This book examines promoting engagement for children and adolescents from challenging contexts or who are dealing with challenging conditions. The volume concentrates on three vulnerable groups: marginalized youths who have experienced repeated exclusion and sought their second chance in alternative education; children who are coming from economically, culturally, and linguistically disadvantaged backgrounds; and students with social or emotional issues. It defines engagement as evolving over the course of learning, an interpersonal as well as personal process involving students, learning environment, teachers, and peers. Chapters identify the complex personal, sociocultural, economic, and systemic barriers that keep these vulnerable students from fully engaging in school, and explore the enabling role of collaborative and supported learning activities in building academic success and a foundation for productive adult lives. In addition, chapters present instructional practices based on engagement enablers. Chapters also pinpoint specific learning skills and subject areas that can provide openings for promoting motivation and participation. Featured topics include: The importance of cognitive and social enablers for promoting learning engagement. Engagement in instruction from teachers and testing within classrooms. Student voice and perspective as a reading engagement enabler. Promoting academic engagement and aspiration for challenging and advanced mathematics. Alternative educational programs for re-engaging marginalized youths who "don't fit". Empowering Engagement is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational policy and politics, social work, motivation and learning, schooling and pedagogies, and related disciplines.

This book presents an early treatment model for toddlers. It describes the early life span development, trajectory, and future potential of toddlers and how it may be powerfully influenced by the protection and guidance of caregivers to meet toddlers' physical and mental health needs. It offers an in-depth guide toParent-Child Interaction Therapy with Toddlers (PCIT-T), an evidence-based program for addressing and preventing behavior problems affecting young children's development. The book details the innovative intervention design and how it guides clinicians in providing treatment for 12-month old to 24-month old toddlers with disruptive behaviors in addition to being used as a prevention model for caregivers experiencing stress of child rearing. PCIT-T focuses on core areas of social and emotional development, including behavior management and language skills, and can be used in dealing with difficulties as diverse as tantrums, language issues, autistic behaviors, and separation anxiety. Play therapy and compliance training in child-directed as well as parent-directed sessions are also examined. Initial chapters provide an overview of attachment and behavioral theory components that are foundational to the treatment model. Subsequent chapters provide a session-by-session guide and clinical manual for implementation of PCIT-T as well as the clinician tools needed to monitor treatment integrity and fidelity to the model. Topics featured in this book include: Core elements and treatment goals of PCIT-T A range of behavioral assessments used in PCIT-T. Instructions for room set-up, toy selection, and special considerations when providing PCIT-T treatment. Preparation guides for the pretreatment interview, assessment sessions, and weekly coaching sessions. The importance of child-directed interaction toddler (CDI-T) and parent-directed interaction toddler (PDI-T) in teaching children the necessary skills to regulate their emotions and develop self-control. Parent-Child Interaction Therapy with Toddlers is a must-have resource for clinicians and related professionals, researchers and professors, and graduate students in the fields of clinical child and school psychology, social work, pediatrics, infancy and early childhood development, child and adolescent psychiatry, primary care medicine, and related disciplines.

This volume examines the use of prediagnostic mental health screening as part of preventive services in primary and secondary schools. It presents the theory underlying mental health screening for children and the obstacles against its widespread implementation. Empirical findings illustrate the potential of schools as the platform for mental and general health services. The authors contribute their own experiences to provide real-world perspectives and establish future directions for research and practice on mental health screening in schools. Featured topics include: Rationales for comprehensive mental health screening in schools. Evaluations of widely used assessment instruments for suitability with children and youth. An analysis of mental health screening in a Response to Intervention framework. The multiple-gate approach to screening and service delivery. Benefits and challenges of screening in educational settings. Current and emerging issues in the field. Mental Health Screening at School is a valuable resource for clinicians and scientist-practitioners, researchers, and graduate students in school psychology, social work, special education, and school counseling, as well as school principals and administrators.

This volume seeks to explore the idea of identity as a flexible center of events around which aspects of the self and events in the outside world are organized. Historically, in much of the literature, identity was conceptualized as a somewhat fixed, unchanging construct. Scholars now have a greater awareness of more nuanced theories about identity and there is a greater willingness to accept that identity is not fixed, concrete, and permanent, but rather evolving and fluid. Although this volume discusses a wide variety of aspects of identity as it flexibly changes during adulthood in the face of numerous experiences, it is really addressing one key question. How adaptive and fluid is identity and how can we know ourselves as both continuing and changing? Exploring these ideas raises the importance of future research on adult identity. With a firm grounding in the historical and theoretical background of identity research, this volume begins by defining identity and the psychological "self" as a center around which the person's behaviors and self-concepts revolve. The following chapters gather the wisdom of many writers who all accepted the challenge of talking about creating a flexible adult self and identity during adulthood. They come at this challenging question from many different perspectives using different tools. Some survey existing literature and theory, then summarize prior work in a meaningful way. Some discuss their own research; some reflect on personal experiences that have demanded a flexible identity. Also included in the coverage are discussions of methodology and validity issues for studies and scales of identity. With its dual focus on research and applied fields ranging across social and personality psychology, industrial/occupational psychology, cross-cultural psychology, mental health, existential issues, relationships, and demographic categories, Identity Flexibility During Adulthood: Perspectives on Adult Development is a fascinating and complex resource for psychologists, sociologists, anthropologists, gerontologists, and all those interested in our changing identities.

