The EFPP (European Federation for Psychoanalytic Psychotherapy) promotes communication and discussion between psychotherapists across national boundaries in the child and adolescent, adult, family and group sections of the organisation, through its conferences and seminars on topics of interest in contemporary psychoanalytic psychotherapy. The organisation represents some 13,000 psychoanalytic psychotherapists in 22 countries in Western, Central and Eastern Europe and is concerned with many matters which are relevant to the profession, such as training and registration. To learn more about the EFPP conferences and activities see www.efpp.org.

This book is about how to maintain an aliveness to the possibilities in therapy and practice and how to challenge ideas of orthodoxy in theory and methodologies that can become stale or followed like religions. The central metaphor is the performance of practice emphasized in the spoken word and expressed in all its non-verbal complexity. How practitioners use every aspect of their being to communicate with the other in practice, how they shape and mold their words through gesture and other non-verbal actions in response to the gestures and words of others is a continually recursive process. Therapy is an enactment, a performance that is created between all the participants."This is Jim Wilson's second book in our series. He might call it his second act. His first book, Child Focused Practice, was very popular because it offered practical approaches to working with children for practitioners from diverse backgrounds. This current volume is written in the same spirit but takes his thinking and techniques into new areas. He is interested in two things: how therapists can release more of their own creativity when working with children and how they can use enactment to explore difficult family emotions. The influence of systemic thinking on the family therapy world has often led to theories and techniques that have often overlooked the value of simply talking to and playing with children. This book goes some way to redressing that balance. It is loaded with examples of conversations with children, playful metaphors, enacted scenarios of traumatic events, and discussions that connect children to the other relationships in the family. The sheer pleasure Wilson gets from working directly withchildren is evident throughout the book and he is clearly drawing on his personal style, yet the book does not neglect the theorizing that helps answer the question of why Wilson does what he does and why it is effective."- David Campbell and Ros Draper, from the Series Editors' Foreword

Karin Lesnik-Oberstein explores the debates and decisions around the uses of reproductive technologies, specifically in relation to childhood and the having of children. Even books ostensibly devoted to the topic of why people want children and the reasons for using reproductive technologies tend to start with the assumption that this is either simply a biological drive to reproduce, or a socially instilled desire. This book uses psychoanalysis not to provide an answer in its own right, but as an analytic tool to probe more deeply the problems of these assumptions. In doing so, Lesnik-Oberstein addresses wider issues to do with thinking around, and articulating ideas about, nature, culture, history, society, the family, the individual, and the child. Instead of largely taking for granted the idea that of course people want to have children, and of course they want them to be their "own," and, of course, they want these children because everyone knows what children are, this book will not take these ideas for granted, but argue instead that the child and the desire for the child constitute in particular and specific ways "a value, a theme of expression, an occasion of emotion." Given that it is the idea of an "own" child that underpins and justifies the whole use of reproductive technologies, this book is a crucial and wholly original intervention in this complex and highly topical area.

The Strategic Dialogue is a strategy by which one can achieve maximum results with minimum effort. It was developed through a natural evolutionary process from previous treatments for particular pathologies, and is composed of therapeutic stratagems and specific sequences of ad hoc maneuvers constructed for different types of problems. This book represents both the starting and finishing line of all of the research, clinical practice, and managerial consulting performed by professors Giorgio Nardone and Paul Watzlawick over a fifteen year period at the Centro di Terapia Strategica of Arezzo (Strategic Therapy Center). It is the result of the combined efforts and contributions of not only the authors of this book, but also of other colleagues, collaborators, scholars and patients from all over the world, many of whom were often unaware of the help they provided. This work can be referred to as the finishing line because the Strategic Dialogue, an advanced therapeutic method of conducting a therapy session and inducing radical changes rapidly in the patient, represents the culmination of all that has been achieved so far in the field.While reading through the full transcriptions of the cases presented, the reader will immerse oneself fully in Giorgio Nardone's style of work, to be fascinated by the articulate dialogue, carried out through the use of precise strategic plans that are adaptable both to the structure of the problem and also to the peculiar reality of the patient. Moreover the reader will be astonished to discover how, through the use of subtle communicative maneuvers and creative stratagems, patients are lead to rapid and effective therapeutic change.

