This volume Psychology of Peace Promotion builds on previous volumes of peace psychology, extending its contributions by drawing from peace research and practices from five continents - Africa, Asia, Europe, North America and South America. The book discusses emerging disciplinary and inter-disciplinary theories and actions. Each chapter begins with a theoretical framework for understanding peace, followed by a critical review of peace promotion in a specific setting, and concludes with an illustration of psychological principles or theories in either a narrative format or an empirical investigation. This volume develops, as well as guides, its readers on the epistemology of promoting and sustaining peace in varied settings around the world. This book presents relevant, cutting-edge peace promotion strategies to anyone interested in promoting peace more effectively, including peace practitioners, scholars, teachers, and researchers, as well as the general reader. It presents a number of innovative approaches, illustrating their applications to specific social problems, settings and populations. In addition, this volume has much in store for both academic and practice-based scientists in the field of peace psychology, mental health professionals, administrators, educators, and graduate students from various disciplines. The goal is the promotion and sustenance of peace, using theoretically sound, yet innovative and creative approaches. As expressed by the United Nations Secretary, "peace does not occur by happenstance." Promoting and sustaining peace requires reflective, thoughtful, and targeted efforts. This book inspires its readers to develop a better understanding of peace and the means of promoting peace in a sustainable way.

The combination of a riveting true story and cutting-edge twin research makes this book an irresistible page-turner.
Identical twins Begona and Delia were born thirty-eight years ago in Spain's Canary Islands. Due to chaotic conditions at the hospital or simple human error, the unthinkable happened: Delia was unintentionally switched with another infant in the baby nursery. This fascinating story describes in vivid detail the consequences of this unintentional separation of identical twin sisters. The author considers not only the effects on these particular sisters, but the important implications of this and similar cases for questions concerning identity, familial bonds, nature-nurture, and the law.

In an attempt to explore the explanations why psychiatrists continue to use electroshock with minors already at risk from damage, this text investigates reasons why electroshock remains popular, despite the widespread availability of proven psychosocial alternatives. The text locates all of the literature since the 1940s about the use of electroshock with minors from three years of age through adolescence.

Since the introduction of shock with children and teenagers, the province of psychiatry has been expanded to include minors as young as three. A fifty-year overview of shock use by psychiatrists with minors is provided, with an analysis of reasons for its popularity among some medical staff. The review includes results from a meta-analysis study that reports data from over 200 previously published clinical cases. These results indicate that there is no clinical rationale for the use of shock with children and teenagers. Moreover, there are many reasons not to give shock, including ethical, philosophical, moral, and humanistic objections. The continued use of electroshock by psychiatrists persists only due to the clinical independence of medical staff. There are no controlled evaluations, no randomized controlled trials, no controlled clinical trials, and no single case studies that report outcome data from electroshock given under scientific conditions to minors. Rather, the entire published literature is based on anecdotal reports from uncontrolled interventions. The text explores the ethical position of mental health staff who are in the same arena. Alternatives to electroshock are explored in the context of services for children and teenagers with mental health needs.

Robert Kastenbaum, creator of the award-winning "Encyclopedia of Death," has now collected and edited a source of reliable information on adult development that is accessible to the general reader, useable by professionals, and perfect for those who are simply browsing. This work is a fascinating and highly informative look at the milestones and ordeals, the key issues, and the concerns of American adults. The book expands our understanding of adulthood through 105 articles written by more than 70 contributing specialists from the fields of psychology, anthropology, religion, and sociology.

