Applying current theory and research, this book links the development of sex differences in cognition to biological foundations, multiple social processes, and contextual factors. Areas covered include evolutionary biology, neuroscience, social roles, and cultural contextualism and the issues of the onset, causes, developmental trajectories, and patterns in children's and adolescents' thinking, problem-solving, academic performance, and social conditions that are related to behaviors in each of these areas. An edited volume with chapters by leading scholars, this book is meant for use by graduate students, researchers, and practitioners in the fields of developmental cognitive and psychology, learning and socialization, biology, and education. Cognitive domains addressed include language and verbal abilities, mathematical and quantitative abilities, spatial abilities, and social cognition.

Childhood sexual abuse within the family of origin and society's institutions, such as the church, education, sports, and the world of celebrity, has been neglected as a significant issue by psychoanalysis and society. The incest trauma needs to be understood as one of the most significant problems of contemporary society. This book is an attempt to re-establish incest trauma as a significant psychological disorder by tracing the evolutionary trajectory of psychoanalysis from the Seduction Theory to the Oedipal Therapy to the Confusion of Tongues Theory. By examining the theoretical, emotional, interpersonal, and political issues involved in Freud's abandoning the Seduction Hypothesis and replacing it with the Oedipal Complex, we can see how system building became more important than the emotional welfare of children. In a series of chapters the authors demonstrate this neglect of the incest trauma.

Drawing on children's narratives about their everyday life this book explores how children understand the process of socialization as an embodied, biographical experience at home, at school and in the neighbourhood. Through close analysis of what children have to say, the book shows how children actively learn from and contribute to the mundane practices and interactions of everyday social life. Through these experiences they get to know about social norms, rules and values and also develop their sense of self and identity. Working from this child-centred perspective and drawing on recent theoretical ideas about personal life and the individual, the book demonstrates the valuable contribution that childhood studies can make to long-standing sociological debates about processes of social reproduction and social change.

This book will contribute to the improvement of educational work with children and young people who manifest various types of socio-pathological manifestations, as well as the theoretical study of socio-pathological manifestations and the methods and techniques of work on overcoming these conditions among children and youth. The theoretical elaboration of social problems and the introduction of their causes and consequences, as well as the search for methods for their alleviation and elimination, contributes to the development of a better educational system. Additionally, this book draws attention to the problems of social pathology and proposes a system of methods, measures, and procedures for resolving the problem of social pathology. It explains what social pathology education is, what its characteristics are, the significance of it, and the goals and tasks of raising children and youth with behavioral disorders. It explores the Social Pedagogy discipline and the types of socio-pathological phenomena along with problems in the theory and practice of it. Furthermore, it raises awareness among professionals and the public about the need and prevention of socio-pathological manifestations, and about the types, expansion, causes and consequences of their occurrence and the need for an organized social action to reduce and overcome them. Finally, this book will elaborate the characteristics of all types of children with disabilities and will present the goals and tasks established to prevent these behaviors and handle these competencies and personality traits in education. Both the prevention of these behaviors and the rehabilitation of those affected by socio-pathological manifestations is a key component to this book.

This is the first systematic analysis of Baldwin's genetic epistemology and its relation to the contemporary social sciences. It is prepared by ten psychologists, philosophers, and educators--including Piaget, Kholberg, and Campbell--from in-depth conceptual and empirical perspectives. This volume provides a comprehensive account of Baldwin's philosophical psychology, social and cognitive developmentalism, functionalism, symbolic interactionism, idealist aesthetics, and theoretical biology. Moreover, it provides the first bibliography and commentary of his work to appear in print.

This book explores what a sense of belonging-its components and state-means for the adopted children and those in care. It contributes to reader's understanding of these children's emotional well-being, mental health, and potential for success in life through education and beyond.

Adolescents are infamous for their rebellious behavior. Indeed, much of the focus of therapy and clinical intervention with troubled adolescents focuses on their presumed need to rebel against their parents as they define their own identities. Yet psychologist Vivian Center Seltzer argues that approaching work with adolescent clients with this presumption in mind is likely to miss the roots of their problem behavior.

Rather than acting out against parental authority, adolescents in need of clinical help are most often dealing with their disappointing comparisons with their peers--the most relevant others to them during this period of their development. Seltzer explains that it is countless interactions with their peers, at school and elsewhere outside of the home, that are the primary mode of psychological and social development for adolescents. Practitioners must recognize this crucial influence, and perhaps forgo traditional approaches, in order to better work with their adolescent clients.

Peer-Impact Diagnosis and Therapy is a practical professional guide for how to approach and aid troubled teens by accessing the wealth of insight to be gained from understanding the influence of peer interactions on development and on behavior. Full of diagnostic categories and protocols for use with all types of adolescents, as well as guidance, tips, case studies, and offering a targeted model for adolescent group therapy, Seltzer provides professionals with all the tools they need to assist teens on their road to adulthood.

