This handbook examines the psychology of fatherhood throughout the lifespan and across multiple contexts. It synthesizes the trajectory of research and theorization of fathering that has traditionally dominated fatherhood literature. The book explores fathering within the developmental stages of children, from infancy to adulthood. In addition, it addresses the health and well-being of fathers from the perinatal period onward, with a focus on isolation, loss, trauma, and mental and physical health. The book emphasizes positive fatherhood and masculinity, thereby offering new perspectives of fatherhood. It synthesizes cutting-edge research on the intersectionality of fathering and provides knowledge of fatherhood for diverse populations, including military, LGBTQ, and fathers on the margins. The handbook reviews clinical assessment as well as community-based prevention and intervention strategies for issues of fatherhood and examines directions for future public policy and on-the-ground work. It offers recommendations for promoting the health and well-being of fathers and their families from multiple perspectives. Key areas of coverage include: Historical, multicultural, and future directions in the research of fatherhood. Fatherhood and child development, from infancy to emerging adulthood. Grandfathering and adult children. Fatherhood and men's mental and physical health and well-being. Positive masculinity and fatherhood. The Handbook of the Psychology of Fatherhood is an invaluable resource for researchers, clinicians and practitioners, and policy advocates as well as graduate students in developmental psychology, social work, public health, pediatrics, human development, family studies, child and adolescent psychiatry, school and educational psychology, and all interrelated disciplines.

In this useful text, Mark L. Howe presents the most complete book-length exegesis of the research and theory concerning the emergence and development of declarative, long-term memory from birth through early adolescence. The book also contains the first presentation of Howe's theory that memory is an adaptive mechanism that is used to guide the development and survival of the organism in an initially novel, yet changing environment.
The book is divided into four parts: In the first part, Howe discusses why memory development is important; in the second, he discusses infantile amnesia and autobiographical memory; in the third part, Howe explores a series of key factors that have an impact on early memory development--distinctiveness, emotion, stress, and maltreatment; and finally, he gives a detailed presentation of the theory of memory as an adaptation, and applies results to real-world problems.
In addition to reviewing the basic-science research on both humans and nonhuman animals, Howe devotes a significant portion of the book to clinical and forensic topics, including the roles of stress and trauma in memory development, the development of false recollection, memory for traumatic experiences, the effects of depression, PTSD, and dissociation on early memory development, and nonhuman animal research on the nature of infantile amnesia. In bringing together this diverse-yet-influential body of literature, Howe presents a valuable resource for anyone interested in research on memory.

This book reflects on the various ways in which intelligence can manifest itself in the wide range of diverse contexts in which people live. Intelligence is often viewed as being tantamount to a score or set of scores on a decontextualized standardized intelligence test. But intelligence always acts within a sociocultural context. Indeed, early theorists defined intelligence in terms of adaptation to the environment in which one lives. The tradition of decontextualization is old, dating back to the very beginning of the 20th century with the development of the Binet-Simon Intelligence Scales. This tradition is not only old, however, but obsolete. Because people live in different sociocultural as well as physical environments, intelligence can take somewhat different forms in different places and even at different times. The chapters in this edited volume show that intelligence viewed in the abstract is a somewhat vacuous concept - it needs to be contextualized in terms of people's physical and sociocultural surroundings.

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

This volume attempts to bring together a collection of current approaches to, and related empirical investigations on, the development of coordination in the first two years of life. It will be of interest to scientists and students in, for example, biology, human movement sciences, kinesiology, psychology, pediatrics, physiology, physical education, physical therapy and robotics.

Contributors include those with established reputations in the field, as well as young authors, who are beginning to make their mark. Their efforts resulted in twenty chapters, of which seventeen were invited. The chapters have been divided into four sections. The first chapter is intended to outline the structure of the book.

Successful Prevention Programs for Children and Adolescents presents a wide variety of exemplary programs addressing behavioral and social problems, school failure, drug use, injuries, child abuse, physical health, and other critical issues. The validity and generality of each study's results are given special attention, and outcomes involving actual behavioral change are emphasized. A special appendix lists resources on prevention, including other texts, special journal issues, national clearinghouses, resource centers containing videos and curriculum materials, and Web sites.

