This book presents the results of researches conducted with children and youth at risk for over 20 years in Brazil. It addresses a series of topics related to children and youth living in poverty or in situations of social vulnerability, such as family, sexual and dating violence; adolescent mothers and mothers who put their children for adoption; children and youth living in foster and institutional care; and adolescents involved in drug trafficking or incarcerated in juvenile detention centers. Building upon the Bioecological Theory of Human Development, this volume emphasizes the innovative knowledge about psychosocial development of vulnerable children and youth produced in Brazil and aims to present theoretical and methodological approaches developed especially for the countries of the Global South, in an attempt to overcome the scientific divide between the North and South. Northern research agenda defines as global the theories, methodologies, and application of knowledge on social policies and interventions. However, the contexts, histories, and cultural processes are essential for producing and applying research knowledge according to specific regional characteristics, organizations, and conditions. Human development is related to contextual features and cannot be directly imported from one place to another. Departing from these original theoretical and methodological approaches, the book also presents the results of evidence-based interventions, showing its effectiveness in specific contexts. All of this makes Vulnerable Children and Youth in Brazil - Innovative Approaches from the Psychology of Social Development a valuable tool for psychologists, educators, social scientists and public health professionals studying or working with children and youth at risk in different parts of the world, contributing to the understanding of human development in cultural context.

For applied developmental psychologists (professionals or graduate students) provides detailed descriptions of dramatically diverse cultures, addressing the role of culture in the functioning of families and the socialization of children (and providing readers with the basis for an increased sensiti

Evolutionary psychology has been dominated by one particular method for studying the mind and behavior. This is the first book to both question that monopoly and suggest a broad range of particular alternatives. Psychologists, philosophers, biologists, anthropologists, and others offer different methods for combining psychology and evolution.

The first major reference work that addresses the specific emotional and behavioral problems of girls

Provides an integrative, conceptual framework in which to understand and address the needs of girls - that is, then handbook examines not only the most current theories and research on girls but also addresses real-world potential for assessment, treatment, and prevention

Examines a wide variety of behavioral and emotional problems confronting girls, including mood and anxiety disorders; eating and body image disorders; ADHD, PDDs, LDs, and mental retardation; aggression and delinquency; physical abuse; sexual abuse, and neglect; abuse and violence in dating relationships; substance abuse and homelessness; and gender-identity disorder

Concerns about the effects of television on young children are a recurrent focus of public controversy. Yet amid all the anxiety, children's voices are rarely heard. In this book, one of Britain's leading television researchers investigates children's own perspectives on what they find frightening, moving and upsetting. From "Nightmare on Elm Street" to "My Girl," from "The Colour Purple" to "The News at Ten," what children find upsetting is often difficult to predict. David Blackburn gives a detailed insight into children's responses to horror films, to "weepies" and soap operas, to news and to "reality programmes." He looks at how they learn to cope with their feelings about such material, and how their parents help or hinder them in doing so. This study offers a new approach to studying the role of television in children's lives, and should be of interest to parents and teachers, as well as policy makers and educationalists.

The medicine that kept infants born with HIV alive for years is now threatening their existence in adolescence. Antiretroviral medications decrease in efficacy and boost the virus if not administered perfectly. Attachment issues due to maternal depression, addiction, and death, are rampant in these adolescents. Attachment trauma contributes to depression and depression prompts nonadherence. In this book, Dr. Erin Leonard shows how using a mixed methodology approach, this study analyzed adherence, attachment histories, and level of depression in a randomly selected sample population of 20 perinatally HIV-infected adolescents aged 14 to 18. The purpose of this investigation was to examine the relationship between the qualities of attachment, depression and medication adherence in adolescents with HIV-1 infection. Early disruptions in attachment relationships are significantly correlated with depression among adolescents with perinatally acquired HIV infection. Attachment relationship disruptions and depression are significantly related to high rates of nonadherence to antiretroviral medication regimens during adolescence. This study evaluates the quality of attachment relationships, symptoms of depression, and medication adherence. Family history, demographic information, and health information were also examined. Psychological factors that were related to medication adherence and nonadherence were identified and analyzed in order to derive an understanding of the dynamics that deter an adolescent from adherence. This is an important book for collections in Adolescent Studies, Public Health, Psychology, and HIV studies.

