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Infancy and Culture: An International Review and Source Book
provides a cross-indexed, annotated guide to social and behavioral
studies of infants of color. Derived from five major data bases of
published scientific literature, this volume was designed to
elevate the scientific study of infants of color to a level
reflecting their majority status in the world's population. While
the vast majority of the world's infants are infants of color, a
scan of 175 journals only resulted in 386 studies. This crisply
underscores the need to intensify studies of cross-culture and
within-culture variability, in order to broaden our understanding
of the cultural impact on social and behavioral development during
the first few years of human life. Infancy and Culture takes a
small step in that direction by cataloging the extant literature by
geographic region, and by cross-indexing it by topical content.
Citations are numbered consecutively throughout the text and both
author and subject indexes are pegged to the citation number, not
to page numbers, thereby facilitating one's search for all
published literature related to a particular topic. Finally, the
editors provide a brief summary of the research for each chapter in
the volume.
This collection of essays by leading scholars in the field of
childhood development focus on the critical issues and questions
that need to be addressed at the beginning of the twenty-first
century. Topics covered include the ecology of fetal development,
birth and the newborn period, family ecology and infant
development, infant care settings, gender influences on caregiving,
culture, violence, poverty, substance abuse, social support,
maternal age, risk and protective factors, the impact of legal and
public policy, and historical, and future ecologies of infant
development
First published in 1999. Routledge is an imprint of Taylor &
Francis, an informa company.
Infant Development is written by British and North American infancy researchers. The Chapters are organised along conventional lines in sections which cover perceptual, cognitive and social development, relating new findings on infant perception to both old and new accounts of cognitive development. Links are also drawn between these topics and the development of social interaction and language. Attention is given to both traditional approaches such as Piagetian theory, and more recent approaches such as direct perception and dynamic systems theory. There is also a chapter devoted to interpreting infant development from a psychoanalytic perspective eBook available with sample pages: 0203800893
This handbook provides a comprehensive review of the impact of
fathers on child development from prenatal years to age five. It
examines the effects of the father-child relationship on the
child's neurobiological development; hormonal, emotional and
behavioral regulatory systems; and on the systemic embodiment of
experiences into the child's mental models of self, others, and
self-other relationships. The volume reflects two perspectives
guiding research with fathers: Identifying positive and negative
factors that influence early childhood development, specifying
child outcomes, and emphasizing cultural diversity in father
involvement; and examining multifaceted, specific approaches to
guide father research. Key topics addressed include: Direct
assessment of father parenting (rather than through maternal
reports). The effects of father presence (in contrast to father
absence). The full diversity of father involvement. Father's impact
on gender role differentiation. Father's role in triadic
interactions of family dynamics. Father involvement in
psychotherapeutic family interventions. This handbook draws from
converging perspectives about the role of fathers in very early
child development, summarizes what is known, and, within each
chapter, draws attention to the critical questions that need to be
answered in coming decades. The Handbook of Fathers and Child
Development is a must-have resource for researchers, graduate
students, and clinicians, therapists, and other professionals in
infancy and early child development, social work, public health,
developmental and clinical child psychology, pediatrics, family
studies, neuroscience, juvenile justice, child and adolescent
psychiatry, school and educational psychology, anthropology,
sociology, and all interrelated disciplines.
This handbook provides a comprehensive review of the impact of
fathers on child development from prenatal years to age five. It
examines the effects of the father-child relationship on the
child's neurobiological development; hormonal, emotional and
behavioral regulatory systems; and on the systemic embodiment of
experiences into the child's mental models of self, others, and
self-other relationships. The volume reflects two perspectives
guiding research with fathers: Identifying positive and negative
factors that influence early childhood development, specifying
child outcomes, and emphasizing cultural diversity in father
involvement; and examining multifaceted, specific approaches to
guide father research. Key topics addressed include: Direct
assessment of father parenting (rather than through maternal
reports). The effects of father presence (in contrast to father
absence). The full diversity of father involvement. Father's impact
on gender role differentiation. Father's role in triadic
interactions of family dynamics. Father involvement in
psychotherapeutic family interventions. This handbook draws from
converging perspectives about the role of fathers in very early
child development, summarizes what is known, and, within each
chapter, draws attention to the critical questions that need to be
answered in coming decades. The Handbook of Fathers and Child
Development is a must-have resource for researchers, graduate
students, and clinicians, therapists, and other professionals in
infancy and early child development, social work, public health,
developmental and clinical child psychology, pediatrics, family
studies, neuroscience, juvenile justice, child and adolescent
psychiatry, school and educational psychology, anthropology,
sociology, and all interrelated disciplines.
