Don't let your own reaction to stress negatively affect the children in your care! With new evidence indicating that undesirable stress is likely to have its roots in childhood, Childhood Stress in Contemporary Society is a much-needed resource for anyone who works with children. An authority in the field of stress education, Dr. James Humphrey offers an easy-to-read text on what stress is, how it affects children as opposed to adults, and how to take back control when stress becomes overwhelming. Whether a parent, caretaker, counselor, or teacher, this book will provide you with a better understanding of stress and several methods for helping children cope on a daily basis. Childhood Stress in Contemporary Society provides readers with an extensive exploration of the definition of stress, from basic terminology to the causes and effects of stress in the daily lives of children and adults. This book will teach you how to better deal with stress in your own life and how to share that knowledge with children. Dr. Humphrey walks you step-by-step through a variety of techniques, exercises, and games that improve a child's self-image and the confidence necessary to contend with stressful situations. This book will help you: spot irregular behavior in children usually associated with poor stress management help children understand and respond more appropriately to stressors work with children with special needs who have additional stress due to their afflictions alleviate or reduce stressors at home and in school provide the appropriate level of physical activity to children to decrease tension utilize relaxation techniques, such as meditation and biofeedback, to alleviate stress Rich with interviews, surveys, and case studies focusing on children and caretakers, Childhood Stress in Contemporary Society is an important manual for helping children in today's hectic culture. Recent discoveries indicate that children who associate with adults under stress are very likely to become stress-ridden themselves; children supervised by adults who do not cope well with stress can adopt this same inability to cope. Therefore, this book is vital for those adults who are involved with the well-being of children.

The first of two volumes geared to helping novice and experienced practitioners set up centers for the day treatment of emotionally disturbed children. Volume 1 examines in detail the features of the center at the U. of Colorado, in operation since 1962. Volume 2 considers a number of theoretical an

This definitive volume is the result of collaboration by top scholars in the field of children's cognition. * New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language * Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development * Spans aspects of cognitive development from infancy to the onset of adolescence * Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives

Gives all the principle research methods and reviews major research programs of longitudinal research in the United States. Volume 1 focuses on the study of cohorts formed at birth or in childhood years.

Adolescent Forensic Psychiatry discusses a broad range of issues based around the psychiatric needs of adolescents and how these relate to offending behavior. Its well-structured approach looks at assessment, treatment, and outcomes for different disorders and highlights the importance of effective interaction between specialist agencies. Services supporting the assessment and treatment of children and young people within forensic mental health services are influenced by professionals in many areas; therefore, the book includes contributions by authors from a wide range of disciplines and specialties in order to cover every aspect of the field.
Adolescent Forensic Psychiatry examines the key influences that shape young people's attitudes and behavior and shows the association between different offending behavior patterns and psychiatric disorders. It includes a section on future strategies, including politics, service provision, and the impact of research. This book will be of special interest to people working with children and young people in secure care, and to those working with all looked-after children. It will be of value to all those involved in the development of the needs of children and adolescents within educational, social, mental health and criminal justice services.

Highlighting the interplay between basic research and intervention, this volume focuses on common stressful life experiences that present significant challenges to children's healthy development. Fifteen stressors are discussed with regard to both short-and long-term effects. The authors identify factors that explain variability in children's adjustment to these stressors and evaluate preventive interventions designed to facilitate coping. Notable chapters include a discussion of the many uncontrollable stressors to which inner-city youth are exposed and a thorough treatment of children's adaptation to divorce. Each chapter follows a common outline, allowing comparison among stressors.

"This book is primarily about the ways in which psychoanalytically informed social work set out to help troubled children in the middle decades of the previous century. As such it represents an invaluable historical record. But I believe it has much wider contemporary relevance and resonance. Pointing backwards to the rediscovery of lost values, it also has significant links with the very cutting edge of twenty-first century social care." - From the Foreword by Jeremy Holmes, Visiting Professor, Psychoanalysis Unit University College London, and Honorary Consultant Psychotherapist, Tavistock ClinicThis book presents the life and work of one of the leading British social workers of the 20th century. The wife of Donald Winnicott, an analyst of Melanie Klein, a wartime innovator in helping evacuated children, a teacher and mentor to a generation of British social workers and a gifted psychoanalyst, Clare Winnicott's life encompassed a remarkable richness of relationships and accomplishments. As well as documenting Clare Winnicott's life and career, this book also contains valuable and pragmatic career strategies for assisting parents and other care-givers in the difficult challenge of creating and sustaining facilitating environments for troubled children.

