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 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.

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 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.

* Features/Benefits o Provides a hands-on methodological guide and overview for understanding the data/results of longitudinal research in SLA/applied linguistics and for conducting one's own such studies, illustrating these methods with exemplary studies of language learning outcomes over a long term. o Original reportings of unique large-scale research studies offer the best one-stop shop for reading and understanding current quantitative longitudinal studies in language learning. o Appendices with data and pedagogical features make it useful for course use by instructors and students. * Demand/Audience o Meets the need for methodological clarity in collecting, managing/organizing, and analyzing quantitative longitudinal data on language learning by offering students and researchers of applied linguistics, testing, and education a practical guide to conducting this research along with unique exemplar studies. * Competition o The only book to focus on quantitative longitudinal data analysis specifically for an SLA/applied linguistics readership. One older book focuses on qualitative and other methods with a narrower focus, and no other book comes very close to doing what this book does.

Thinking About Human Memory provides a novel analytical approach to understanding memory that considers the goals of the memory task, the cues and information available, the opportunity to learn, and interference from irrelevant information (noise). Each of the five chapters describing this approach introduces historical ideas and demonstrates how current thinking both differs from and is derived from them. These chapters also contain analyses of current problems designed to demonstrate the power of the approach. In a subsequent chapter, the authors discuss how memory is controlled by the environment, by others, and by ourselves, and then apply their insights to the problem solving of children, our hominin ancestors, and scrub jays. Finally, the questions of how to define episodic memory and how to investigate phylogenetic and developmental changes in memory are addressed. This book will appeal to memory researchers, including applied researchers, and advanced students.

This book presents central aspects of the concept technique in psychoanalysis and discusses their significance for child analysis. Technique, in a more outward but nevertheless much-discussed sense, covers the basic set-up of the treatment, the setting and adaptations to the developmental stage of the child. In a more comprehensive sense, technique can be understood as the totality of the means used to enable a therapeutic relationship and to set a psychoanalytical process in motion. In view of current developments, the different standpoints taken up by Anna Freud and Melanie Klein in their discussions on the technique of child analysis in particular as regards transference and the technique of interpretation now seem dated and no longer appropriate to the current understanding of a dynamic interaction between analyst and child. A more complex concept of interpretation as the central instrument of psychoanalytic work can expand therapeutic possibilities in child analysis and can help establish a fresh understanding of the therapeutic process in its theory too.Contributors: Elisabeth Brainin, Antonino Ferro, Michael Gunter, Kai von Klitzing, Helga Kremp-Ottenheym, Maria Rhode, Angelika Staehle"

This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.

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 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.

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 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.

Psychology of Gang Involvement expands existing knowledge by applying psychological knowledge to gangs, including how gang members think, their mental and emotional well-being, and their perceptions of gang involvement, as well as issues relating to gang prevention and intervention strategies. This book offers readers a clearer understanding of the important role that social psychological processes play in the formation and maintenance of gangs and gang membership. It will enhance readers' understanding of gang members' social cognition, emotional intelligence, well-being, and mental health, as well as how these factors potentially promote and sustain individual gang involvement. Readers will discover also how these important psychological characteristics vary according to an individual's commitment to a gang. Organized in three sections, the first focuses on issues relevant to theoretical perspectives of gang involvement. Chapters include detailed examinations of a gang member's experiences and the implications of these for theoretical development, and considerations of the importance of social and psychological issues such as group processes and levels of commitment to gang membership to, understand and explain involvement in gangs. The second section centers on issues such as adverse childhood experiences and trauma, and examines their links to male and female gang membership as potential risk factors and outcomes of gang involvement. The section concludes by contemplating how the mental health, traumatic experiences, and involvement in violence compares between gang members and other violent men in adulthood. The final section considers current responses to gang membership by evaluating individual and group-based approaches to gang prevention and intervention strategies, and concludes with a theoretical conceptualization of how a strengths-based approach could work to reduce gang involvement. This book will be a useful text for a wide range of readers interested in, or working with gang members, including academics and students, practitioners, youth workers, clinicians, and criminal justice agents.

Stress is an increasingly popular subject and is studied across a range of areas within psychology. Examples relate to everyday issues like school, family and stress within the workplace. New edition examines stress related to current hot topics, like stress and technology.

The behavior analytic research community emphasizes within-subject research methodologies to study relations between individual behavior and the environment. This is unique as behavior analytic practitioners can then replicate directly the research they read when determining whether a research finding applies to the clients with whom they work. Research Ethics in Behavior Analysis: From Laboratory to Clinic and Classroom is a reference guide for behavior analysts who conduct, supervise, or consume research specific to behavior analysis. This book is sequenced to follow the natural research process, beginning with an introduction to the history of research ethics that led to modern principles and values of scientific research ethics. The reader is taken through sequential steps from obtaining resources to support a research project through participant recruitment, conducting the study, communicating results, and supporting replication. Each chapter incorporates critical and under-discussed topics unique to research ethics in behavior analysis such as diversity, equity, and inclusion in the research process; balancing methodological rigor with clinical outcomes; aligning research and clinical goals; assessing generalization of research findings; the gray lines of assent and consent for intervention versus research; identifying and obtaining resources to support research; conflicts of interest; using technology and social media; and ethically handling data.

The Oxford Handbook of Treatment Processes and Outcomes in Psychology presents a multidisciplinary approach to a biopsychosocial, translational model of psychological treatment across the lifespan. It describes cutting-edge research across developmental, clinical, counseling, and school psychology; social work; neuroscience; and psychopharmacology. The Handbook emphasizes the development of individual differences in resilience and mental health concerns including social, environmental, and epigenetic influences across the lifespan, particularly during childhood. Authors offer detailed discussions that expand on areas of research and practice that already have a substantive research base such as self-regulation, resilience, defining evidence-based treatment, and describing client-related variables that influence treatment processes. Chapters in newer areas of research are also included (e.g., neuroimaging, medications as adjuncts to psychological treatment, and the placebo effect). Additionally, authors address treatment outcomes such as evaluating therapist effectiveness, assessing outcomes from different perspectives, and determining the length of treatment necessary to attain clinical improvement. The Handbook provides an entree to the research as well as hands-on guidance and suggestions for practice and oversight, making it a valuable resource for graduate students, practitioners, researchers, and agencies alike.

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.
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A key theme of this book is that we urgently need a therapeutic ethos in order to bring both educational and therapeutic sensibilities to bear on the issue of children's wellbeing, if truly effective and appropriate policy responses to the current malaise are to be fashioned. Not least, we must pay particular attention to childhood experience, showing that scientific and technical developments are always secondary to the resources of the human soul, if we are to minimize the extent to which today's children will need therapy as adults. This will entail moving beyond narrowly mechanistic definitions of, and ways of thinking about, "well-being" and the psychological therapies. This book offers pointers to the kinds of arguments that can inform what is rapidly becoming a central concern of politicians and policy-makers.A unique book in the field, "Childhood, Well-being and a Therapeutic Ethos" will be core cross-disciplinary reading in a range of academic and training contexts, including within education, psychology and sociology departments, on early childhood studies and policy studies modules and degrees, and on child and other psychotherapy and counselling trainings.

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.

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.

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.

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.