This book considers some of the most notable aspects of the legal response to the "war on terror" post- 9/11 and the use of technology to support them. It examines the shift from a criminal justice response to the creation of a parallel preventive system running in tandem with it. This system has tended to veer away from the commission of criminal offences or adherence to ordinary criminal justice safeguards. Such a preventive strategy relies on targeting terrorist suspects - those who it is thought may in future commit terrorist acts - and curbing their actions with the aim of preventing terrorist activity before it occurs. The book further considers the role that surveillance plays in the counter-terrorist efforts of state or non-state actors. It also evaluates the counter-productive effects that many of these measures have had. This book was originally published as a special issue of International Review of Law Computers & Technology.

This book provides an overview of the core professional issues in the field of child and youth care practice. The author explores themes ranging from relationships and the exploration of Self to career building and field-specific approaches to management. The book is written from a pragmatic perspective, and serves both to advance current thinking in the field about professional issues as well as to provide the student of child and youth care practice and practitioners with practical and accessible approaches to developing a strong and sustainable professional identity. All of the themes in this book are explored within a context of ethical decision-making and practice approaches informed by a commitment to children's rights and empowerment. Throughout the discussions, concepts and themes are considered in relation to four specific lenses: the power lens, the diversity lens, the language lens and the transitioning from theory to practice lens. These lenses serve to ensure that the reader adopts a critical understanding of the professional issues in the field and is able to develop his or her own professional identity while mitigating the power and identity issues necessarily associated with being a practitioner in a helping profession. This book was published as a special issue of Child and Youth Services.

The public schools have taken on increasing responsibility over the last decade for providing in-school educational services to chil dren with low-incidence handicaps, children who, not very many years ago, would have been relegated to custodial care or limited to care only in the home. With the increasing responsibility for educating these children has come recognition that few of us have the requisite knowledge or skills to deliver high-quality services to these chil dren. University programs are providing more staff, but the existing staff must also be trained. We have been involved for several years, with the special education branch of the Nebraska Department of Edu cation in the provision of in-service training in the early identifi cation and assessment of handicapping conditions, when we realized an even greater need for training regular classroom teachers, administra tors, and psychologists in addition to early childhood special educa tion personnel about the nature of low-incidence handicaps and how they might be dealt with in the public school setting. Knowing the enormity and the expense of such an undertaking, we tenuously ap proached the State Department. They too were cognizant of this need and welcomed our ideas. Jan Thelen and her capable staff then took to coordinating the planning with us and the Nebraska Department of Education provided the fundings."

This volume presents a variety of studies relating to the reach to grasp movement and provides a necessary and valuable contribution to the field of motor control. The professions covered in this book range from those interested in the basic sciences to those more interested in practical application. Neurophysiologists and biomechanists join with therapists and neural modelers to present an extensive overview of current developments. Evolutionary and developmental aspects are included together with descriptions of how this movement is affected by central nervous system damage. Purely theoretical aspects of the motor control of this movement are interspersed with treatment applications and robotics.

For people with severe/profound and multiple disabilities, managing the basic necessities of daily life often poses myriad challenges. Despite great odds, advances in assistive technology are making a difference in these individuals' lives. Advances in microswitches, voice outcome communication aids, and computer-based systems are creating new opportunities for living independently, improving basic life skills, and reducing problem behaviors among individuals with combined motor, sensory, and intellectual disabilities.

This unique volume examines how education and rehabilitation can improve the lives of even those individuals most affected by severe/profound and multiple disabilities. Interventions currently in use and in experimental stages are surveyed in terms of how they work and their applicability to clients with various needs. In addition, it examines the characteristics of developmentally disabled populations and offers guidelines for choosing suitable technologies. It presents empirical evidence on the advances in improving interaction with caregivers, control of the home environment, handling self-care tasks, and other core skills.

"Assistive Technology" examines interventions that are innovative, respectful of the dignity of clients, and practical for ongoing use, including:

Microswitches in habilitation programs.
Speech-generating devices for communication and social development.
Instructional technology for promoting academic, work, and leisure skills.
Assistive technology for promoting ambulation.
Orientation systems for promoting movement indoors.
Assistive technology for reducing problem behaviors.