Lawton Chiles GovernorofFlorida, 1991-1998 Social Change, Public Policy and Community Collaborations: Training Human Development Professionalsfor the Twenty-First Century is more than the name of the Third National Applied Developmental Science Conference; it is more than the name of a book prepared from the proceedings of this conference. It describes one of the largest and most complex challenges facing state government, higher education and communities in the coming decade. The answer to this challenge will not be found in a college or program in our higher education institution nor in laws conceived and written in state capitals. The answers to this challenge are to be found at the place where academia, public policy, and communities meet. The problems and issues that are facing our children and families will require that all the players work together to develop community-driven programs, designed and evaluated using current research and staffed by highly trained professionals. It will be critical that academia, policy makers, legislators, and community members work together to ensure that the programs we design work. We must ensure that research is being conducted so that programs that work better are continued and programs that don't are stopped.

Originally published in English in 1976, the book draws on and extends our knowledge of the process of learning. The subject of the study is the general stage in a child's development that comes between his successful performance of an activity without knowing how he did it - that is, what he had to do in order to succeed - and the times when he becomes aware of what went into that action. The book reports the results of experiments conducted at the Centre of Genetic Epistemology. Children, ranging in age between four and adolescence, were asked to perform such tasks as walking on all fours, playing tiddlywinks, building a ramp for a toy car. They were then asked to explain how they had performed the task, and in some cases, to instruct the interviewer. Their answers show a number of surprising inaccuracies in the child's ability to grasp the nature of what he has done. Taking a broad view of his results, Piaget shows that they reveal several stages in the gradual development of the child's conceptualization of his actions. In analysing each stage, Piaget argues that the child's concept of his own action cannot be considered a simple matter of 'enlightenment', but must actively be reconstructed from his experience. This view has always been at the core of Piaget's work, and a new area of the child's mental world is here given definitive treatment.

Adulthood is taken for granted. It connotes the end of childhood, the resolution to the "storm and stress" period of adolescence. This conception is strongly entrenched in the sociology of youth and the sociology of the life course as well as in the policy arena. At the same time, adulthood itself remains unarticulated; journey's end remains conceptually fixed and theoretically uncontested. Adulthood, then, is both central to the social imagination and neglected as an area of sociological investigation, something that has been noted by sociologists over the last four decades. Going beyond the overwhelmingly psychological literature, this book draws on original qualitative research and theories of social recognition and thus presents a first step towards filling an important gap in our understanding of the meaning of adulthood.

Over the past two decades, Parent-Child Interaction Therapy (PCIT) emerged as a leading-edge method for helping parents improve their children's disruptive and oppositional behavior. Today, PCIT has a robust evidence base; is used across the country in settings as diverse as hospitals, mental health centers, schools, and mobile clinics; and is rapidly gaining popularity in other parts of the world. In keeping with this increasing recognition of PCIT's effectiveness, the authors of Parent-Child Interaction Therapy present this expanded clinical edition to keep readers up to date on new practice developments, current treatment protocols, and the latest research findings. This update retains the fundamentals as detailed by PCIT's founder, Dr. Sheila Eyberg, including an overview of the therapy, detailed description of the course of treatment, and handout materials. The text goes further to explore the evolution of PCIT outside the original target ages of three-to-six (including preventive PCIT for very young children at risk) and examines the use of PCIT with special child populations, such as abuse victims and those with ADHD. Contributing experts discuss uses of the therapy in school, at home, with minorities, and with highly stressed families. But regardless of the population, setting, or topic covered, interventions remain faithful to basic PCIT principles and methods. New features of the expanded second edition include: Adaptations of PCIT for babies, toddlers, preteens, and siblings. Applications for abuse survivors, children with developmental disabilities, ADHD, and severe aggression problems. Uses of PCIT with separating or divorced parents. Culturally relevant PCIT for ethnic minority and international families. Teacher-child, staff-child, and home-based applications. PCIT training guidelines. A brand-new chapter summarizing current research supporting PCIT. As PCIT broadens its scope, Parent-Child Interaction Therapy, Second Edition, brings innovative ideas and proven techniques to clinical child psychologists, school psychologists, and other mental health providers working to enhance the lives of children and their families.

The search for one's identity is an ancient quest reflected throughout history in stories where human glory and conquest are often layered with great pain and self doubt, meant to help people discover themselves and who they are. Today, this quest is found prevalently in young adult novels, where characters wrestle with modern dilemmas in order to find themselves. This reference resource provides a link for teachers, media specialists, parents, and other adults to those novels and how to use them effectively. Educators and therapists explore the literature where common identity issues are addressed in ways intriguing to teens. Using fictional characters, these experts provide guidance on how to encourage adolescents to cope while improving their reading and writing skills.