This handbook examines the effects and influences on child and
youth development of prejudice, discrimination, and inequity as
well as other critical contexts, including implicit bias, explicit
racism, post immigration processes, social policies, parenting and
media influences. It traces the impact of bias and discrimination
on children, from infancy through emerging adulthood with
implications for later years. The handbook explores ways in which
the expanding social, economic, and racial inequities in society
are linked to increases in negative outcomes for children through
exposure to adverse childhood experiences (ACEs). Chapters examine
a range of ACEs - low income, separation/divorce, family substance
abuse and mental illness, exposure to neighborhood and/or domestic
violence, parental incarceration, immigration and displacement, and
parent loss through death. Chapters also discuss discrimination and
prejudice within the adverse experiences of African American, Asian
American, European American, Latino, Native American, Arab
American, and Sikh as well as LGBTQ youth and non-binary children.
Additionally, the handbook elevates dynamic aspects of resilience,
adjustment, and the daily triumphs of children and youth faced with
issues related to prejudice and differential treatment. Topics
featured in the Handbook include: The intergenerational
transmission of protective parent responses to historical trauma.
The emotional impact of the acting-white accusation. DREAMers and
their experience growing up undocumented in the USA. Online racial
discrimination and its relation to mental health and academic
outcomes. Teaching strategies for preventing bigoted behavior in
class. Emerging areas such as sociopolitical issues, gender
prejudice, and dating violence. The Handbook of Children and
Prejudice is a must-have resource for researchers, graduate
students, clinicians, therapists, and other professionals in
clinical child and school psychology, social work, public health,
developmental psychology, pediatrics, family studies, juvenile
justice, child and adolescent psychiatry, and educational
psychology.
Volume I of Theory and Research in Behavioral Pediatrics focused on
issues of early human development, with special emphasis given to
assessment of the preterm infant and to factors inftuencing the
organization of the caregiver infant relationship. Chapters in
Volume 2 cover a broader range of topics and encompass a wider age
span. Chapter I provides a historical review of the relationship
between developmental psychology and pediatrics. The authors,
Barbara R. Tinsley and Ross D. Parke, discuss differences between
behavioral pediatrics and pediatric psychology and note that
interdiscipli nary collaboration in research and application has
increased steadily in re cent years. However, if similar
collaborative efforts are to occur in education and training of
pediatricians and developmental psychologists, it will be necessary
to determine just what each discipline hopes to gain from such
collaborative efforts. Tinsley and Parke report the results of
anational survey designed to determine the areas of developmental
psychology that pediatricians perceive to be of potential benefit
to them in their delivery of pediatric care. Results of the survey
suggest that there are many ways in which developmental psychology
could be in corpora ted into the pediatric curriculum. In many
respects, Chapter 2 sets the stage for the remaining chapters.
Nancy A. Carlson and Thomas Z.
The underlying theme uniting the papers of this volume is the quest
for a further understanding of human behavior. The similarities
between the behaviors of other primates and humans have captivated
us even before a science arose. But what is the justification for
making such comparisons? Comparisons, like classifications, can be
made on any basis whatever. The aim in making any scientific
comparison is the same as doing a classification. That is, one
attempts to make the comparison on a "natural" basis. Natural, in
this case, means that the comparison reflects processes that occur
in nature. The fundamental paradigm for making natural comparisons
in biology is based on evolutionary theory. The evolutionary
paradigm is inherently one of comparisons between and within
species. Conversely, it is impossible to begin to make cross
species comparisons without making, implicitly at least,
evolutionary arguments. But evolution is a complex construct of
theories (Lewis, 1980), and comparisons can be made out of
different theoretical bases. F or the sake of this discussion we
can combine varieties of sub-theories into two categories: those
having to do with descent with modification, and those concerned
with the mechanics of evolutionary change--notably natural
selection.
Maternal Cocaine Use: Neonatal Outcome (I.J. chasnoff et al.).
Psychosocial Influences in the Etiology, Diagnosis, and Prognosis
of Nonorganic FailuretoThrive (D. Drotar et al.). A Developmental
Approach to Understanding and Controlling Violence (F. Earls). The
Role of the School in Prosocial Development (V. Battistich et al.).
