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.

The number of children living in poverty in the United States increased dramatically during the 1980s and remains high. Why are so many children growing up in poor families? What are the effects of poverty on children's physical, cognitive, social, and emotional development? What role can public policy and policy research play in preventing or alleviating the damaging effects of poverty on children? Children in Poverty examines these questions, focusing on the child rather than on parents' income or self-sufficiency.

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.

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.

Tailored to the unique educational requirements of school psychology, this is the first complete guide to the practicum and internship process for school psychology students and faculty. Replete with practical information and advice, the book introduces students to a variety of professional issues they may be required to navigate during their supervised field-based experiences. The book covers all aspects of the entry-level practicum ranging from orientation to the professional's role, to portfolio and competency-based evaluation and working with supervisors. It addresses advanced clinical applications including systems-level school initiatives, practice in mental health settings, cross-comparison of educational and medical classification models, field-based research considerations and more. Coverage of the internship year discusses how to select an internship site, writing a winning CV, the application process, applying for the first career position, negotiation skills, as well as certification and licensure. Content reflects NASP and APA standards, guidelines, and best practices, and provides a plethora of user-friendly online resources for documenting field experiences, performance evaluations and more.

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.

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.

Suitable for anyone considering a career as a professional childminder or nanny, this full-colour easy-to-use book contains practical advice to help you get registered and started. It also contains information on what you need to know for unit 1 of the Diploma in Home-based Childcare. Packed with real-life examples and case-studies to set theory in context. Covers all the major theorists and theories covered in early years courses, so it's an ideal resource for students at level 3 and above. Provides hints on where students can find out more information, encouraging further reading outside lessons.

Throughout distressing cultural battles and disputes over child care, each side claims to have the best interests of children at heart. While developmental scientists have concrete evidence for this debate, their message is often lost or muddied by the media. To demonstrate why this problem matters, this book examines the extensive media coverage of the NICHD Study of Early Child Care and Youth Development - a long-running government-funded study that provides the most comprehensive look at the effects of early child care on American children. Analyses of newspaper articles and interviews with scientists and journalists reveal what happens to science in the public sphere and how children's issues can be used to question parents' choices. By shining light on these issues, the authors bring clarity to the enduring child care wars while providing recommendations for how scientists and the media can talk to - rather than past - each other.

Nuclear family and kibbutz childrearing practices are compared from a Rawlsian perspective of justice. Based upon the kibbutz educational system, which has reinstituted the family, Geiger and Fischer propose a model of educational change for consideration in the United States. This model is designed to strengthen the nuclear family while improving the prospects of disadvantaged, anomic, and unattached youth.

Geiger and Fischer examine, within a Rawlsian perspective, several child-rearing institutions affecting children. Justice as fairness would consider a child-rearing institution and its inequalities as fair if there are no alternative arrangements under which the prospects of least-advantaged children could be improved. Among these least-advantaged children are those who are neglected, abused, and stripped of self-respect. As the nuclear family disintegrates, the authors ask whether it can fulfill its child-rearing function. Utilizing a self-report study conducted on socialization and delinquency in Israel as well as several other observational studies, the authors demonstrate that in a more egalitarian structure such as the kibbutz, least-advantaged children have more opportunities to develop into autonomous responsible individuals. For Americans, the kibbutz educational system shows new paths for change from nursery school through high school that would allow for greater bonds between the family, school, work, and the community. An emerging sense of community would also stimulate the moral and intellectual growth of disadvantaged youth. This book is recommended to researchers and policy makers in the areas of education, delinquency, and social welfare.

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.

This book discusses a range of interventions that can be implemented in schools to prevent radicalization and violent extremism. The book advocates for primary prevention by strengthening social and citizenship competences of youth. It combines perspectives of citizenship education, school psychology, positive psychology, peace psychology and social-emotional learning to highlight the spectrum of approaches that practitioners can consider adopting or advocating for. Mechanisms of radicalization the approaches may relate to are also discussed making it useful not only for practitioners and policy makers developing and implementing preventive interventions at schools, but also for academics studying radicalization and students of education, youth work and educational psychology. The authors discuss relevant concepts such as identity development, perspective taking, political self-efficacy, citizenship competences and youth empowerment, mindfulness and self-regulation.

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.

"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.

Social epistemology is a broad set of approaches to the study of knowledge and to gain information about the social dimensions. This intellectual movement of wide cross-disciplinary sources reconstructs the problems of epistemology when knowledge is considered to be intrinsically social. In the first chapter, ""Social Epistemology and Social Learning,"" Olivia Saracho and Bernard Spodek discuss the social and historical contexts in which different forms of knowledge are formulated based on the perspective of social epistemology. They also discuss the emergence of social epistemology, which guides researchers to investigate social phenomena in laboratory and field settings. Social factors ""external"" to the appropriate business of science have a major impact in the social studies researchers'= historical case studies. Thus, social studies researchers may be considered social epistemologists, because (a) they focus on knowledge of social influences and (b) they infer epistemologically significant conclusions from their sociological or anthropological research.In addition, analyses indicate that studies of scientific paradigms are basically a struggle for political power rather than reflecting reliable epistemic merit. Social studies researchers focus on knowledge of social influences on knowledge, which is analogous to the knowledge of the social epistemologists. They also use their sociological or anthropological research to infer epistemologically significant conclusions.

The Take Action Parent Handout Workbook is part of the Take Action program and is to be used only in conjunction with the Take Action Practitioner Guidebook. It provides all 40 Parent handouts and work sheets from the Take Action program bound and numbered in a 44-page colour cover A4 sized book with contents page. The Take Action program teaches children aged 4-12 years helpful ways to cope with and manage anxiety. It is an evidence-based intervention combining recent research on threat-based cognitive biases and maladaptive thinking styles in childhood anxiety disorders with the well-established principles of cognitive behaviour therapy (CBT).Designed for easy use by mental health and educational professionals trained in CBT, Take Action allows flexible delivery by practitioners to individuals and groups of children with anxiety.The word ACTION is a coping-oriented acronym used throughout the program. Children are encouraged to take action against their anxiety. This means children approach their fears and worries using strategies learnt during the program.

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.

Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: * Behavioral excesses and deficits treatment * Communication treatment * Social awareness and social skills treatment * Dietary, complementary, and alternative treatments * Implementation of EBPs in school settings * Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.

This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process - including multi-tier system of supports (MTSS) and response to intervention (RTI) - and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population. This invaluable guide: Examines challenges of data collection when working with English language learners. Traces the development of dual-language fluency and competence. Discusses language-acquisition issues affecting oral language assessment. Reviews commonly used assessment and intervention tools in use with English learners. Features specialized chapters relating to reading, writing, and mathematics competencies. Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.