Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein's theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking. The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a 'whole school' approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein - such as Instrumental Enrichment and the Learning Propensity Assessment Device - to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking, bringing together the author's considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research. This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implementation of the Feuerstein approach in their schools.

Child sexual abuse is a global problem that negatively affects many women and girls. As such, it has long been of concern to feminists, and more recently mental health activists. Women and Child Sexual Abuse draws on this revolutionary legacy to re-evaluate mainstream and feminist approaches to understanding women and child sexual abuse. The book aims to contribute to the ongoing development of a knowledge-base for working with abused women and girls.

Women and Child Sexual Abuse draws on feminism and post-structuralism to critically examine current perceptions of women, girls and child sexual abuse in psychology, psychiatry and the mass media. The book demonstrates the need to question the use of formulaic methods in working with abused women and girls, and calls for an explicit concern with politics, principles and ethics in the related areas of theory, research and practice.

Using research into women who have been sexually abused in childhood, andwho are detained in maximum security mental health care, Sam Warner explores and identifies key principles for practice. A social recovery model of intervention is developed, and case study examples are used to demonstrate its applicability in a range of practice areas. These include abuse psychotherapy; expert witness reports in child protection; with mothers of abused girls; and with women and girls in secure care contexts.

This thorough investigation of this emotive issue provides a clear theoretical and practical framework for understanding and coping with child sexual abuse. This book will be of interest to anyone who works with children and adults who have been sexually abused. This includes clinical psychologists, therapistsand other professionals that work in mental health, psychotherapy and social services; and legal settings within both community and secure care contexts. It should also be essential reading for students and academics in this area.

Understanding the Paradox of Surviving Childhood Trauma offers clinicians a new framework for understanding the symptoms and coping mechanisms displayed by survivors of childhood abuse. This approach considers how characteristics such as suicidality, self-harm, persistent depression, and anxiety can have roots in behaviors and beliefs that helped patients survive their trauma. This book provides practitioners with case examples, practical tips, and techniques for applying this mindset directly to their most complex cases. By depathologizing patients' experiences and behaviors, and moving beyond simply managing them, therapists can reduce their clients' shame and work collaboratively to understand the underlying message that these behaviors conceal.

The book offers a unique in-depth understanding of the twin relationship, and the way in which twin development is affected by our attitudes to twins and our enduring fascination with them. It explores our historical fascination with this subject and the origins of this excitement, how our perceptions of twins reflect our own longing for a perfect soul-mate, and the effect this personal projection has on the development in twins. It is a book written with the general reader in mind rather than "experts". Twins share a deep psychic bond that forms the core of their twinship, but they are never identical. Many factors will affect their development, including the early mutual resonances and sensate experiences between them, and parental and societal attitudes in raising them.

This book presents an in-depth, wide-ranging and rigorous investigation of Winnicott's central theory of maturational processes and its interrelation with psychic disorders. It provides the framework from which different aspects of the study of human nature can be developed.

This book arose out of the need to work with emotionally regressed non-talking children who entered hospital in full retreat from the external world. It helps parents and professionals compassionately comprehend the child's difficulties in depending on someone to receive communication.

This book provides more clarity into what mental toughness means and to measure its impact when children and young people are taught how to acquire it not as a "chalk and talk" didactic exercise but experientially.

This cutting-edge volume explores how technological tools can be designed, engineered and implemented to assess and support individuals with neurodevelopmental disorders from diagnosis through to rehabilitation. Tanu Wadhera and Deepti Kakkar and their expert contributors focus on technological tools as equalizers in Neurodevelopmental disorders (NDDs) at every stage, the importance of demand-specific design, and how we can best engineer and deploy both invasive and non-invasive individual-centered approaches that support and connect individuals. Considering the perspectives of patients, clinicians and technologists, it explores key topics including design and evaluation of platforms for tech-tools, automated diagnosis, brain imaging techniques, tech-diagnostic frameworks with AI and machine learning, sensing technology, smart brain prosthetics, gamification, alternative communication devices, and education tools and interactive toys. Outlining future challenges for research, Enabling Technology for Neurodevelopmental Disorders is useful for scholars and professionals in psychology, technology, engineering and medicine concerned with design, development and evaluation of a range of assistive technological tools.

Affect and emotion have come to dominate discourse on social and political life in the mobile and networked societies of the early 21st century. This volume introduces a unique collection of essential concepts for theorizing and empirically investigating societies as Affective Societies. The concepts promote insights into the affective foundations of social coexistence and are indispensable to comprehend the many areas of conflict linked to emotion such as migration, political populism, or local and global inequalities. Adhering to an instructive narrative, Affective Societies provides historical orientation; detailed explication of the concept in question, clear-cut research examples, and an outlook at the end of each chapter. Presenting interdisciplinary research from scholars within the Collaborative Research Center "Affective Societies," this insightful monograph will appeal to students and researchers interested in fields such as affect and emotion, anthropology, cultural studies, and media studies.

