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Child Development: Theories and Critical Perspectives provides an
engaging and perceptive overview of both well-established and
recent theories in child and adolescent psychology. This unique
summary of traditional scientific perspectives alongside critical
post-modern thinking will provide readers with a sense of the
historical development of different schools of thought. The authors
also place theories of child development in philosophical and
cultural contexts, explore links between them, and consider the
implications of theory for practice in the light of the latest
thinking and developments in implementation and translational
science. Early chapters cover mainstream theories such as those of
Piaget, Skinner, Freud, Maccoby and Vygotsky, whilst later chapters
present interesting lesser-known theorists such as Sergei
Rubinstein, and more recent influential theorists such as Esther
Thelen. The book also addresses lifespan perspectives and systems
theory, and describes the latest thinking in areas ranging from
evolutionary theory and epigenetics, to feminism, the voice of the
child and Indigenous theories. The new edition of Child Development
has been extensively revised to include considerable recent
advances in the field. As with the previous edition, the book has
been written with the student in mind, and includes a number of
useful pedagogical features including further reading, discussion
questions, activities, and websites of interest. Child Development:
Theories and Critical Perspectives will be essential reading for
students on advanced courses in developmental psychology,
education, social work and social policy, and the lucid style will
also make it accessible to readers with little or no background in
psychology.
This invaluable book offers a comprehensive guide for educators in
understanding and promoting wellbeing and violence prevention
initiatives in schools and communities. Ittranslates research and
theory into practice with a strong evidence-based application. The
book is presented in five thematic sections, namely: culture and
wellbeing; young females and wellbeing; bullying; cyberbullying and
student violence; interventions to promote wellbeing; and
interventions to promote violence prevention. An introductory
chapter provides an overview of the field and a commentary chapter
draws the five themes together. Written by experienced researchers
and educators, each of the 21 chapters provides practical
information and research on school, classroom or community
applications, trends and issues in the field, and practical ideas
for wellbeing and violence prevention measures. Issues of culture,
gender and youth voice are specifically addressed.
This book addresses, and seeks to harmonise, different paradigms
for understanding school bullying. It sets out to examine two
paradigms for conceptualising bullying, and the worldviews that
underpin them. It uses a complex systems perspective to bring the
two paradigms together in a holistic fashion. By doing so, it
creates an integrated framework for conceptualising the many
individual, relational and societal factors that are in dynamic
interaction and play a part in promoting or reducing school
bullying. This book draws upon a number of disciplines by way of
background, including evolutionary, child development and social
psychological theories of group behaviour and identity. It proposes
that the human need for belonging is central to understanding
bullying, and situates the topic within an understanding of gender
and children's human rights, bringing philosophical and moral
perspectives to bear. It discusses practical ways forward, presents
a systemic approach to bullying and application of complex adaptive
systems methods to bullying research and evaluation. It serves as
an introduction to such methods and suggests further creative ideas
for policy, intervention practice, and teacher education about
bullying.
Child Development: Theories and Critical Perspectives provides an
engaging and perceptive overview of both well-established and
recent theories in child and adolescent psychology. This unique
summary of traditional scientific perspectives alongside critical
post-modern thinking will provide readers with a sense of the
historical development of different schools of thought. The authors
also place theories of child development in philosophical and
cultural contexts, explore links between them, and consider the
implications of theory for practice in the light of the latest
thinking and developments in implementation and translational
science. Early chapters cover mainstream theories such as those of
Piaget, Skinner, Freud, Maccoby and Vygotsky, whilst later chapters
present interesting lesser-known theorists such as Sergei
Rubinstein, and more recent influential theorists such as Esther
Thelen. The book also addresses lifespan perspectives and systems
theory, and describes the latest thinking in areas ranging from
evolutionary theory and epigenetics, to feminism, the voice of the
child and Indigenous theories. The new edition of Child Development
has been extensively revised to include considerable recent
advances in the field. As with the previous edition, the book has
been written with the student in mind, and includes a number of
useful pedagogical features including further reading, discussion
questions, activities, and websites of interest. Child Development:
Theories and Critical Perspectives will be essential reading for
students on advanced courses in developmental psychology,
education, social work and social policy, and the lucid style will
also make it accessible to readers with little or no background in
psychology.