The Human Infant in Studies of Lateralization of Function: An
Historical Perspective (L.J. Harris). Organization of Lateralized
Behavior during Infancy (H.E. Fitzgerald et al.). Clinical
Application of Asymmetrical Behavioral Communication in
ParentInfant Interaction (P. de Chateau). Author Index. Subject
Index.
Volume I of Theory and Research in Behavioral Pediatrics focused on
issues of early human development, with special emphasis given to
assessment of the preterm infant and to factors inftuencing the
organization of the caregiver infant relationship. Chapters in
Volume 2 cover a broader range of topics and encompass a wider age
span. Chapter I provides a historical review of the relationship
between developmental psychology and pediatrics. The authors,
Barbara R. Tinsley and Ross D. Parke, discuss differences between
behavioral pediatrics and pediatric psychology and note that
interdiscipli nary collaboration in research and application has
increased steadily in re cent years. However, if similar
collaborative efforts are to occur in education and training of
pediatricians and developmental psychologists, it will be necessary
to determine just what each discipline hopes to gain from such
collaborative efforts. Tinsley and Parke report the results of
anational survey designed to determine the areas of developmental
psychology that pediatricians perceive to be of potential benefit
to them in their delivery of pediatric care. Results of the survey
suggest that there are many ways in which developmental psychology
could be in corpora ted into the pediatric curriculum. In many
respects, Chapter 2 sets the stage for the remaining chapters.
Nancy A. Carlson and Thomas Z."
Infancy and Culture: An International Review and Source Book
provides a cross-indexed, annotated guide to social and behavioral
studies of infants of color. Derived from five major data bases of
published scientific literature, this volume was designed to
elevate the scientific study of infants of color to a level
reflecting their majority status in the world's population. While
the vast majority of the world's infants are infants of color, a
scan of 175 journals only resulted in 386 studies. This crisply
underscores the need to intensify studies of cross-culture and
within-culture variability, in order to broaden our understanding
of the cultural impact on social and behavioral development during
the first few years of human life. "Infancy and Culture "takes a
small step in that direction by cataloging the extant literature by
geographic region, and by cross-indexing it by topical content.
Citations are numbered consecutively throughout the text and both
author and subject indexes are pegged to thecitation number, not to
page numbers, thereby facilitating one's search for all published
literature related to a particular topic. Finally, the editors
provide a brief summary of the research for each chapter in the
volume.
This handbook examines the effects and influences on child and
youth development of prejudice, discrimination, and inequity as
well as other critical contexts, including implicit bias, explicit
racism, post immigration processes, social policies, parenting and
media influences. It traces the impact of bias and discrimination
on children, from infancy through emerging adulthood with
implications for later years. The handbook explores ways in which
the expanding social, economic, and racial inequities in society
are linked to increases in negative outcomes for children through
exposure to adverse childhood experiences (ACEs). Chapters examine
a range of ACEs - low income, separation/divorce, family substance
abuse and mental illness, exposure to neighborhood and/or domestic
violence, parental incarceration, immigration and displacement, and
parent loss through death. Chapters also discuss discrimination and
prejudice within the adverse experiences of African American, Asian
American, European American, Latino, Native American, Arab
American, and Sikh as well as LGBTQ youth and non-binary children.
Additionally, the handbook elevates dynamic aspects of resilience,
adjustment, and the daily triumphs of children and youth faced with
issues related to prejudice and differential treatment. Topics
featured in the Handbook include: The intergenerational
transmission of protective parent responses to historical trauma.
The emotional impact of the acting-white accusation. DREAMers and
their experience growing up undocumented in the USA. Online racial
discrimination and its relation to mental health and academic
outcomes. Teaching strategies for preventing bigoted behavior in
class. Emerging areas such as sociopolitical issues, gender
prejudice, and dating violence. The Handbook of Children and
Prejudice is a must-have resource for researchers, graduate
students, clinicians, therapists, and other professionals in
clinical child and school psychology, social work, public health,
developmental psychology, pediatrics, family studies, juvenile
justice, child and adolescent psychiatry, and educational
psychology.