A state-of-the-art guide to a growing field, "Assistive Technology" is an invaluable resource for researchers, clinicians, graduate students as well as clinicians and allied professionals in developmental psychology, rehabilitation and rehabilitative medicine, learning and instruction, occupational therapy, speech-language pathology, and educational technology."

What distinguishes humankind from other species? A leading candidate is our facility at mutual understanding ("theory of mind"), our ability to ascribe thoughts, desires, and feelings to one another. How do we do this? Folk-wisdom says, "By empathy - we put ourselves in other people's shoes". In the last few decades this idea has moved from folk-wisdom to philosophical conjecture to serious scientific theory. This volume collects essays by Alvin Goldman, many of which have played a major role in crystallizing this "simulation," or "empathizing," account of mindreading and showing how it is confirmed by recent findings in psychology and cognitive neuroscience. Regions of your brain resonate with the brains of others when you observe them manifest their feelings in facial affect or see them about to undergo a painful stimulus or a mere touch on the arm. Essays in the volume explore an array of topics in the philosophy of cognitive science, ranging from embodied cognition to the metaphysics of actions and events. "Embodied cognition" is a catch-phrase for a family of current proposals in the philosophy of cognitive science. Some of these call for a radical re-shaping of cognitive science and others for a more measured response to repeated experimental findings that the body - or representations of the body - figure more prominently in cognition than previously recognized. Goldman dives into this terrain with a theory that brings coherence and unity to a large swath of scientific evidence. Other essays revisit his earlier work on action individuation but reconfigure it with a psychologizing twist. The final essay prepares the reader for a futuristic scenario: a book presents you with eerily accurate accounts of your past life, your present thoughts, and even your upcoming decisions. How should you respond to it?

Prevent, Repent, Reform, Revenge is a study of the aims that people intend to achieve by the sanctions and treatments they recommend for wrongdoers. The book is designed to answer two main questions: What kind of analytical scheme can profitably reveal the nature of people's reasoning about the aims of sanctions they propose for perpetrators of crimes and misdeeds? In the aims that people express, what changes in overt moral reasoning patterns appear between later childhood and the early adult years? The authors conducted interviews with 136 youths between the ages of 9 and 21 to find out what sanctions and aims they felt were appropriate in three cases of wrongdoing. The resulting information provides an important insight into adolescent moral development. LC 95-16145.

This book uses detailed case studies of two secondary schools to examine the relationship between curriculum choice and gender identity among fourteen-year-old pupils making their first choices about what subjects to pursue at exam level. It reveals a two way process. Pupils decisions on what subject to take are influenced by how they perceive themselves in gender terms, and the curriculum once chosen reinforces their sense of gender divisions. The author looks at the influences on pupils at this stage in their lives from peers, family and the labour market as well as from teachers. She argues that the belief in freedom of choice and school neutrality espoused by many teachers can become an important factor in the reproduction of gender divisions, and that unless the introduction of the national curriculum is accompanied by systematic efforts to eradicate sexism from the hidden curriculum it will fail in its aim of creating greater equality of educational opportunity among the sexes.

Beginning with descriptions of the ways in which children make sense of their experience and the world, such as fantasy, stories and games, Egan constructs his argument that constituting this foundational layer are sets of cultural sense-making capacities, reflected in oral cultures throughout the world. Egan sees education as the acquisition of these sets of sense-making capacities, available in our culture, and his goal is to conceptualize primary education in a way that over comes the dichotomy between progressivisim and traditionalism, attending both the needs of the individual child and the accumulation of knowledge.

The Evidence-based Parenting Practitioner's Handbook provides a comprehensive overview of the knowledge necessary to effectively deliver evidence-based parenting interventions within community and health settings. Using clear examples of how this knowledge can inform frontline work with parents, this practical handbook includes: * An overview of the policy context underpinning evidence-based parenting work in the US, UK, Australia and Norway * A discussion of how a robust evidence base is established and the ways in which practitioners can access information about good-quality research * An overview of how research in the field of child development has contributed to the development of evidence-based parenting interventions * An overview of how theories and research in the field of therapeutic practice have contributed to the development of evidence based parenting interventions * What research evidence suggests about the role of the practitioner in the delivery of evidence-based support * Outcome-focussed methods for establishing the evidence base of new parenting interventions * Outcome-focussed methods for commissioning evidence-based parenting services Emphasising the ways in which practitioners can evaluate and translate messages from research into applied work with parents and families, The Evidence-based Parenting Practitioner's Handbook is suitable for all those involved in the delivery of evidence-based parenting support, including frontline practitioners, service managers, parenting commissioners, heads of children's services and policy makers.

