This book explores social media and technology across the lifespan. The authors argue that those of different ages and life stages have very diverse experiences with these types of media and demonstrate the importance of analysing the entire lifespan in the context of technology use. They acknowledge and celebrate social media for the positives that it can bring to our lives but also recognise that there may be challenges for particular developmental stages.

Filled with relevant, expert, and practical child-rearing information, this invaluable guide also helps parents understand and utilize parenting resources ranging from scientific research to Internet sites to the popular press. Taking up where the 2004 edition of The Educated Parent left off, Child Rearing in the 21st Century is a must-have guide to parenting best practices. Author Joseph D. Sclafani, a psychologist and family therapist, highlights the different approaches to child rearing and provides practical advice about which approaches work best and why. Topics covered range from the role of the parent as supporter/protector to the efficacy of daycare and the ways parents can prepare for and assist in a child's education. The book also looks at parenting after a divorce, at the importance of fathers in children's lives, and at such 21st-century issues as cyberbullying and the anxiety-producing effects of societal pressures. One of the unique aspects of the book is that it presents and explains expert knowledge from journals and research studies that are often inaccessible to the everyday reader. Centers of parenting advice such as the Internet and parenting magazines are evaluated as well. References stress tests for children Research results on how daycare affects children Tips on finding the best daycare placement Bibliographic sources at the end of each chapter Recommended resources for further reading

While describing and even celebrating some of the many benefits of drinking wine, beer and spirits (hard liquor) in moderation, Richard Thatcher's "Thinkin' Drinkin'" also shares an abundance of ideas and scientific evidence that, when taken together, add up to a cautionary tale about careless drinking. The book is informed by Thatcher's own troubled, early, and long-sustained experience with alcohol and his subsequent success at getting the problem under control. In addition, he brings a wealth of professional expertise to his writing task.

Dr. Thatcher draws upon various aspects of that accumulated knowledge to inform and provide guidance to help teens and young adults establish enjoyable, safe, worry-free approaches to drinking. These approaches can be readily adapted to any healthy lifestyle and can become good habits that last a lifetime. The author firmly believes that, if widely adopted, those "good habits" will save an enormous amount of heartache, emotional and physical injury, and many thousands of lives.

How-and why-do humans develop as they do? This book clearly explains the key components of human development theories and describes how to compose novel theories regarding this age-old puzzle. As college students progress through bachelor's degree programs and then advance to their master's degree theses and doctoral dissertations, they are bombarded with studies of countless theories, often adopting some author's theory for interpreting information about human development, even when the theory does not precisely meet their needs. One way to solve the problem-a way especially tuned to the current classroom push for creative, critical thinking-is for the student to create his or her own theory. Unfortunately, even students as high as the doctoral level often don't understand how to create a well-ordered, workable theory of their own-a crucial gap in their "critical thinking" skillsets. This book is the solution to that specific problem. In these pages, in clear and detailed steps, is a complete explanation for developing a theory. The book addresses key topics such as attention to need, population, basic assumptions, key terms, causes and stages, interpreting evidence, and applications. Author R. Murray Thomas-a well-known and highly respected elder in the social sciences-also details five illustrative theories, covering their history and providing insights about how they were developed. This work will be valuable to students of psychology, human development, child development, and theory as well as those in other disciplines seeking an understanding of theory building. Succinctly describes the theory-construction process in language free from technical jargon that is accessible to college students or general readers interested in the nature and structure of theories Identifies the essential components that comprise theories-scientific explanations-of the human-development process, allowing readers to see how different thinkers address common concepts in their well-known theories Offers five new theories built according to the guidelines proposed in the explanation of human development theory components

Extending Horizons presents a wide-ranging collection of papers by leading practitioners in the field of analytic psychotherapy with children and young people, surveying recent developments in technique and theory; the application of the discipline to special areas of work; and its integration, in certain contexts, with other systems su

This handbook examines positive youth development (PYD) in youth and emerging adults from an international perspective. It focuses on large and underrepresented cultural groups across six continents within a strengths-based conception of adolescence that considers all youth as having assets. The volume explores the ways in which developmental assets, when effectively harnessed, empower youth to transition into a productive and resourceful adulthood. The book focuses on PYD across vast geographical regions, including Europe, Asia, Africa, Middle East, Australia, New Zealand, North America, and Latin America as well as on strengths and resources for optimal well-being. The handbook addresses the positive development of young people across various cultural contexts to advance research, policy, and practice and inform interventions that foster continued thriving and reduce the chances of compromised youth development. It presents theoretical perspectives and supporting empirical findings to promote a more comprehensive understanding of PYD from an integrated, multidisciplinary, and multinational perspective.