The field of child and adolescent psychotherapy is still relatively young and its short history has resulted in a paucity of mental health services for this neglected group. There is a distinct lack of research, evidence and treatment facilities, and yet in order to produce mentally healthy, undamaged adults of the future, this must surely be one area to concentrate resources on. The Cassel Hospital, and this book in particular, seek to redress the balance, and consequently, the chapters in this book follow a diverse path, on subjects ranging from Munchhausen Syndrome by proxy, to abuse within the home, relations within families and borderline adolescents. Various clinical cases are described in this much-needed volume that invites the reader to experience and learn from the life in a hospital that is often seen as the "last resort" of treatment for many children and adolescents. The Internal and External Worlds of Children and Adolescents provides a thoughtful perspective on mental health services for one of the most neglected groups in society - our children and adolescents.

This book sets forth a new model of development from a causal perspective. As this is an area vital to several disciplines. It has been written at multiple levels and for multiple audiences. It is based on the work of Piaget and Neo-Piagetians, but also covers other major models in development. It has elements that make it attractive as a teaching text, but it is especially research-focused. It has clinical applications. It presents many new ideas and models consistent with the existing literature, which is reviewed extensively. Students, researchers, and practitioners should find it useful. The models presented in the present work build on models introduced in prior publications (e.g., Young, 1990a, 1990b; 1997).

This book places child art within the broader context of children's creative intelligence and intrinsic motivation to invent a pictorial world. It examines the development of drawing and painting from several currently dominant theoretical perspectives. This is followed by an extensive examination of empirical data on the art work of children who are ordinary, talented, emotionally disturbed, and atypically developed due to mental disability or autism. The Child's Creation of a Pictorial World uses a developmental framework that combines theoretical sophistication with rigorous empirical investigations into the mental processes that underlie the child's drawings. It delineates the evolution of forms, the pictorial differentiation of figures and their spatial relations, the role of color in narrative descriptions, and its expressive function. Artistic development across all these dimensions is seen as a meaningful mental activity that serves cognitive, affective, and aesthetic functions.

Introduction to Family Processes: Diverse Families, Common Ties serves to provide an explanation of the complex workings of inner family life. The text primarily focuses on family processes and dynamics (the "inside" of families) as opposed to sociological trends, political topics, or the individual psychological approach. The text further presents the research underlying these processes and effectively presents ways to increase the positive aspects of family life. This edition has been updated to include current research and contemporary topics. The text has been divided into four parts: Foundations, Building and Establishing Families, Maintaining Families, and Change/Turbulence/Gains/Losses. While the research methods chapter still provides an introductory examination of family science research, it now includes an expanded discussion on research design, methods, and advances in the area. A new chapter, titled "Forgiveness, Kindness, Hope, and Gratitude" has been incorporated to amplify positive family processes and highlight emerging research. This edition provides added emphasis on diverse families (e.g., race/ethnicity, family structure, LGBTQIA, ability, culture, and family formation), and each chapter includes a new "Discussions in Diversity" section related to that chapter. The authors have consciously included an epilogue as a way of reflecting on what they have learned, along with what they hope to learn in the future. Aimed at courses related to family studies and family dynamics, this text provides a comprehensive review of family processes. Whether it is used for undergraduate or graduate classes, professional growth, or personal enrichment, the text assists readers in enhancing the positive aspects of family life, avoiding undesirable aspects, and more effectively managing the challenges and obstacles families face that cannot be avoided. Thus, the text holds an appeal for people who live (or will live) in families, as well as those who want to work with families.

It has been said more than once in psychology that one person's effect is another person's error term. By minimising and occasionally ignoring individual and group variability cognitive psychology has yieled many fine achievements. However, when investigators are working with special populations, the subjects, and the unique nature of the sample, come into focus and become the goal in itself. For developmental psychologists, gerontologists and psychopathologists, research progresses with an eye on their target populations of study. Yet every good study in any of these domains inevitably has another dimension. Whenever a study is designed to turn a spotlight on a special population, the light is also shed on the mainstream from which the target deviates.

This book examines what we can learn about general and universal phenomena in cognition and its brain substrates from examining the odd, the rare, the transient, the exceptional and the abnormal.

"The Biological and Social Determinants of Child Development" stimulates cross-disciplinary communication and research collaboration in the field of child development. While the papers in this issue seem diverse in terms of topic and discipline, there are a number of common themes:
*critical period for brain development and the importance of specific environmental input during this period;
*importance of early brain development and enriched environments is supported in articles describing findings from human studies;
*potential for brain plasticity following specialized retraining is found in a compelling paper demonstrating different profiles of brain activation for normal readers vs. those who have dyslexia and younger children at high risk for development of reading disabilities; and
*critical period, brain plasticity, and parallel changes in developing behavior and brain structure and functioning.
As a number of papers in this issue describe potential interventions, one is relevant because it describes the numerous factors that make results of such studies have the potential to generalize to larger populations. Putting the described papers in a broad perspective, the last article argues that we cannot understand the health status of a society without understanding the health-determining influences across the life course.

