|
Showing 1 - 25 of
36 matches in All Departments
Based on an extensive national research project with global
relevance, this pioneering volume draws on unique data on bullying
in youth sports training collected from both athletes and coaches
using a variety of methodological approaches. Nery, Neto, Rosado
and Smith use this research to establish a baseline of the
prevalence of bullying among young male athletes, offering
evidence-based strategies for prevention and providing a solid
theoretical basis for the development of anti-bullying intervention
programs. Bullying in Youth Sports Training explores how often
bullying occurs, how long it lasts, where and when bullying takes
place, the coping strategies used by victims, and the individual
roles of victims, bystanders and bullies. It provides new insights
into theories of youth sport bullying and highlights the particular
characteristics specific to bullying in sport. The backgrounds of
bullies and victims are also explored, as well as the consequences
and practical implications of sustained bullying. The book provides
both theoretical and practical approaches to bullying in youth
sport training, providing anti-bullying guidelines based on the
results of the research. The book is essential reading for scholars
and students in child development and sport sciences as well as
sports coaches and professionals in mental health, education and
social work.
Originally published in 1986, in this compendium of recent research
on children's play, acknowledged experts review the latest
methodologies and ideas, examine salient problems, and reveal the
application of current knowledge in several areas of professional
practice at the time. Exciting new results embracing a wide area of
investigation - the development and measurement of play in young
children, the training of symbolic play, play and learning with
computers, language play, play and handicapped children, play
therapy, and outdoor play - will still be of considerable interest
to teachers, nursery and day care personnel, social workers and
students of psychology and education.
The majority of people will now spend about one-third of their
lives as grandparents, yet developmental psychologists have largely
ignored the nature of the grandparental role, and the influence
which grandparents can have on grandchildren. Originally published
in 1991, this book redresses the balance and uses life-span
evolutionary and psychodynamic theoretical frameworks to provide a
comprehensive analysis of the phenomenon of grandparenthood from
cross-cultural perspectives. Much recent work in developmental
psychology has disregarded the extended family in favour of the
two-generational nuclear family of parents and children. But
grandparents do have a significant role in family relationships and
children's development. This volume contains detailed discussion of
intergenerational transmission of parenting skills, cooperation and
conflict in three-generational families and the ways in which
grandparents and grandchildren perceive one another. The importance
of considering social and cultural contexts of development applies
to grandparents just as much as to other areas of human
development. Kinds of family structure, social policies regarding
employment, health and housing, attitudes to marriage and even
particular historical events all have an impact on the position and
role of grandparents and on stereotypes of old age. These factors
vary considerably from country to country. Our understanding of
grandparenthood can only be enriched by learning about the variety
of ways in which it is expressed in different cultural settings.
Most previous research has been confined to the USA. This book is
truly international containing contributions from Britain, Canada,
Finland, Italy, the Netherlands, Poland, West Germany and the USA.
International comparisons enable us to see which elements are
essential to grandparenthood and which are culture dependant. In
most Western countries the population is ageing and this sort of
study is becoming vitally important. The Psychology of
Grandparenthood is required reading for anybody who is
professionally involved with the elderly and for psychologists
interested in development, the life-span and family systems.
The Family System Test (FAST), developed by Thomas M. Gehring, is
an important new tool for investigating family relations. Based on
the structural-systemic theory of families, it is a figural
technique for representing emotional bonds (cohesion) and
hierarchical structures in the family or similar social systems. In
this unique volume, the editors draw on current theory and research
in family or similar social systems together with a variety of
empirical studies that have used the FAST, to provide a
comprehensive overview and assessment of the test and its use in
various clinical research contexts. The book is divided into four
sections, each focusing on a different aspect of the FAST. Part 1
describes the concepts and psychometric properties of the FAST
within the context of theoretically and empirically relevant
aspects of the field of family psychology as a whole. Special
emphasis is given to systematic-structural approaches to assessing
individual and family functioning. Part II focuses on the use of
the FAST in developmental research. For example, the the FAST has
been used to show how family constructs are influenced by age, type
of family and situation. Part III deals with cross-cultural issues
and compares the interpersonal constructs of Japanese and Chinese
families to Western families. Finally, Part IV addresses the
applications of the FAST in clinical setting - in diagnosis of
biopsychosocial problems and planning and evaluation of clinical
interventions. The result is a book that helps to bridge the gap
between theory, practice and research. It will be essential reading
for users of the FAST and all clinicians and researchers who work
in family relations and development.