Ethological attachment theory is a landmark of 20th century social and behavioral sciences theory and research. This new paradigm for understanding primary relationships across the lifespan evolved from John Bowlby's critique of psychoanalytic drive theory and his own clinical observations, supplemented by his knowledge of fields as diverse as primate ethology, control systems theory, and cognitive psychology. By the time he had written the first volume of his classic Attachment and Loss trilogy, Mary D. Salter Ainsworth's naturalistic observations in Uganda and Baltimore, and her theoretical and descriptive insights about maternal care and the secure base phenomenon had become integral to attachment theory. Patterns of Attachment reports the methods and key results of Ainsworth's landmark Baltimore Longitudinal Study. Following upon her naturalistic home observations in Uganda, the Baltimore project yielded a wealth of enduring, benchmark results on the nature of the child's tie to its primary caregiver and the importance of early experience. It also addressed a wide range of conceptual and methodological issues common to many developmental and longitudinal projects, especially issues of age appropriate assessment, quantifying behavior, and comprehending individual differences. In addition, Ainsworth and her students broke new ground, clarifying and defining new concepts, demonstrating the value of the ethological methods and insights about behavior. Today, as we enter the fourth generation of attachment study, we have a rich and growing catalogue of behavioral and narrative approaches to measuring attachment from infancy to adulthood. Each of them has roots in the Strange Situation and the secure base concept presented in Patterns of Attachment. It inclusion in the Psychology Press Classic Editions series reflects Patterns of Attachment's continuing significance and insures its availability to new generations of students, researchers, and clinicians.

This new, and heavily revised, edition of Psychopharmacology, provides a comprehensive scientific study of the effects of drugs on the mind and behaviour. With the growing prevalence of psychiatric and behavioral disorders and the rapid advances in the development of new drug therapies, this textbook offers an essential understanding of the necessary details of drug action. The book presents its coverage in the context of the behavioral disorders they are designed to treat, rather than by traditional drug classifications, to strengthen understanding of the underlying physiology and neurochemistry, as well as the approaches to treatment. Each disorder from the major diagnostic categories is discussed from a historical context along with diagnostic criteria and descriptions of typical cases. In addition, what we presently know about the underlying pathology of each disorder is carefully described. Providing a solid foundation in psychology, neuroanatomy and physiology, the book also offers a critical examination of drug claims, as well as coverage of evidence-based alternatives to traditional drug therapies. Throughout, this text discusses how drug effectiveness is measured in both human and animal studies. Topics new to this edition include: a stronger emphasis on the environmental impacts on drug effectiveness; more on the mechanisms of adverse reactions to drugs and information on managing drug side effects; the risks and benefits of using "mood stabilizing drugs" to address behavior in youth with ADHD or ASD; and discussion of the research-to-practice gap in pharmacological care for children and adolescents. Accompanied by a robust companion website of instructor materials, this textbook is ideal for undergraduate and pre-professional students on courses in Psychopharmacology, Clinical Psychopharmacology, Drugs and Behavior. It is a valuable contribution to highlight the symbiotic relationship between psychopharmacology and the neural and behavioral sciences.

Play is a crucial component in the development of all children. In this fully updated and revised edition of his classic playwork text, Bob Hughes explores the complexities of children's play, its meaning and purpose, and argues that adult-free play is essential for the psychological well-being of the child. The book is divided into fourteen chapters that together examine the fundamentals of evolutionary play. Firstly, Hughes examines the very earliest ideas of playwork and its impact on brain growth and organization today. He then goes on to explore and explain the key theoretical concepts underlying playwork. These include discussions on free play and creating suitable play environments alongside more thorny issues such as safety and consultation. Finally, the book offers up some of Hughes' most recent research that reveals how his approach to play and playwork in global society has continued to evolve throughout his career to meet new challenges and needs. Throughout this book, Hughes has included his fellow practitioner Mick Conway's vivid observations of children at play to bring the facts and arguments in the text to life. This revised edition reflects important recent advances in our understanding of the evolutionary history of play and its impact on the development of the brain, of the role play in the development of resilience and of the impact of play deprivation. Evolutionary Playwork is still the only book to combine the reality of playwork practice with the fundamentals of evolutionary and developmental psychology, and it is still essential reading for all playwork students, practitioners and researchers.