This book examines service-learning - a valuable means of promoting civic engagement and youth leadership in students by enabling them to apply their knowledge to needy people in the community. It describes selected service-learning projects in different areas by highlighting the subjects being offered, service site(s), completed service projects, evaluation findings and teachers' reflections. Although service-learning has increased tremendously in the West, its development in different Chinese societies is still in its infancy. As such, this book provides valuable insights on the implementation and future directions of the service-learning movement in China by documenting lessons learned and sharing success stories. It also discusses related evaluation findings and impacts on students to show that service-learning can increase students' empathy, social awareness, social responsibility and psychosocial skills and as a result can improve their quality of life. In addition, the book highlights how service-learning activities promote the well-being of the clients and communities being served. It also stimulates thinking and sharpens the thoughts of educators, administrators and those who wish to promote the quality of life of students and service recipients through service-learning.

social neuroscience, social psychology, developmental, psychology, social cognition, vision research and clinical psychology. social neuroscience, social psychology, developmental, psychology, sThis comprehensive volume reviews current developments in our evolving knowledge of social attention and its processes. In doing so, it examines the brain-behavioral bases of social attention from diverse complementary fields, including disordered and healthy adult findings, infant and developmental studies and social neuroscience. The studies explored in this volume reflect the ongoing shift toward naturalistic, context-based experiments and integrative scientific approaches, and away from relying solely on standardized tasks in laboratory settings. In keeping with this proactive perspective, the authors pose critical questions throughout the book to point readers toward the potential next wave of research developments and interventions.Included in the coverage: The development of social attention in human infants. Neural bases for social attention in healthy humans. Social attention, social presence, and the dual function of gaze. Early departures from normative processes of social engagement in infants with Autism Spectrum Disorder. Aberrant social attention and its underlying neural correlates in adults with ASD. The future of social attention research. The Many Faces of Social Attention will interest researchers in social neuroscience, social psychology, developmental psychology, social cognition, visual attention and cognition, and clinical psychology, and inspire new advances in this increasingly important area of study. ocial cognition, vision research and clinical psychology.

This book explores the significance of food practices for childhood identities, from early babyhood to middle childhood and teenage years. It examines how children and families negotiate food and eating practices; what influence the media has on these; the role institutions play; and how far class and ethnicity shape the food that children eat.

This book presents an evidence-based framework for replacing harmful, restrictive behavior management practices with safe and effective alternatives. The first half summarizes the concept and history of restraint and seclusion in mental health applications used with impaired elders, children with intellectual disabilities, and psychiatric patients. Subsequent chapters provide robust data and make the case for behavior management interventions that are less restrictive without compromising the safety of the patients, staff, or others. This volume presents the necessary steps toward the gradual elimination of restraint-based strategies and advocates for practices based in client rights and ethical values. Topics featured in this volume include: The epidemiology of restraints in mental health practice. Ethical and legal aspects of restraint and seclusion. Current uses of restraint and seclusion. Applied behavior analysis with general characteristics and interventions. The evidence for organizational interventions. Other approaches to non-restrictive behavior management. Reducing Restraint and Restrictive Behavior Management Practices is a must-have resource for researchers, clinicians and practitioners, and graduate students in the fields of developmental psychology, behavioral therapy, social work, psychiatry, and geriatrics.

Foundations of Art Therapy: Theory and Applications is an essential and comprehensive introduction to the field of art therapy that blends relevant psychological and neuroscience research, theories, and concepts and infuses cultural diversity throughout each chapter. The text includes full color photos, informative charts, and case examples and is divided into four parts beginning with the basics of art therapy knowledge and concluding with professional practices in art therapy. The fundamentals of art therapy section includes coverage of art therapy founders, art materials, multicultural perspectives, intersections with neuroscience, and research methods. An overview and in-depth explorations of different theoretical approaches to the practice of art therapy are covered in the second part of the book. A bio-psycho-social approach integrates current research on art therapy with specific populations (children, mental health, older adults, and trauma). The book concludes with art therapy professional practices in group concepts, community-based art therapy, and developing a career in the field. Each chapter contains chapter objectives, practical applications, ethical considerations, reflection questions, experiential exercises, and a list of terms. The unique, practical, and interdisciplinary approach of this text provides a solid base for understanding the field of art therapy and is well suited for use in undergraduate art therapy courses. This book will appeal to those who want an introduction to the field's theories, research, and practice and those seeking a comprehensive understanding on the foundations of art therapy.