Authors are very experienced in the field Techniques are easy to follow and comprehensive allowing therapists to direct families to continue exercises at home Additional printable resources for families Testimonials from families supported by the Total Speech approach are included The advantage of the proposed book is the combining of clinical experience with describing techniques that are not commonly used or acknowledged (i.e. using tactile input in addition to auditory and visual) to support the speech of children with additional or complex needs.

This sensitive guide for carers and professionals working with children and young people explains the serious issues of sexual content and harm that children face online. Covering technologies used by children aged two through to adulthood, it offers clear, evidence-based information about sexual-based online harm, its effects and what adults can do to support children should they see, hear or bear witness to these events online. Catherine Knibbs, specialist advisor in the field, explains the issues involved when using online platforms and devices in family, social and educational settings. The guide offers an accessible explanation of how online harm impacts developmental, neurological and social development, as well as young people’s mental health and well-being. Examined in as non-traumatising a way as possible, the book covers key topics, including consent, pornography, online grooming, sexting, live streaming, revenge porn, ASD sexuality and gender, and vigilantism. Offering guidance and proactive and reactive strategies based on neuroscience and child development, it shows how e-safety is not one-size-fits-all and must consider the vulnerabilities of individual children and families. Children and Sexual-Based Online Harms will equip professionals and carers with the knowledge to support their work and to direct conversations about the online harms that children and young people face. It is essential reading for those training and working with children in psychological, educational and social work contexts, as well as parents, policy makers and those involved in the development of online technologies.

Focusing on urban sociology as practised in Britain, the author argues that it is a key element in the response of the 'intellectual proletariat' to urbanization and the calls on it by the State to control the ensuing way of life. The themes of urban sociology have been the concerns of the Welfare State and, despite radical inputs, the discipline has remained tied up with the assumptions and methodological precepts of liberalism. The author's contention is that urbanization should be analysed in the framework of the political economy of regional development. This book was first published in 1977.

This book was first published in 1979.

Metropolitan Problems is the end-product of one of the most dynamic research programmes of its kind ever conceived and executed. The book, which took three years to complete, represents the culmination of a two year study that was highlighted by a conference held in toronto in 1967. In the early 1960s, the bureau of Municipal Research (in metropolitan Toronto) decided that a significant way for it to celebrate Canada's centennial would be to initiate a systematic international study of the world's metropolitan areas. The study, with the official cooperation of the United Nations, was designed to produce positive insights into the methods of coping with the interlocking sets of problems associated with the expansion of the modern metropolis. Twelve papers on various aspects of metropolitan problems were commissioned from an international body of experts. Working with these experts were study groups drawn from forty major metropolitan centres throughout the world. After making exhaustive studies of their respective urban centres, the groups reported their findings and submitted detailed briefs through their representatives at the conference. Throughout the symposium, a conscious effort was made to examine single aspects of social, economic and physical change within the overall perspective of the metropolis. The book reflects this approach. Each chapter directs attention to specific problems of the metropolis, problems resulting from the contradiction between accelerating technology and our ability to cope with the incredible pace and rate of change. Together they prove that, despite differences in technology, culture, and political and social matters, the major urban areas of the world do have much in common. Emerging tendencies can be analysed and corrective and preventative measures be made through comparative analysis. This book was first published in 1970.

Stories, Pictures and Reality follows two children as they work out the reality status of stories and pictures, with a daily parent-observer record from the birth of the first child until the second is eight, a span of eleven years in all. Together these children pick through the meaning of stories and the motivations of the characters they discover in this unique first-hand description of the discernment that children bring to books from an early age, full of revealing quotes that tell us a great deal about the cognitive development of our young readers: "It's a joke 'cause it couldn't really have happened", "I'll tell you what's pretend: Batman, Robin, Superman, pirates, cowboys and Indians". "Pussy cats don't fly kites!", "The man who drawed it was wrong". In analysis this longitudinal study shows that children have more insight and understanding than they are often given credit for and that they approach subjects that puzzle the most sophisticated of thinkers with an elegant simplicity beyond the expectations of conventional psychologists and children's literature commentators. This book urges readers, especially practitioners and academics, to afford greater respect to what young children are capable of in this area.