This new title in Routledge's Major Themes in Education series is a
four-volume collection of major works of scholarship. It is an
essential successor to an earlier Routledge anthology, Psychology
of Education (978-0-415-19302-3) (2000), edited by Peter K. Smith
and Anthony D. Pellegrini. Research in and around psychology and
education has experienced dramatic growth in recent years.
Psychology of Education (2000) was the first comprehensive
collection of the field's canonical and cutting-edge research, and
this new collection takes full account of the many important
developments that have taken place since its appearance. Psychology
of Education II also includes coverage of areas without the scope
of the first collection. With a full index, together with a
comprehensive introduction, newly written by the editor, which
places the collected material in its historical and intellectual
context, Psychology of Education II is an indispensable work of
reference.
Exploring international and intercultural perspectives, Making an
Impact on School Bullying presents a much-needed insight into the
serious problem of bullying in schools. As the effect of bullying
on victims can be devastating, and bystanders and even perpetrators
are often also negatively affected by the experience, finding
successful solutions to the problem of bullying is crucial for
improving school life around the world. This invaluable book looks
at a range of practical interventions that have addressed the
problem of school bullying. Peter Smith presents a curated
collection of seven examples of successful anti-bullying procedures
from around the world - including the US, Europe and Asia - and an
exploration of cyberbullying. Each chapter examines the context in
which the interventions took place, how theoretical knowledge
transferred into practice, and the impact and legacy of the work.
Covering the most important and widely-used strategies to combat
bullying, the book provides readers with a roadmap to developing
practical and impactful interventions. Ideal reading for students
and researchers of education and developmental psychology, Making
an Impact on School Bullying is also useful for school counsellors
and education authorities.
Why do children get involved with bullying? Does cyberbullying
differ from traditional bullying? How can bullying at school be
prevented? The Psychology of School Bullying explores what bullying
is and what factors lead to children playing roles as bullies,
victims, defenders, bystanders or even some combination of these
The book examines proactive strategies to reduce the likelihood of
bullying happening in school, but also looks at what action the
school could take if bullying incidents do occur. As bullying can
have such far-reaching consequences and sometimes tragic outcomes,
it is vital to grasp how and why it happens, and The Psychology of
School Bullying shows how improved knowledge and understanding can
lead to effective interventions.
Violence in schools is a pervasive, highly emotive and, above all, global problem. Bullying and its negative social consequences are of perennial concern, while the media regularly highlights incidences of violent assault - and even murder - occurring within schools. This unique and fascinating text offers a comprehensive overview and analysis of how European nations are tackling this serious issue. Violence in Schools: The Response in Europe, brings together contributions from all EU member states and two associated states. Each chapter begins by clearly outlining the nature of the school violence situation in that country. It then goes on to describe those social policy initiatives and methods of intervention being used to address violence in schools and evaluates the effectiveness of these different strategies. Commentaries from Australia, Israel and the USA and an overview of the book's main themes by eminent psychologist Peter K. Smith complete a truly international and authoritative look at this important - and frequently controversial - subject. This book constitutes an invaluable resource for educational administrators, policymakers and researchers concerned with investigating, and ultimately addressing, the social and psychological causes, manifestations and effects of school violence.
The Family System Test (FAST), developed by Thomas M. Gehring, is an important new tool for investigating family relations. Based on the structural-systemic theory of families, it is a figural technique for representing emotional bonds (cohesion) and hierarchical structures in the family or similar social systems. In this unique volume, the editors draw on current theory and research in family or similar social systems together with a variety of empirical studies that have used the FAST, to provide a comprehensive overview and assessment of the test and its use in various clinical research contexts. The book is divided into four sections, each focusing on a different aspect of the FAST. Part 1 describes the concepts and psychometric properties of the FAST within the context of theoretically and empirically relevant aspects of the field of family psychology as a whole. Special emphasis is given to systematic-structural approaches to assessing individual and family functioning. Part II focuses on the use of the FAST in developmental research. For example, the the FAST has been used to show how family constructs are influenced by age, type of family and situation. Part III deals with cross-cultural issues and compares the interpersonal constructs of Japanese and Chinese families to Western families. Finally, Part IV addresses the applications of the FAST in clinical setting - in diagnosis of biopsychosocial problems and planning and evaluation of clinical interventions. The result is a book that helps to bridge the gap between theory, practice and research. It will be essential reading for users of the FAST and all clinicians and researchers who work in family relations and development.
