What is the difference between a lie and a fantasy, when the subject is a child? Moving between literary and scientific texts, Sally Shuttleworth explores a range of fascinating issues that emerge when the inner world of the child becomes, for the first time, the explicit focus of literary and medical attention. Starting in the 1840s, which saw the publication of explorations of child development by Bronte and Dickens, as well as some of the first psychiatric studies of childhood, this groundbreaking book progresses through post-Darwinian considerations of the child's relations to the animal kingdom, to chart the rise of the Child Study Movement of the 1890s.
Based on in-depth interdisciplinary research, The Mind of the Child offers detailed readings of novels by Dickens, Meredith, James, Hardy and others, as well as the first overview of the early histories of child psychology and psychiatry. Initial chapters cover issues such as fears and night terrors, imaginary lands, and the precocious child, while later ones look at ideas of child sexuality and adolescence and the relationship between child and monkey. Experiments on babies, the first baby shows, and domestic monkey keeping also feature.
Many of our current concerns with reference to childhood are shown to have their parallels in the Victorian age: from the pressures of school examinations, or the problems of adolescence, through to the disturbing issue of child suicide. Childhood, from this period, took on new importance as holding the key to the adult mind.

This book considers that contextual factors are important for the achievement of social justice and it recognizes that vulnerability to which children are exposed is a phenomenon throughout the planet, particularly in the South. It presents a theoretical review of social justice as well as different situations of vulnerability children experience in their daily lives in which they can be injured, affecting their well-being and the exercise of their rights. It examines the impact of the COVID-19 pandemic on children, considered as a vulnerable group warranting special social policy considerations. It also presents the need to change power structures in knowledge production and decision-making processes to achieve social justice for children; the importance of investing in children; the exclusion of children from participation in certain activities and the shame of not being able to participate in equal conditions with others; the lives of migrant children belonging to ethnic minorities exposed to language barriers and access to technological devices; and the analysis of the process of social re-integration of children from conditions of armed conflict. The book concludes that governments need to assume social justice as part of universal human interests, providing security, conditions for well-being, and guaranteeing social justice for all children.

This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children's lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children's being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children's lives in the majority of countries or in the Global South.

This book presents a range of innovative analytical frameworks that can be used to approach the complexities of children's understandings and experiences of well-being in a locally oriented, context-sensitive and multi-nationally comparative way. It addresses the challenges of undertaking research on children's understandings of well-being from a multi-national qualitative perspective. Chapters in the book present results that show how children from various places all over the world conceptualize and experience well-being as well as how this is linked local, regional and national social, political and cultural contexts.

- Theoretical foundations, explanations and practical guides for implementation of social and emotional programming in early childhood settings

- Review of all extant programming for both in-class and parenting applications to further social and emotional development during early childhood

- Chapters presenting the major components of emotional competence are followed directly by another chapter detailing applications, or "lessons from the field."

Focusing on the two essential factors of the construction of risk, this book presents research revolving around the staging of and the coping with Internet addiction in China. Using ethnographic methods, it investigates the signs and treatment of Internet addiction and discusses the in-patient approaches used to help children overcome the addiction and to reduce the likelihood of relapse following discharge. Examining the individual level and broader social levels of the process as well as the links between the two, the findings provide valuable insights into the prevention and treatment of Internet addiction. To help readers better understand the signs of Internet addiction and preventive measures, the book addresses the following issues:Public concern and media coverage of Internet addiction in contemporary ChinaClinical assessment and risk factors of Internet addiction in adolescentsParent-narrated signs of Internet addiction in Chinese children and adolescentsCoping strategies and treatments for Internet addiction

