This sensitive guide for carers and professionals working with children and young people explains the serious issues of sexual content and harm that children face online. Covering technologies used by children aged two through to adulthood, it offers clear, evidence-based information about sexual-based online harm, its effects and what adults can do to support children 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. The guide offers an accessible explanation of how online harm impacts developmental, neurological and social development, as well as young people’s mental health and well-being. Examined in as non-traumatising a way as possible, the book covers key topics, including consent, pornography, online grooming, sexting, live streaming, revenge porn, ASD sexuality and gender, and vigilantism. Offering guidance and proactive and reactive strategies based on neuroscience and child development, it shows how e-safety is not one-size-fits-all and must consider the vulnerabilities of individual children and families. Children and Sexual-Based Online Harms will equip professionals and carers with the knowledge to support their work and to 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 the development of online technologies.

This book is a practical and thoughtful guide for the forensic interview of children, presenting a synthesis of the empirical and theoretical knowledge necessary to understand the account of child victims of abuse or witnesses of crime. It is a complex task to interview children who are suspected of being abused in order to gather their stories, requiring the mastery of many skills and knowledge. This book is a practical one in that constant links are made between the results of the research and their relevance for the interventions made when interviewing child victims of abuse or witnesses of crime and in understanding their accounts. This book also presents in a detailed and concrete way the revised version of the National Institute of Child Health and Human Development (NICHD-R) Protocol, a forensic structured interview guide empirically supported by numerous studies carried out in different countries. The step-by-step explanations are illustrated with a verbatim interview with a child, as well as other tools to help the interviewer to prepare and handle an efficient and supportive interview. Conducting Interviews with Child Victims of Abuse and Witnesses of Crime is essential reading for stakeholders in the justice, social and health systems as well as anyone likely to receive allegations from children such as educators or daycare staff. Although the NICHD-R Protocol is intended for forensic interviewers, the science behind its development and application is relevant to all professionals working with children.

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

This work offers a consideration of the nature of intelligence, cultural disadvantage and educational programmes for the culturally different. In this longitudinal study, profiles of development and expression of competencies are presented.

This multiauthored introductory textbook could not have been conceived or brought to fruition 10 or 15 years ago. Indeed, at that time relatively little attention was accorded to the psychological needs of older adults. The general tenor of the field then was that older adults would not benefit from psychological intervention. As we now know, this was a faulty assumption that has been discredited with empirical data. Indeed, clinical research data adduced, primar ily in the last decade, clearly documents that older adults do benefit from specific psychotherapies that are tailored to their unique presentation of symptoms. Given the explosion of interest in this area (as evinced by increased investi gatory activity, national funding, and media attention) and the increased number of masters-and doctoral-level courses devoted to this topic, we felt that the time was right for a textbook in the area. Such flurry of activity also has been fueled by statistics showing how our population by the year 2030 will consist of 30% who are senior citizens. Moreover, since 12% of older adults in the community are estimated to have diagnosable psychiatric disorders and 40% to 50% of older adult medical inpatients have a concomitant psychiatric disorder, the task for clinicians in the next century will be overwhelming."

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful.
All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

Featuring a fantastic line up of contributors, City A-Z introduces students to a refreshingly new way of thinking about and understanding cities and urban life. Specially comissioned short entries capture moments of the city, constantly surprising the reader with entries ranging from poetry to prose, from paintings to a photo-essay, and from rigorous noisy analysis to quiet stories of city life. An "ideas" map, similar to the London Underground map, links all the different themes providing a route through this unique text.
Includes contributions from: Ash Amin, Anette Baldauf, David Bell, Walter Benjamin, Alistair Bonnett, Iain Borden, Stephen Cairns, Iain Chambers, Steve Graham, Dolores Hayden, Steve Hinchcliffe, Mary King, Deborah Levy, Eugene McLoughlin, Harvey Molotch, Miles Ogborn, Steve Pile, Roy Porter, Jane Rendell, Saskia Sassen, David Sibley, Sharon Zukin.

This book constitutes a clear, comprehensive, up-to-date introduction to the basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Rebecca McCauley describes specific commonly used tools, as well as general approaches ranging from traditional standardized norm-referenced testing to more recent ones, such as dynamic and qualitative assessment. Highlighting special considerations in testing and expected patterns of performance, she reviews the challenges presented by children with a variety of problems--specific language impairment, hearing loss, mental retardation, and autism spectrum disorders. Three extended case examples illustrate her discussion of each of these target groups. Her overarching theme is the crucial role of well-formed questions as fundamental guides to decision making, independent of approach.
Each chapter features lists of key concepts and terms, study questions, and recommended readings. Tables throughout offer succinct summaries and aids to memory.
Students, their instructors, and speech-language pathologists continuing their professional education will all welcome this invaluable new resource.
Distinctive features include:
* a comprehensive consideration of both psychometric and descriptive approaches to the characterization of children's language;
* a detailed discussion of background issues important in the language assessment of the "major" groups of children with language impairment;
* timely information on assessment of change--a topic frequently not covered in other texts;
* extensive guidance on how to evaluate individualnorm-referenced measures for adoption;
* an extensive appendix listing about 50 measures used to assess language in children; and
* a test review guide that can be reproduced for use by readers.

