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.

Generally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents is a comprehensive guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of students' social and emotional behavior. Written for graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines. Building on the previous editions, this fifth edition includes updated references to DSM-5 and federal standards as well as an integrated approach to culturally competent assessment throughout the text. In Part I, Foundations and Methods of Assessment, the author provides a general foundation for assessment practice and outlines basic professional and ethical issues, cultural considerations, and classification and diagnostic problems. Part II, Assessment of Specific Problems, Competencies, and Populations, includes material on assessing specific social-emotional behavior domains, including externalizing problems, internalizing problems, social skills and social-emotional strengths, and the unique needs of young children. A chapter on school-wide screening methods was also added with this edition. By weaving together the most recent research evidence and common application issues in a scholarly yet practical matter, Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be the pre-eminent foundation for assessment courses.

-In new edition: multicultural approach integrated throughout text allows instructors to incorporate information along the way instead of tacking on a diversity unit or supplementing with extra reading. -In new edition: incorporates latest DSM and federal standards. -A comprehensive approach makes this text useful across disciplines, including school psychology, child clinical psychology, special education, counselling psychology, child psychiatry, and social work. -Well known book in the field that is already widely used in assessment courses

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.

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."

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.

In this volume internationally well known experts discuss whether psychoanalysis - with its rich mix of clinical experiences and conceptualizations of early development and symptoms - has something unique to offer through deepening the understanding of children suffering from this and similar developmental disturbances. The contributors consider therapeutic strategies as well as possibilities of early prevention. Surprisingly, psychoanalysts have only during the past few years actively engaged in the on-going and very important controversial discussions on attention deficit hyperactivity disorder (ADHD). There may be many reasons for the increasing interest in this topic over the past few years - for example the dialogue between psychoanalysis and contemporary neurobiology/brain research which opens a fascinating window on an old problem in European culture: the mind-body problem. This exchange also promises to enlarge the understanding of psychic problems probably connected with some neurobiologically-based pathologies, widely assumed to include ADHD.

This book synthesizes the literature on emotional development and cognition across the lifespan. The book proposes a core language by which to describe positive and problematic developmental changes by recourse to a parsimonious set of core principles, such as elevations or declines in tension thresholds and their relation to the waxing and waning of the cognitive system over the life course. It integrates, similarly, the lifelong consequences of the positive or damaging aspects of the social milieu in fostering increases in tension thresholds with their advanced capacity for maintaining equilibrium and warding off stress versus a lowering of tension thresholds with disturbances of equilibrium maintenance and heightened susceptibility to stress and deregulation.

Agreat deal is known about how infants form attachments, and how these processes carry over into adolescence. But after that, the trail grows cold: the study of adult attachment emphasizes individual variations, paying little attention to the normative mechanisms of adult bonding.

A much-needed corrective, "Bases" "of" "Adult" "Attachment" examines this under-investigated topic with an eye toward creating a robust theoretical model. The first volume of its kind, its multilevel approach integrates current findings from neuroscience and psychology to analyze the processes by which adult relationships develop, mature, function and dissolve. Here in relevant detail are factors contributing to initial attraction, possible scenarios in the evolution from friendship to attachment and the changes that occur on both sides of a relationship as partners mutually influence each other's behavior, emotions, cognition and even physiology. And expert contributors address long-neglected questions in the field with stimulating topics such as: The distress-relief dynamic in attachment bonding.An expectancy-value approach to attachment.The biobehavioral legacy of early attachment relationships for adult emotional and interpersonal functioning.How early experiences shape attraction, partner preferences, and attachment dynamics.How mental representations change as attachments form.Insights into the formation of attachment bonds from a social network perspective.

"Bases" "of" "Adult" "Attachment" will interest scholars approaching adult attachment at multiple levels of analysis (neural, physiological, affective, cognitive and behavioral) and from multiple perspectives. This wide audience includes developmental, social and cognitive psychologists as well as neuroscientists, neuropsychologists, clinicians, sociologists, family researchers and professionals in public health and medicine."

This book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.