A timely interdisciplinary, comparative and historical perspective on African childhood migration that draws on the experience of children themselves to look at where, why and how they move - within and beyond the continent - andthe impact of African child migration globally. Children in Africa are heavily involved in migration but we know too little about the circumstances in which they migrate, their motivations and the impact of migration on their welfare, on wider society and in a global context. This book seeks to retrieve the experiences of child migrants, and to examine how child migration differs from adult migration and whether the condition of childhood pushes individuals towards specific migratory trajectories. It also examines the opportunities that child migrants seek elsewhere, the lack of opportunities that make them move elsewhere and to what extent their trajectories and strategies are gendered. Analysing the diversity and complexity of children's experiences of mobility in Ghana, Madagascar, Mali, Nigeria, South Africa, Senegal, Sudan, Togo and Zambia, the authors look at patterns of fosterage, child circulation within Africa and beyond the continent; therole of education, child labour and conceptions of place and "home"; and the place of the child narrator in migrant fiction. Comparing different methodological and theoretical approaches and setting the case studies within the broader context of family migration, transnational families, colonial and postcolonial migration politics, religious encounter and globalization in Africa, this book provides a much-needed examination of this contentious and criticalissue. Elodie Razy is Associate Professor in Social and Cultural Anthropology at the University of Liege (FaSS). She is the co-founder and co-editor of the online journal AnthropoChildren: Ethnographic Perspectivesin Children & Childhood. Marie Rodet is a Senior Lecturer in African History at the School of Oriental and African Studies (University of London). She is currently working on her second monograph on slave resistance in Kayes,Mali.

Age was a critical factor in shaping imperial experience, yet it has not received any sustained scholarly attention. This pioneering interdisciplinary collection is the first to investigate the lives of children and young people and the construction of modes of childhood and youth within the British world.

Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.

With statutory CAMHS services often heavily oversubscribed, and school and college services mainly offering brief therapeutic interventions, parents are increasingly turning to private practitioners for therapy for their children when they need expert emotional or psychological support. Working privately with children and families can be a rewarding experience for counsellors and psychotherapists but it can also be fraught with concerns for both practitioners and families alike. These concerns can seem so daunting that therapists with clinical experience of therapy with children continue to limit themselves to working only in education or statutory settings. This book offers comprehensive guidance to both experienced and novice counsellors to assist them in the process of setting up or adapting their private practice to include children and young people. It coherently and systematically addresses the obstacles which stand in the way of practitioners offering this important service effectively and ethically.The book is divided into four parts and uses case material to bring to life the areas covered by each chapter. Each chapter concludes with a summary of key points covered.

The concept of time in childhood and youth is discussed in two contradictory ways; first romanticized, as a time of play, innocence, and exploration - of learning through trial and error, and second, as a time restricted by tight societal and generational structures, such as chains of care, institutional and family timetables. Children, Youth and Time reflects on the complex concept of time as perceived and experienced by children and young people in relevant societal and generational contexts. Including empirical and theoretical contributions from around the globe which shed light on time and temporality as it is negotiated by children and young people in distinction to adults, both within the family and in institutional contexts, the chapters in this collection delve into the impact of current global challenges upon children, young people, and families' time. How do critical global concerns such as climate change or the COVID-19 pandemic affect the temporal experience of children and youth? Providing fresh insight at a crucial moment of global disruption, the authors equip us with a stronger awareness of young people's perceptions of the world during periods of crisis. As a vital tool for safeguarding and implementing strategies to support children and young people in an everchanging world, this is a timely resource for researchers interested in the welfare of children and youth.

This unique collection of 12 research projects carried out by experienced practitioners in the play sector in the UK and USA puts forward a range of perspectives on children's play and adults' relationships with it. Drawing on a diverse range of research methodologies, the studies consider adults' memories of play; the co-production of spaces where children can play (in adventure playgrounds, out of school clubs, children's zoos, children's museums and public space); therapeutic approaches to playwork; playwork and wellbeing; supporting the play of severely disabled children and young people; play and contemporary art practice; and children's use of technology in a playground. Offering a fresh look beyond the dominant singular voice of developmental psychology, this book is essential reading for anyone studying or working with children at play.

