This new collection of writings describes the recent thinking of psychologists and educators regarding interactive development across the spectrum of competency domains within the individual. Significant research efforts emphasizing innovations in qualitative methodology, pedagogical refinements, and therapeutic interventions--both remedial and prophylactic--are presented to illustrate recent applications of current life-span development theorizing.

The volume begins with a section devoted to theory and practice in educating for human development; this is followed by sections examining counseling for development, and educating for morality, religion, and citizenship.

Volume 47 of The Psychology of Learning and Motivation offers a discussion of the different factors that influence one's development as a mature and capable person. This is the latest release in this well-received and highly credible series of publications.
Broad topics including linguistics, the art of design, categorization of the social world, conversation, and classification are explored to provide the reader with an understanding of these steps one must take during his or her personal and social development. This title is a valuable resource for both psychology researchers and their students.
*Each of the seven chapters offers an in depth discussion of important influences on learning and motivation
*Diverse topics are discussed at length
*A great resource for academics, researchers, and advanced students

This classic monograph on pathological lying, accusation, and swindling from 1915 contains a review of the literature to date, a series of twenty-seven case studies, and conclusions. The Healys were the first to concentrate almost exclusively on juvenile cases, and explore and analyse their causes and antecedents, using a mixture of qualitative and quantitative methods. Although outmoded in terminology and social attitudes, this work offers a fascinating insight into the realm of pathological lying and approaches to forensic psychology in the early twentieth century. This volume has been carefully hand-edited and re-indexed to be clear and complete.

The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: * A Canadian perspective to mental health literacy and teacher preparation. * The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. * Intervention programs for reducing self-stigma in children and adolescents. * School-based suicide prevention and intervention. * Mindfulness-based programs in school settings. * Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.

Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.

This book examines assessment and treatment methods for anxiety disorders in four- to- seven-year-olds. It discusses risk and protective factors in the preschool years, comorbidities, and how conditions such as separation anxiety disorder, social anxiety disorder, and selective mutism present in this age group. The book examines limitations of current definitions, assessment methods, and interventions. Chapters offer a theoretical framework from which to understand how traditional cognitive-behavior therapy (CBT) strategies can be used effectively in this age group. It offers a detailed description of the Taming Sneaky Fears program, an innovative, evidence-based group CBT program for four- to seven-year-old anxious children and their parents. It provides step-by-step instructions on how to implement Taming Sneaky Fears. The book concludes by addressing common challenges, influences, and outcomes for four- to seven-year-old anxious children and their families and provides recommendations for reducing the barriers to healthy development. Topics featured in this book include: Screening and assessment tools for young anxious children. Innovative assessment approaches for young anxious children. The use of Bravery Ladders to teach young children to overcome their fears and anxieties. Specific adaptations of the Taming Sneaky Fears program for selective mutism and social anxiety disorder. The pivotal role of parents in the success of the Taming Sneaky Fears program. Assessing and Treating Anxiety Disorders in Young Children is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, pediatrics, social work, and psychiatry.

This book presents an emerging rehabilitation program for improving the reading abilities of individuals with low vision who undergo therapy for visual impairment. Its interdisciplinary framework for visual training through reading skills development aligns its goals with those of special education programs and features anatomical and psychological background chapters, diverse perspectives on rehabilitation, and empirical supporting data. Program details span theoretical bases, strategies and planning, pedagogical considerations, use of assistive technologies, and assessment of client progress and program efficacy. And by locating rehabilitation in the psychosocial experience of visual disability, the program can be used as a means of building confidence and motivation, contributing to improved quality of life. Included in the coverage: Visual impairment and its impact on development. Rehabilitation of individuals with visual impairment in the Czech Republic. Innovative vision rehabilitation system: theoretical postulates, meanings, and objectives. Reading as a main objective of vision rehabilitation. Verification of effectiveness of the reading performance experimental rehabilitation program. Reading Rehabilitation for Individuals with Low Vision is an essential resource for researchers, clinicians/practitioners, and graduate students in varied fields such as cognitive psychology, rehabilitation, literacy, special education, child and school psychology, visual therapy, and public health.

Perceptual and Cognitive Development illustrates how the developmental approach yields fundamental contributions to our understanding of perception and cognition as a whole. The book discusses how to relate developmental, comparative, and neurological considerations to early learning and development, and it presents fundamental problems in cognition and language, such as the acquisition of a coherent, organized, and shared understanding of concepts and language. Discussions of learning, memory, attention, and problem solving are embedded within specific accounts of the neurological status of developing minds and the nature of knowledge.
Key Features
* Research advances and theoretical reorientations are updated in the Second Edition; the revision focuses more attention on the cognitive and biological sciences and neuroscience
* Illustrates how the developmental approach can yield fundamental contributions to our understanding of perception and cognition as a whole
* Discussions of learning, memory, and attention permeate individual chapters

In the past decade, psychology has increasingly acknowledged the importance of considering the role of culture for understanding human development. One of the major issues now confronting those interested in this issue is how cultural meanings, values, and practices are appropriated by persons growing up and living in concrete contexts. The general theme addressed in this volume concerns how enactments of cultural understandings in social interactions form the fabric of individual experience and the specificities of individual development.