This unprecedented set examines the most prominent factors that
harm or support healthy development in children outside the United
States, from abuse and economics to social injustice and poor
public policy. In International Perspectives on Children and Mental
Health, expert contributors from around the world examine the
forces affecting the psychological well-being of children in
regions worldwide. They consider such factors as family conditions
and economic status, including single parents, poverty, disease,
war, child abuse, substance abuse in the home, and a loss of
community stability. And they look at political, religious,
national, and global matters, including racism and class
inequality. Since education is key to children's success, the
essays consider these factors largely in the context of how they
affect educational readiness and academic adjustment. Volume 1 of
the set considers development and context, while volume 2 focuses
on prevention and treatment. Specific examples enable readers to
better understand the often-horrific challenges to child
development and mental health across nations. But the work is not
limited to exploring problems. It also looks at various programs
and actions that mitigate risks, helping children to be mentally
healthy despite the odds. Vignettes from researchers who have
studied children in the most deplorable conditions Contributions
from top scholars and researchers in the field
This first-of-its-kind, two-volume set examines physical,
psychological, social, and environmental factors that undermine-or
support-healthy development in Asian American children. How do skin
color, culture, racial and ethnic identities, politics, economics,
and environment influence children's mental health and academic
success? Asian American and Pacific Islander Children and Mental
Health spotlights these forces and more. This unique, two-volume
work examines a wide range of factors that affect children,
including family conditions and economic status, child abuse,
substance abuse, gangs, and community stability, as well as
prejudices such as the common expectation that Asian Americans are
a "model minority" and their children "whiz kids." Since education
is key to success, contributors consider the factors affecting
Asian American children largely in the context of educational
readiness and academic adjustment. However, the set is not limited
to exploring problems. It also looks at factors that help Asian
American children be mentally healthy, engaged, and successful at
school and in later life. Volume one of the set explores
development and context, while volume two looks at prevention and
treatment. Contributions from top scholars/researchers in the field
nationwide
This unique book examines the physical, psychological, social, and
environmental factors that support or undermine healthy development
in American Indian children, including economics, biology, and
public policies. The reasons for mental health issues among
American Indian and Alaska Native children have not been well
understood by investigators outside of tribal communities.
Developing appropriate methodological approaches and evidence-based
programs for helping these youths is an urgent priority in
developmental science. This work must be done in ways that are
cognizant of how the negative consequences of colonization
contribute to American Indian and Alaska Native tribal members'
underutilization of mental health services, higher therapy dropout
rates, and poor response to culturally insensitive treatment
programs. This book examines the forces affecting psychological
development and mental health in American Indian children today.
Experts from leading universities discuss factors such as family
conditions, economic status, and academic achievement, as well as
political, social, national, and global influences, including
racism. Specific attention is paid to topics such as the role of
community in youth mental health issues, depression in American
Indian parents, substance abuse and alcohol dependency, and the
unique socioeconomic characteristics of this ethnic group. Includes
both a subject and author index to facilitate further research
This updated edition of the groundbreaking first edition identifies
changes in U.S. children and adolescents' obesity levels within the
past decade, examining factors contributing to obesity in this
younger generation as well as possible solutions. This
comprehensive review of obesity in childhood and adolescence
describes the many factors that contribute to obesity, how to
prevent it, and how to manage it in those who already experience
its effects. Written by specialists in biological, psychological,
social, and behavioral fields, these volumes take an
interdisciplinary approach to the subject, offering readers a broad
understanding of the systemic complexity of obesity from a public
health perspective. The public must be aware of the deep and
extensive roots of the problem in order to make informed decisions
about policies related to school and nutritional practices, health
care costs, and more. Factors contributing to obesity in children
and adolescents range from obvious ones such as quantity of food
consumed and amount of physical exercise undertaken to how friendly
the neighborhood environment is for outdoor activities and the
affordability of nutritional foods such as fruits and vegetables.