Twelve novels are examined from both a literary and psychological perspective, allowing the readers to meet the central figures as if they were living human beings. Each chapter is written by a literature specialist who has teamed up with a therapist and confronts a different identity issue, examining such dilemmas as body image, the father/son relationship, bigotry, and peer relations. This pair of experts tries to define the central character's struggle in each novel to discover who they are and to become self-actualized individuals. Each chapter also provides an annotated bibliography of other works, both fiction and nonfiction, that explore these same issues to give readers not only the insight into helping teenagers with similar problems, but also the tools with which to get teenagers reading and addressing these problems. This innovative approach is meant to provide the opportunity for adults and adolescents to better understand each other.

This volume is one of the first to concentrate on positive growth and development in a clinical arena, rather than loss and pathology. In contrast to the general theories and cross-sectional studies of existing adult developmental research, much of this volume looks at the whole-life level of development of adults through case studies. The book unites three compatible approaches to the study of adult development. The first considers the development of whole life. The second approach examines behavior during certain periods in adults' lives by combining clinical and developmental stage perspectives. The third approach examines periods of life following the work of Erikson, Levinson, and Vaillant. The editors of this volume believe that these three approaches form, in their synergy, a comprehensive and multifaceted approach to uniquely difficult problems of late adolescence and early adulthood. It is the unification of these three approches that makes this book unique in its field.

THE DEFINITIVE RESOURCE ON MIDLIFE DEVELOPMENT

Edited by Margie Lachman, a leader in the field, Handbook of Midlife Development provides an up-to-date portrayal of human development during the middle years of the life span. Featuring contributions from well-established, highly regarded experts, this exhaustive reference fills the gap for a compilation of research on this increasingly important topic.

Divided into four comprehensive sections, the book addresses the theoretical, biomedical, psychological, and social aspects of midlife development. Each chapter includes coverage of unifying themes such as gender differences, ethnic and cultural diversity, historical changes, and socioeconomic differences from a life-span developmental perspective. Readers will discover what can be learned from individuals’ subjective conceptions of midlife; explore various "cultural" fictions of middle age; examine the resources individuals have at their disposal to negotiate midlife; consider mechanisms for balancing work and family; and other topics as presented in the latest research from the social, behavioral, and medical sciences.

Handbook of Midlife Development is an indispensable resource for professionals and practitioners who work with adults and for researchers and students who study adult development and related topics.

Some of the midlife topics discussed:

• Cultural perspectives
• Physical changes
• Stress, coping, and health
• Intellectual functioning
• Memory
• Personality and the self
• Adaptation and resilience
• Emotional development
• Families and intergenerational relationships
• Social relationships
• The role of work
• Planning for retirement

THE NEW YORK TIMES BESTSELLER Conscious parenting is about becoming mindful of your behaviour and engaging with your child as an individual. Dr Tsabary inspires parents to get back in touch with their emotions and shed the layers of baggage they have inherited during their own life and are unconsciously heaping on their children. As they become 'conscious' in their parenting, so parents can transform their relationship with their offspring and raise happy, well-adjusted children. The Conscious Parent is already transforming the way people are parenting through its sales in the US where it's spent 15 weeks on the New York Times bestseller list. Oprah described the book as 'The most profound book on parenting I've ever read' and Eckhart Tolle has said 'becoming a conscious parent is the greatest gift you can give your child.' The book features a foreword by His Holiness The Dalai Lama.

This book addresses new avenues in child abuse prevention research that will expand our capacity to protect children. These new avenues result from the emergence of new research methods made possible through technologic advances, an understanding of the benefits of cross-disciplinary research and learning and the entrance of many young scholars in the field. The book explores what these avenues produce in terms of clarifying the complex problems that continue to limit our progress in addressing child maltreatment and promoting optimal child development. Specifically, the book showcases individual contributions from emerging scholars and show how these scholars use the frameworks and advanced methods to shape their work, apply their findings and define their learning communities. The book highlights the benefits of creating explicit and extended opportunities for researchers to network across disciplines and areas of interest. The primary authors are young scholars from universities across the U.S. who have worked together as Fellows of the Doris Duke Fellowships for the Promotion of Child Well-Being - seeking innovations to prevent child abuse. Through this program, the Fellows have engaged in a robust self-generating learning network designed to create the type of ongoing professional linkages and decision-making style that fosters an interdisciplinary and team planning approach to research design and policy formation.

Our sense of identity begins (our psychological birth sometime in the first year of life) with the feeling that we are the centre of the universe, protected by godlike benevolent parents who will enable us to live happily ever after. This is the "Promise" that is never given up, lurking in the unconscious part of our minds. We must learn, reluctantly, that our parents are unable to protect us from the passage of time, from decline, and from death. Yet we retain, even as adults, the delusion that, while others may die, we never will. This adds fuel to the murderous anger we are born with and must master, alongside the contradictory vertical split in the mind that we are destined to die. The "Promise" is described in patients and in examples from biography and fiction in relation to anniversaries and specific holidays. The book ends with a specific illustration in relation to an eight-month-old infant.