Using innovative, participatory research methods, this book offers new insights into the issues surrounding parental separation or divorce from the unique perspective, and retrospectives, of young adults. As they look back on their childhood, their views provide valuable insights into how children experience and accommodate their parents' separation. Drawing on the qualitative research findings, Kay-Flowers develops a new framework to provide a useful analytical tool for academics and practitioners working with children and families to make sense of young people's experiences and puts forward suggestions for improving support for children in the future.

Throughout distressing cultural battles and disputes over child care, each side claims to have the best interests of children at heart. While developmental scientists have concrete evidence for this debate, their message is often lost or muddied by the media. To demonstrate why this problem matters, this book examines the extensive media coverage of the NICHD Study of Early Child Care and Youth Development - a long-running government-funded study that provides the most comprehensive look at the effects of early child care on American children. Analyses of newspaper articles and interviews with scientists and journalists reveal what happens to science in the public sphere and how children's issues can be used to question parents' choices. By shining light on these issues, the authors bring clarity to the enduring child care wars while providing recommendations for how scientists and the media can talk to - rather than past - each other.

The travel bible for parents of children with autism spectrum disorder and/or mood and distraction disorders, offering helpful tips to soothe any child's travel anxieties. Traveling with children is always challenging, but for parents of children with autism spectrum disorder and/or mood and attention and distraction disorders it can be especially intimidating. How should parents of children experiencing meltdowns deal with clueless and judgmental onlookers? What are the best methods to alleviate motion sickness when your child might already be on a cocktail of drugs? Traveling Different: Vacation Strategies for Parents of the Anxious, the Inflexible, and the Neurodiverse answers these and many other questions parents may have when traveling with their children. Dawn M. Barclay presents travel strategies and anecdotes from Certified Autism Travel ProfessionalsTM, parents of special needs children, associations and advocates, and mental health professionals, broken down by mode of transportation and type of venue. The heart of the book outlines suggested itineraries for spectrum families as well as venues--such as museums--that cater to the unique special interests that are characteristic of individuals with autism. Less common accommodations such as dude ranches and houseboats are also included, as are vacations involving sports that might not immediately be associated with ASD, such as diving, skiing, and golf. The book culminates with a resource guide of travel agents who specialize in special needs travel--as well as where to find other experts--and lists of organizations that advocate for special needs families. Noted mental health professionals offer advice throughout the book and organizations that support the needs of this community are profiled and included in the resources. Travel brings the world together and now, thanks to a growing focus on the needs of those with special needs, it is more accessible than ever before. This work is an essential part of that effort, a resource designed to make the cultural, educational, and bonding benefits of vacations available to all.

This volume explores transgender children and internalized body normalization in early childhood education settings, steeped in critical methodologies including post-structuralism, queer theory, and feminist approaches. The book marries theory and praxis, submitting to current and future teachers a text that not only presents authentic narratives about trans children in early childhood education, but also analyzes the forces at work behind gender policing, gender segregation, and transphobic education policies. As the struggles and triumphs of trans individuals have reached a watershed moment in the social fabric of the United States, this text offers a snapshot into the lives of ten transgender people as they reflect on their earliest memories in the American educational system.

How should we understand transgenderism, especially as it affects children and adolescents? Psychiatric manuals include transgenderism among mental illnesses (Gender Identity Disorder). Such inclusion is relatively recent, and even the words transsexual and transgender were coined only a few decades ago. Yet stories of children with an in-between gender have always been, albeit symbolically, a part of popular culture. Drawing on fairy tales, as well as from personal narratives and clinical studies, this book explains how "Gender Identity Disorder" manifests in children, critically evaluating various clinical approaches and examining the ethical and legal issues surrounding the care and treatment of these youths. The book argues that Gender Identity Disorder is not pathology, and that medicine and society should assist children in expressing themselves, without attempting to force them to adapt to a gender that does not match with their perceived identity.