Moral Development offers a comprehensive overview of classic and current theories of moral development and applications of these theories in various counseling and educational settings. It examines changes across time and experience in how people understand right and wrong, and individual differences in moral judgements, emotions, and actions. Elizabeth C. Vozzola and Amie K. Senland review the latest research in the field and integrate classic work with contemporary perspectives on assessment and treatment. Part 1 provides an understanding of a range of theories, explaining their strengths and challenges, and offering examples of how these theories apply to helping professionals. It covers Freud, Piaget, Kohlberg, Rest, Gilligan, Nodding, Bandura, Turiel, Nucci, Narvaez, Haidt, and Shweder. Part 2 highlights promising applications of moral development theory in education and counseling. Fully updated with new chapters on faith development and moral and prosocial development in infancy and early childhood, the text explores specific approaches to helping clients with a variety of clinical or developmental challenges and provides an excellent resource for courses addressing the CACREP program objectives for Human Growth and Development. It also integrates issues of gender, ethnicity, and culture throughout to prepare readers for practicing in a global culture and presents a new perspective: the cultural developmental approach. Illustrated throughout with examples that highlight applications of moral development concepts in today's media, it also includes interviews from some of today's leading theorists and practitioners. Ideal as a text for advanced courses on moral development and moral psychology, as well as courses on human, child, social and personality development taught in psychology, counseling, education, human development, family studies, social work, and religion. Its applied approach also appeals to mental health and school counselors.

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.

This book explores the ways in which systems (organizational) consultation may be applied to school roles and functions as part of an overall systems change process. Using an implementation science framework grounded in systems/organizational consultation research, the volume details how school reform or improvement may be facilitated. School-based case studies illustrate the application of implementation science to systems change efforts in schools and districts across the United States. Each case study describes the implementation science steps taken to deliver a school-based innovation at the systems level. The book discusses implementation science theory combined with real-world examples of its use in planning for, implementing, and engaging in ongoing evaluation of a systems change effort. Key areas of coverage include: Implementation science in educational settings. Key stakeholder roles in school-based systems change. Implementing and evaluating systems change in schools. Teacher-student mediation to reduce conflict and ensure effective school discipline and behavior practices. District-level processes and supports for English Language Learners. Mental health screening and social-emotional well-being of students. Systems Consultation and Change in Schools is an essential resource for researchers, professors, and graduate students as well as scientist-practitioners, school-based practitioners, and clinicians across such disciplines as school administration and leadership, school and clinical child psychology, social work, public health, teaching and teacher education, educational policy and practice, and all interrelated fields.

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.

From climbing trees and making dens, to building sandcastles and pond-dipping, many of the activities we associate with a happy childhood take place outdoors. And yet, the reality for many contemporary children is very different. The studies tell us that we are raising a generation who are so alienated from nature that they can't identify the commonest birds or plants, they don't know where their food comes from, they are shuttled between home, school and the shops and spend very little time in green spaces - let alone roaming free. In this timely and personal book, celebrated nature writer Patrick Barkham draws on his own experience as a parent and a forest school volunteer to explore the relationship between children and nature. Unfolding over the course of a year of snowsuits, muddy wellies, and sunhats, Wild Child is both an intimate story of children finding their place in natural world, and a celebration of the delight we can all find in even modest patches of green.

Social and Emotional Development, a new four-volume collection from Psychology Press, brings together the most influential and fundamental research in the area, providing readers with a vital overview of the basic theory and the empirical database regarding social and emotional development. The collection editors present a general developmental picture of the state-of-the-art in each area of social and emotional development. They have also written integrative commentaries (appearing as an introduction at the start of each volume) to situate the collected research topics in their historical and intellectual context, and to provide a snapshot of current issues in the field. The collection is an ideal introduction to social and emotional development for advanced undergraduates and graduate students, and will serve as an important reference for instructors. Indeed, teachers who are planning courses intended for advanced undergraduates and graduate students will find these volumes to be an ideal way of providing a comprehensive and in-depth coverage of research on social and emotional development. The chronological organization of three of the four volumes will allow instructors to use all three or to choose the book that best fits the needs of their course. The models-and-methods volume can be used in a similarly flexible or focused manner. For anyone interested in social and emotional development, this new Major Work constitutes a 'mini library' on the history of, and current debates in, social and emotional development. Beyond its immediate relevance to those working in developmental psychology, the collection will be of interest to individuals from disciplines including: counselling and school psychology, human development, family studies, kinesiology, sport psychology, educational psychology, sociology, anthropology, criminal justice (especially the collected material on aggression), child psychiatry, social work, early childhood education, and public policy.