Kazimierz Dabrowski's Theory of Positive Disintegration (TPD), which includes the widely know "overexcitabilities," is one of the most influential theories in gifted education. This groundbreaking book, edited by Dr. Sal Mendaglio, brings together leading professionals, many of whom knew Dr. Dabrowski himself, and provides readers with a diversity of perspectives on TPD. It summarizes the research and application of TPD, as well as compares it to other theories of personality and psychological development. Dabrowski's Theory of Positive Disintegration is a thought-provoking book that provides powerful insights and information not previously published about Dabrowski's theory.

The Science of Dream Interpretation presents a scientific, historic and psychological account of dream interpretation by introducing the biological and evolutionary foundations of sleep, dreams and dream interpretation. Chapters cover the theory of dream interpretation, the physiological and evolutionary reasons for sleep and dreaming, an overview of the role dreams and dream interpretation throughout history, including the cultural and religious significance of dreams, and how dreams interrupt sleep, including issues of insomnia, sleep walking, and more. The next few sections present influential dream theorists of the 20th century, including a review of their theories (Sigmund Freud, Carl Jung, and Fritz Perls). The final section explains how dreams may be used to extract personal meanings and be utilized in psychotherapy, including case examples from actual psychotherapy sessions of the techniques used to interpret dreams.

Child abuse and neglect (CAN) came to the forefront in the 1960s. At first, theories were spun, usually dealing with the intrapsychic reasons why a parent might en gage in such terrible behavior. The 1970s brought theory that tended to deal in creasingly with sociocultural and ecological explanations forCAN.Itwas not until the 1980s and 1990s, however, thattreatment strategies, research, and legal issues emerged. This book represents a state-of-the-art compilation from the leading figures of today's work in theory, research, and treatment. In addition, this volume presents treatises on cultural issues in CAN, youth violence, sexual abuse, and child devel opmental factors in CAN. The topics covered in this book are based upon empirical research. Although CANhas been professionally discussed since the 1960s, empiricallybased work in the field has been somewhat scarce. Thus, this volume fills a void. It is hoped that this book can be used as a text and reference source for many disciplines. It should be useful in psychology, psychiatry, social work, public health, pediatrics, child development and early childhood education, and law. My own work in CANbegan in 1979. Since then, I have been involved in two large-scale research and service projects aimed at the treatment and prevention of CAN. I have found that the problem appears treatable and preventableif the ap propriate resources are available. ifthe services and research are properly evalu ated, and if staff are trained to measurable performance criteria. Again, this empirical bias can be seen throughout the volume."

This important volume provides a theoretical framework for the usefulness of the stress construct in understanding and treating autism. Contributions by researchers, clinicians, teachers and persons living with autism illustrate how stress influences the lives of persons with autism; how those touched by autism cope with stress; and how clinicians, teachers and caregivers can reduce the impact of stress in autism.
The authors explore how stress contributes to the physiological, psychological, and overt behavioral manifestations of autism. Narratives by individuals with autism, family members, clinicians, and a musician help the reader to understand in a rich and unique way the role and impact stress can have in the life of people living with autism and also highlight creative coping strategies over a lifetime. Clinicians and educators offer a range of intervention and instructional strategies to reduce stress and to prevent or alleviate anxiety and other disruptive responses inherent in autism. This volume's biological, psychological and social perspectives on stress and autism reflect many modes of inquiry and types of information. Stress, Coping and Autism will be of great help to mental health professionals, researchers and caregivers alike.

The Handbook of Crisis Intervention and Developmental Disabilities synthesizes a substantive range of evidence-based research on clinical treatments as well as organizational processes and policy. This comprehensive resource examines the concept of behavioral crisis in children and adults with special needs and provides a data-rich trove of research-into-practice findings. Emphasizing continuum-of-care options and evidence-based best practices, the volume examines crisis interventions across diverse treatment settings, including public and private schools, nonacademic residential settings as well as outpatient and home-based programs. Key coverage includes: Assessment of problem behaviors. Co-occurring psychiatric disorders in individuals with intellectual disabilities. Family members' involvement in prevention and intervention. Intensive treatment in pediatric feeding disorders. Therapeutic restraint and protective holding. Effective evaluation of psychotropic drug effects. The Handbook of Crisis Intervention and Developmental Disabilities is a must-have resource for researchers, scientist-practitioners, and graduate students in clinical child, school, developmental, and counseling psychology, clinical social work, behavior therapy/analysis, and special education as well as other related professionals working across a continuum of service delivery settings.