Related link: Free Email Alerting
Originally published in 1986, in this compendium of recent research
on children's play, acknowledged experts review the latest
methodologies and ideas, examine salient problems, and reveal the
application of current knowledge in several areas of professional
practice at the time. Exciting new results embracing a wide area of
investigation - the development and measurement of play in young
children, the training of symbolic play, play and learning with
computers, language play, play and handicapped children, play
therapy, and outdoor play - will still be of considerable interest
to teachers, nursery and day care personnel, social workers and
students of psychology and education.
'I do think it is an extremely well-written and edited book that is a useful resource to add to the growing literature on bullying. The topic is of particular relevance to EPs and if you have not read anything so far on school bullying, I recommend that you start with this book.' - Lisa Stanley, Kingston Upon Hull
'An invaluable resource for researchers, educators, and others interested in bullying - a must-have text for anyone who desires to understand and end this worldwide source of childhood distress.' - Renae Duncan, Murray State University, APA Review of Books
School Bullying: Insights and Perspectives gives a succinct and authoritative account of research into the nature and extent of bullying in schools. Here, for the first time, in the UK, is an evaluation of the success of different approaches, including strategies such as: * developing a whole-school policy * use of classroom and curriculum materials * training lunchtime supervisors * improving the playground environment, and * working directly with pupils involved in bullying situations. This book will be essential reading for all professionals wishing to reduce the problem of bullying in schools. eBook available with sample pages: 0203425499
This comprehensive collection of essays provides a series of highly practical guidelines which schools can implement themselves. Step-by-step advice is given on developing a whole-school policy which is generally seen as the essential nucleus of effective action. The book also suggests methods for tackling bullying through classroom and curriculum activities, including video, drama, and the use of quality circles and of working with pupils involved in bullying situations. Emphasis is placed on assertiveness training for pupils who may be bullied, and non-punitive work with pupils who bully others. As the majority of bullying takes place in playgrounds, the book includes innovative sections on training lunchtime supervisors, enhancing playground activities, and improving the playground environment. eBook available with sample pages: 0203425502
This set is comprised of four volumes, covering the following topics: * Schools, teachers and parents * Pupils and learning * The school curriculum * School behaviour and the school peer group The selected pieces include review articles as well as original studies. Selections includes contributions from North America, the UK, continental Europe, Australasia and Japan (all in the English Language). eBook available with sample pages: 0203455029
Originally published in 1991, this book is about bullying and
victimisation in children and young people, and ways of dealing
with it. With the exception of Chapter 13 which is related to
experiences of bullying within the borstal system, superseded by
Youth Custody and more recently the Unified Custodial Sentence, it
is about bullying in schools. The aim of this book is to help
teachers, school governors, and parents work towards reducing the
effects of behaviour which can, at worst, blight the lives of
victims into adulthood and encourage antisocial and violent
behaviour in those who get away with bullying.
School Bullying: Insights and Perspectives examines the nature and
extent of bullying in schools and gives a succinct and
authoritative account of research into ways of reducing this
problem. It offers a comprehensive evaluation of the success of
different approaches, such as: developing a whole school policy;
tackling bullying through classroom and curriculum materials;
training lunchtime supervisors; improving the playground
environment; and working directly with pupils involved in bullying
situations. This book - and the companion volume, Tackling Bullying
in Your School, which gives detailed guidance on implementing these
strategies - should be useful to all professionals wishing to
reduce the problem of bullying in schools. Peter Smith has also
published Psychology of Grandparenthood (Routledge), Ecology of
Pre-School Behaviour (CUP), Play in Animals and Humans (Blackwell),
Understanding Children's Development (Blackwell), and Children's
Play (Gordon and B.). The contributors to this volume include:
Peter K. Smith, Sonia Sharp, Irene Whitney, Ian Rivers, David
Thompson, Helen Cowie, Michael J. Boulton, and Catherine Higgins.
Originally published in 1991, this book is about bullying and
victimisation in children and young people, and ways of dealing
with it. With the exception of Chapter 13 which is related to
experiences of bullying within the borstal system, superseded by
Youth Custody and more recently the Unified Custodial Sentence, it
is about bullying in schools. The aim of this book is to help
teachers, school governors, and parents work towards reducing the
effects of behaviour which can, at worst, blight the lives of
victims into adulthood and encourage antisocial and violent
behaviour in those who get away with bullying.