These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality. Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help when you are ethnically different or suffering serious depression? How does a world-class pianist cope when repetitive strain injury strikes, or a young financier when he hits his first million? What is the emotional impact of grade-skipping?

Joan Freeman's insights into the twists and turns of these lives are fascinating and deeply moving. She shows us that while fate has a part to play, so does a personal outlook which can see and grab a fleeting chance, overcome great odds, and put in the necessary hard work to lift childhood prodigy to greatness. Readers will identify with many of the intriguing aspects of these people's lives, and perhaps learn something about themselves too.

This handbook explores mindfulness philosophy and practice as it functions in today's socioeconomic, cultural, and political landscape. Chapters discuss the many ways in which classic concepts and practices of mindfulness clash, converge, and influence modern theories and methods, and vice versa. Experts across many disciplines address the secularization and commercialization of Buddhist concepts, the medicalizing of mindfulness in therapies, and progressive uses of mindfulness in education. The book addresses the rise of the, "mindfulness movement", and the core concerns behind the critiques of the growing popularity of mindfulness. It covers a range of dichotomies, such as traditional versus modern, religious versus secular, and commodification versus critical thought and probes beyond the East/West binary to larger questions of economics, philosophy, ethics, and, ultimately, meaning. Featured topics include: A compilation of Buddhist meditative practices. Selling mindfulness and the marketing of mindful products. A meta-critique of mindfulness critiques - from McMindfulness to critical mindfulness Mindfulness-based interventions in clinical psychology and neuroscience. Corporate mindfulness and usage in the workplace. Community-engaged mindfulness and its role in social justice. The Handbook of Mindfulness is a must-have resource for clinical psychologists, complementary and alternative medicine professionals/practitioners, neuroscientists, and educational and business/management leaders and policymakers as well as related mental health, medical, and educational professionals/practitioners.

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 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.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls' narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls' experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls' "choices" within systems that they do not feel they can change. Part two highlights girls' active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.

Psychological science constructs much of the knowledge that we consume in our everyday lives. This book is a systematic analysis of this process, and of the nature of the knowledge it produces. The authors show how mainstream scientific activity treats psychological properties as being fundamentally stable, universal, and isolable. They then challenge this status quo by inviting readers to recognize that dynamics, context-specificity, interconnectedness, and uncertainty, are a natural and exciting part of human psychology - these are not things to be avoided and feared, but instead embraced. This requires a shift toward a process-based approach that recognizes the situated, time-dependent, and fundamentally processual nature of psychological phenomena. With complex dynamic systems as a framework, this book sketches out how we might move toward a process-based praxis that is more suitable and effective for understanding human functioning.

This handbook offers a theoretical foundation for the adaptation of Parent-Child Interaction Therapy (PCIT) for children with autism spectrum disorder (ASD) and their families. The volume examines current treatments for children with ASD and provides a rationale for why PCIT is considered a strong option to address many of the concerns found within this population of children and families. It presents an overview of PCIT theory, the goals of PCIT, the unique aspects of the treatment, and the exceptional outcomes. The handbook demonstrates the versatility of PCIT in conjunction with standard science-based therapies in addressing specific behavioral problems in this young population. Chapters provide a theoretical basis for PCIT, the empirical evidence for its efficacy, clinical considerations, and training issues. Chapters also offer a selection of case studies that help illustrate how PCIT has been successful in treating children with autism. The handbook concludes by identifying the gaps that need to be addressed by future research. Topics featured in the Handbook include: A clinical description of Parent-Child Interaction Therapy. The effects of medication for individuals with ASD. The importance of parent-child interactions in social communication and development. Teaching complex social behavior to children with ASD. Internet-delivered PCIT (I-PCIT) for children with autism. Child-Directed Interaction treatments for children with ASD. Parent-Directed Interaction treatments for children on the autism spectrum. The Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum is a must-have resource for researchers, professors, clinicians/practitioners/therapists, and graduate students across many interrelated disciplines, including child and school psychology, behavioral therapy, social work, child and adolescent psychiatry, pediatrics, and family studies as well as occupational therapy, physical therapy, behavior analysis, and speech therapy.