Transition to Parenthood moves beyond a one-study focus and captures multidisciplinary work on all families making the transition to parenthood. The book covers societal trends, changes, and most importantly expectations. Focus is also placed on how families are impacted by their surroundings and their individual members. Strengths and limitations of current theories are discussed, as well as how the phenomenon of parenthood requires a combination of both macro- and micro-level theories.

This timely reference takes a rigorous look at the myriad ways technology, from smartphones to dating apps to social media, is affecting family life and opening new areas for study. The book features cross-disciplinary perspectives on current trends in the role of technology in couple and family contexts. It focuses on the roles of parents in monitoring children's screen time, of technology in relationship formation, and of technology in changing family dynamics. Nuanced coverage considers the emerging conflicts and paradoxes associated with digital family life-closeness versus isolation, children versus parents as experts, and privacy versus surveillance. Contributors also identify new research opportunities as family roles and structures continue to evolve and technology becomes a greater lens for family studies. Among the topics covered: How parents manage young children's mobile media use Adolescents as the family technology innovators Online dating: changing intimacy one swipe at a time Technology in relational systems: roles, rules, and boundaries Television "effects" on international family change Interplay between families and technology: future investigations Families and Technology is a valuable resource for researchers and students in the fields of family studies, sociology, marriage and family therapy, social welfare, public health, and psychology. The book also appeals to policymakers and human services personnel dedicated to better understanding the impact of rapidly spreading technologies on families around the globe.

Lists and describes articles about child abuse and its prevention, causes, manifestations, and legal issues.

The complexities and tragedies arising from teen violence are problems faced on every continent in the world. Fourteen case studies of carefully selected countries, representative of every region of the world, are presented in this absorbing volume that is the first to examine the causes and possible solutions for the problem of teen violence around the world. Students and teachers can make cross-cultural comparisons to discover how the problem is viewed in different countries, how the problem is changing, which factors seem to contribute to the rate of teen violence in almost all of the countries and which are unique to specific countries. Readers can also take a fascinating look at the various solutions to the problem that have been proposed and tested throughout the world.

Each chapter is divided into similar subsections, so students can easily compare specific topics among different countries and cultures. They will find that the perception of teen violence in different countries does not always reflect the reality. They can discover how such factors as drug use, family dynamics, and educational settings play an important role in teen violence across many different cultures, while also discovering the unique settings and situations that contribute to violence in unfamiliar cultures. This world view will help build better understanding of how social issues affect all societies.

This book explores the relationship between cultural psychology and aesthetics, by integrating the historical, theoretical and phenomenological perspectives. It offers a comprehensive discussion of the history of aesthetics and psychology from an international perspective, with contributions by leading researchers from Serbia, Austria, Portugal, Norway, Denmark, and Brazil. The first section of the book aims at summarizing the debate of where the song comes from. It discusses undeveloped topics, methodological hints, and epistemological questions in the different areas of contemporary psychological sciences. The second section of the book presents concrete examples of case-studies and methodological issues (the new melodies in psychological research) to stimulate further explorations. The book aims to bring art back into psychology, to provide an understanding for the art of psychology. An Old Melody in a New Song will be of interest to advanced students and researchers in the fields of educational and developmental psychology, cultural psychology, history of ideas, aesthetics, and art-based research.

A milestone of child psychology, The Child's Conception of the World explores the ways in which the reasoning powers of young children differ from those of adults. What conceptions of the world does the child naturally form at the different stages of its development? To what extent does the child distinguish the external world from an internal or subjective world and what limits does he or she draw between the self and objective reality? These questions make up the first problem, the child's notion of reality. A second fundamental problem is the significance of explanations put forward by the child. What use does he or she make of the notions of cause and law? Is the form of explanation presented by the child a new type? These and like questions form the second problem, the child's notion of causality. Jacques Voneche, Director of the Piaget Archives in Geneva, Switzerland, provides a preface to this classic in which he reveals the provanance of The Child's Conception of the World within the context of Piaget's other work and the then-burgeoning field of developmental psychology.

This handbook provides a comprehensive review of the impact of fathers on child development from prenatal years to age five. It examines the effects of the father-child relationship on the child's neurobiological development; hormonal, emotional and behavioral regulatory systems; and on the systemic embodiment of experiences into the child's mental models of self, others, and self-other relationships. The volume reflects two perspectives guiding research with fathers: Identifying positive and negative factors that influence early childhood development, specifying child outcomes, and emphasizing cultural diversity in father involvement; and examining multifaceted, specific approaches to guide father research. Key topics addressed include: Direct assessment of father parenting (rather than through maternal reports). The effects of father presence (in contrast to father absence). The full diversity of father involvement. Father's impact on gender role differentiation. Father's role in triadic interactions of family dynamics. Father involvement in psychotherapeutic family interventions. This handbook draws from converging perspectives about the role of fathers in very early child development, summarizes what is known, and, within each chapter, draws attention to the critical questions that need to be answered in coming decades. The Handbook of Fathers and Child Development is a must-have resource for researchers, graduate students, and clinicians, therapists, and other professionals in infancy and early child development, social work, public health, developmental and clinical child psychology, pediatrics, family studies, neuroscience, juvenile justice, child and adolescent psychiatry, school and educational psychology, anthropology, sociology, and all interrelated disciplines.