This is fully updated with new material to support practitioners in observing children within the Early Years Foundation Stage. This book retains the popular, practical approach of the first edition, making it ideal for practitioners to dip in and out of for day-to-day guidance and in-depth enough for students learning the theory and skills for the first time. It includes updated information relating to the National Primary Strategy to support effective observations in schools. It also offers examples of observations throughout enable students and practitioners to relate the theory and techniques to their setting.

Integrating the perspectives of a number of disciplines, this work examines social referencing in infants within the broader contexts of cognition, social relations, and human society as a whole.

-The topic of time psychology, although fundamental for an understanding of all other mental faculties, is still under-represented. This book offers an overarching understanding of concepts beyond methodological detail, uniquely offering a developmental psychology perspective. -From Philippe Rochat, outstanding expert in developmental aspects of the self, it considers key topics including our developing awareness of spatial and temporal vanishing, developmental origins of human subjectivity and sense of separation and guilt, and how we are all constrained to knowingly exist in finite time. -For all advanced students and scholars of the psychology of time, human development and self-consciousness from psychological, philosophical and social science backgrounds.

This edited book summarizes the current state of knowledge on the development of criminal and antisocial behavior over the life course. It focuses mainly on the developmental perspective, which has had a paradigmatic influence on current theoretical and empirical works in criminology. With a multidisciplinary perspective, the book reviews: (a) the fundamental concepts of developmental criminology; (b) the risk factors and developmental processes related to the most salient personal (e.g., genetics, personality) and environmental (e.g., family, peers, school) domains explaining the development of criminal and antisocial behavior; (c) the developmental issues related to a number a special themes (e.g., women criminality, street gangs) and (d) the applied and policy implications of research in developmental criminology. In each chapter, prominent researchers from different disciplines such as criminology and psychology summarize the state of knowledge on a specific topic, identify the shortcomings of past research, offer recommendations for future research needs.

The book presents an empirical model of commonly occurring individual differences in children that is derived from a large-scale research effort assessing parental and teacher perceptions of children in middle childhood. It examines eight characteristic behavioral traits, most of which have been widely shown to be present in infants, toddlers, and preschool-aged children. The book demonstrates the importance of considering profiles of these relatively stable individual differences for the educational, social, and emotional life of the child. It describes characteristic behaviors of children within each profile - emphasizing the assets and liabilities of each - and how they are perceived by their parents, teachers, and peers. Chapters explore issues related to the most developmentally effective management of children exhibiting each profile type. In addition, the book addresses a critical need in child development, parenting, and teaching to understand the wide range of individual differences observed every day in school-aged children. Not only does this volume underscore that commonly occurring differences can be understood as being normal and do not suggest a pathology, it also discusses implications of the model in diagnosing pathology. The book describes what is known about the stability of temperament behaviors and profiles across the lifespan as well as the origins of these behaviors. Key topics addressed include: Nurturing development of well-adjusted children. Causes of individual differences in children's behavior. Temperamental tendencies and profiles of children. Diagnosing psychopathology in children. This book is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child and school psychology, social work, public health, pediatrics, family studies, educational psychology and counseling, and all other interrelated disciplines.

This book explores various aspects of violence and the attendant emotional, psychological, biological and social features that may be found to accompany these states in children. It highlights the importance of prevention and early intervention and the implicit use of therapy to help children who are in these vulnerable and dangerous states of mind and body. This book rests on fundamental psychoanalytic principles and processes as well as something very simple that we all know, that children and parents who have increased social and emotional support in our society are less likely to develop pathological ways of coping with the various stressors and strains that are in part an inevitable element of living in the 21st century and which may also be at times an inherent part of our psycho-biological make-up.Clinical material in all the chapters of this book also provide supporting evidence for how useful psychotherapy can be for children who have already developed coping strategies that are pathological, particularly in relation to violence. Research has found that too many obstacles are actually placed in the way of allowing violent children to receive the necessary treatment that could help them to overcome their violent tendencies.