Children's rights and human development is a new and uncharted domain in human rights and psychology research. This multidisciplinary children's rights reader is a first attempt to introduce this domain to students and researchers of children's rights, child development, child maltreatment, family and child studies, and related fields. For many lawyers, children's rights are limited to their legal dimension: the norms and institutions of international human rights law, often with an exclusive focus on the Convention on the Rights of the Child and its monitoring treaty body, the Committee on the Rights of the Child. However, there are three more dimensions to children's rights. Children's rights share a moral and a political dimension with all human rights, which most non-international lawyers all too often overlook. And children's rights have a fourth dimension: the time dimension of child and human development. This time dimension is multidisciplinary in itself. Human development begins nine months before childbirth. When we are four years of age, our brain is 90% adult size. The infrastructure of our personality, health, and resilience is formed in our first years of life, determined by the quality and sheer quantity of parent-child interaction and secure attachment formation. Yet, more than one third of children are not securely attached. According to research published in The Lancet in 2009, one in ten children in high income countries is maltreated. Violence against children is a worldwide plague. Socio-economic and socio-emotional deprivation are still transmitted from generation to generation in both rich and poor states. Investing in early childhood development, positive parenting, and child rights education makes sense. This book brings together substantial and fascinating texts from many fields and disciplines that illustrate and elaborate this point. Arranged in ten chapters titled according to pertinent child rights principles and concepts, these texts offer a state-of-the-art view of the enormous progress made in the past decades in several fields of human knowledge. In between these texts, several news and factual items inform the reader on the huge gap that still exists between what we know and what we do to make this world a better place for children, to promote human development, and to protect human rights better. Child rights violations are still met with more rhetoric than leadership. But change is on its way. The book's contents may be used both as background readings and as tasks for group discussion in problem-based learning or other educational settings in child rights law and psychology courses. It is also aimed at a broader academic and public audience interested in the many aspects and ramifications of children's rights and human development.

Thoroughly revised and up-to-date version of successful second edition Contains the best and most contemporary reviews of research on memory development that is currently available Range of topics is comprehensive both in scope and in the range of ages considered The authors are among the international leaders in their respective fields

While brain injury can be a potentially devastating childhood medical condition this book explores the developing field of neuropsychology to suggest it is not inevitable. It draws together contributions from leading international clinicians and researchers to provide an authoritative guide to help children with brain injury using neuropsychology.

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.

This book examines the continuum of bullying services, including prevention, intervention, and recovery. It reviews current theories, studies, and programs relating to this issue as well as outcome-based solutions to enhance best practices. Chapters discuss prevention and intervention services such as enhancing and promoting teacher skills in identifying abusive behaviors; interventions with bullies, victims, bystanders, and enablers; and curbing digital forms of bullying. International perspectives on program development and delivery offer fresh approaches to conceptualizing a school's particular bullying problems and creating effective policy. In addition, chapters cover program evaluation, guiding principles for evaluators, measurement methods, and documenting and disseminating findings. The book also provides recommendations for program development. Topics featured in this book include: An Adlerian approach to predicting bullying behavior. Bibliotherapy as a strategy for bullying prevention. Coaching teachers in bullying detection and intervention. Cyberbullying prevention and intervention. The "Coping with Bullying" program in Greek secondary schools. Factors that affect reporting victimization in South African schools. Bullying Prevention and Intervention at School is a must-have resource for researchers, clinicians and other practitioners, graduate students, and policymakers across such disciplines as child and school psychology, social work/counseling, pediatrics/school nursing, and educational policy and politics.