This volume will provide an important contemporary reference on hearing development and will lead to new ways of thinking about hearing in children and about remediation for children with hearing loss. Much of the material in this volume will document that a different model of hearing is needed to understand hearing during development. The book is expected to spur research in auditory development and in its application to pediatric audiology.

Draws on a range of major theorists - Bick, Freud, Klein, Tustin, Bion and Meltzer * Offers a fresh new perspective on the importance of early psychic development in childhood and later life * Covers new theoretical and clinical material

Children's curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what children's interests are and have been criticised for trivialising children's interests. This book offers a critical and accessible engagement with research on children's interests that challenges us to move beyond surface-level understandings. Children's Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding children's learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take children's interests seriously. Moving beyond play-based activities, Helen Hedges explains and illustrates a number of ways by which children's interests can be interpreted and understood, to get to the heart of what really matters to, and for, children. The book draws on examples from research with children aged under 5 years, and young adults aged 18-25. It also includes a chapter on teachers' interests. It presents new and original models for interests-based curriculum and sociocultural curriculum and pedagogy for future examination in research and practice. This book demonstrates that leaving behind long-standing, taken-for-granted practices that have influenced understandings of curriculum, pedagogy, learning, and outcomes allows a new perspective of children's interests to emerge. It will be of interest to researchers, postgraduate students, and practitioners in the early years, parents, and other professionals who work with young children.

Citizens' sense of responsibility to their community and to their nation is becoming a topic of growing concern. Recent research indicates that citizens of the United States and many other nations have become increasingly disconnected from their fellow community members, and when this connection is lost, individuals begin to suffer. They experience poorer health, achieve lower academic and employment success, and are at risk for the development of a host of social problems. On a broader level, states and countries whose citizens feel detached from their communities show higher levels of crime, a greater incidence of disease, and even higher mortality rates. In The Psychology of Citizenship and Civic Engagement, S. Mark Pancer explores the development of civic engagement, the factors that influence its development, and the impacts of civic involvement on the individual, the community, and society. Pancer examines civic engagement over the lifespan and how the effects of early experiences and influences exerted by peers, families, and religious organizations shape adult involvement. By addressing civic engagement from a systemic as well as individual perspective, this book discusses the role that factors such as government policy, culture, and socioeconomic status play in fostering (or inhibiting) a person's civic connections. Pancer also works toward a solution to increase active citizenship by identifying gaps in research and theory and outlining ways in which scholarly work on civic engagement can inform policy and practice, with the aim to foster individuals sense of responsibility and community connection. By bringing together a large body of research from psychology, political science, sociology, education, and public health, Pancer provides readers with a comprehensive account of what science tells us about civic engagement.

This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.

Human Development in Adulthood is a comprehensive, multidisciplinary overview of adult development in a number of areas both personal and societal, from mental and physical health, to economic and social conditions. Variables including race, gender, economic status, and political and religious affiliation are considered in the discussion of such human issues as - love and marital relations - economic concerns, including employment and living conditions - violence in its various forms, including crime and war - aging and death. The numerous illustrations, chapter summaries, and glossary will prove especially useful to students.

This Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.

Achievement goal theory has emerged as one of the preeminent approaches to motivation. "Goals, Goal Structures, and Patterns of Adaptive Learning" presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.
Written by scholars who are well-known in the field, this book:
*provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
*presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
*includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
*describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
*points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.

"Identification of Learning Disabilities: Research to Practice" is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic "Individuals With Disabilities Education Act" (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.
Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.
Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.
Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

This book offers a health-oriented, integrative approach to adolescent group therapy. George R. Holmes and his associates believe that promoting social competency in each adolescent group member is central to successful therapy. The enablement of interpersonal skills neutralizes the environmentally sponsored psychopathology that adolescents use to survive. The authors also emphasize the co-therapy relationship. They offer recommendations for supervising trainee therapists and for applying their model to other contexts, such as high schools.

The authors discuss strategies developed in their clinical work, covering such issues as scapegoating, silence, and withdrawal. They explore how processes, roles, and meaningful issues change over the life of the group. Social competency should be the main focus, they argue: it is essential to nurturing self-parenting skills and a healthy identity. The co-therapy relationship--the interaction between co-therapists and among co-therapists and group members--also greatly determines therapeutic change. The book includes recommendations for supervising trainee therapists and for applying this model to other contexts, such as high schools. "Adolescent Group Therapy" will be of interest to students and to teachers and professionals in psychology, counseling, vocational rehabilitation, social work, nursing, education, and child and adolescent psychiatry.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1958 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.