This book focuses on well-being at school in association with
positive peer relationships and bullying. Taking an integrative and
community-based approach, the book outlines the significance of
student-school relationships for well-being and emphasizes the
importance of school and classroom climate for promoting
well-being. Embedded in research and theory, the book reflects the
belief that all of our dealings with children and young people in
whatever role, whether as parent or teacher or in some other
capacity, are bounded by theory, either implicit or explicit. The
book highlights the role of partnerships and linkages in addressing
school-based well-being and anti-bullying programs. It pays special
attention to the barriers and facilitators that schools must
address in engaging with external agencies to deliver strong
evidence-based initiatives. The international concern with school
bullying is given particular consideration in relation to its
impact on the well-being of all involved. A feature of the text is
the focus given to the implementation of programs into the busy and
complex world of schools and classrooms recognizing that the
effectiveness and impact of any school-based program is strongly
related to the quality of its implementation. The text reflects a
commitment of the authors to a broad-based systemic view of
development, taking into account family, school, community and
culture as influential factors. The text incorporates a number of
pedagogical features e.g. classroom based activities and discussion
starters, reflections on points raised in the text, and case
studies. This book is of special interest to teachers, school
counselors, educational psychologists and mental health
professionals working in school settings.
This invaluable book offers a comprehensive guide for educators in
understanding and promoting wellbeing and violence prevention
initiatives in schools and communities. Ittranslates research and
theory into practice with a strong evidence-based application. The
book is presented in five thematic sections, namely: culture and
wellbeing; young females and wellbeing; bullying; cyberbullying and
student violence; interventions to promote wellbeing; and
interventions to promote violence prevention. An introductory
chapter provides an overview of the field and a commentary chapter
draws the five themes together. Written by experienced researchers
and educators, each of the 21 chapters provides practical
information and research on school, classroom or community
applications, trends and issues in the field, and practical ideas
for wellbeing and violence prevention measures. Issues of culture,
gender and youth voice are specifically addressed.
This book focuses on well-being at school in association with
positive peer relationships and bullying. Taking an integrative and
community-based approach, the book outlines the significance of
student-school relationships for well-being and emphasizes the
importance of school and classroom climate for promoting
well-being. Embedded in research and theory, the book reflects the
belief that all of our dealings with children and young people in
whatever role, whether as parent or teacher or in some other
capacity, are bounded by theory, either implicit or explicit. The
book highlights the role of partnerships and linkages in addressing
school-based well-being and anti-bullying programs. It pays special
attention to the barriers and facilitators that schools must
address in engaging with external agencies to deliver strong
evidence-based initiatives. The international concern with school
bullying is given particular consideration in relation to its
impact on the well-being of all involved. A feature of the text is
the focus given to the implementation of programs into the busy and
complex world of schools and classrooms recognizing that the
effectiveness and impact of any school-based program is strongly
related to the quality of its implementation. The text reflects a
commitment of the authors to a broad-based systemic view of
development, taking into account family, school, community and
culture as influential factors. The text incorporates a number of
pedagogical features e.g. classroom based activities and discussion
starters, reflections on points raised in the text, and case
studies. This book is of special interest to teachers, school
counselors, educational psychologists and mental health
professionals working in school settings.