Featuring a fantastic line up of contributors, The City A-Z introduces students to a refreshingly new way of thinking about and understanding cities and urban life. Specially comissioned short entries capture moments of the city, constantly surprising the reader with entries ranging from poetry to prose, from paintings to a photo-essay, and from rigorous noisy analysis to quiet stories of city life. An "ideas" map, similar to the London Underground map, links all the different themes providing a route through this unique text.
Includes contributions from: Ash Amin , Anette Baldauf , David Bell, Walter Benjamin, Alistair Bonnett, Iain Borden, Stephen Cairns, Iain Chambers, Steve Graham, Dolores Hayden, Steve Hinchcliffe, Mary King, Deborah Levy, Eugene McLoughlin, Harvey Molotch, Miles Ogborn, Steve Pile, Roy Porter, Jane Rendell, Saskia Sassen, David Sibley, Sharon Zukin

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful.
All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

In this handbook, renowned scholars from a range of backgrounds provide a state of the art review of key developmental findings in language acquisition. The book places language acquisition phenomena in a richly linguistic and comparative context, highlighting the link between linguistic theory, language development, and theories of learning. The book is divided into six parts. Parts I and II examine the acquisition of phonology and morphology respectively, with chapters covering topics such as phonotactics and syllable structure, prosodic phenomena, compound word formation, and processing continuous speech. Part III moves on to the acquisition of syntax, including argument structure, questions, mood alternations, and possessives. In Part IV, chapters consider semantic aspects of language acquisition, including the expression of genericity, quantification, and scalar implicature. Finally, Parts V and VI look at theories of learning and aspects of atypical language development respectively.

The movement from young adulthood through coupling and the transition to parenthood may be among the most universal adult developmental transitions. These passages hold interest for all of us, but especially for those who study the psychological, familial, and sociocultural components of development, all of which interact and influence each other. This book enhances understanding of family-life development by shedding light on the meanings that family members ascribe to the developmental process of becoming a family. This is achieved through qualitative analysis of narratives through which individuals and families explain themselves, their thinking, and their behavior. These family narratives are windows into individual and family identity, as well as descriptions of connections to others. The book addresses issues including identity, child characteristics, social support, and work. Each chapter includes a review of seminal literature, parents' comments and ideas about the topic, and a discussion of practice, policy, and research implications.

"Adolescent Relationships and Drug Use" explores the communicative and relational features of adolescent drug use. It focuses on peer norms, risk, and protective factors and considers how drugs are offered to adolescents, examining such factors as who makes the offers and how they are resisted, where the offers take place, and what relationship exists between the persons making the offers and the persons receiving them. Unlike other studies of drug resistance, this work examines the communication processes that affect adolescents' ability to effectively resist drug offers. Michelle Miller and her colleagues study how personal qualities, communication skills, and relationships with others affect an individual's ability to resist offers of drugs.
This volume provides a detailed analysis of drug resistance in the context of such factors as relationships, types of drugs, family and peer group relationships, personality, and situations. It places drug use and resistance in a living, relational context, and offers the first comprehensive communication and relational approach to drug resistance. The authors argue for the development of a relational and communication competence model of drug resistance, and suggest unique approaches for future drug prevention efforts.
In describing the social and relational processes of drug resistance and then linking intervention techniques to the adolescents' relational world, this work makes a major contribution toward understanding drug use among adolescents. It informs relationship, communication, and psychology research, assists drug and health research by presenting new ways of considering the issue, and enlightens drug resistance practice by demonstrating a new approach to prevention. As such, it makes an effective and invaluable contribution to the ongoing efforts to reduce drug use among adolescents.

This text provides a description and analysis of play and its use in helping young children to reach their potential. It is aimed at professionals working with young children with special educational needs and from a range of cultural and linguistic backgrounds.;The authors have sought to make sense of play from theoretical and practical sources to promote an interactive perspective. Included in the book is the authors' model of Play Based Assessment, a framework that can be used to assess and mediate children's learning and development.

