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Books > Social sciences > Psychology > Child & developmental psychology
This volume provides a thorough examination of the interplay
between individuals and their environment in the development and
maintenance of problem behaviors, and delineates procedures for
conducting assessment, intervention, and prevention within the
child's ecosystem. As individuals structure, change, and organize
their environments, their environments work to do the same.
Environmental or contextual and individual variables act
reciprocally to shape an individual's behavior. For school-aged
youth, this reality necessitates an ecological approach to
assessment, intervention, and prevention. Specifically, problem
behaviors are partly developed and maintained by a combination of
factors present in the child's psychosocial ecosystem -- home,
school, and community. Although there is an abundance of
theoretical applications and research supporting this concept, the
predominant trend has been to emphasize the properties of the
person. As a result, one is left to assume that the genesis of
difficulties in adaptation lies in internal or personal states and
traits of the individual.
Inaccuracies in Children's Testimony combines the literature on obedience to authority with that on suggestibility to create a third literature. This book examines children's testimony from several perspectives and gives you insightful suggestions for increasing children's abilities to testify accurately about traumatic things that have happened to them. In doing so, you'll learn how to ensure that those who abuse or sexually exploit children are brought to justice while those falsely accused are adequately protected.How children are questioned to learn what they have witnessed is crucial due to the effects the questioning sessions may have on their testimonies--improper questioning may lead to inaccurate answers. This is just one of the many areas of children's testimony covered in Inaccuracies in Children's Testimony. In each of the chapters you'll discover new ways for increasing the accuracy and dependability of children's testimony as you read about: factors that affect children's testimonies suggestibility--definition and research, including sources of suggestibility how obedience to authority can explain children's behavior as witnesses children's memory in the courtroom and what they are able to remember how children's involvement in the courts can be problematic free versus prompted recall--which is more accurate and why the "worst" method is often used with children Milgram's theory of obedience to authority tied to children as witnesses review of the literature on the effects of stress, prompting, and imagination on children's recall ideas for future researchExperts in the field of legal testimony, legal personnel, child counselors, psychologists, social workers, and faculty and students of related courses will find Inaccuracies in Children's Testimony an essential resource for understanding the importance of making the child victim/witness more believable and reliable.
Inaccuracies in Children's Testimony combines the literature on obedience to authority with that on suggestibility to create a third literature. This book examines children's testimony from several perspectives and gives you insightful suggestions for increasing children's abilities to testify accurately about traumatic things that have happened to them. In doing so, you'll learn how to ensure that those who abuse or sexually exploit children are brought to justice while those falsely accused are adequately protected.How children are questioned to learn what they have witnessed is crucial due to the effects the questioning sessions may have on their testimonies--improper questioning may lead to inaccurate answers. This is just one of the many areas of children's testimony covered in Inaccuracies in Children's Testimony. In each of the chapters you'll discover new ways for increasing the accuracy and dependability of children's testimony as you read about: factors that affect children's testimonies suggestibility--definition and research, including sources of suggestibility how obedience to authority can explain children's behavior as witnesses children's memory in the courtroom and what they are able to remember how children's involvement in the courts can be problematic free versus prompted recall--which is more accurate and why the "worst" method is often used with children Milgram's theory of obedience to authority tied to children as witnesses review of the literature on the effects of stress, prompting, and imagination on children's recall ideas for future researchExperts in the field of legal testimony, legal personnel, child counselors, psychologists, social workers, and faculty and students of related courses will find Inaccuracies in Children's Testimony an essential resource for understanding the importance of making the child victim/witness more believable and reliable.
Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.
One of the most profound insights of the dynamic systems
perspective is that new structures resulting from the developmental
process do not need to be planned in advance, nor is it necessary
to have these structures represented in genetic or neurological
templates prior to their emergence. Rather, new structures can
emerge as components of the individual and the environment
self-organize; that is, as they mutually constrain each other's
actions, new patterns and structures may arise. This theoretical
possibility brings into developmental theory the important concept
of indeterminism--the possibility that developmental outcomes may
not be predictable in any simple linear causal way from their
antecedents.
Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.
