Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Books > Social sciences > Psychology > Child & developmental psychology
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:
Most research on children's lexical development has focused on
their acquisition of names for concrete objects. This is the first
edited volume to focus specifically on how children acquire their
early verbs. Verbs are an especially important part of the early
lexicon because of the role they play in children's emerging
grammatical competence. The contributors to this book investigate:
This book is the first to bring together researchers in individual
differences in personality and temperament to explore whether there
is any unity possible between the temperament researchers of
infancy and childhood and the major researchers in adult
personality. Prior to the workshop which resulted in this volume,
the existing literature seemed to document a growing consensus on
the part of the adult personality researchers that five major
personality dimensions -- the "Big Five" -- might be sufficient to
account for most of the important variances in adult individual
differences in personality. In contrast to this accord, the
literature on child and infant individual differences seemed to
offer a wide variety of opinions regarding the basic dimensions of
difference in personality or temperament. The editors believed that
they could encourage researchers from both the adult and child
areas to consider the importance of a lifespan conceptualization of
individual differences by discussing their research in terms of a
continuity approach.
Stepfamilies represent an increasing number of American households
and shape the upbringing of countless stepchildren. Despite their
prominence in society, our knowledge about these families is very
limited. To address this deficit, the editors have drawn together
the work of 16 nationally known scholars to deal with four
questions:
This book provides the latest information about the development of
intersensory perception -- a topic which has recently begun to
receive a great deal of attention from researchers studying the
general problem of perceptual development. This interest was
inspired after the realization that unimodal perception of sensory
information is only the first stage of perceptual processing. Under
normal conditions, an organism is faced with multiple, multisensory
sources of information and its task is to either select a single
relevant source of information or select several sources of
information and integrate them. In general, perception and action
on the basis of multiple sources of information is more efficient
and effective. Before greater efficiency and effectiveness can be
achieved, however, the organism must be able to integrate the
multiple sources of information. By doing so, the organism can then
achieve a coherent and unified percept of the world.
Understanding how young children begin to make sense out of the social world has become a major concern within developmental psychology. Over the last 25 years research in this area has raised a number of questions which mirror the confluence of interests from cognitive-developmental and social-developmental psychology. The aims of this book are to consider critically the major themes and findings within this growing social-cognitive developmental research, and to present a new theoretical framework for investigating children's social cognitive skills. Beyond being the first major review of the literature in this area, this synopsis articulates why contemporary theoretical ideas (e.g. information processing, Piagetian and social interactionist) are unlikely ever to provide the conceptual basis for understanding children's participative skills. Building upon ideas both within and beyond mainstream developmental psychology, the "eco-structural" approach advocated seeks to draw together the advantages of the ecological approach in perceptual psychology with the considerable insights of the conversational analysts, child language researchers and Goffman's analysis of social interaction. This convergence is centred around the dynamic and participatory realities of engaging in conversational contexts, the locus for acquiring social cognitive skills. The framework provides the building blocks for models of developmental social cognition which can accommodate dynamic aspects of children's conversational skills. This book then is a review of an important area of developmental psychology, a new perspective on how we can study children's participatory social-cognitive skills and a summary of supporting research for the framework advocated.
This book constitutes the first time in the field of developmental
psychology that cross-cultural roots of minority child development
have been studied in their ancestral societies in a systematic
way--and by an international group of researchers. Most child
development and child psychology texts take cultural diversity in
development into account only as an addendum or as a special
case--it is not integrated into a comprehensive theory or model of
development. The purpose of this text is to redress this situation
by enlisting insiders' and outsiders' perspectives on socialization
and development in a diverse sampling of the world's cultures,
including developing regions that often lack the means to speak for
themselves in the arena of international social science.
Understanding Autistic Relationship Across the Lifespan is an accessible overview of autistic relationships from the early years through to old age. This much-needed book combines the latest research findings with first-hand accounts to offer insight into the relationships of autistic people and how they differ to those of non-autistic people in a range of ways. Felicity Sedgewick and Sarah Douglas delve into life's stages and their challenges, revealing how navigating relationships can lead to misunderstandings, rejection, and trauma - but also to genuine connection, support, and joy. Illustrated throughout with extracts from interviews, and with extended narratives from Sarah, it explores key topics including: Relationships in the early years, childhood friendships, teenage friendships and romance, adult romantic and sexual relationships, LGBTQ+ relationships, finding community, family relationships, and issues in the later stages of life. The authors explore a wide range of emotions and life situations, examining the social world of autistic people and the strategies they use to navigate it. Understanding Autistic Relationship Across the Lifespan offers practical recommendations for both autistic and non-autistic people on how to have the healthiest and most satisfying relationships possible. It is essential reading for all those working with autistic people and studying autism, as well as autistic individuals and those close to them.
In this book, Dr Stoller describes patients with marked abberrations in their masculinity and feminity--primarily transsexuals, transvestites and patients with marked biological abnormalities of their sex - in order to find clues to gender development in more normal people.
