First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Statistics emphasize that one out of every five men is incarcerated. The background experiences of dysfunctional black men are often explored while few studies focus on the motivating triggers for high achieving black men. Successful African American Men: From Childhood to Adulthood is a unique study of the nurturing behavioral settings that high achieving black men used as adolescents and examines whether social capital played a role in helping them negotiate their way out of disadvantage. Equally important, is how these settings accommodated the men's diversity, complexity, and the influence of black culture, and reconciled it to their ability to respond and cope with mainstream America. This volume will be of interest to psychologists, sociologists, anthropologists and others interested in the rich diversity of experience found within communities of color.

It is with both pride and sadness that we publish the twentieth and last volume of Advances in Clinical Child Psychology. This series has seen a long and successful run starting under the editorship of Ben Lahey and Alan Kazdin, who passed the baton to us at Volume 14. We are grateful to the many contributors over the years and to the Plenum staff for producing a quality product in a timely manner. This volume covers a diverse array of significant topics. In the open ing chapter, Maughan and Rutter explore the research literatures related to continuity and discontinuity of antisocial behavior from childhood to adulthood. Their review and conceptualization emphasize the significance of hyperactivity and inattention, early-onset conduct problems, low reac tivity to stress, and poor peer relations as potentially influential variables in the persistence of antisocial behavior. Social cognitions, environmental continuities, substance abuse, cumulative chains of life events, and protec tive processes are considered as well."

International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on Theoretical Issues in Adult Siblings, Effects of Challenging Behavior on Others, Transition among Latino Families, Career and Technical Education for adults with IDD, and Emotion Regulation and Social Anxiety in Autism Spectrum Disorders.

School shootings scare everyone, even those not immediately affected. They make national and international news. They make parents afraid to send their children off to school. But they also lead to generalizations about those who perpetrate them. Most assumptions about the perpetrators are wrong and many of the warning signs are missed until it's too late. Here, Peter Langman takes a look at 48 national and international cases of school shootings in order to dispel the myths, explore the motives, and expose the realities of preventing school shootings from happening in the future, including identifying at risk individuals and helping them to seek help before it's too late.

This volume explores the strengths and opportunities of old age as these are manifested by the accomplishments of aging artists, late artistic works, and elderly arts audiences. It critically examines the psychology of creativity, cognitive development, and gerontology, and will be of interest to a wide range of professionals and students in these fields.

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.

This text looks at how the study of play has gained attention and concerns about play in young children have emerged. Ten chapters examine the understanding of play and its theories, play in school, pre-school and theories of pretence, mental representation and humour development.

Research has documented the reciprocal effects of exceptionality and secondary psychosocial and behavioral characteristics. This in-depth handbook examines the categories of exceptionality most often described ineducational, behavioral, and health practices. Leading authorities from psychology, education, and medicine evaluate the key characteristics of particular exceptionalities from the vantage point of theory, research, assessment, and intervention.

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.

Demonstrates how research translates into practice. Reflecting the way scientists conduct research on children's development, Children and Their Development is organized topically, showing readers the way researchers actually study the discipline. The book's unique and effective pedagogy focuses on practice through its accessible writing, modular format, and application-based features. It explores the theory, research, and application of modern child development from conception through adolescence. Author Robert V. Kail is a well-known and respected research in the field of child development. Children and Their Development can be sold as a standalone, or packaged with Pearson's latest technologies: MyPsychLab. MyPsychLab is an integral part of the Kail program. Engaging activities and assessment provide a teaching and learning system that help students become scientific thinkers. With MyPsychLab, students can watch videos on psychological research and participate in virtual classic experiments. Teaching and Learning Experience This program will provide a better teaching and learning experience- for you and your students. It: Personalized Learning with MyPsychLab: MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Engaging Pedagogically-Driven Design: An effective pedagogy promotes students' learning. For examples, Learning Objectives in each chapter correspond to chapter summary materials. Explore Research and Theory: Fundamental developmental issues are used as a foundation for students' learning of research and theory in child development. Student learn how developmental science draws on many complementary research methods, each of which contributes uniquely to scientific progress. Understand Culture and Development: Students are shown how the findings from child-development research can improve children's lives. Support Instructors: Video embedded PowerPoints, MyTest, clicker questions, and an instructor's manual provide instructors with extensive materials to supplement the text. Note: this is the standalone book, if you want the book/access card order the ISBN below: 0134081501 / 9780134081502 Children and Their Development Plus NEW MyPsychLab with Pearson eText -- Access Card Package Package consists of: 0133595684 / 9780133595680 Children and Their Development 0205206514 / 9780205206513 NEW MyPsychLab with Pearson eText -- Valuepack Access Card

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.

Here, Daniel A. Hart analyzes the results of an intensive twenty-year longitudinal study of men's development. Integrating a wide range of research approaches, Hart assesses personality trait, structural-developmental, and crisis-transformational factors in the study of lives followed over time. The author then develops an original framework for understanding the psychological similarities and differences in men's lives.

Originally published in 1988, this title presents a longitudinal research project 'Individual Development and Adjustment' (IDA), planned and implemented at the Department of Psychology, University of Stockholm. This title concerns the theoretical background of the project, the planning and collecting of data during the second phase of the project when the participants had reached adulthood, and the presentation of some empirical, illustrative studies based on the collected data.

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.

