating a level of discourse about selves and mind--and how they have been and should be studied--the volume is broken down into four parts; Part I includes work that is principally concerned with elevating the position of our experience of ourselves in constructing who we are. The next section focuses on the corrections presumed to exist between the conceptions of self and the conceptions of mental life. Each chapter offers additional information on the dynamics of temperament, attachment, personality, and regulation. Part III is concerned with cultural contexts that frame developing conceptions of self and mental life. Finally, the last section situates conceptions of mental life directly and dramatically in the social contexts of their making. Readers will find in these pages a programmatic effort variously attuned to selves and minds as dynamic and structured, present and represented, felt and known, non-languaged and storied, and embodied and theorized. The volume is suitable for certain upper-level undergraduate and graduate seminars dealing with clinical, cognitive, cultural, and developmental matters and sought out by active researchers and practitioners in the field.

This book focuses on the structure and development of conscience, a subject that has been dominant in developmental psychology since the 18th century. International experts in the field contribute to this broad overview of the relevant research on the development of moral emotions and on the Kohlbergian-originated cognitive aspects of moral development. The first section of the book focuses on the cultural conditions that create the context for the development of conscience, such as moral philosophy, religion, and media violence. Building on the theory and research on emotion, other chapters cover issues including the development of shame, self regulation and moral conduct, social cognition, and models of guilt. The book also covers moral reasoning, moral identity, moral atmosphere, moral behavior, and discusses subjects such as lying, how to measure moral development, the impact of parenting, the dysfunctions of conscience evident in narcissism, psychopathy, issues surrounding gender, and aggression. The Development and Structure of Conscience will be ideal reading for researchers and students of developmental and educational psychology.

The value of Winnicott's work has become more and more widely recognized not only among psycho-analysts but also psychologists, educators, social workers, and men and women in every branch of medicine; indeed, all whose work or practice involves the care of children in health or sickness.An important part of the value of these writings lies in the uniquely binocular view with which the author regards the subjects of his investigation. With him, pediatrics informs psycho-analysis; psycho-analysis illuminates pediatrics. This book is not concerned with innovation in basic psychoanalytic concepts or techniques, but with the formulation and testing-out of ideas whose origin was in the challenge of day-to-day clinical work that was the staple of Winnocott's medical experience throughout his professional life. This book is arranged in three sections. The first represents Winnicott's attitudes as a pediatrician prior to training in psycho-analysis, and demonstrates the degree to which a purely formal pediatric approach requires as an effective complement a deeper understanding of the emotional problems of child development.

The problems which the individual has to deal with in adolescence are qualitatively different from those of childhood; they are related in particular to the adolescent's reaction/responses to the physical development of his/her sexual body and the changing relationship to the parents and to the world in which he/she lives. We have to take into account the revival of infantile conflicts and the newly emerging sexual and aggressive urges and experiences, both of which have to be integrated by the adolescent so that a new equilibrium can be created. The adolescent finds himself in the very difficult position of having to make all these readjustments while he has to deal with the subsequent conflicts and anxieties. The earlier passionate mixture of love and hatred that characterizes the attachment and dependency on the parents must now be renounced until the adolescent reaches a point at which it is possible for him to confirm his own identity and find new love relationships. These must neither be based too much on repetition of previous early attachments, nor be entirely and exaggeratedly opposed to them. It goes without saying that none of this can be achieved without much upheaval and experimenting. The step from adolescence to adulthood is complex and involves not only the individual s emotional experience, but also the continuous input, reactions from the world in which he/she lives. It is these interactions that are described and discussed in this book."

This is the second of two volumes which together present the main contributions from the 29th International Congress of Psychology, held in Berlin in 2008, written by international leaders in psychology from around the world. The authors present a variety of approaches and perspectives that reflect cutting-edge advances in psychological science. Personality, Human Development, and Culture provides an overview of advances in several areas of psychology such as clinical, health, social, developmental, and cross-cultural psychology. One section of the volume is dedicated solely to emotions and health, and addresses state-of-the-art work on the regulation of self, health, social relations, and emotions such as passion. Other sections deal with development and personality issues as well as conceptual, cultural, and ethnic approaches to modern psychology. The global perspective of this collection illustrates research being undertaken on all five continents and emphasizes the cultural diversity of the contributors. This book will be an invaluable resource for researchers, professionals, teachers and students in the field of psychology.