Blending academic theory with policy guidelines and practical suggestions, this book provides a review of current approaches to assessment and Intervention For Children With Emotional And Behavioural Difficulties. It incorporates a discussion of government guidelines on policy and provision with schools and LEAs and reviews a range of successful innovations in intervention. Specific areas are covered, including Exclusion, Integration And Emotional Abuse.; Five Recurring Themes permeate the whole book, these being: the effects of government legislation on all aspects of EBD assessment and provision; the recognition that children with EBD come from economically and socially disadvantaged families and the implication that this has for assessment and provision; the problems of agreeing on an acceptable definition of EBD; the fact that children labelled as EBD do not have an equal opportunity to assessment and provision; and the belief that schools can make a substantial contribution to the prevention of EBD.
This book brings together a group of scholars to share findings and
insights on the effects of media on children and family. Their
contributions reflect not only widely divergent political
orientations and value systems, but also three distinct domains of
inquiry into human motivation and behavior -- social scientific,
psychodynamic (or psychoanalytical), and clinical practice. Each of
these three domains is privy to important evidence and insights
that need to transcend epistemological and methodological
boundaries if understanding of the subject is to improve
dramatically. In keeping with this notion, the editors asked the
authors to go beyond a summary of findings, and lend additional
distinction to the book by applying the "binoculars" of their
particular perspective and offering suggestions as to the
implications of their findings.
Unique in scope and breadth, this handbook provides a strong overview of the field of sandplay as it is now and how it will develop in the future. Barbara Turner is widely known and well respected in the field and teaches internationally. There are many institutes worldwide that would welcome this kind of handbook.
This volume is based on a conference held to examine what is known
about cognitive behaviors and brain structure and function in three
syndromes and to evaluate the usefulness of such models. The goal
of this endeavor is to add to the knowledge base of cognitive
neuroscience within a developmental framework. Most of what is
known about the neurological basis of cognitive function in humans
has been learned from studies of central nervous system trauma or
disease in adults. Certain neurodevelopmental disorders affect the
central nervous system in unique ways by producing specific as
opposed to generalized cognitive deficit. Studies of these
disorders using neurobiological and behavioral techniques can yield
new insights into the localization of cognitive function and the
developmental course of atypical cognitive profiles.
Mainstream analysts working in the Jungian tradition have largely neglected adolescents. Mara Sidoli and Gustav Bovensiepen remedy that omission by showing how and why psychological and physical abuse suffered by young children erupts in violent and destructive behavior against the self and others. Using clinical material, they establish the link between archetypal imagery, disturbed behavior, and instinctual drive. Drawing from all schools of analytical psychology, the authors, along with several associates, focus mainly on severe neurotic disturbances and behavioral problems occurring in adolescence. Because most disturbances originate in the body, the contributors concentrate on self-destructive behavior: suicide, self-mutilation, and other self-damaging acts. Focused heavily on the treatment of these adolescents, the text has selections from an international group of contributors, providing diverse accounts of both theoretical and technical approaches to therapy. The case histories illustrate the relationship between the analyst and the adolescent patient as it develops in consultation. Interweaving the concepts of Jung, Freud, and others makes this volume a unique contribution to contemporary psychoanalysis. It will be of sustained interest to psychoanalysts, child psychotherapists, social workers, psychiatrists, and psychologists.
"Managing Misbehaviour in Schools" deals with the theoretical background of developing, assessing and understanding children's behavior; the relationship between learning and behavior problems; the dynamics of emotional and behavioral difficulties; and behavioral approaches. In later chapters, the contributors consider the effect of pastoral care on behavior in schools and on liaison with other helping agencies, as well as with work with parents. In a wide-ranging final chapter, the editors review the various strands of the book, developed from theory to classroom and school practice, and offer a set of practical guidelines for teachers and students in their daily task of managing pupils' behavior to enable learning to take place.
Developmental psychology is concerned with the scientific understanding of age-related changes in experience and behaviour, not only in children but throughout the lifespan. The task is to discover, describe, and explain how development occurs, from its earliest origins, into childhood, adulthood, and old age. To understand human development requires one not only to make contact with human nature but also to consider the diverse effects of culture on the developing child. Development is as much a process of acquiring culture as it is of biological growth. This book reviews the history of developmental psychology with respect to both its nature and the effects of transmission of culture. The major theorists of the late 19th and early 20th century, Piaget, Vygotsky and Bowlby are introduced to provide a background to contemporary research and the modern synthesis of nature and nurture. This brief textbook is suitable as an introduction to developmental psychology, both at A level and for beginning undergraduate students. It aims to be of interest to psychologists, educationalists, social workers and others with an interest in a contemporary understanding of factors involved in human development.
The outgrowth of a conference planned as a response to the need for
researchers and clinicians to develop integrated plans for
addressing the psychological trauma of children exposed to
violence, this volume's goals are:
A practicing psychiatrist discusses the "forgotten" diagnosis of arrested development in teenagers, and how it is useful in practice and treatment today.