Jean Piaget was one of the most salient and inspirational figures in psychological and educational research of the 20th century. He was also prolific, authoring or editing over 80 books and numerous journals and papers which spawned a continuation of his work over the following decades. His work now compromises a major component of many courses on children's psychological development and in a research tradition which is expanding, scholars may need access to the original texts rather than secondhand accounts. This volume is the third of nine reproducing Piaget's original works - they are also available as a boxed set.
Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.
This volume provides a primarily nontechnical summary of
experimental and theoretical work conducted over the course of 35
years which resulted in a developmental framework capable of
integrating causal influences at the genetic, neural, behavioral,
and ecological levels of analysis. It describes novel solutions to
the nature-nurture problem at both the empirical and theoretical
levels. Following field observations, laboratory experiments led to
the discovery of the nonobvious prenatal experiential basis of
instinctive behavior in two species--ground-nesting mallard
ducklings and hole-nesting wood ducklings. This work also describes
the experiences that lead to the rigid canalization of behavioral
development as well as the social and sensory experiences that
favor the continuance of flexibility. The author also describes in
detail a developmental psychobiological systems view that supports
a behaviorally and psychologically mediated pathway to evolutionary
change in humans and other species. Written in a way that is
readable to even the nonspecialist, the text is accompanied by
numerous photographs that illuminate and add personal meaning to
the written words. Readers will be engaged by the emphasis on the
human aspect of the scientific enterprise.
This book and the symposium on which it was based were designed to cross the boundaries of subdiscipline and theoretical orientation to address four critical issues in understanding development: explanation of change and development; the nature and process of change; forms of variability in performance; and the promotion of change through application. The chapters suggest that change and development in target systems from cells to selves, may not be explainable, assessable, or promotable without careful reference to the context (social and otherwise) of the system, and that the process of change and development may involve variability of the system in addition to periods of stability. Together the chapters harken back to the spirit of the grand theory. Instead of proposing a grand theory, they provide an excellent foundation for considering the importance of an individual's (or particular group's) context and variability, and discussions to facilitate thinking about what still needs to be worked out.
Studies involving children with mental, emotional, or behavioral
problems--or their families--have to meet certain standards of
research ethics. This book contains chapters on the kinds of
ethical dilemmas that typically occur in different types of studies
of children, and then presents 65 real-world cases from experts who
study children's mental health. These experts offer practical
suggestions for how to handle these dilemmas. Chapters on the
perspectives of parents, regulators, and bioethicists provide
additional points of view on these issues. Written in down-to-earth
language, this book will be useful for professionals who study
children, for those who train students in research methods, and for
parents who are thinking about participating in research studies.
Being sick is a normal part of childhood, and being seriously ill
is the unfortunate lot of many children. Every child in the United
States has some contact with the healthcare system at some time,
and it is estimated that one of every two children or adolescents
is hospitalized as a result of illness or injury. Being injured,
undergoing routine medical procedures, getting sick, or being
hospitalized confront children with challenges on many
levels--physical, mental, emotional, and social.
The term "skill" encompasses an array of topics and issues. For
example, individuals are skilled in a variety of domains such as
chess, typing, air traffic control, or knitting; researchers study
skill in a variety of ways, including speed of acquisition,
accuracy of performance, and retention over time; and there are a
variety of approaches to the study of skill such as computer
modeling or experimental analysis. Contributing to the
understanding of whether, how, when, and why skills may decline as
a function of age is the goal of this volume.
Concern with stress and coping has a long history in biomedical, psychological and sociological research. The inadequacy of simplistic models linking stressful life events and adverse physical and psychological outcomes was pointed out in the early 1980s in a series of seminal papers and books. The issues and theoretical models discussed in this work shaped much of the subsequent research on this topic and are reflected in the papers in this volume. The shift has been away from identifying associations between risks and outcomes to a focus on factors and processes that contribute to diversity in response to risks. Based on the Family Research Consortium's fifth summer institute, this volume focuses on stress and adaptability in families and family members. The papers explore not only how a variety of stresses influence family functioning but also how family process moderates and mediates the contribution of individual and environmental risk and protective factors to personal adjustment. They reveal the complexity of current theoretical models, research strategies and analytic approaches to the study of risk, resiliency and vulnerability along with the central role risk, family process and adaptability play in both normal development and childhood psychopathology.