This volume adopts a context-informed framework exploring risk, maltreatment, well-being and protection of children in diverse groups in Israel. It incorporates the findings of seven case studies conducted at the Hebrew University of Jerusalem's NEVET Greenhouse of Context-Informed Research and Training for Children in Need. Each case study applies a context-informed approach to the study of perspectives of risk and protection among parents, children and professionals from different communities in Israel, utilizing varied qualitative methodologies. The volume analyses the importance of studying children and parents's perspectives in diverse societies and stresses the need for a context-informed perspective in designing prevention and intervention programs for children at risk and their families living in diverse societies. It further explores potential contribution to theory, research, practice, policy and training in the area of child maltreatment.

In this book, David Brandt examines the legal, psychological, and cultural issues relevant to understanding antisocial behaviour in adolescence. Based on his own research and a broad analysis of recent work in the field, Brandt identifies the factors that are common in cases of delinquency. The discussion considers the long-term effects of social issues such as poverty as well as psychological issues such as the high levels of stress and anxiety suffered during childhood by many delinquents. He shows how a failure to meet the developmental needs of children - at both the family level and at a broader social and political level - is at the core of the problem of juvenile delinquency. Brandt concludes with an inquiry into how best to prevent delinquency. Programmes that address the developmental needs of children, Brandt argues, are more effective than policing, juvenile courts, or incarceration.

This book examines bullying and victimization at different points across the lifespan, from childhood through old age. It examines bullying at disparate ecological levels, such as within the family, in school, on the internet, at the work place, and between countries. This volume explores the connections between variations of bullying that manifests in multiple forms of violence and victimization. It also describes how bullying dynamics can affect individuals, families, and communities. Using a universal definition of bullying dynamics, chapters discuss bullying roles during different developmental periods across the lifespan. In addition, chapters review each role in the bullying dynamic and discuss behavioral health consequences, prevention strategies, and ways to promote restorative justice to decrease the impact of toxic bullying behaviors on society. The book concludes with recommendations for possible solutions and prevention suggestions. Topics featured in this book include: Mental health and the neurobiological impacts of bullying. The prevalence of bystanders and their behavior in bullying dynamics. The relationship between traditional bullying and cyberbullying. How bullying causes trauma. Sibling violence and bullying. Bullying in intimate partner relationships. Elder abuse as a form of bullying. Why bullying is a global public health concern. Bullying and Victimization Across the Lifespan is a must-have resource for researchers, professors, clinicians, and related professionals as well as graduate students in clinical child, school, and developmental psychology, social work, public health, and family studies as well as anthropology, social psychology, sociology, and criminology.

Substance abuse, gambling, sexual promiscuity, violence, mental health problems, suicide: all are risky and dangerous consequences of adolescent instability. Through the implementation of psychological research and basic theories, Johnson and Malow-Iroff expertly assess each specific risk behavior as it correlates with demographics, socio-economic statuses, and cultural factors surrounding today's youth. In addition, this book provides resources for handling harmful situations facing adolescents, offering practical and straightforward methods to aid one in negotiating positive paths for those in distress. Parents, educators, and adolescents alike will only benefit from knowing the causes of adolescent risk-taking and the ways of preventing such behavior. Each chapter is devoted to a specific risk that many adolescents take throughout their teenage years. These include: drug abuse, gambling, sex, violence, and suicide. Johnson and Malow-Iroff discuss the mental health problems that lead to dangerous activities. Each topic explains the causes that lead to these risky behaviors, ways to prevent them, and advice that will be useful to parents and educators in addressing these issues.

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.