William A. Corsaro's groundbreaking work, The Sociology of Childhood, Fifth Edition discusses children and childhood from a sociological perspective - providing in-depth coverage of social theories of childhood, the peer cultures and social issues of children and youth, and children and childhood within the frameworks of culture and history.

In this new volume, leading researchers provide state-of-the-art perspectives on how social interaction influences the development of knowledge. The book integrates approaches from a variety of disciplines including developmental psychology, psychopathology, philosophy, anthropology, sociology, evolutionary biology, and primatology. It reviews the nature and type of interactions that promote development as well as the conceptual frameworks used to explain the relation between individuals and groups. Social Life and Social Knowledge comprehensively addresses conceptual questions central to understanding human life and development: Is the human form of social life reducible to biological processes? What psychological abilities constitute the specifically human form of social life? What are the processes and contexts within which these abilities develop? How should we conceptualize the links between social life and the development of thought, and how do individuals and society contribute to these processes? The book is intended for philosophers, primatologists, anthropologists, biologists, sociologists, and developmental and educational psychologists interested in social development, social cognition, and developmental psychopathology. It also serves as a resource for courses in social development and those that focus on the intersection between cognition, development, and culture.

This book is about how to maintain an aliveness to the possibilities in therapy and practice and how to challenge ideas of orthodoxy in theory and methodologies that can become stale or followed like religions. The central metaphor is the performance of practice emphasized in the spoken word and expressed in all its non-verbal complexity. How practitioners use every aspect of their being to communicate with the other in practice, how they shape and mold their words through gesture and other non-verbal actions in response to the gestures and words of others is a continually recursive process. Therapy is an enactment, a performance that is created between all the participants."This is Jim Wilson's second book in our series. He might call it his second act. His first book, Child Focused Practice, was very popular because it offered practical approaches to working with children for practitioners from diverse backgrounds. This current volume is written in the same spirit but takes his thinking and techniques into new areas. He is interested in two things: how therapists can release more of their own creativity when working with children and how they can use enactment to explore difficult family emotions. The influence of systemic thinking on the family therapy world has often led to theories and techniques that have often overlooked the value of simply talking to and playing with children. This book goes some way to redressing that balance. It is loaded with examples of conversations with children, playful metaphors, enacted scenarios of traumatic events, and discussions that connect children to the other relationships in the family. The sheer pleasure Wilson gets from working directly withchildren is evident throughout the book and he is clearly drawing on his personal style, yet the book does not neglect the theorizing that helps answer the question of why Wilson does what he does and why it is effective."- David Campbell and Ros Draper, from the Series Editors' Foreword

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 Strategic Dialogue is a strategy by which one can achieve maximum results with minimum effort. It was developed through a natural evolutionary process from previous treatments for particular pathologies, and is composed of therapeutic stratagems and specific sequences of ad hoc maneuvers constructed for different types of problems. This book represents both the starting and finishing line of all of the research, clinical practice, and managerial consulting performed by professors Giorgio Nardone and Paul Watzlawick over a fifteen year period at the Centro di Terapia Strategica of Arezzo (Strategic Therapy Center). It is the result of the combined efforts and contributions of not only the authors of this book, but also of other colleagues, collaborators, scholars and patients from all over the world, many of whom were often unaware of the help they provided. This work can be referred to as the finishing line because the Strategic Dialogue, an advanced therapeutic method of conducting a therapy session and inducing radical changes rapidly in the patient, represents the culmination of all that has been achieved so far in the field.While reading through the full transcriptions of the cases presented, the reader will immerse oneself fully in Giorgio Nardone's style of work, to be fascinated by the articulate dialogue, carried out through the use of precise strategic plans that are adaptable both to the structure of the problem and also to the peculiar reality of the patient. Moreover the reader will be astonished to discover how, through the use of subtle communicative maneuvers and creative stratagems, patients are lead to rapid and effective therapeutic change.