Early emotional development, emotional regulation, and the links
between emotion and social or cognitive functioning in atypically
developing children have not received much attention. This lack is
due in part to the priorities given to the educational and
therapeutic needs of these children. Yet an understanding of the
basic emotional processes in children with atypical development can
only serve to promote more effective strategies for teaching and
intervening in the lives of these children and their families and
may contribute to our understanding of basic emotional processes as
well.
First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
The culmination of 15 years of research by a Turkish psychologist
who was educated in the West, this volume examines both the
theoretical and practical aspects of cross-cultural psychology. It
takes a contextual-developmental-functional approach linking the
child, family, and society as they are embedded in culture. A
refreshingly different view, the author presents a portrait of
human development from "the other side"--from the perspective of
the "majority world." In a world seemingly dominated by American
psychology, she proposes the cross-cultural orientation as a
corrective to the culture-boundedness of much of Euro-American
psychology.
This book provides a comprehensive understanding of youth development and protection in the Indian context. It reviews the demographic and socio-economic background and future prospects of Indian youth. The book discusses the role of family and culture in the upbringing and development of youth, changing political and socio-economic situations, and the influence of parents and teachers in shaping the future of the youth. The book highlights the nature of adversities faced by children and youth and the subsequent impact on their mental health and well-being. It also examines the efficacy of various skill development programmes and national and international policies designed for the youth. The book will be of interest to students, teachers, and researchers of population sciences, population studies, psychology, childhood studies, development studies, sociology, and youth studies. It will also be of interest to policymakers and NGOs working with children and youth.
Research on the development of metaphor abilities in children can
be dated back as far as 1960, with Asch and Nerlove's pioneering
study, which concluded that children were unable to understand
metaphors until middle or even late childhood. However, the study
of metaphor in children did not take off until the 1970s; research
continued to show metaphor as a relatively late-developing skill,
based on children's inability to paraphrase correctly metaphoric
sentences presented out of any situational or narrative context.
Despite the rise of clinical interest in posttraumatic stress disorder and traumatic stress in children, there has been little attention paid to the impact of sibling death as a traumatic event. Although there is much evidence that children suffer long-lasting consequences of such trauma as divorce or the loss of a parent, the loss of a sibling has not been the topic of substantial clinical or research attention. The sibling relationship has only begun to receive research and theoretical attention. The complexities of the sibling bond as it changes and evolves over the life-span have only begun to be explored. The death of a child has generally been considered one of the most stressful events encountered by families in our society. The chronicity of illnesses such as cystic fibrosis is in a sense new, an outgrowth of recent advances in medical treatment which have considerably extended the lives of children stricken with leukemia, cystic fibrosis, HIV-infection, diabetes, and others. This book explores the long-term consequences of chronic illness followed by the death of a sibling on adult adjustment. The illness and loss of the child will have a direct impact on the siblings, dependent upon their own capacity to give meaning to its occurrence and to mourn the loss effectively. In addition, the sibling's world will be inexorably shaped by the handling of the illness and loss by the parents.
1. While previous books have offered social work perspectives or research on the victims of such crimes, this is the first to offer a criminological typology of the offenders. 2. This book connects academic research to practice, considering the implications for law enforcement, investigation and prevention.
Designed to provide practical information to those who are
concerned with the development of young children, this book has
three goals. First, the authors offer details about patterns of
language development over the first three years of life. Although
intensive studies have been carried out by examining from one to 20
children in the age range of zero to three years, there has been no
longitudinal study of a sample as large as this--53 children--nor
have as many measures of language development been obtained from
the same children. Examining language development from a broad
perspective in this size population allows us to see what
generalizations can be made about patterns of language development.
Based on the First Biannual Lifespan Development Conference, this
volume offers a multidisciplinary and multidimensional approach to
the study of lifespan development in the areas of neuropsychology,
cognition, behavior genetics, and perception. The objective of the
conference was to provide a lively forum for the discussion of
issues related to lifespan development and to reflect on important
topics challenging the field during the 1990s. The chapters in this
book, motivated by the conference presentations, cover: |
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