In this book Mitchell investigates how the natural limitations of youth shape not only the day-to-day life of teens, but the entire culture. This book analyzes how adolescents are prone toward critical decision-making errors; how they are vulnerable to exploitation in their peer groups, in their friendships, and in their love relationships; how they are inclined to confuse fact with fable; how they are shaped by narcissistic idelogy and ego-enhancing belief systems; how they are inclined toward poor partner selection in their romantic involvements; and, finally, why they need dignified adult mentors if they are to achieve a dignified identity of their own.

Karl Koenig, the founder of Camphill, was a prolific lecturer and writer on a wide range of subjects from anthroposophy and Christology through social questions and curative education to science and history. The Karl Koenig Archive are working on a programme of publishing these works over the coming years. This is the fourth book to be published in the series. In this remarkable collection of Karl Koenig's letters and essays, Koenig considers and discusses the fundamentals of special needs education. He shows that there are three core aspects to a successful holistic education and healing approach: firstly, a positive social environment, which in the context of Camphill is achieved through small family units of carers and children; secondly, that carers' work is based on an insightful understanding of the nature and potential of each individual child and disability; and thirdly that medical treatment is imbued with courage to keep believing that the impossible is possible.

This handbook examines the wide-ranging applications of positive psychology in the field of intellectual and developmental disabilities. It discusses the change in perceptions of disability and the shifting use of traditional deficit-based treatments. It presents evidence-based approaches and strategies that promote individuals' strengths and capacities and as well as provide supports and services to enhance quality of life. Chapters address medical and psychological aspects in intellectual and developmental disabilities, such as mindfulness, motivation, physical well-being, and self-regulation. The book also discusses uses of assessment practices in evaluating interventions and client outcomes. In addition, it explores ways practitioners, with positive psychology, can focus on what a person is capable of achieving, thereby leading to more effective approaches to care and treatment. Topics featured in the Handbook include: Translating the quality of life concept into practice. The Casual Agency Theory and its implications for understanding self-determination. The Mindfulness-Based Individualized Support Plan (MBISP) and its use in providing support to people with intellectual and developmental disabilities. The unique role that friendship plays to people's lives and social well-being. Supported Decision-Making (SDM) as an alternative to guardianship. A positive psychology approach to aging and retirement. The Handbook of Positive Psychology in Intellectual and Developmental Disabilities is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in clinical child and school psychology, behavioral therapy, social work, applied behavioral analysis, recreational therapy, occupational therapy, education, speech and language pathology, psychiatry, clinical medicine, and nursing.

The "Handbook of Research Methods in Developmental Science "is a collection of newly written articles that provide an overview of methods and approaches associated with the study of human development.
Contains accessible contributions from some of the most renowned developmental scientists in the field.
Provides basic information on the strengths and challenges inherent in traditional and complex research design.
Discusses successful intervention approaches that have been used to promote intellectual, social, and linguistic development.
Includes cutting-edge research that is forging new and exciting directions in developmental research.
Provides students and scholars with a working understanding of research approaches and issues in the developmental sciences.

Twelve researchers from leading American universities present data of their studies and critically review it in contrast with other discoveries, emphasizing non-traditional and controversial approaches to the subject matter. The discussions concentrate on infant food deprivation, sucking, movement,

A reader-friendly yet in-depth overview of the latest research on mood as the way we are tuned to the world.
This book examines the central role that mood plays in determining our outlook on life and our ability to cope with its challenges. The central theme is that mood determines how we are tuned to the world. Tuning emerges over the course of our earliest development as environmental and genetic influences form the neural circuits and set how they function across the lifespan in daily life and under conditions of stress. How each person is tuned becomes the basis for resilience or vulnerability to events. Some will take events in stride; others may become angry, anxious, or sad.
A child psychiatrist with decades of clinical experience treating patients, the author stresses that relationships play a central role in shaping our mood. Security or insecurity, loss or the fear of loss of key relationships, especially in childhood, can have telling effects on the way we view the world.
A chapter is devoted to each of the disorders where mood is a central issue: depression, anxiety, bipolar disorder, and antisocial disruptive disorders. The author then discusses the various "talking therapies" and the main classes of medication often administered to treat emotional disturbances. Burke concludes by summarizing the latest research on preventing mood disorders and discussing the impact that illness can have on emotional well-being and the role of mood in resilience and recovery.