These dialogues with child, adolescent and adult psychotherapists and child psychiatrists focus on their personal as well as professional experiences. All the contributors have a long-standing practice of Buddhism or other forms of meditation. The relevance of this to their clinical work with infants, children, adolescents, families and adults is described. Buddhist principles such as suffering, impermanence, non-attachment, no-self and the Four Noble Truths influence the contributors' practice of psychotherapy with children and with the child in the adult. Similarities and differences between the two traditions of Buddhism and psychotherapy are highlighted in these dialogues, which are embedded in deep, personal and transforming experiences that are shared by the authors.

Originally published in 1982. This book is concerned with the new kinds of demands on our reading ability made by the work we undertake for A-level, or in college, or at university, or indeed at work. It is not a speed reading book, or a reading skills book. Anyone with a lot of reading to get through may not want to read all of it quickly. Some things can be skimmed through; others take a lot of reading. This book helps readers discriminate and gives techniques to assume responsibility for their own reading. The book takes the form of a reading workbook, and consists of a number of exercises together with an interleaving commentary, along with suggestions for further work. It can be used by the individual student, by students in groups or with a teacher, and as a sourcebook for courses in study skills.

Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.

This issue explores some of the ways in which gender, as a social construction, might be rooted in and contingent on conversational processes in childhood. The interconnections between language and gender in three key developmental sociolinguistic contexts are examined: talk between parent and child, talk among friends, and talk between siblings. When children learn to speak a language, they also learn to use it in ways that can reflect, resist, or ignore their culture's norms of acceptable feminine and masculine behavior. The authors of these articles explore the concept of talk as a medium in which both young children and the adults in their world "do" gender. This collection should act as a springboard for more thinking about ways to untangle gender and context, and to show their interconnectedness as well.

New Perspectives on Happiness and Mental Wellbeing in Schoolchildren presents a revolutionary approach to handling social rejection during the latency period. It offers the reader an innovative educational approach, adapted to this pre-adolescent age group, for systemic intervention in classes experiencing negative social phenomena. Presenting latency as a significant developmental stage, it explains children's cruelty in social rejection from a developmental perspective. The book presents the "Envelopes" therapy method to improve children's status immediately and proposes a school intervention for social rejection. It also offers an educational approach appropriate to the developmental needs of latency age children. The approaches described are based on a new developmental psychology paradigm that can illuminate latency with far-reaching insights that aid in adapting approaches suitable to this age. This new paradigm of significant and unique intrapsychic development during early childhood asserts that the most important human development occurs during latency. With informative case studies used throughout, this book will be of great interest to academics and researchers in the fields of clinical psychology, educational psychology, and teacher training.

Theory of Mind, the cognitive capacity to attribute emotions, intentions and knowledge to oneself and others, has been claimed a hallmark of human cognition. Nonetheless, Theory of Mind is considered limited in young children and people with autism. Moreover, its presence in animals is much investigated, and hotly debated. Essential for cross-disciplinary discussions and real insight in this unique capacity is knowing what constitutes Theory of Mind. We aim to tackle this by combining insights from three different scientific fields that study Theory of Mind: animal behaviour, typical child development and developmental disorders such as autism and AD/HD.

The role of play in human and animal development is well established, and its educational and therapeutic value is widely supported in the literature. This innovative book extends the play debate by assembling and examining the many pieces of the play puzzle from the perspective of public health. It tackles the dual aspects of art and science which inform both play theory and public health policy, and advocates for a 'playful' pursuit of public health, through the integration of evidence from parallel scientific and creative endeavors. Drawing on international research evidence, the book addresses some of the major public health concerns of the 21st century - obesity, inactivity, loneliness and mental health - advocating for creative solutions to social disparities in health and wellbeing. From attachment at the start of life to detachment at life's ending, in the home and in the workplace, and across virtual and physical environments, play is presented as vital to the creation of a new 'culture of health'. This book represents a valuable resource for students, academics, practitioners and policy-makers across a range of fields of interest including play, health, the creative arts and digital and environmental design.

The ASQ (R):SE-2 Quick Start Guide is a convenient, at-a-glance guide that keeps ASQ:SE-2 scoring and administration basics right at the fingertips. Perfect for busy professionals on the go, this Quick Start Guide is laminated, lightweight, and so cost-effective that every professional in a program can have one (it's sold in a package of 5). ASQ:SE-2 users will turn to the Quick Start Guide for clear, simple directions on selecting the correct questionnaire, scoring ASQ:SE-2, and communicating results to parents. The Quick Start Guide is part of the ASQ:SE-2 screening system. ASQ:SE-2 is the NEW edition of the bestselling screener trusted to uncover possible social-emotional issues as early as possible during the crucial first 6 years of life. The 9 age-appropriate ASQ:SE-2 questionnaires effectively screen 7 key developmental areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people. The second edition of ASQ:SE-2 has been revised and updated with invaluable new features, including a NEW 2 month questionnaire, an expanded age range, updated cutoff scores, new behavior and communication items, and more updates to help you better support families and promote social-emotional development.