Volume I of Theory and Research in Behavioral Pediatrics focused on issues of early human development, with special emphasis given to assessment of the preterm infant and to factors inftuencing the organization of the caregiver infant relationship. Chapters in Volume 2 cover a broader range of topics and encompass a wider age span. Chapter I provides a historical review of the relationship between developmental psychology and pediatrics. The authors, Barbara R. Tinsley and Ross D. Parke, discuss differences between behavioral pediatrics and pediatric psychology and note that interdiscipli nary collaboration in research and application has increased steadily in re cent years. However, if similar collaborative efforts are to occur in education and training of pediatricians and developmental psychologists, it will be necessary to determine just what each discipline hopes to gain from such collaborative efforts. Tinsley and Parke report the results of anational survey designed to determine the areas of developmental psychology that pediatricians perceive to be of potential benefit to them in their delivery of pediatric care. Results of the survey suggest that there are many ways in which developmental psychology could be in corpora ted into the pediatric curriculum. In many respects, Chapter 2 sets the stage for the remaining chapters. Nancy A. Carlson and Thomas Z."

When do babies begin to learn and what exactly are they learning?

What are the key stages of a toddler 's development?

Do movements such as crawling really affect later learning?

How important is the environment to the under threes?

What can I do to give each child the best possible support?

Written to support early years professionals, this fascinating book explores the pre and post-natal development of children from conception to three. It outlines the key aspects of progression during these vital years, discussing how innate and external factors combine to influence a child 's well-being and abilities.

Based upon exhaustive research in the field, but written in a way that is relevant and lively to practitioners and students alike, the text is organised in a question-and-answer format for quick and easy referencing. Topics explored and demystified, include:

• In-depth investigation of the nature versus nuture debate
• The importance of movement in supporting development
• The processes of attachment and bonding
• Early communication and the acquisition of language
• The learning process and brain development.

Other features include a helpful glossary of key terminology as well as suggestions for action research, making this book is an invaluable source of support for any practitioner involved in ongoing professional development.

This book will help those who work with children or who are studying formal qualifications in early years education to understand and engage with the complexities of early development, enabling them to facilitate the best possible development of the children in their care.

This book explores the existential themes and challenges present in all therapeutic relationships when working with children. Existential ideas and concepts are a rapidly growing influence on the practice of psychotherapy and yet their application to work with children remains largely unexplored. This book begins to redress this imbalance in a practical and engaging way by presenting an existential perspective on some key themes in practicing psychotherapy with children including; play, anxiety, guilt, choice, family relationships, language and process. Each chapter is punctuated with engaging vignettes of case material, blending theoretical insight with the realities of practice. Through these narratives readers are challenged to question their own assumptions and beliefs whether they are new to existential psychotherapy or already immersed in its rich philosophical traditions. Children are born into the world without choice and are drawn towards making connections with others, developing self-awareness and personal identity. As contemporary psychology and psychotherapy with children focuses increasingly on the importance of the therapeutic relationship, "Therapy with Children" takes this as its starting point to develop a powerful model for practice.

This book draws together work from across Europe by leading clinical researchers who have taken up this challenge and have undertaken clinical research to look at the effectiveness of psychoanalytic interventions. They are mostly time-limited, brief, non-intensive ways of working, so are applicable in many settings and can therefore be generalized to other clinical teams. The populations worked with are diverse and often present mainstream services with refractory clinical problems so an applied psychoanalytic approach is well worth trying, given the evidence in this volume.There is in addition an excellent theoretical chapter on the issues for such clinical research from Stephen Shirk which merits consideration by those wanting to evaluate their own work.This book has had a long gestation but it is an important contribution to child and adolescent mental health services to ensure the full menu of interventions is retained, especially in these times of financial restraint, increasing family distress and concerns about inadequate parenting, family breakdown and troublesome adolescents.