The Boston Process Approach to neuropsychological assessment, advanced by Edith Kaplan, has a long and well-respected history in the field. However, its theoretical and empirical support has not previously been assembled in an easily accessible format. This volume fills that void by compiling the historical, empirical, and practical teachings of the Process Approach. The reader will find a detailed history of the precursors to this model of thought, its development through its proponents such as Harold Goodglass, Nelson Butters, Laird Cermak, and Norman Geschwind, and its continuing legacy. The second section provides a guide to applying the Boston Process Approach to some of the field's most commonly used measures, such as the various Wechsler Intelligence Scales, the Trail Making Test, the California Verbal Learning Test, and the Boston Naming Test. Here, the reader will find a detailed history of the empirical evidence for test administration and interpretation using Boston Process Approach tenets. The final section of the book provides various perspectives on the implementation of the Boston Process Approach in various clinical and research settings and with specialized populations.

Numerous publications have addressed gender issues from a social or a developmental psychological perspective. This volume breaks new ground in advancing a genuine synthesis of theory and research from these two disciplines. Building on the premise that a full understanding of the multifaceted nature of gender can be achieved only through a wider focus on processes of development and social influence, the contributors examine theoretical approaches to gender development and socialization, gender categorization and interpersonal behavior, and group-level and cultural forces that affect gender socialization and behavior. The book will be of interest to students and professionals in social psychology, developmental psychology, gender studies, sociology, anthropology, and educational psychology.

In April 2009, an inspiring international conference was held at Bielefeld on the topic "Children and the Good Life: New Challenges for Research on Children." The focus was on how we can define and measure a "good life" for children growing up in the modern world. This tied in with discussions on how convincing universalistic theories are, what research on children can contribute, and how children themselves can be integrated into the research process and debates on the "good life."

Discourses and the production of knowledge on the "good life" or "well-being" require a guiding idea or a theoretical frame. This frame can come from the feminist ethic of care or from the Human and Children's Rights Convention, from the idea of welfare, or from the Capability Approach.

The workbook fosters participant interaction, with worksheets for each activity that require written comments and drawings. Also contains updated bibliography for each session. It encourages sharing among group members, and communication with parents or guardians.

." . . a big, rich book . . . a well-crafted book. Just like teenage girls, it is dramatic, entertaining, and endearing."?- JRAI ." . . an exhaustive study, theoretically sophisticated, beautifully written, and an enlightening read." - Australian Women's Book Review Through the innovative methodology of asking them to record their experiences on videotape, this book offers an evocative and fascinating cross-cultural exploration into the everyday lives of a number of teenage girls from their own broad social, cultural and ethnic perspectives. The use of the video camera by the girls themselves reveals their exploration and experimentation with possible identities, highlighting their awareness that the self is not ready made but rather constituted in the process of continuous performance. The result is an active self-conscious exploration of the continuous "art" of self-making. Through their play, the teenagers are shown to strategically test out various possibilities, while keeping such explorations within the bounds of what is acceptable and permissible in their own micro-cultural worlds. The resulting material challenges previous findings in those feminist and youth anthropological studies based on too narrow a concept of class, ethnicity or populist approaches to culture. Gerry Bloustien is a senior lecturer in Communications at the University of South Australia.

This collection brings together studies and essays which represent the best work being done in the area of qualitative research in early childhood settings. The research spans the full range of early childhood settings from infant-toddler and home day care programs to primary classrooms.

The volume is designed to appeal to scholars doing early childhood research and to graduate students and their instructors in general early childhood research courses, specialized early childhood qualitative research courses, and general qualitative research courses. Experienced scholars doing qualitative work related to early childhood will see the book as essential because, for the first time, a comprehensive treatment of this emerging area of inquiry is provided. Less-seasoned researchers will find the collection useful in providing fundamental knowledge and concrete examples to guide their scholarly development.

This book provides an up-to-date account of blind children's developing communicative abilities with particular emphasis on social cognition and language acquisition from infancy to early school age. It purports to foster dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind and to provide insights and new explanations of why the development of blind children may differ from that of sighted children. The book also aims to identify and examine current theoretical issues which are likely to be at the centre of developments in the fields of child language and developmental psychology.
Language Development and Social Interaction in Blind Children is also a timely book. The study of blind children's development constitutes a unique opportunity to study the effect of vision on development, and more specifically on the development of language and certain aspects of social cognition. Current interest in the development of "theory of mind" and perspective taking in language learning, make the case of blind children crucial to our understanding of certain aspects of psychological functioning. The book explores these issues, challenges some widely-held beliefs about the development of communication in blind children, and provides a cohesive picture of our knowledge to date.

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Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.