This volume strengthens interest and research in the fields of both Childhood Studies and Nordic Studies by exploring conceptions of children and childhood in the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden). Although some books have been written about the history of childhood in these countries, few are multidisciplinary, focus on this region as a whole, or are available in English. This volume contains essays by scholars from the fields of literature, history, theology, religious studies, intellectual history, cultural studies, Scandinavian studies, education, music, and art history. Contributors study the history of childhood in a wide variety of sources, such as folk and fairy tales, legal codes, religious texts, essays on education, letters, sermons, speeches, hymns, paintings, novels, and school essays written by children themselves. They also examine texts intended specifically for children, including text books, catechisms, newspapers, songbooks, and children's literature. By bringing together scholars from multiple disciplines who raise distinctive questions about childhood and take into account a wide range of sources, the book offers a fresh and substantive contribution to the history of childhood in the Nordic countries between 1700 and 1960. The volume also helps readers trace the historical roots of the internationally recognized practices and policies regarding child welfare within the Nordic countries today and prompts readers from any country to reflect on their own conceptions of and commitments to children.

This handbook identifies the various social deficiencies widely associated with children and youth diagnosed with autism spectrum disorder (ASD). It discusses possible causes as well as the lifelong effects if these deficiencies are not addressed. The handbook presents current behavioral and curriculum-based methods for assessing social deficits. Chapters examine the various interventions that have been used to improve social skills and behavior, including video modeling, peer-mediated interventions, and script fading. Chapters also assess various interventions using empirically based procedures, evaluate the research of each of these procedures, provide guidelines for treatment planning, and offer clinical recommendations. The handbook concludes with future directions for the development of both social behavior and clinical social skills interventions. Topics featured in the Handbook include: Impairments in social behavior that may result in negative outcomes such as depression, loneliness, and suicide in individuals with ASD. Bullying among youth with ASD. Behavioral skills training to promote social behavior of individuals with ASD. The Early Start Denver Model approach to helping young children with ASD. The implementation of social skills groups for individuals diagnosed with ASD. The Handbook of Social Skills and Autism Spectrum Disorder is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, behavioral therapy, and social work, as well as such interrelated disciplines as child and adolescent psychiatry, rehabilitation medicine/therapy, pediatrics, and special education/educational psychology.

How do boys see themselves? Their peers? The adult world? What are their aspirations, their fears? How do they feel about their own masculinity? About style, 'race', homophobia? About football? This book examines aspects of 'young masculinities' that have become central to contemporary social thought, paying attention to psychological issues as well as to social policy concerns. Centring on a study involving in-depth exploration, through individual and group intererviews, the authors bring to light the way boys in the early years of secondary schooling conceptualise and articulate their experiences of themselves, their peers and the adult world. The book includes discussion of boys' aspirations and anxieties, their feelings of pride and loss. As such, it offers an unusually detailed set of insights into the experiential world inhabited by these boys - how they see themselves, how girls see them, what they wish for and fear, where they feel their 'masculinity' to be advantageous and where it inhibits other potential experiences. In describing this material, the authors explore questions such as the place of violence in young people's lives, the functions of 'hardness', of homophobia and football, boys' underachievement in school, and the pervasive racialisation of masculine identity construction. Young Masculinities will be invaluable to researchers in psychology, sociology, gender and youth studies, as well as to those devising social policy on boys and young men. STEPHEN FROSH is Professor of Psychology at Birkbeck College, University of London, and previously Consultant Clinical Psychologist and Vice Dean in the Child and Family Department at the Tavistock Clinic, London. He is the author of numerous academic papers and several books, including For and Against Psychoanalysis, Sexual Difference: Masculinity and Psychoanalysis, Identity Crisis: Modernity, Psychoanalysis and the Self and The Politics of Psychoanalysis. He is joint author, with Danya Glaser, of Child Sexual Abuse and co-editor with Anthony Elliott of Psychoanalysis in Context. ANN PHOENIX is Senior Lecturer in Psychology, Open University. Her books include Standpoints and Differences (with Karen Henwood and Chris Griffin), Crossfires: Nationalism, Racism and Gender in Europe (with Helma Lutz and Nira Yuval-Davies), and Black, White or Mixed Race? (with Barbara Tizard). ROB PATTMAN is Lecturer in Sociology at the University of Botswana. He has taught sociology in sixth form colleges and institutions of higher education in Britain and southern Africa, and published articles on whiteness, gender identities, sex and AIDS education and social theory.