Social changes, including women's entry into the labour force and higher rates of divorce and remarriage, dramatically altered family life and raised complex questions about how individuals develop in the ever changing contexts of family, community and society. The goal of this 1989 volume is to enhance our understanding of human development in an evolving social context. Featuring contributions by eminent scholars in developmental, clinical and personality psychology, behavioural genetics and sociology, Persons in Context: Developmental Processes presents advances in theory and research on two central topics: how environments influence individuals in the course of development and how individuals select and shape the very environments that influence their development. The volume assembles a theoretically convergent body of research on how individuals and environments are linked in the course of development, including studies of genetics - environment relations, social interns, social interchanges in family systems, and linkages between the family and other major settings, such as peer groups, communities, and the larger social structure.

This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

In this volume, gender and schooling in the early years addresses a broad range of issues including, but not limited, to gender equity in education. We explore, for example, the complex world of play in Fromberg's chapter and are reminded that for young children, play involves issues of power and hierarchy in ways that parallel the role of gender in society. Miletta's study of preschool children in northern Italy, at Reggio Emilia, reveals a story of classroom interactions where gender differences are not part of the equation for the youngsters. Her chapter begs the question, ""How does this environment empower all children, regardless of gender?"" Two chapters provide a lens to the Montessori setting for young children. Wilgus studies the gendered patterns of young women teaching at a Montessori school, while Irby, Rodriguez, and Lara-Alecio explore the intersections of culture and gender at a bilingual Montessori public school. Further examining the preschool years, Plaster and Schiller address the current brain research and examine the ways in which the adults that staff early child care programs, and the environments that they offer, play an important role in the development of our children.

This book explores the question of family language policy in multilingual households. Presenting six case studies which focus on the experiences of parents and children in French-English bilingual contexts, the author draws conclusions about the impact of parental language management on the family as a whole which can be applied to transnational families from other linguistic backgrounds. While many parental guides on bilingual childrearing have been published in recent years, little attention has been paid to the possible impact of such language strategies on the experiences and interrelationships of bilingual family members. This book is unique in focusing in depth on the psychology and experiences of the child, and it will be of interest to readers in fields as diverse as sociolinguistics, language policy and planning, sociology of youth and family, and child psychology.

Unplanned pregnancies and sexually transmitted diseases are on the increase among young people. This volume explores social and behavioural implications of adolescent sexuality and suggests ways in which to encourage sexual responsibility.

With contributions from psychologists, sociologists and family care experts, the volume examines such topics as gender, sexual behaviour, adolescent parenting, homosexuality and bisexuality.

Today, individuals have greater access to information about their healththaneverbefore(Randeree,2009;Eysenbach,2008).Muchofthis changeisdue, inlargepart, toadvancesinbiotechnologyandtheseque- ing of the human genome (Manolio & Collins, 2009). It is now possible, forexample, forindividualstologontotheInternetand, forafeeofs- eral hundred dollars, order an at-home DNA collection kit and have the resultsofamyriadofgenetictestsdelivereddirectlytotheire-mailinbox (Gurwitz&Bregman-Eschet,2009).Insomecases, thesetestresultsmay indicatepersonalriskforcommonchronicdiseases, suchascertainforms ofcancer, diabetes, cardiovasculardisease, andseveralothers.Companies marketing these test kits often claim that promoting greater access to and awareness of the association between genes and health, and one's genetic susceptibilities to disease, leads to more proactive and insig- fulmethodsofindividualhealthmanagement(Hogarth, Javitt,&Melzer, 2008). Moreover, it is consistent with an emerging trend in medicine - that of consumer-oriented medicine - which places health information toolsdirectlyinthehandsofpatientsunderthepremiseoffosteringbetter patient-providercollaboration(Silvestre, Sue,&Allen,2009). Though the principles behind this direct-to-consumer approach to genetics seem laudable and perhaps even exciting, there is consid- ablecontroversyastowhat, ifany, utilitytheinformationactuallyholds (Geransar&Einsiedel,2008;Wasson, Cook,&Helzlsouer,2006).Unlike geneticteststhatarediagnostic(e.g., chromosomeanalysisforDowns- drome)orhighlypredictive(e.g., BRCA1andBRCA2testingforhereditary breast-ovarian cancer risk), this new wave of presymptomatic predictive genetictestsforcommondiseaseyieldsresultsthataremuchmoreunc- tainbecausethestatisticalmodelsonwhichtheyarepresentlybasedare imperfectandwithlimiteddata(Ng, Murray, Levy,&Venter,2009). Theabovescenarioraisesmanyquestionsfortoday'shealth-carec- sumers. For example, for whom is this information applicable, and for whatpopulationsorsubpopulationsisitnot?Underwhatcircumstances might this information be useful, and when should it be disregarded as irrelevant?Andperhapsmostimportantly, what, ifanything, canbedone inlightofinformationaboutpersonalgeneticrisktoeffectivelylowerthe oddsofbecomingsickandraisetheoddsofstayinghealthy? vii viii PREFACE Becausetheprevalenceofmostdiseasesvariesasafunctionofage, gender, race/ethnicity, and other personal characteristics, answers to these questions are complex and many are just beginning to be und- stood(Khouryetal.,2009).Someexpertshaveconcludedthattheanswers tosuchquestionsremainoutofreachatthepresenttimeandmayc- tinue to be elusive for another 5-10 years (Frazer, Murray, Schork, & Topol,2009).Yet, twenty-?rstcenturyhealth-careconsumers, providers, and policy makers face these choices now about incorporating personal genetic information into health management and often do so without a complete and accurate understanding of the potential impact of their decisionsonmultiplelevels(Carlson,2009).