This book examines the evidence-based interventions that can be used to promote creative thinking skills for children and adolescents in schools. It begins by explaining the theoretical basis of these training programmes, before presenting a coherent framework for the application of creativity theory in education. The authors describe and analyse programmes that have drawn on this framework, before offering an overview of the results of experimental studies which have validated the authors' approach. This book provides practical guidance on how the programmes can be applied in the classroom and discusses potential future directions for research and practice for increasing children's creativity. This book will be a valuable resource for teachers and teacher trainers, as well as to researchers in the psychology of creativity, education, and educational psychology.

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.

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.

Leading researchers examine how behavior genetics provides crucial insights into genetic and environmental influences in the development of biobehavioral disorders. These influences are illustrated by using the examples of cardiovascular disease, obesity and eating disorders, alcohol use and abuse, and smoking behavior. Contributors discuss the relevance of molecular genetic approaches and twin and family designs to the complex field of behavior medicine research.

It is delightful but humbling to find my face at the start of these Proceedings--there are innumerable other faces which could equally weIl stand there, from among the band who have fore gathered at every gerontology conference since the subject was launched in its present form; but I deeply appreciate being there. Gerontology d. id not grow by accident. Its present standing is the fruit of careful planning, undertaken by European and American scientists back in the 1950's. In those days it was still a "fringe" science, and the conspirators had much the standing of the 1920's Interplanetary Society. The United States itself is the offspring of conspiracy, for when the results of conspiracy are beneficent, the conspirators become Founding Fathers. This has been the case with gerontology. The present meeting is especially gratifying because the papers have been recitals of normal, hard-science investigation. We had to get through the rigors of a long period of semantic argument and a long period of one-shot general theories before this kind of meeting, normal in all other research fields, could take place. It was also necesssary to breed in the menagerie a generation of excellent investigators aware of the theoretical background but unintimidated by it, who share our conviction that human aging is comprehensible and probably controllable, and who go into the laboratory to attack specifics."

This book addresses self-injurious behavior (SIB) in individuals with various neurodevelopmental conditions (NDCs). It takes a cross-NDC perspective that synthesizes recent research on variability in incidence and presentation across NDCs and the natural history and neurobiology of SIB. Chapters examine implications for biobehavioral definitions of subtypes of SIB and provide a detailed guide to assessment and intervention using an integrated research-based model for individualized treatment. In addition, chapters present a practice-focused structure using case studies to illustrate clinical implications of research findings. The book concludes with a discussion of current directions in research and their potential to guide innovation in prevention and treatment of SIB. Topics featured in this handbook include: * Self-restraint among individuals who self-injure. * Self-injurious behavior in individuals with autism spectrum conditions. * Assessing and managing short-term effects of SIB. * Reducing risk of, and responding to, relapse following successful intervention with SIB. * Ethical issues associated with working with people who engage in self-injurious behaviors. Self-Injurious Behavior in Individuals with Neurodevelopmental Conditions is a must-have resource for researchers, clinicians and practitioners as well as graduate students in the fields of clinical child and school psychology, applied behavior analysis, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, clinical psychology and psychiatry of adult intellectual disability, and special education.

This vital, sensitive guide explains the serious issues children face online and how they are impacted by them on a developmental, neurological, social, mental health and wellbeing level. Covering technologies used by children aged two through to adulthood, it offers parents and professionals clear, evidence-based information about online harms and their effects and what they can do to support their child should they see, hear or bear witness to these events online. Catherine Knibbs, specialist advisor in the field, explains the issues involved when using online platforms and devices in family, social and educational settings. Examined in as non-traumatising a way as possible, the book covers key topics including cyberbullying; cyberstalking; pornography; online grooming; sexting; live streaming; vigilantism; suicide and self-harm; trolling and e-harassment; bantz, doxing and social media hacking; dares, trends and life-threatening activities; information and misinformation; and psychological games. It also explores the complex overlap of offline and online worlds in children and young people’s lives. Offering guidance and proactive and reactive strategies based in neuroscience and child development, it reveals how e-safety is not one size fits all and must consider individual children’s and families’ vulnerabilities. Online Harms and Cybertrauma will equip professionals and parents with the knowledge to support their work and direct conversations about the online harms that children and young people face. It is essential reading for those training and working with children in psychological, educational and social work contexts, as well as parents, policy makers and those involved in development of online technologies.

The past decade has brought important advances in our understanding of the brain, particularly its influence on the behavior, emotions, and personality of children and adolescents. In the tradition of its predecessors, the third edition of the Handbook of Clinical Child Neuropsychology enhances this understanding by emphasizing current best practice, up-to-date science, and emerging theoretical trends for a comprehensive review of the field. Along with the Handbook s impressive coverage of normal development, pathology, and professional issues, brand-new chapters highlight critical topics in assessment, diagnostic, and treatment, including, The role and prevalence of brain dysfunction in ADHD, conduct disorder, the autistic spectrum, and other childhood disorders; The neuropsychology of learning disabilities; Assessment of Spanish-speaking children and youth; Using the PASS (planning, attention, simultaneous, successive) theory in neurological assessment; Forensic child neuropsychology; Interventions for pediatric coma. With singular range, timeliness, and clarity, the newly updated Handbook of Clinical Child Neuropsychology reflects and addresses the ongoing concerns of practitioners as diverse as neuropsychologists, neurologists, clinical psychologists, pediatricians, and physical and speech-language therapists."