The purpose of this volume is to present a selection of chapters that reflect current issues relating to children's socialization processes that help them become successful members of their society. From birth children are unique in their rates of growth and development, including the development of their social awareness and their ability to interact socially. They interpret social events based on their developing life style and environmental experiences. The children's socialization is influenced by several important social forces including the family and its organization, their peer group, and the significant others in their lives. In "Theories of Socialization and Social Development," Olivia Saracho and Bernard Spodek describe the children's socialization forces and the different developmental theories that have influenced our understanding of the socialization process. These include maturationist theory (developed by Arnold Gesell), constructivist theories (developed by such theorists as Jean Piaget, Lev S. Vygotsky, and Jerome Bruner), psychodynamic theories (developed by such theorists as Sigmund Freud, Erik Erikson, Harry Stack Sullivan, and Alfred Adler), and ecological theory (developed by Urie Bronfenbrenner). Each theory provides interpretations of the meaning of the children's social development and describes the different characteristics for each age group in the developmental sequences.

This volume provides a critical assessment of the mainstream western childhood constructions and their impact to the developing world. Using African feminist and indigenous epistemological frameworks, the volume decolonizes the understanding of childhood, children, and youth. Specifically, the volume presents Global South contestations to mainstream western constructions by exploring alternative notions to standardized universal understanding of childhood. The author further deliberates childhood as a human right, exploring how armed violence hinders realization of such rights assessing humanitarian assistance during armed violence. Besides childhood, the volume explores the complex intersectional nature of youthhood and its cultural relevance to formerly displaced communities and how this manifests in access to and use of humanitarian assistance.

Research into child language development is being conducted more extensively, by more people, and in more countries throughout the world than at any point in the past. We now know more than we ever did before about the linguistic, cognitive, neurobio logical, and social capacities that children bring to their language learning task, as well as the ways in which these capacities interact with a whole range of factors present in the child's environment throughout the learning process, not least the particular character istics of the language or languages to which the child is exposed. Far from inducing a sense of complacency, this new knowledge seems instead to create an even stronger impetus to know more. This is partly because of the new and unforeseen questions it raises and partly because of competition between different theories to provide the best explanation of the phenomenon, and which in turn engender different methods of enquiry. This volume addresses many of the key issues which are currently exercising the minds of child language researchers, and which are likely to motivate research for some years to come. The chapters included here-all previously unpublished-present a great deal of new data and address a range of theoretical issues from a variety of perspectives."

Attachment-Based Social Work with Children and Adolescents is a wide-ranging look at attachment theory and research, its application to youth populations, and its natural fit with the social work profession. This book covers the applicability of attachment theory to the profession's various domains that include human behavior, practice, policy, research, and social work education. In particular, it addresses the broad spectrum of clinical social work, including practice in a variety of public and private settings and with a number of diverse populations. The book highlights the contribution of the social work profession to the development of attachment theory and research.

The Ontogeny of Human Bonding Systems takes an interdisciplinary look at the phenomena of human bonding. The authors draw upon behavioral genetics, molecular genetics of behavior, cognitive and affective neuroscience, evolutionary psychology, human ethology, behavioral ecology, and the study of attachment processes within developmental psychology. The topics will emphasize human reproduction, and fertility-related behavior in particular, and the evolutionary origins and neural underpinnings of such behavior. This book is for anyone interested in the evolutionary origins, neural underpinnings, and psychological structure involved in human relationships.