The concepts of psychological literacy and the psychologically literate citizen promise to invigorate a new global approach to psychology education. They pose a basic question: What attributes and capabilities should undergraduate psychology majors acquire? Many psychological organizations have defined psychological literacy by guidelines and lists of student learning outcomes, but although psychology educators across the globe have been working towards helping students to acquire these attributes over the past 50 years, educators have only recently explicitly delineated attributes and learning outcomes, and sought to develop appropriate learning, teaching, and assessment strategies, including whole program approaches.
The contributors to this volume argue that psychological literacy is the most important outcome of an undergraduate psychology education and that psychologically literate citizens use their knowledge of psychology to problem-solve in ethical and socially responsible ways that directly benefit their communities. In this book, a rich variety of international perspectives contribute to the development of the two key concepts of psychological literacy and the psychologically literate citizen. Authors provide practical guidance for classroom psychology educators, as well as curriculum developers and reviewers. Ultimately, they make the case for a paradigm shift in psychology education.

In the later stages of gestation, fetal functions undergo increasing change and development, preparing the fetus for the transition to its postnatal environment. Rapid maturation is witnessed in breathing, swallowing, sensory functions, sleep, and many other processes, with corresponding behavioral changes. By 35 to 40 weeks of gestation, fetuses are capable of living ex utero without support, but it is increasingly appreciated that even infants born at between 35 and 36 weeks can suffer long-term consequences. This book, which complements the author's previous volume on development of normal fetal movements during the first 25 weeks of gestation, discusses in detail the full range of behavioral phenomena observed during the final 15 weeks of gestation, with careful analysis of their mutual relationships. A key feature is the outstanding photographic material, difficult to obtain at this late stage, and the instructive graphs that are also included. The information provided will alert clinicians to deviations from the norm and to physiologic phenomena that can turn pathologic in infants born prematurely.

This book explores and expands upon the work of the late Frances Tustin, which was devoted to the psychoanalytic understanding of the bewildering elemental world of the autistic child.

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.

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.

In the first book to argue that neurotic, psychotic, and borderline personality disorders can be identified, diagnosed, and treated even in the young, a renowned child psychiatrist marshalls her developmental perspective and adduces clinical evidence to support it. Kernberg and her colleagues elucidate assessment criteria and advance therapeutic approaches for each disorder.

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.

This classic, widely used guide to the total Rorschach records of adolescents, including developmental trends and sex differences, is enriched with longitudinal data on the responses of thirty-five girls and thirty boys who were each tested annually from 10 to 16 years old. Rarely does one have the opportunity to study detailed records like these for the same subjects over such an unbroken period of time. Also included are thirty-five tables providing normative data, making this volume an essential tool for clinical and developmental psychologists alike.

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.

Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential. Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents. This expertly written resource: Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors. Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis. Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy. Critiques the current generation of prevention programs for at-risk youth. Explores salient issues in working effectively with minority youth. Offers methods for evaluating intervention programs, starting with cost analysis. This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volume for anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

Creative teaching as well as teaching creativity are cutting edge issues in psychology today as recent academic and popular media coverage has shown. This volume expands on that interest with chapter authors drawn from interdisciplinary areas. It includes examples of creatively teaching across the education system, including preschool, K-12, undergraduate, and graduate level education. The variety of subjects covered by the chapters include psychology,math, science, and reading. In addition to creative teaching which may lead to enhanced learning and achievement in students, as well enhanced creativity,another focus is teaching with the objective to enhance creativity.

Advances in Child Development and Behavior, Volume 65, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this new volume presenting interesting chapters written by an international board of authors.