How do we get from helpless baby to knowing teenager? What impact do television, computers and iPads, the internet, video games and evolving technology have on the way children's minds develop? Is cognition a question of learning and environment or of heredity? How we learn to think, perceive, remember, talk, reason and learn is a central topic in psychology - and one that sees constant new research. In this very readable book, David Cohen discusses the latest studies and covers all the controversies that have dogged the subject for nearly 150 years. He examines the work of the 'greats' like Piaget, Freud and Vygotsky and shows how the issues that have intrigued psychologists relate to any child growing up today. This book is for everyone who lives with, works with or studies children. David Cohen examines the fundamental issues of how children learn to read and write, of how their intellectual abilities are measured and the development of their morality. He examines child crime and looks at how modern media affect the way the child's mind develops. This fully updated new edition of How the Child's Mind Develops, which incorporates new extracts from a mother's weekly diary, is an integrated and thought-provoking account of the central issues in child development. Parents, professionals and students will find it an invaluable introduction.

Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels.

This handbook presents the latest theories and findings on parenting, from the evolving roles and tasks of childrearing to insights from neuroscience, prevention science, and genetics. Chapters explore the various processes through which parents influence the lives of their children, as well as the effects of parenting on specific areas of child development, such as language, communication, cognition, emotion, sibling and peer relationships, schooling, and health. Chapters also explore the determinants of parenting, including consideration of biological factors, parental self-regulation and mental health, cultural and religious factors, and stressful and complex social conditions such as poverty, work-related separation, and divorce. In addition, the handbook provides evidence supporting the implementation of parenting programs such as prevention/early intervention and treatments for established issues. The handbook addresses the complementary role of universal and targeted parenting programs, the economic benefits of investment in parenting programs, and concludes with future directions for research and practice. Topics featured in the Handbook include: * The role of fathers in supporting children's development. * Developmental disabilities and their effect on parenting and child development. * Child characteristics and their reciprocal effects on parenting. * Long-distance parenting and its impact on families. * The shifting dynamic of parenting and adult-child relationships. * The effects of trauma, such as natural disasters, war exposure, and forced displacement on parenting. The Handbook of Parenting and Child Development Across the Lifespan is an essential reference for researchers, graduate students, clinicians, and therapists and professionals in clinical child and school psychology, social work, pediatrics, developmental psychology, family studies, child and adolescent psychiatry, and special education.

This book examines the adaptive aspects of shyness. It addresses shyness as a ubiquitous phenomenon that reflects a preoccupation of the self in response to social interaction, resulting in social inhibition, social anxiety, and social withdrawal. The volume reviews the ways in which shyness has traditionally been conceptualized and describes the movement away from considering it as a disorder in need of treatment. In addition, it examines the often overlooked history and current evidence across evolution, animal species, and human culture, demonstrating the adaptive aspects of shyness from six perspectives: developmental, biological, social, cultural, comparative, and evolutionary. Topics featured in this book include: The study of behavioral inhibition and shyness across four academic generations. The development of adaptive subtypes of shyness. Shy children's adaptation to academic challenges. Adaptiveness of introverts in the workplace. The role of cultural norms and values in shaping shyness. Perspectives of shyness as adaptive from Indigenous Peoples of North America. The role that personality differences play on ecology and evolution. Adaptive Shyness is a must-have resource for researchers and professors, clinicians and related professionals as well as graduate students in developmental psychology, pediatrics, and social work as well as related disciplines, including social/personality, evolutionary, biological, and clinical child psychology, anthropology, sociology, and cultural studies.