Aimed at school staff and other caregivers on the front lines of providing assistance without in-depth training or an understanding of how trauma manifests, this book offers a detailed approach to helping children who have experienced trauma. Trauma in children varies in how it presents-in behavior, emotions, learning, and social interactions-and how to address it depends largely on its presentation. Children may exhibit many types of behavior that could be attributed to trauma, such as telling lies and feeling shame, lacking focus or having outbursts in class, and distrusting peers and adults, among many more. When you read this book, you'll learn how to support a child with severe trauma by employing a sensitive yet structured approach. Discussion of a kaleidoscope of case studies using the new Basic Pyramid model, developed by the author, will help you to determine appropriate intervention. Introduces a new intervention model used as the basis of care for children with trauma Offers clear application of intervention practices in case studies Emphasizes the link between trauma, behavior, learning, emotions, and social interaction skills among children Demonstrates that supportive action can produce positive responses in children with trauma

Challenging much current thinking in the field that considers these youths a homogenous group, this volume applies a heterogeneous approach. Individualized treatment plans addressing a wide range of needs are presented. Practical and specific guidance about assessment, treatment, and discharge planning is well-grounded in research, providing a solid theoretical and conceptual framework. Staff training, development and treatment outcome evaluation are also included.

In the "Preparing for Treatment "section, the book discusses how to translate the needs of sexually aggressive youth into a program model. In its "Providing Treatment "section there are descriptions of therapeutic, milieu, and specialized interventions. Finally, in a "Supporting Treatment" section, guidance is given to improve outcome evaluation efforts, staff selection, and training.

Peer Groups and Children's Development considers the experiences of school-aged children with their peer groups and its implications for their social, personal and intellectual development Focuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence Considers peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities Includes a final summary which brings together the significant implications for theory, policy and practice Unique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings Addresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers

Literature can play an important role in helping young children cope with developmental changes and deal with the external world. This volume offers a guide to books published between 1980 and 1985 that preschool children enjoy and that at the same time address the needs and problems they encounter in their daily lives. An introductory chapter looks at the utilization of literature to help children adjust to developmental changes and examines the factors to consider in book selection. The remaining chapters focus on specific developmental issues that affect preschoolers: anger and other emotions, attitudes and values, family relationships, fear and fantasy, motor development and physical change, peers and school, self-image and sex roles, single-parent and blended families, and special developmental needs.

This textbook offers a foundation for understanding adolescents' rights by articulating the complexity, breadth, and challenging nature of laws regulating adolescents. It showcases the Supreme Court's key interpretations of the Constitution as it relates to adolescents' rights. Chapters examine relevant legal systems and the social contexts that legal systems control. In addition, chapters discuss constitutional issues and their nuances through actual cases that often offer alternative interpretations of constitutional rules. The textbook guides readers through both well accepted and often ignored conceptions of adolescents' rights. It offers readers unfamiliar with the law the tools they need to understand the importance of adolescents' constitutional rights and how they can contribute to developing them. Topics featured in this text include: The role of parents and family systems in conceptualizing adolescents' rights. The complexities of providing health care to adolescents. Religious freedom and adolescents' rights relating to religion. The flaws of child welfare systems. The challenge of developing rights specifically for juveniles and delinquent youth. Juvenile court systems and the differential treatment of adolescents. The difference between the juvenile court system and the criminal court system. Adolescents' media rights. Adolescents and Constitutional Law is an essential textbook for graduate students as well as a must-have reference for researchers/professors and related professionals in developmental psychology, juvenile justice/youth offending, social work, psychology and law, family studies, constitutional law, and other interrelated disciplines.

Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD - as well as the array of treatment variables - even seasoned practitioners may find themselves in confusing situations. Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world. Among the book's key features are: A new four-subtype model of NVLD, with supporting research. A brief guide to assessment, transmitting results, and treatment planning. Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD. Material specific to improving reading, writing, and mathematics. Overview of issues in emotional competency and independent living. An instructive personal account of growing up with NVLD. Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists.