Ever since the killings at Columbine High School created a renewed focus on the problems of adolescent aggression, professionals in education, criminal justice, and social services have been seeking ways to curb its rising tide. This volume examines adolescent aggression from many perspectives--biological, psychological, and social--and analyzes some of the contributing factors to this growing problem. Written by internationally recognized experts in adolescent psychology, this book not only covers the causes of teen violence but, more important, offers solutions. McCarthy, Hutz, and their contributors reveal the precursors to violent behavior, and provide strategies for working with adolescents to prevent future violence. The symptoms and strategies are described clearly in a way that can be understood and adapted by parents, schools, social service agencies, and criminal justice institutions. Topics include: substance abuse; suicide and self-harm; sexual aggression; anger management and impulse control; gang violence; school violence; bullying; resilience; and increasing critical thinking skills. This book is a must-read for anyone who lives, works, or comes in contact with youth.

Humans' development of literacy has been a recent focus of intense research from the reading, cognitive, and neuroscience fields. But for individuals who are deaf-who rely greatly on their visual skills for language and learning-the findings don't necessarily apply, leaving theoretical and practical gaps in approaches to their education. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors narrows these gaps by introducing the VL2 Toolkit, a comprehensive test battery for assessing the academic skills and cognitive functioning of deaf persons who use sign language. Skills measured include executive functioning, memory, reading, visuospatial ability, writing fluency, math, and expressive and receptive language. Comprehensive data are provided for each, with discussion of validity and reliability issues as well as ethical and legal questions involved in the study. And background chapters explain how the Toolkit was compiled, describing the procedures of the study, its rationale, and salient characteristics of its participants. This notable book: Describes each Toolkit instrument and the psychometric properties it measures. Presents detailed findings on test measures and relationships between skills. Discusses issues and challenges relating to visual representations of English, including fingerspelling and lipreading. Features a factor analysis of the Toolkit measures to identify underlying cognitive structures in deaf learners. Reviews trends in American Sign Language assessment. Assessing Literacy in Deaf Individuals is an essential reference for researchers, graduate students, clinicians, and other professionals working in the field of deafness and deaf education across in such areas as clinical child and school psychology, audiology, and linguistics.

"There is so much that we can learn from the client/counsellor relationship that would help us understand what it is to be a child in a world full of adults and so enrich our parent/child relationships and all our child/adult relationships. Most importantly the counsellor can provide what was unavailable in early relationships. Key words in the relationship with the counsellor are: trust, closeness, intimacy, flexibility, encouragement, warmth, safety, mutuality, caring, compassion, kindness. These are words parents can incorporate into their relationships with their children as well." Jane Teverson expertly explains how counselling theory can be used by parents throughout the child's life, from infancy to adolescence, and makes a case for compassionate parenting. With helpful summaries at the end of each chapter and an accessible writing style, this book has a wide appeal. With real, usable advice and examples for parents, Born Beautiful is an essential addition to any parent's library.

Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.

Reflecting author C igdem KagitC ibasi' s influential work over the last two decades, this new edition examines human development, the self, and the family in a cultural context. It challenges the existing assumptions in mainstream western psychology about the nature of individuals. The author proposes a new model-- the " Autonomous-Related Self" -- which expands on existing theory by demonstrating how culture influences self development. The development of competence is examined from a contextual perspective, with a view towards global urbanization which is creating increasingly similar lifestyles around the world. The implications of this perspective are discussed extensively, particularly early intervention policy implications related to promoting human competence in immigration and acculturation. Rich in both theory and application, each topic is introduced with a historical antecedent and earlier research before current work is discussed.
This new edition also features:
*a new theoretical perspective that integrates cultural variation with universal human development trajectories in the context of social change, globalization, and immigration;
*two new chapters on " Parenting and the Development of the Autonomous Related Self" and " Immigration and Acculturation";
*a more student-friendly approach with boxed stories, summary and main point reviews, discussion questions, and an extensive bibliography in each chapter; and
*a comprehensive glossary of all the book' s key terms for a quick reference.
Intended as a graduate or advanced undergraduate level text for courses addressingcross-cultural psychology taught in a variety of departments including developmental, community, family, and educational psychology, this comprehensive volume will also appeal to researchers interested in issues of human development in a socio-cultural context.

* Takes a cultural development perspective, offering a unique approach which provides a clear, coherent framework for the book, and takes a balanced approach to quantitative and qualitative research * Features significant coverage of men and children as well as women, and contains useful indicators and lessons for how to promote positive body image, making this essential reading for students and academics across a range of disciplines, as well as professionals interested in body image * New edition includes the latest research and developments on topics including body image interventions, social media, incidence of dieting and cosmetic surgery, popular culture, and body scanning