This handbook examines advances in the evidence-based behavioral family intervention, parent-child interaction therapy (PCIT). It surveys innovative adaptations tailored to specific diagnostic concerns, client populations, treatment settings, and delivery formats. Chapters provide rationales for adaptation, reviews of relevant research, and discussions of advantages and challenges. Case studies illustrate the implementation of the adaptations and help to make new techniques concrete. The handbook offers practical descriptions of the adaptations to PCIT, comprehensively reviews treatment outcome literature, and integrates cutting-edge implementation science into an exploration of the current dissemination strategies in PCIT. The handbook concludes with a consideration of the questions that remain to be addressed to extend the reach of PCIT among traditionally underserved families and to continue to advance the science and practice of children's mental health interventions. Featured topics include: PCIT for children with callous-unemotional traits. PCIT for families with a history of child maltreatment. Group PCIT. PCIT for military families. The PCIT CALM program for treating anxiety in young children. PCIT for American Indian families. Transporting and disseminating PCIT internationally. Using technology to expand the reach of PCIT. The Handbook of Parent-Child Interaction Therapy is a must-have resource for researchers, professors, instructors, clinicians, and graduate students in child and school psychology, child psychiatry, and social work as well as such related disciplines as developmental, clinical, counseling, and community psychology, family studies, and mental health services and agencies.

The third book in Young's unique trilogy on causality and development continues to locate and define the central role of causality in biopsychosocial and network/systems development, and as a unifying concept of psychology itself. As a way of discussing causality, in general, initially, the book focuses on the acquisition of handedness and hemispheric specialization in infancy and childhood, and their relations to the development of cognition, language, and emotion, in particular. The second part of the book elaborates an innovative 25-step Neo-Eriksonian model of development across the life course based on a Neo-Piagetian model covered in the previous books, completing a step-by-step account of development over the lifespan cognitively and socio-emotionally. It builds on the concept of neo-stage, which is network-based. From this conceptual synthesis, the author's robust theory of development and causality identifies potential areas for psychological problems and pathology at each developmental step as well as science-based possibilities for their treatment. This elegant volume: Presents a clear picture of the development of handedness and laterality in more depth than has been attempted in the literature to date. Traces the causal concepts of activation-inhibition coordination and networking in the context of development. Describes in depth a novel 25-step Neo-Eriksonian lifespan model of development. Reviews relevant research on Piagetian and Eriksonian theories in development. Emphasizes the clinical utility of the described 25-step Neo-Eriksonian approach to lifespan development. A significant step in understanding this highly nuanced subject and synthesizing a broad knowledge base, Causality and Development will find an interested audience among developmental psychologists, mental health practitioners, academics, and researchers.chers.

This book examines the associated experiences of school bullying and violence among vulnerable and marginalized youth. It discusses the effects of diversity and disparities in youth's experiences with bullying. Among these are socioeconomic and social status, family cohesion and interactions, sex, sexual orientation, gender identity and gender expression, race, ethnicity, immigration, religion, and disabilities and special health needs. The book describes the ways in which a social-ecological framework can inform the problem and address school bullying. It addresses not only individual, intrapersonal, and environmental factors of bullying, but also discusses distal level factors and conditions that are specifically relevant to youth (e.g., culture and law). In addition, this volume contextualizes relevant multilevel factors that foster or inhibit bullying victimization among vulnerable and historically marginalized children and adolescents who are faced with cumulative social stratification. Key areas of coverage include: The role of the family (parents and guardians, siblings) - its cohesion and interactions - in school bullying. Race, ethnicity, immigration, and religion and school bullying of marginalized and at-risk youth. Victimization of students with physical, emotional, and learning disorders. Bullying and victimization of vulnerable youth in the court systems. School Bullying is an essential resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work and counseling, pediatrics and school nursing, educational policy and politics, and all interrelated disciplines.

There is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitive psychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and content knowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents' learning in the context of different types of games and the factors that contribute to transfer of learning from video game play to the classroom. These chapters then form the basis for the concluding section of the text: a specification of the most appropriate research agenda to investigate the academic potential of video game play, particularly using those games that child and adolescent players find most compelling. Contributors include researchers in education, learning sciences, and cognitive and developmental psychology, as well as instructional design researchers.

This book presents for the first time in English language an overview of the research done in Brazil in the field of studies of children's play. The volume brings together contributions from researchers of the Working Group Toy, Education and Health, of the Brazilian National Association of Research and Graduate Studies in Psychology (ANPEPP), including empirical studies and literature reviews about indigenous children, riverside communities, urban children in situation of social vulnerability, projects of early childhood education and the ludic possibilities of digital technologies. It aims to show the cultural diversity of Brazil expressed in its children's play, providing valuable resources for international researchers of play interested in intercultural studies.