In the Birth of the Family, Dr.Lewis continues one of the most important research projects in clinical psychiatry. It gives a picture of the interweaving of three relationships systems before, during and after the birth of the first child: the martial relationship of the parents, and the parental relationship with the new child. First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Based on the Annual Symposium of the Jean Piaget Society, Biology and Knowledge Revisited focuses on the classic issue of the relationship between nature and nurture in cognitive and linguistic development, and their neurological substrates.

Contributors trace the history of ideas concerning the relationship between evolution and development, and bring powerful new conceptual systems and research data to bear on understanding the problem of experience-contingent brain development and evolution. They focus on processes of phenotype construction - which fill the gap between genes and behavior - and demonstrate that evolutionary psychological models of innate mental modules are incompatible with what is known about these processes. This book presents exciting new approaches to the development and evolution of cognitive and linguistic abilities.

Returning to the broad evolutionary theme of a previous meeting, the symposium focused on specifically constructivist approaches to neurogenesis and language acquisition, and their evolution. It was organized around ideas about the relationship between development and evolution raised in Piaget's books. Research in this arena has yielded cutting-edge insight into behavioral influences on brain plasticity.

Two of its subthemes run throughout - a critique of modularity models popular among evolutionary psychologies and the prescient yet flawed nature of Piaget's critique of the modern synthesis of evolution. As a result, Biology and Knowledge Revisited is intended for developmental psychologists, psycholinguists, biological anthropologists, evolutionary psychologists, and philosophers of science.

This book brings together key authors from the Nordic countries (Sweden, Finland, Norway, Denmark and Iceland) to discuss theoretical and empirical research on families and children. Sharing the Nordic perspective from each of the five countries, the book highlights key ideas within and across the countries. The chapters provide an understanding of the history of the Nordic perspectives of family and children, present current innovative research on solutions to complex issues, and explore contemporary issues. Nordic countries continually attain high scores in lifestyle measures, quality of life and children's outcomes. Much of this has to do with the specific culture and policy of the Nordic countries. Written by academics within the region who are well regarded for contributing to academic and public debate, this book will appeal to an international audience interested in the Nordic perspective and social policy around family and children.

The role of play in human and animal development is well established, and its educational and therapeutic value is widely supported in the literature. This innovative book extends the play debate by assembling and examining the many pieces of the play puzzle from the perspective of public health. It tackles the dual aspects of art and science which inform both play theory and public health policy, and advocates for a 'playful' pursuit of public health, through the integration of evidence from parallel scientific and creative endeavors. Drawing on international research evidence, the book addresses some of the major public health concerns of the 21st century - obesity, inactivity, loneliness and mental health - advocating for creative solutions to social disparities in health and wellbeing. From attachment at the start of life to detachment at life's ending, in the home and in the workplace, and across virtual and physical environments, play is presented as vital to the creation of a new 'culture of health'. This book represents a valuable resource for students, academics, practitioners and policy-makers across a range of fields of interest including play, health, the creative arts and digital and environmental design.

The final volume in this significant series, this publication mirrors the broad scientific attention given to ideas and issues associated with the life-span perspective: constancy and change in human development; opportunities for and constraints on plasticity in structure and function across life; the potential for intervention across the entire life course (and thus for the creation of an applied developmental science); individual differences (diversity) in life paths, in contexts (or the ecology) of human development, and in changing relations between people and contexts; interconnections and discontinuities across age levels and developmental periods; and the importance of integrating biological, psychological, social, cultural, and historical levels of organization in order to understand human development.

The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.

Our experience of the world is driven by processes common to all animals: growth, survival, reproduction and death. Evolution and Human Behaviour explores the complexities of the human experience through the lens of Darwinism, drawing on a long and vibrant tradition of different theories and interpretations. This textbook offers a compelling synthesis of key concepts, addressing human thought, feeling and behaviour in fundamental evolutionary terms. This is a essential text for undergraduate students taking courses in psychology, human biology, ethology, anthropology and human behavioural ecology, providing an insightful and comprehensive introduction for anyone who wishes to understand how human behaviour has evolved. New to this Edition: - Additional chapters on health and disease, homosexuality, the nature of adaptations and life history theory. - Includes brand-new material on epigenetics, patterns of crime, error management theory, moral foundations theory, religion and gene culture co-evolution. - Now accompanied by a companion website offering additional reading material and useful practice questions - New 'controversy' boxes in each chapter, providing ideas for essay topics and classroom discussion