This book discusses the emergence of care for orphaned, abandoned and poor children in Lithuania from the early twentieth century to the beginning of the Second World War. In particular, it focuses on how such practices were influenced by nationalist and political discourses, and how orphanages became privileged institutions for nation building. Emerging during the humanitarian crisis following the First World War, the Lithuanian orphaned and destitute children's assistance network had an eminently ethno-national character, and existed in parallel with, and was challenged by, Polish poor child assistance institutions. By analysing such care for children, this book explores concepts such as the nation state and citizenship, as well as the connections between poverty, childhood and nationalism.

Since her creation in 1959, Barbie has become an icon of femininity to girls all over the world. In this study, author Emily R. Aguilo-Perez focuses on a group of multigenerational Puerto Rican women and girls, exploring how playing with Barbie dolls as children has impacted their lives. By documenting the often-complicated relationships girls have with Barbie dolls, Aguilo-Perez highlights the ways through which women and girls construct their own identities in relation to femininity, body image, race, and nationalism through Barbie play.

The general well-being of British adolescents has been the topic of considerable debate in recent years, but too often this is based on myth rather than fact. Are today's young people more stressed, anxious, distressed or antisocial than they used to be? What does research evidence tell us about the adolescent experience today and how it has changed over time? And how do trends in adolescent well-being since the 1970s relate to changes in education, leisure, communities and family life in that time? This unique volume brings together the main findings from the Nuffield Foundation's Changing Adolescence Programme and explores how social change may affect young people's behaviour, mental health and transitions toward adulthood. As well as critiquing research evidence, which will be of interest to a wide academic audience, the book will inform the wider debate on this subject among policy makers and service providers, voluntary organisations and campaign groups.

Help your little one learn all the key life skills that they need with this new series of books all about preparing little ones for school. There's so much to remember when it comes to staying safe - from knowing who to talk to if you feel upset, to remembering to put your seatbelt on and how to cross the road safely, and a whole bunch of other things too. But don't panic! This first experiences book for children is a great way to encourage independence and responsibility. This delightful early learning book is perfect for kids aged 3-5 years old. It helps: - Children learn lots of important personal, social, and emotional skills - Encourage children to put their new skills into practice, and try out what they are learning in the real world - A fun and interactive way for parents to introduce children to a new routine - Presented in a highly visual way with bright and attractive illustrations to keep kids entertained and interested No matter what grown-ups tell you, being little is hard work, there's so much to learn! This amusing board book is here to guide little ones along the way by teaching them the skills needed to look after themselves and keep safe - on the road, online, and around strangers. This is How We... Stay Safe is one of four books about starting school for preschoolers! These board books explain key concepts and life skills to children. Look out for This is How We... Get Ready, Eat Well, and Make Friends to help your little ones grow confident to move about in the wider world.

Over the past decade, a growing body of research has delineated the nature and extent of delinquency, as well as the role of the juvenile justice system. Despite such research, the causes and consequences of delinquency and the role of the justice system remain poorly understood, particularly in regard to minority groups. This book is intended to meet a two-fold need: to extend research into the area of delinquency generally and to further research into the sociology of Black youths. The author explores critical issues such as the rates of delinquency among Black youths, explanations of delinquency, and the juvenile justice system's treatment of Black youths, as well as the policy implications for designing culturally sensitive and effective delinquency treatment and prevention programs. Joseph's work will be of interest to scholars in sociology/criminology, criminal justice, and Black studies.