This book describes the findings of a longitudinal study conducted with about 200 children from 1984 to 1993. Children were recruited for the study when they had just entered kindergarten at the age of about 4 years. The study aimed to investigate changes in cognitive, social, and personality development over the preschool and elementary school years. One of the unique features of this longitudinal study is that relationships and interactions among cognitive, social, and personality development could be assessed based on the data of a representative sample of children. Researchers in developmental psychology and child development will find much pertinent information in this volume.

"Theory and Practice of Adlerian Psychology" delivers a comprehensive overview of the major works and theories of Alfred Adler, Viennese psychiatrist and founder of the school of individual psychology. This text presents an integrated analysis of Adler's outstanding findings and illustrations, which have been found to be both useful and practical by practitioners in psychotherapy. Adler's major accomplishments are integrated from a theoretical and philosophical perspective to help students analyze the threads of his intellectual and philosophical formulations for his theories.This fresh and exciting orientation to Alfred Adler's philosophy and theories is designed to foster research interest on the constructs of individual psychology (Adlerian Psychology). This is accomplished by providing an integrated platform for analyzing Adlerian theories against other prominent theories in psychotherapy. "Theory and Practice of Adlerian Psychology" is an ideal text for "Principles and Philosophies of Counseling" and "Lifestyle Assessment" courses, or anyone interested in learning more about how Alfred Adler's groundbreaking work changed the field of psychoanalysis.
Dr. Rosalyn V. Green (PhD, Counseling Psychology) is a full time tenured Associate Professor at Bowie State University, where she teaches "Family Counseling, Group Counseling," and "Marital Therapy." Her area of expertise in Counseling is with couples, families, and groups. She is also a licensed and ordained Reverend in her church and is thus able to bring the relationship between theology and psychology into the therapeutic setting. Her passion is to empower and challenge herself and others to grow, change, and thrive to live life to its fullest potential. Dr. Green is the author of "Our Father: Imprints that Shape Our Lives" and "Holy Molasses: I Am Stuck in Singlehood."

This book embeds a novel evolutionary analysis of human group selection within a comprehensive overview of multilevel selection theory, a theory wherein evolution proceeds at the level of individual organisms and collectives, such as human families, tribes, states, and empires. Where previous works on the topic have variously supported multilevel selection with logic, theory, experimental data, or via review of the zoological literature; in this book the authors uniquely establish the validity of human group selection as a historical evolutionary process within a multilevel selection framework. Select portions of the historical record are examined from a multilevel selectionist perspective, such that clashing civilizations, decline and fall, law, custom, war, genocide, ostracism, banishment, and the like are viewed with the end of understanding their implications for internal cohesion, external defense, and population demography. In doing so, its authors advance the potential for further interdisciplinary study in fostering, for instance, the convergence of history and biology. This work will provide fresh insights not only for evolutionists but also for researchers working across the social sciences and humanities.

There are approximately 7 billion people in the world, and 2 billion of them are children. Children are the last unheard minority, a group whose voice is seldom listened to, and whose rights are seldom acknowledged. Children are dependent on adults for their survival and wellbeing, and as such are subservient beings. Though the UN recently issued a Charter of the Rights of the Child, an important aspect was neglected-the emotional rights of the child. Children all over the world are routinely bullied, dismissed, and treated as inferior beings. Though a child can survive hunger, cold, and physical trauma, emotional damage in childhood can cause problems that last a lifetime. These problems can have huge repercussions for society when children become teenagers and young adults, from bullying to suicide to mass murder. In every society, individuals are entitled to their human rights. This book outlines the child's emotional rights. The book explains why it is important to respect a child's rights, and how it is possible for parents and teachers to make positive changes in the ways they respond to children. Many adults struggle with preconceived notions on how to discipline and control children. Other adults lack the necessary information on how a child thinks or why a child cannot respond in ways expected of him. And all adults struggle with anger and frustration when dealing with emotional expressions they do not understand. This book helps adults to understand why controlling and manipulating children is not the way to create a healthy community. The book provides insights into a child's mind, gives examples of compassionate and patient responses, and guides parents and teachers towards a greater respect for the rights of the child.