Based on an extensive national research project with global
relevance, this pioneering volume draws on unique data on bullying
in youth sports training collected from both athletes and coaches
using a variety of methodological approaches. Nery, Neto, Rosado
and Smith use this research to establish a baseline of the
prevalence of bullying among young male athletes, offering
evidence-based strategies for prevention and providing a solid
theoretical basis for the development of anti-bullying intervention
programs. Bullying in Youth Sports Training explores how often
bullying occurs, how long it lasts, where and when bullying takes
place, the coping strategies used by victims, and the individual
roles of victims, bystanders and bullies. It provides new insights
into theories of youth sport bullying and highlights the particular
characteristics specific to bullying in sport. The backgrounds of
bullies and victims are also explored, as well as the consequences
and practical implications of sustained bullying. The book provides
both theoretical and practical approaches to bullying in youth
sport training, providing anti-bullying guidelines based on the
results of the research. The book is essential reading for scholars
and students in child development and sport sciences as well as
sports coaches and professionals in mental health, education and
social work.
The majority of people will now spend about one-third of their
lives as grandparents, yet developmental psychologists have largely
ignored the nature of the grandparental role, and the influence
which grandparents can have on grandchildren. Originally published
in 1991, this book redresses the balance and uses life-span
evolutionary and psychodynamic theoretical frameworks to provide a
comprehensive analysis of the phenomenon of grandparenthood from
cross-cultural perspectives. Much recent work in developmental
psychology has disregarded the extended family in favour of the
two-generational nuclear family of parents and children. But
grandparents do have a significant role in family relationships and
children's development. This volume contains detailed discussion of
intergenerational transmission of parenting skills, cooperation and
conflict in three-generational families and the ways in which
grandparents and grandchildren perceive one another. The importance
of considering social and cultural contexts of development applies
to grandparents just as much as to other areas of human
development. Kinds of family structure, social policies regarding
employment, health and housing, attitudes to marriage and even
particular historical events all have an impact on the position and
role of grandparents and on stereotypes of old age. These factors
vary considerably from country to country. Our understanding of
grandparenthood can only be enriched by learning about the variety
of ways in which it is expressed in different cultural settings.
Most previous research has been confined to the USA. This book is
truly international containing contributions from Britain, Canada,
Finland, Italy, the Netherlands, Poland, West Germany and the USA.
International comparisons enable us to see which elements are
essential to grandparenthood and which are culture dependant. In
most Western countries the population is ageing and this sort of
study is becoming vitally important. The Psychology of
Grandparenthood is required reading for anybody who is
professionally involved with the elderly and for psychologists
interested in development, the life-span and family systems.
Why do children get involved with bullying? Does cyberbullying
differ from traditional bullying? How can bullying at school be
prevented? The Psychology of School Bullying explores what bullying
is and what factors lead to children playing roles as bullies,
victims, defenders, bystanders or even some combination of these
The book examines proactive strategies to reduce the likelihood of
bullying happening in school, but also looks at what action the
school could take if bullying incidents do occur. As bullying can
have such far-reaching consequences and sometimes tragic outcomes,
it is vital to grasp how and why it happens, and The Psychology of
School Bullying shows how improved knowledge and understanding can
lead to effective interventions.
Exploring international and intercultural perspectives, Making an
Impact on School Bullying presents a much-needed insight into the
serious problem of bullying in schools. As the effect of bullying
on victims can be devastating, and bystanders and even perpetrators
are often also negatively affected by the experience, finding
successful solutions to the problem of bullying is crucial for
improving school life around the world. This invaluable book looks
at a range of practical interventions that have addressed the
problem of school bullying. Peter Smith presents a curated
collection of seven examples of successful anti-bullying procedures
from around the world - including the US, Europe and Asia - and an
exploration of cyberbullying. Each chapter examines the context in
which the interventions took place, how theoretical knowledge
transferred into practice, and the impact and legacy of the work.
Covering the most important and widely-used strategies to combat
bullying, the book provides readers with a roadmap to developing
practical and impactful interventions. Ideal reading for students
and researchers of education and developmental psychology, Making
an Impact on School Bullying is also useful for school counsellors
and education authorities.
Play takes up much of the time budget of young children, and many
animals, but its importance in development remains contested. This
comprehensive collection brings together multidisciplinary and
developmental perspectives on the forms and functions of play in
animals, children in different societies, and through the lifespan.
The Cambridge Handbook of Play covers the evolution of play in
animals, especially mammals; the development of play from infancy
through childhood and into adulthood; historical and
anthropological perspectives on play; theories and methodologies;
the role of play in children's learning; play in special groups
such as children with impairments, or suffering political violence;
and the practical applications of playwork and play therapy.
Written by an international team of scholars from diverse
disciplines such as psychology, education, neuroscience, sociology,
evolutionary biology and anthropology, this essential reference
presents the current state of the field in play research.
|
You may like...
Celebrations
Jan Kohler
Hardcover
R450
R351
Discovery Miles 3 510
|