With the information in these volumes, readers will feel empowered
to help their clients, families, and communities. Progressively
reveals the systemic complexity of obesity Offers multidisciplinary
and cross-disciplinary perspectives of obesity, to include
disciplines such as medicine, psychology, geography, sociology,
social work, civic engineering, education, and kinesiology Raises
clear ethical and moral implications of individual and societal
practices Links obesity to income and social disparities Details
the effects of obesity on academic achievement, self-esteem,
health, and lifespan
This groundbreaking two-volume set examines the psychological,
social, physical, and environmental factors that undermine or
support healthy development in African American children while
considering economic, historical, and public policies. How does one
go about shifting the psychology of a people whose sense of worth,
purpose, and potential have been denigrated and disenfranchised for
decades? What specific factors conspire to douse African American
children's dreams before they reach adolescence? And what can we
learn from African American families determined to help their
children beat the odds and succeed? This unique two-volume set
examines the forces affecting psychological development and
achievement motivation in African American children today. These
books address the current political, global, economic, and social
contexts as they impact African American families and tackle the
tough issues of genes, environment, and race. Experts from leading
universities, research institutes, federal agencies, and nonprofit
organizations discuss factors such as parenting beliefs and
practices, peer influences, school and community environments,
racial profiling, race and ethnicity, spirituality, and immigrant
status. Includes history, current events, psychology, politics,
public policy, sociology, economics, and more Details intervention
programs that target parents and children in low-income African
American families; strategies to support young African American
male relationship development, motivation, and achievement; and
programs aiming to increase literacy and decrease obesity Examines
the impact of the No Child Left Behind Act on African American
children Includes both a subject and author index to facilitate
further research
Alcohol Use Disorders takes a life-span/developmental approach to
understanding the etiologic processes that heighten risk or
resilience factors for alcohol use disorders (AUD). Contemporary
understanding benefits from thirty years of longitudinal studies
that were specifically designed to assess pre-onset origins,
predictors of onset, and outcomes through early adulthood. The
overriding theme of the volume is that the origins and expression
of AUD are best understood within the context of developmental
processes and dynamic systems organization and change. Such dynamic
systems give rise to diverse pathways that are characterized by
multi-finality and equi-finality due to the exchanges among genes,
epigenetic processes, and the complexities of the individual
organism's experiential world. For some individuals, these dynamic
processes lead to risk cumulative or cascade effects that embody
adverse childhood experiences that exacerbate risk, predict early
onset drinking (or smoking), and are highly likely to lead to AUD
during the transitions to adolescence and emerging adulthood. In
other cases, protective factors within or outside of the
individual's immediate family enable embodiment of normative stress
regulatory systems and neural networks that support resilience and
prevention of AUD and other addictive behaviors.
Integrating infant mental health services into early education
programs leads to better child outcomes and stronger parent-child
relationships-the big question is how to do it appropriately and
effectively. Clear answers are in this accessible textbook, created
to prepare early childhood professionals and programs to weave best
practices in mental health into their everyday work. Ideal for
preservice university courses, in-service professional development,
and program administrators, this introductory text combines the
authoritative guidance of more than a dozen respected mental health
and early childhood experts. Professionals will get a primer on
infant mental health, strengthening their knowledge of key issues
such as screening and assessment, attachment, emotional
dysregulation and aggression, risk and resilience, maternal
depression, and children's exposure to trauma. Then they'll get
practical, research-based guidance they can use to -recognize
indicators of mental health problems in very young children,
including emotional dysregulation and behavioral and developmental
changes -promote parents' and caregivers' mental health through
direct and indirect supports, including regular mental health
screening, community partnerships with mental health providers, and
parent education -build on child and family strengths and mitigate
risk factors such as poverty and violence -strengthen parent-child
relationships and interactions through play and effective
caregiving routines -maintain their own mental health, building
positive relationships with co-workers and reducing the effects of
compassion fatigue and secondary stress -participate in reflective
supervision to sharpen their ability to think critically and solve
problems -conduct sound program evaluation that includes the input
of families, staff, and the surrounding culture and community work
effectively with outside mental health consultants when child and
family needs extend beyond the program's scope With this highly
readable introduction to key mental health principles, the next
generation of early childhood professionals will fully understand
the latest research and best practice-so they can support optimal
caregiver-child relationships, enhance professional collaboration,
and strengthen child development.
The terms "civic engagement" and "community engagement" have
various definitions, but they are united by the sense that
individuals who are civically engaged not only are concerned about
the quality of life in their communities but also take action to
improve conditions for the common good. In the United States, to be
civically engaged means to actively participate in a civil
democratic society. Going Public examines programmes
related to civic engagement and the ways in which faculty and
students participate in communities in order to improve them.
Engagement scholarship is a scholarship of action, a
scholarship of practice that takes place both in
and with the community. Within the framework of this new
scholarship, the mission of the academy does not begin and end with
intellectual discovery and fact-finding. Rather, the academy joins
forces with the community, and together they use their knowledge
and resources to address pressing social, civic, economic, and
moral problems. Each chapter in this book tells a unique story of
community engagement and the scholarship of practice in a diverse
range of settings, documenting successes and failures, the
unintended consequences, and the questions yet to be answered.
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