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fifth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music kindergarten teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of first grade students but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fifth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Numerous children's songs are incorporated into Kodaly in the Fifth Grade Classroom, as well as over 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for kindergarten and early childhood music teachers everywhere.

In this ground-breaking work, leading Austrian sexologist Ernest Borneman describes each phase of the psychosexual development of children from conception to age eight. Based on extensive research, Childhood Phases of Maturity overturns the prevalent assumption that children are asexual innocents, for whom sexuality is an inconceivable aspect of life until the onset of puberty. In fact, Borneman argues, the opposite is true: sexuality is indisputably a fact of human development from conception; it manifests itself in children in various ways, including their games, rich fantasy life, need for skin contact, and masturbation. Research shows that the natural expression of sexuality in childhood is vital to the later healthy development of adult sexuality. Borneman divides his discussion of each successive age group into two sections: the first describes healthy sexual development at a particular age; the second examines the pathologies resulting from aberrations in sexual growth at that age. Borneman demonstrates that the roots of adult neuroses and paraphilias can often be traced back to disturbances in sexual development during childhood. Perhaps the most important influence on a child's psychosexual well-being is the parents' attitudes toward their own sexuality. Childhood Phases of Maturity is an authoritative, clearly written reference book, which will serve parents, educators, and health-care professionals as a valuable source of information on the sexual developmental psychology of children.

In this book, Dr Stoller describes patients with marked abberrations in their masculinity and feminity--primarily transsexuals, transvestites and patients with marked biological abnormalities of their sex - in order to find clues to gender development in more normal people.

Our uncertain times are hard enough for adults to navigate. For all too many young people-even many who appear to possess good coping skills-the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not. Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building. Among the empirically supported programs featured: Promoting resilience in the foster care system. Developing social competence through a resilience model. Building resilience in young children the Sesame Street way. School-based intervention for resilience in ADHD. Girls Leading Outward: promoting resilience in at-risk middle school girls. Resiliency in youth who have been exposed to violence. Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).

Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries. The Kodaly Today handbook series is the first comprehensive system to update and apply the Kodaly concepts to teaching music in elementary school classrooms. Kodaly in the Fourth Grade Classroom provides teachers with a step-by-step road map for developing children's performance, creative movement, and literacy skills in an organic and thoughtful manner. Through six years of field-testing with music teachers in the United States, Great Britain, and Hungary (the home country of Zoltan Kodaly), authors Micheal Houlahan and Philip Tacka have developed a methodology specifically for 21st century classrooms. Houlahan and Tacka use the latest research findings in cognition and perception to create a system not only appropriate for the developmental stages of fourth graders but also one which integrates vertically between elementary music classes. The methods outlined in this volume encourage greater musical ability and creativity in children by teaching them to sing, move, play instruments, and develop music literacy skills. In addition, Kodaly in the Fourth Grade Classroom promotes critical thinking, problem solving, and collaboration skills. Although the book uses the Kodaly philosophy, its methodology has also been tested by teachers certified in Orff and Dalcroze, and has proven an essential guide for teachers no matter what their personal philosophy and specific training might be. Over 100 children's books are incorporated into Kodaly in the Fourth Grade Classroom, as well as 35 detailed lesson plans that demonstrate how music and literacy curriculum goals are transformed into tangible musical objectives. Scholarly yet practical and accessible, this volume is sure to be an essential guide for elementary music teachers everywhere.

"Where Children Live" is a natural extension of the Advances in Applied Developmental Psychology Series. It extends our coverage and concerns for children and families in their natural habitats. The message of this volume is that effective delivery of child and family services, a comprehensive theoretical model, is needed so that efficient delivery can take place, as well as an evaluation of the quality of those services.