This book provides a state-of-the-art account of how people's subjective sense of national identity, and attitudes towards countries and national groups, develop through the course of childhood and adolescence. It offers a comprehensive review of the research which has been conducted into: . children's understanding of nations as geographical territories and as political, historical and cultural communities . children's knowledge, beliefs and feelings about the people who belong to different national groups . children's attitudes towards, and emotional attachment to, their own country and national group. The authors elaborate on the developmental patterns that have been found to emerge, contextualized by a consideration and evaluation of the theoretical frameworks which can be used to explain these patterns. Written by the leading international authority in this field, and reporting (in collaboration with his colleagues) the findings from two major transnational research projects, this book will be invaluable to postgraduate students and researchers working in this field. The book will also be of great benefit to undergraduate students taking courses in Developmental Psychology, the Sociology of Childhood, and Education.

This book was first published in 1983.

This book was first published in 1983.

Applying Developmental Art Theory in Art Therapy Treatment and Interventions: Illustrative Examples through the Life Cycle weaves clinical applications of object relations-based art therapy with the Kestenberg Art Profile to understand art from a developmental perspective with the intent of applying this knowledge to support best art therapy practice. The book starts by defining object relations-based art therapy and introducing the Kestenberg Art Profile. Chapters blend psychological theory (Freud, Erikson, Piaget) and developmental art theory (DiLeo, Gardner, Kellogg, Levick, Lowenfeld and Brittain, and Rubin) with case illustrations that offer a focus on applying typical developmental theory and art therapy with children, adolescents, and adults who have varying needs. Examples include art from people throughout the life cycle with histories of trauma in the following areas: sexual, physical, and emotional abuse, terrorism, grief and medical illness, war, natural disasters, and substance abuse. There is further discussion on neurological indicators, family issues, and the use of materials and techniques viewed through a developmental lens. Ideal for creative arts therapists, educators, and students, the book will also stand out as a supplementary text for developmental theorists and educators, art educators, and a range of mental health professionals.

This book argues that the squiggle game enables the therapist in most cases to make contact with a child with particular ease. Often, if the child takes up the suggestion, an intense dialogue develops which gives insight into the inner situation, even in the cases where the child is consciously very reserved and in which the talk emerging from the squiggle game seems to be unproductive, the pictures offers a chance to start talking about precisely why he or she shows such reserve. The book explains the importance of setting up the psychotherapeutic interview situation to be playful in character, making it fun for both therapist and child. The squiggle game makes this easier because it generates a playful atmosphere which nevertheless has a very serious side to it.Including comprehensive examples from the author's practice, this book is destined to become the definitive source for using Winnicott 's squiggle game in clinical practice.

When adoptions fail to happen, the effects can be devastating on children and the families who chose to adopt them What if you were an adopted child and someone tried to remove you from the family you had grown to love? In the last twenty years, changes in laws, judicial decisions, social welfare practices, and the availability of American children for adoption have led to an increase in disrupted adoptions. When Adoptions Go Wrong: Psychological and Legal Issues of Adoption Disruption examines the psychological and forensic aspects of adoption with an emphasis on how negative events can affect children and the families that choose to adopt themand how you can prevent those events from happening. When Adoptions Go Wrong is a comprehensive resource on the causes of interrupted adoptions, including changing profiles of adoptive parents who have new reasons for wanting to adopt. With the help of detailed case examples, this powerful book explores the impact of disruptions on the children, the legal issues of determining in whose best interests decisions are made, and possible methods of reducing the negative affects of those decisions on the children. It also stresses how important it is, for the professionals involved, to be aware of child development in the adoption process. Topics discussed in When Adoptions Go Wrong include: children's rights legal rights of gays to adopt tribal rights (Native Americans) open adoption individual state laws concerning adoption the media's coverage of child custody cases types of adoption the Baby Jessica case the Evan Scott case the Internet Twins inadequate social services family court and much more When Adoptions Go Wrong also suggests legislative measures to create uniformity in the way states handle adoption issues to help natural and adoptive parents in making difficult decisions. The book is invaluable for psychologists, judges and lawyers, social workers, and prospective adoptive parents.