An analytical study, with the MMPI, of the interrelationships of behavior and personality.

This volume examines a variety of empirical strands to construct an overall view of how young peers behave with each other. The substantive material derives from an interweaving of two sources: a critical survey of reported findings, of the methods that were used in establishing them and of their relationship to the conclusions that have been offered; and the writer's own longitudinal study of development during the second year of life. This study not only provides an empirical evaluation of the plausibility of existing hypotheses, it synthesizes widely diverse findings and methods into a comprehensive picture of current trends and new directions in toddler-peer research.

This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, SouthAmericaand NorthAmerica). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.

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This edited textbook will be appropriate for use in advanced undergraduate and graduate level courses and will serve as a comprehensive and timely introduction to the field of adolescent development, providing students with a strong foundation for understanding the biological, cognitive and psychosocial transitions occurring during adolescence. While certain normative biological and cognitive processes are relevant for all youth, development varies dramatically based on a youth's position in society. The volume will focus on contextual factors such as culture, racial identity, socioeconomic position and sociopolitical and historical events, highlighting the impact such factors have on the physiological and psychological processes and treating them as key elements in understanding development during this life stage. The authors will cover the major theoretical positions (both historical and contemporary) about adolescence as well as the relevant research and application. Additionally, modern phenomena - the ever-increasing influence of pop culture (i.e. Hip Hop), mass media and technology (i.e., the internet, gaming) and the evolution of family, education and the church - will be explored in depth. Each chapter will be written by a known expert in the field.
* More extensive analysis of cultural, political and socioeconomic factors impacting development than competing texts
* Research-to-Practice section covers evidence-based research on practice implementation
*The only advanced text with ancillary support and pedagogy--instructor website with test bank and image collection, plus summary box and study questions in each chapter

Human cognition increasingly is coming to be understood and studied as something that does not necessarily reside within individuals, but rather as something that evolves through interpersonal communication. Using the interpersonal event as the unit of analysis, the authors of "Collaborative Cognition" examine how children interactively co-construct knowledge and ways of knowing in social contexts. In an illustration of the idea that thinking is as much interactive as self-reflective--one that supports the cognitive developmental theories of Jean Piaget and Lev Vygotsky--this important new study examines the social origins of thought, and the inherently discursive nature of thinking itself.

The social context in question was created by the authors, who showed to pairs of children a variety of game materials and asked them to collaborate on creating a board game. Negotiating the co-construction of a game, back and forth, turn by turn, enabled the children to construct jointly a series of mutually obligatory goals and rules that sequentially defined the evolution of increasingly more complex modes of play. This innovative use of sequential analyses to study evolving streams of conversation discourse represents a fully process-oriented, rather than outcome-oriented, approach to studying cognitive development.

Steve Croker's The Development of Cognition is an exciting new text which offers a refreshing and contemporary account of the major theories and practical applications of children's cognitive development from infancy onwards. Written in a clear and accessible style this comprehensive text enables students to carefully examine and critically assess the processes through which development occurs, together with the nature of the changes in language, perception, memory, conceptual understanding and problem-solving that take place. The Development of Cognition is ideally suited for cognitive development modules typically taught in the second and third years of undergraduate psychology courses throughout the world.

In a singularly fundamental challenge to the positions widespread among social scientists, White distances himself from the reductionist models of the human brain. He asserts, basing his thought on the authoritative findings of modern neuroscientists, the causal potency of human self-awareness. The acceptance of such a potential in mankind transforms the behavioral sciences into the science of human action. Implicit in the evolutionary context of this perspective is a basic indeterminism inherent in human science. White stresses the central role of conscious purpose in human action and emphasizes the importance of choice and its consequences at the level of political community. In urging a consideration of the significance that neuroscience has for the behavioral sciences, White explores truly basic issues at the heart of those disciplines. He makes a persuasive case for interpreting human action as purposeful, conscious, choice-based, and cumulatively unpredictable.