Psychodynamic Psychotherapy in Child and Adolescent Psychiatric Clinics covers topics in three major categories in two volumes of this series: 1. Approaches to Specific Conditions; 2. Special Features in Working with Children; 3. Research Presented for the Clinician. Specific conditions covered are: Anxiety, Trauma, Depression, Eating Disorders, Incipient Borderline Personality Disorders, and the Medically Ill Youth. Special Features include the various therapies in Psychodynamic psychotherapy: Play Techniques, Use of Boardgames, Perspectives on Psychotropic Medications for Children, Parent Work, Family Therapy, and Dyadic Therapies. Research for Clinicians includes Neuroscience, Evidence Base, and Developmental Perspectives.

Part I considers theoretical perspectives in bridging developmental neuroscience with child psychology, with the role of neuroscience furthering our understanding of the child's mental development, and a separate chapter outlines the importance of plasticity in this growth. Chapters also cover methodological issues arising from epidemiological perspectives and from psychometric concepts and issues. Methods for measuring biological brain function and structure and their particular application to child neuropsychological disorders are covered next, including ERP, PET, SPECT, MRI and fMRI technologies. Included is a chapter devoted to childhood seizure disorders. Separate chapters follow on neuropsychological assessment in infancy, in the preschool child, and in school-aged children. Following this are presentations on the development of motor control, including handedness, and somatosensory perception.

This book traces the development of sexuality in the child from the prenatal, through birth and up to puberty and adolescence. Very little has been written about children's sexuality in spite of a large literature on child abuse. Western society has been slow to recognize sexual experiences and conceptualizations as an important part of a child's development. This is the only work that has been written in a frank and open manner about the many sexual encounters that children have on a daily basis as part of their normal psychological development. Martinson's study is unique in that children speak for themselves in telling about their explorations, confusions, fears, and satisfactions. The book traces the life of children in their day-to-day encounters as they grow and develop. It complements and rounds out Robert Coles's important works on "The Moral Life of Children," "The Political Life of Children," and "The Spiritual Life of Children."

Many clinicians recognize that denying or ignoring grief issues in children leaves them feeling alone and that acknowledging loss is crucial part of a child's healthy development. Really dealing with loss in productive ways, however, is sometimes easier said than done. For decades, Life and Loss has been the book clinicians have relied on for a full and nuanced presentation of the many issues with which grieving children grapple as well as an honest exploration of the interrelationship between unresolved grief, educational success, and responsible citizenry. The third edition of Life and Loss brings this exploration firmly into the twenty-first century and makes a convincing case that children's grief is no longer restricted only to loss-identified children. Children's grief is now endemic; it is global. Life and Loss is not just the book clinicians need to understand grief in the twenty-first century-it's the book they need to work with it in constructive ways.

This book presents overwhelming evidence of the positive impact of language training and filial language learning. By surveying and condensing the rich empirical findings that have been established over the last 35 years, Moerk specifies how relatively straightforward the training and learning interactions are. By surveying also the known relationship between less than optimal language training and delayed acquisition of even deficient end-products, the professional, whether in a clinical or educational setting, can also infer what interactional flaws to avoid. An extensive list of references provides detailed support for the arguments presented; support that shows that many of the fashionable denials of "the teachability" or "the learnability" of language have been disproved empirically. Lastly, the tens of thousands of children with language delay or deficiency are, though not a direct audience of the book, intended as the main beneficiaries. As professionals focusing on remedies are lead back from airy speculations of innate knowledge--and therefore pessimistic inferences is this knowledge if not shown in behavior--and are shown how language skills can be transmitted. Their clients can gain not only language skills, but could reap educational and professional success.