When adoptions fail to happen, the effects can be devastating on children and the families who chose to adopt them What if you were an adopted child and someone tried to remove you from the family you had grown to love? In the last twenty years, changes in laws, judicial decisions, social welfare practices, and the availability of American children for adoption have led to an increase in disrupted adoptions. When Adoptions Go Wrong: Psychological and Legal Issues of Adoption Disruption examines the psychological and forensic aspects of adoption with an emphasis on how negative events can affect children and the families that choose to adopt themand how you can prevent those events from happening. When Adoptions Go Wrong is a comprehensive resource on the causes of interrupted adoptions, including changing profiles of adoptive parents who have new reasons for wanting to adopt. With the help of detailed case examples, this powerful book explores the impact of disruptions on the children, the legal issues of determining in whose best interests decisions are made, and possible methods of reducing the negative affects of those decisions on the children. It also stresses how important it is, for the professionals involved, to be aware of child development in the adoption process. Topics discussed in When Adoptions Go Wrong include: children's rights legal rights of gays to adopt tribal rights (Native Americans) open adoption individual state laws concerning adoption the media's coverage of child custody cases types of adoption the Baby Jessica case the Evan Scott case the Internet Twins inadequate social services family court and much more When Adoptions Go Wrong also suggests legislative measures to create uniformity in the way states handle adoption issues to help natural and adoptive parents in making difficult decisions. The book is invaluable for psychologists, judges and lawyers, social workers, and prospective adoptive parents.

First published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

How do children develop an understanding of people as psychological entities--as feeling, thinking beings? How do they come to understand human behavior as driven by desires and informed by reason? These questions are at the heart of contemporary research on children' s " theories of mind." Although there has been an enormous amount of research on this topic, nobody- --until now--has provided a coherent account that traces the development of theory of mind from birth to five years.
This book begins by analyzing the nature of commonsense psychology and exploring the developmental processes relevant to its development. It then describes the manner in which the child moves from being a newborn with perceptual sensitivities to people to an infant who can share psychological experiences with others to a young child who can recognize people, including both self and others, as individual psychological beings. Finally, the book shows how, throughout this developmental process, the child' s social interactive experiences are used by the child to generate ever more sophisticated forms of commonsense psychology.
"The Development of Commonsense Psychology" incorporates material from a wide range of research on early development, including infant social interaction, joint attention, self development, language development, theory of mind, and autobiographical memory.
Suitable as a text for senior undergraduate/honors courses or graduate level courses in early development, the primary audience for this book is developmental psychologists. However, it is also written in a way that will make it accessible and appealing to anyonewith an interest in social cognitive development in early childhood, including parents, educators, and policymakers.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. He was one of the key figures in the so called 'cognitive revolution' that today dominates psychology around the world - but it is in the field of education that his influence has been especially felt. Bruner helped start the educational reform movement in the USA during the early 1960s and served on the President's Science Advisory Committee during the Kennedy and Johnson administrations. He has since been involved in a variety of educational enterprises, including the founding of Head Start, of which he was a major architect. 'How one conceives of education', he wrote, 'we have finally come to recognize, is a function of how one conceives of the culture and its aims, professed and otherwise.' In this two volume set, Bruner has selected and assembled his most important writings about education. Each volume begins with a specially written Introduction, which sets the context and introduces the selection. These books are the ultimate guide to Jerome Bruner's most important and influential work - ideal for both students and academics who want to be able to follow the development of his thinking over his seventy-year career.