This work explores the psychological theory underlying methods of intervention in cognitive development. The authors, strive to show how the practical expression of such methods can lead to long-term gains in academic achievement in ordinary schools. Within a discussion of various attempts to "teach thinking", the design, delivery and results of the "Cognitive Acceleration through Science Education" (CASE) project are described. Other programmes such as Feuerstein's "Instrumental Enrichment" are also described, to abstract the features of successful intervention programmes. Key implications are also discussed for: teaching methods; the nature of the curriculum; teacher education; and educational policy at school, local and national levels. Having established the distinction between intervention and instruction, the authors go on to show how a population, and the learning demands made upon it, can be described in terms of levels of cognitive delvelopment. The emphasis then turns to how the current profile of thinking in schools can be changed through constructivist and metacognitive strategies.
1. A unique look into how Freud's own adolescence informed his own work on adolescent psychoanalysis, amongst other theories; 2. Includes excerpts of letters written by Freud himself to offer a personal insight into his thought process; 3. Written in an accessible and informative way, this book will invite readers from the general public as much as it will appeal to analysts;
Black Matters presents an anthology of stories of African American and African undergraduate and graduate students' experiences at college, offering lifespan perspectives on their formative relationships and influences, life-changing events, and the role their heritage has played in shaping their personal identities, values, and choices. Andrew Garrod and Robert Kilkenny bring together contributors who share personal memoirs reflecting on their experience of navigating life on campus as students of Dartmouth College, New Hampshire. The ten brave authors, six Black men and four Black women, present thoughtful, often emotional, accounts of moments that transformed their academic, professional, and racial identities. Supplemented by follow-up accounts of four of the graduates, the text underlines developmental perspectives whilst examining what has remained the same about their lives and values, and what has changed over time. The collection explores the notion of hard work and "grit" in overcoming discrimination, racism, and adversity, and how in reality college students who are not part of the racial/cultural majority must contend with the normative identity challenges of late adolescence while carrying the extra burden of "two-ness". Featuring an introduction by Chante Mouton Kinyon, this anthology examines crucial topics including classroom experience; intellectual stimulation and learning environment; interactions with African American and African students; friendships that crossed the lines of race, ethnicity, class, gender, and sexual orientation, and how collegiate life affects issues related to personal and racial identities. The rich narratives in Black Matters provide vital insight into the relationship between collegiate experiences and racial identities. It will be essential reading for students and scholars of psychology, education, cultural anthropology, sociology and creative writing, as well as for those responsible for campus climate and student experience.
This book discusses the significance of social geography, a multi-dimensional concept encompassing social health, social security and social ethos. It presents the socio-spatial dynamics of the population in India through an understanding of the various issues related to migration, urbanisation, unemployment, poverty and public health. With a thorough analysis of various social indicators relating to health, education, income and employment, the volume presents a detailed picture of the social geography of India. It discusses in detail, The origin, nature and scope of social geography, its relations with other social sciences and applications The nature and importance of social well-being along with welfare geography and the role of welfare state in ensuring social well-being The population of India and its attributes The status and spatial patterns of various social indicators relating to health, education and income and employment The composite indices which aggregate several social indicators such as the Human Development Index, Multidimensionally Poverty Index, Global Hunger Index, Gross National Happiness, Sustainable Developmental Goals Index and Freedom Index in the context of India. This comprehensive book will be useful for students, researchers and teachers of social geography, human geography, population geography, demography and sociology. The book can also be used by students preparing for exams like civil services, UPSC, PSC and other competitive exams.
Find fresh perspectives on the treatment of addictions and effective methods for helping recovering alcohol and drug abusers in this valuable book Addiction in Human Development provides practical strategies based on theories of human development for working with clients recovering from alcoholism and drug addiction. An understanding of these theories will help therapists and addictions counselors recognize stages of recovery and better select appropriate interventions for every phase of treatment of addicted clients.Addiction in Human Development shows how a developmental perspective is particularly appropriate to the treatment of alcohol and substance abusers and the patterns involved in their addiction. Disruptions in clients'childhood or adolescent development, stemming from their own or a parent 's drug abuse, can influence their present recovery process. This informative book also describes the developmental course of addiction and provides tools designed to interrupt addictive patterns. In addition, stages in the developmental process of recovery are identified to help therapists select appropriate interventions.Some of the topics related to human development and addiction covered in this insightful volume include developmental deficits and developmental arrest in recovering clients, delayed reactions to sexual abuse and other childhood trauma, stages in recovery from alcoholism or drug addiction, developmental issues in the professional 's own life, and multi-problem families with a multigenerational history of substance abuse. Applying these developmental strategies to work with addicted individuals will significantly improve communication and rapport between helping professionals and recovering addicts and lead to more success in alcohol and drug addiction therapy. |
You may like...
Uniquely Human: Updated and Expanded - A…
Barry M. Prizant
Paperback
Worry Monsters - A Child's Guide to…
Summersdale Publishers Ltd
Paperback
R161
Discovery Miles 1 610
Child and youth misbehaviour in South…
Christiaan Bezuidenhout
Paperback
Life-Span Human Development
Carol Sigelman, Elizabeth Rider
Hardcover
Human Development - A Life-Span View
Jacomien Muller, Robert Kail, …
Paperback
|