This clear-sighted reference offers a transformative new lens for understanding the role of family processes in creating - and stopping - child abuse and neglect. Its integrative perspective emphasizes the interconnectedness of forms of abuse, the diverse mechanisms of family violence, and a child/family-centered, strengths-based approach to working with families. Chapters review evidence-based interventions and also model collaboration between family professionals for effective coordination of treatment and other services. This powerful ecological framework has major implications for improving assessment, treatment, and prevention as well as future research on child maltreatment. Included among the topics:* Creating a safe haven following child maltreatment: the benefits and limits of social support.* "Why didn't you tell?" Helping families and children weather the process following a sexual abuse disclosure.* Environments recreated: the unique struggles of children born to abused mothers.* Evidence-based intervention: trauma-focused cognitive behavioral therapy for children and families.* Preventing the intergenerational transmission of child maltreatment through relational interventions.* Reducing the risk of child maltreatment: challenges and opportunities. Professionals and practitioners particularly interested in family processes, child maltreatment, and developmental psychology will find Parenting and Family Processes in Child Maltreatment and Intervention a major step forward in breaking entrenched abuse cycles and keeping families safe.

An easy, concise reference with inclusion of practical diagnostic and treatment information

Also appropriate for use by parents as a bibliotherapeutic aid

Contains quick reference section of the 20 most frequently seen behavioral problems and what actions to take

Written by a leading Pediatric Psychologist for use by not only Child Psychologists but also Pediatricians and Family Physicians

An important component of Division TEACCH's mandate from the Department of Psychiatry of the University of North Carolina School of Medicine and the North Carolina State Legislature is to conduct research aimed toward improving the understanding of developmental disabilities such as autism and to train the professionals who will be needed to work with this challenging population. An important mechanism to help meet these goals is our annual conference on topics of special importance for the understanding and treatment of autism and related disorders. As with the preceding books in this series entitled Current Issues in Autism, this most recent volume is based on one of these conferences. The books are not, however, simply published proceedings of conference papers. Instead, cer tain conference participants were asked to develop chapters around their pres entations, and other national and intemational experts whose work is beyond the scope of the conference but related to the conference theme were asked to contribute manuscripts as weil. These volumes are intended to provide the most current knowledge and professional practice available to us at this time."

This book examines the words and discourse as well as their meaning and impact on the everyday culture of a multidisciplinary team at a school for students with mental disabilities. The book examines the organizational, social, professional, and emotional experiences of team members from such disciplines as child and school psychology, special education, therapy (e.g., occupational, speech), social work, and pediatric medicine within a special education school. It explores the ways in which team members describe and interpret the day-to-day requirements of working effectively in a special education school, using their own language and discourse from a subjective point of view. In addition, the book analyzes and interprets the influence of language and discourse on the outlook, behavior patterns, and the coping of team members working in the school with the students, among themselves as a team, and with the difficulties and dilemmas that concern them as well the solutions that they themselves introduce for all these issues. This book, with its focus on the unique and complex work environment of the multidisciplinary special education team, is essential reading for researchers, professionals, and graduate students in child and school psychology, therapeutic disciplines (e.g., occupational, speech), social work, pediatric medicine, and allied mental health and medical fields.

* Features/Benefits o Provides a hands-on methodological guide and overview for understanding the data/results of longitudinal research in SLA/applied linguistics and for conducting one's own such studies, illustrating these methods with exemplary studies of language learning outcomes over a long term. o Original reportings of unique large-scale research studies offer the best one-stop shop for reading and understanding current quantitative longitudinal studies in language learning. o Appendices with data and pedagogical features make it useful for course use by instructors and students. * Demand/Audience o Meets the need for methodological clarity in collecting, managing/organizing, and analyzing quantitative longitudinal data on language learning by offering students and researchers of applied linguistics, testing, and education a practical guide to conducting this research along with unique exemplar studies. * Competition o The only book to focus on quantitative longitudinal data analysis specifically for an SLA/applied linguistics readership. One older book focuses on qualitative and other methods with a narrower focus, and no other book comes very close to doing what this book does.