The Handbook of Moral Development is the definitive source of theory and research on the origins and development of morality in childhood and adolescence. It explores morality as fundamental to being human and enabling individuals to acquire social norms and develop social relationships that involve cooperation and mutual respect. Since the publication of the second edition, groundbreaking approaches to studying moral development have invigorated debates about how to conceptualize and measure morality in childhood and adolescence. The contributors of this new edition grapple with these questions from different theoretical perspectives and review cutting-edge research. The handbook, edited by Melanie Killen and Judith G. Smetana, includes chapters on parenting and socialization, values, emergence of prejudice and social exclusion, fairness and access to resources, moral reasoning and children's rights, empathy, and prosocial behaviors. Morality is discussed in the context of families, peers, schools, and culture. Thoroughly updated and expanded, the third edition features new chapters on the following: Morality in infancy and early childhood Cognitive neuroscience perspectives on moral development Social responsibility in the context of social and racial justice Conceptions of economic and societal inequalities Stereotypes, bias, and discrimination Victimization and bullying in peer contexts Reflecting the interdisciplinary nature of the study of moral development, this edition contains contributions from sixty scholars in developmental science, social neuroscience, comparative and evolutionary psychology, and education, representing research conducted around the world. This book will be essential reading for scholars, educators, and students who are in the field of moral development, as well as social scientists, public health experts, and clinicians who are concerned with children and development.

All psychotherapists work on the basis of a person's early experience, even if many yet give surprisingly little weight to the primal stage--from before conception to infancy--yet primal awareness is growing. In the last fifteen years biochemical understanding of emotions / hormones and of nutrition has burgeoned. Many of these research studies are on Medline, particularly in relation to the brain and mental health or disorder. Meanwhile brain scans have rapidly advanced our understanding of feelings, behavior, and performance. The Unborn Child describes development from before conception and the lifelong effects of conditions on health and abilities. The mother's state during pregnancy--secure and happy, stressed or shocked, well-nourished or not--can affect her child-to-be physiologically and psychologically. This understanding can help in healing from early problems contributing to depression, compulsive behavior, or other problems. It is also invaluable towards generating children with their full genetic potential who are emotionally stable and basically healthy. The book is rooted in the authors' experience, authoritative case studies, and scientific references.This book, originally written by a Nobel Peace Prize winner and updated and extended by Simon H. House, is a fascinating insight into early child development, which will interest both those with special knowledge of the prenatal stage as well as anyone who is concerned with the health and well-being of children.

Translating research about child neuroscience into practice in education is a daunting prospect for most practitioners. In fact, many see it as fraught with difficulties and risky. However, the importance of this research has never been more important. The context of the early years in the UK, has seen considerable changes within recent years, with a raft of government regulation and guidance, and a national move to free childcare entitlement at increasingly earlier ages. Combined with a mounting pressure for accountability in 'Closing the Gap' between disadvantaged children and those more fortunate, these pressures make it fundamental that those working with young children understand what neuroscience is telling us, and more important, what it is not. Practitioners, teachers managers, and governors in settings and schools will not only be called to account for the attainment of their children, as measured in tests, but in the way children are prepared for lifelong earning, which will support them for the rest of their school lives and beyond. This book is a comprehensive position statement for practitioners that highlights: where we are now; what we know; what we don't know; what research developments mean for practitioners and setting, and how this fits in with the government expectations within the EYFS framework. Sally Featherstone covers the current thinking in educational research and neuroscience, how some of this has been misinterpreted by 'early adopters' or 'over-enthusiastic promoters', and how new information can help practitioners to be more effective in their work with young children.

In recent years, newspaper articles, television specials, and other media events have focused on the numerous hard decisions faced by today's youth, often pointing to teen pregnancy, drug use, and delinquency as evidence of faulty judgment. Over the past 10 years, many groups - including parents, educators, policymakers, and researchers - have become concerned about the decision-making abilities of children and adolescents, asking why they make risky choices, how they can be taught to be better decision makers, and what types of age-related changes occur in decision making. This book serves as a starting point for those interested in considering new ways of thinking about the development of these issues. The purpose is to bring together the voices of several authors who are conducting cutting-edge research and developing new theoretical perspectives related to the development of judgment and decision making. The Development of Judgment and Decision Making in Children and Adolescents is divided into three parts: Part I presents three distinctive developmental models that offer different explanations of "what develops" and the relative importance of different cognitive components and experiential components that may be important for developing judgment and decision making skills. Part II emphasizes the emotional, cultural, and social aspects of decision making--three topics that have been influential in the adult literature on judgment and decision making but are just beginning to be explored in the developmental area. Part III provides three examples of research that applies developmental and decision making models to practical research questions. This book is intended for the professional market or for graduate courses on decision making or cognitive or social development.