Much has been written about special education and about inclusive education, but there have been few attempts to pull these two concepts and approaches together. This book does just that: sets special education within the context of inclusive education. It posits that to include, effectively, all children with special educational needs in schools requires an integration of both concepts, approaches, and techniques. It has never been more timely to publish a book that helps professionals who work with schools, such as psychologists, special education professionals, and counselors, to identify effective practices for children with special needs and provide guidelines for implementing these in inclusive schools.

When Lev Vygotsky: Revolutionary Scientist published, it was unique in several ways. It presented Vygotsky as a Marxist methodologist, both locating him in his historical period and delineating how his life and writings have been a catalyst for a contemporary revolutionary, practical-critical, psychology. It highlighted Vygotsky's unconventional view of how development and learning are related and, in doing so, brought human development into prominence. It introduced important linkages between Vygotsky's views on thinking and speaking and those of Wittgenstein, drawing implications for language acquisition and language learning. And it drew attention to Vygotsky's understanding of the role of play in child development, and expanded on the significance of play throughout the lifespan. In these ways, this classic text presented a more expansive Vygotsky than previously understood. The Introduction to this Classic Edition will summarize what has transpired in the years since Lev Vygotsky first published. It will answer who and where is Vygotsky now? What place does he have in scholarship in psychology, education, and other fields? How are practitioners making use of him-to address the challenges of our times, solve seemingly intractable social problems, revolutionize psychology, and develop skilled and worldly citizens? What have the authors accomplished since they first articulated their view of Vygotsky as a revolutionary scientist?

Drawing on a broad research on historical, geographical and socio-political context of the Colombian conflict, the book explores the role of children entangled in the military fighting. Following the case studies of minors, starting from the recruitment up to the disengagement, the authors seek to understand the process itself and to analyze various support methods offered to the affected children. Weaving together different points of view, coming from the children, and from the workers of the organizations offering help, the book gives an engaging and dramatic overview of the phenomenon of child soldiers. Authors: Julia Villanueva O'Driscoll, Vrije Universiteit Brussel, Belgium Gerrit Loots, Vrije Universiteit Brussel, Belgium Ilse Derluyn, Ghent University, Belgium

The disciplines of cognitive neuroscience, development, and psychopathology are complementary in the study of human perception and attention, even though each discipline emerges from a decidedly different and sometimes incompatible worldview. The meeting of researchers across these disciplines results in a fruitful cross-fertilization that ultimately leads to better science within each discipline and a joint scientific endeavor that is greater than the sum of its parts.
Cognitive Neuroscience, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.

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."

Many people seem to be searching for answers to help explain their past, understand their current way of being, and create a happier, more satisfying future. It is the current trend to blame mothers for such emotional problems. "Poppa" Psychology calls into question this habit of blaming mothers, and focuses, instead, on the father-child relationship. Regardless of whether the father is present or absent, his actions will have a direct influence on the child's development. Fathers have received a great deal of media attention lately, but the main focus has been on their absence. "Poppa" Psychology deals with the psychological ramifications of the father-child relationship, regardless of whether the fathers are present or absent. Specifically, it highlights factors that are related to maladjustment in children and provides suggestions for raising psychologically healthy children.

The Holocaust, civil war in Bosnia, drug wars in the cities, random violence in schools, streets, and homes - such events and their aftermath pose special problems for mental health professionals, educators, and others who must help children make sense of acts that endanger them physically and psychically. In this book, edited by Drs. Roberta J. Apfel and Bennett Simon, mental health professionals share their knowledge, experiences, and hopefulness in working with children exposed to war and violence. The result is a moving history of young lives affected by war, persecution, and communal violence, and an invaluable resource for anyone working with children subjected to such traumas. The contributors to this book - who include psychiatrists, psychologists, and social workers, all with direct experience working with children who are victims of war and violence - address the ethics involved in working with children in war zones, children's development under circumstances of war or violence, post-traumatic stress disorder and other stress reactions, refugee children, "survivor guilt", interventions and treatments, and the emotional health of the caretakers. The book includes case studies on children of war in Kuwait, on a program involving children of Holocaust survivors and children of Nazi perpetrators, and on the Child Development-Community Policing Program in New Haven.