With its origins and conceptual underpinnings in the applied behavior analysis arm of psychology, positive behavior support (PBS) emerged during the 1980s as a comprehensive approach to addressing the need for community support for persons with disabilities who engage in challenging behavior. As a field of endeavor, PBS has experienced phenomenal growth over a span of 25 years and is now an integral component of public education in many schools in practically every state in the United States.
As an applied science of human behavior, PBS brings together the precision of a careful, analytical examination of the functions of problem behavior and relies on a broader framework of person-centered values to guide support through teaching alternative skill repetoires. Therefore, PBS involves a conceptual shift in addressing challenges presented by difficult behavior associated with disabilities this shift is away from a direct and focused effort to simply reduce the occurrence of such behavior (sometimes with the use of punishing consequences) to a comprehensive values-based approach that eschews highly aversive consequences in favor of a teaching model focused on both the person and the person s total life span or ecology.
Currently, the field of positive behavior support offers a significant and expanding scientific basis for the functional analysis of problem behavior that is, behavior that impedes learning and development and that, if not addressed, may result in a seriously diminished quality of life for those affected. PBS is now conceptualized as a risk-prevention system applicable at three levels of intervention:
-Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).

• Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).
• Group, or secondary intervention, directed to a specific group or aspect of the total ecology, (e.g., a classroom).
• Individual, or tertiary interventions, directed to individual supports.

At all three levels, the process begins with a systematic examination of the total context in which behavior of interest is manifest and addresses interventions that are concerned with each individual s well-being and overall quality of life rather than directing efforts to make individuals "fit in" to existing systems. At teritary levels of intervention, the process begins with a systematic examination of the total context in which problem behavior occurs, including preceding "setting events," biological factors, antecedent occurrences, environmental arrangements, learning styles and histories, and immediate as well as long-range consequences for problem behavior. The science of delineating functions of behavior is called functional behaviorial assessment (FBA).
Results of FBA are then directed to a set of teaching interventions with a system focus which may include multiple persons in a variety of settings, and which are carefully delineated in a document called a positive behavior support plan. Progress on implementation of the plan is carefully monitored and the resultant data periodically reviewed for progress and for any needed modifications. Tertiary interventions are considered to be terminated when an individual has successfully replaced aberrant and antisocial behavior with newly learned skills that are life affirming and socially desirable.
The sum of the three-level system of intervention of positive behavior support affords a comprehensive approach to preventing the emergence of life-restricting behavior through increasing degrees of support, as needed, to build a positive behavioral repetoire with entire social systems. As such, PBS respresents a scientifically validated, applied body of knowledge that spans all ages from early childhood through adulthood. It enables educational and other service providers to fully integrate a technology of sociobehavioral development with other pedagogical efforts to enhance the quality of life of recipients. It does so within a framework of expressed values that emphasize positive interactions directed to sustained lifestyle changes that enable recipients to participate fully in day-to-day community life.
"

Cognitive and biological ageing has become a fast-growing and dynamic area of study and research, and the scale of this acceleration in growth makes this new four-volume collection in the Psychology Press Major Works series, Critical Concepts in Psychology, especially timely.

A primary question is why we and all other complex animals and plants age, a question studied mainly by biologists, and Volume I ( Biological Bases of Ageing ) includes key research on models for ethological and evolutionary ageing. It also takes full account of the body of work on the genetics of animal and human ageing and on genes that directly cause, or that interact with environmental influences to cause, individual differences in the rate of age-related changes.

A quite distinct field of research has been the development of models for cognitive changes in the brain that are based entirely on behavioural evidence. Volume II ( Cognitive Ageing ) gathers together the most important work on the search for the neuropsychological bases of cognitive ageing and in so doing helps to make sense of the rapid growth of developments in this area.

The third volume in this collection ( Relating Cognitive Ageing to Brain Ageing ) makes available the most significant recent research on how the amounts and time-courses of gross age-related changes in local areas of the brain affect cotemporaneous global and local changes in cognitive performance.

Finally, the material collected in Volume IV ( The Effects of Health, Demographics and Social Conditions on Rates of Change in Old Age: Interpreting Data from Large Studies ) examines how the methodology of longitudinal studies and cross-sectional studies affects the conclusions that can be reached from each and explores recent statistical models to analyse complex data sets.

With comprehensive introductions to each volume, newly written by the editor, which places the collected material in historical and scientific context, Psychology of Ageing is destined to be a vital work of reference. It will also be valued by scholars, students, and practitioners as a primary research resource.