Mental Health and Wellbeing through Schools brings together
international experts from various disciplines to identify and
address a range of current challenges in this rapidly-developing
field of endeavour. The opening chapter details lessons learned
from research and practice, outlining some emerging challenges for
the effective implementation of mental health initiatives in
schools. Subsequent chapters take up the various issues, exploring
problems and proposing solutions. Topics fall within four broad
areas: Organisational and leadership issues such as dealing with
'wicked' or 'hard-to-tame' (complex and resistant) problems and
taking a broad public health approach; Teacher-related issues, such
as how to integrate programs successfully into schools, and teacher
skills and professional learning; The challenges and opportunities
of new technologies, including cyberbullying and the use of online,
multimedia and mobile resources for both student and teacher
learning and support; The need for a greater focus on targeted
interventions for at-risk students, such as those with
disabilities; also addressing 'hard-to-tame' problems such as
bullying, youth suicide and depression. Mental Health and Wellbeing
through Schools will be of interest to those involved in
researching, developing, evaluating and implementing mental health
initiatives in schools, including academics, practitioners,
educators and educational and Mental Health policy makers. It will
also be of use to professionals, such as nurses and social workers,
concerned with the wellbeing of children and adolescents. The book
will have international appeal, with contributors from around the
world, experienced in a range of contexts. Rosalyn H. Shute is
Adjunct Professor of Psychology at both Flinders and Federation
Universities (Australia). Her research expertise lies broadly in
clinical child psychology and paediatric psychology/child health
and wellbeing. She is an experienced teacher of Developmental
Psychology, educational and clinical child/paediatric psychology.
Phillip T. Slee is a Professor in Human Development in the School
of Education at Flinders University, Adelaide, Australia. He is a
trained teacher and registered psychologist. His main areas of
interest include childhood bullying/aggression, mental health and
wellbeing, stress and teacher education. He has a particular
interest in the practical and policy implications of his research.
He and Shute recently co-authored Child Development: Theories and
Critical Perspectives.
Mental Health and Wellbeing through Schools brings together
international experts from various disciplines to identify and
address a range of current challenges in this rapidly-developing
field of endeavour. The opening chapter details lessons learned
from research and practice, outlining some emerging challenges for
the effective implementation of mental health initiatives in
schools. Subsequent chapters take up the various issues, exploring
problems and proposing solutions. Topics fall within four broad
areas: Organisational and leadership issues such as dealing with
'wicked' or 'hard-to-tame' (complex and resistant) problems and
taking a broad public health approach; Teacher-related issues, such
as how to integrate programs successfully into schools, and teacher
skills and professional learning; The challenges and opportunities
of new technologies, including cyberbullying and the use of online,
multimedia and mobile resources for both student and teacher
learning and support; The need for a greater focus on targeted
interventions for at-risk students, such as those with
disabilities; also addressing 'hard-to-tame' problems such as
bullying, youth suicide and depression. Mental Health and Wellbeing
through Schools will be of interest to those involved in
researching, developing, evaluating and implementing mental health
initiatives in schools, including academics, practitioners,
educators and educational and Mental Health policy makers. It will
also be of use to professionals, such as nurses and social workers,
concerned with the wellbeing of children and adolescents. The book
will have international appeal, with contributors from around the
world, experienced in a range of contexts. Rosalyn H. Shute is
Adjunct Professor of Psychology at both Flinders and Federation
Universities (Australia). Her research expertise lies broadly in
clinical child psychology and paediatric psychology/child health
and wellbeing. She is an experienced teacher of Developmental
Psychology, educational and clinical child/paediatric psychology.
Phillip T. Slee is a Professor in Human Development in the School
of Education at Flinders University, Adelaide, Australia. He is a
trained teacher and registered psychologist. His main areas of
interest include childhood bullying/aggression, mental health and
wellbeing, stress and teacher education. He has a particular
interest in the practical and policy implications of his research.
He and Shute recently co-authored Child Development: Theories and
Critical Perspectives.
This book addresses, and seeks to harmonise, different paradigms
for understanding school bullying. It sets out to examine two
paradigms for conceptualising bullying, and the worldviews that
underpin them. It uses a complex systems perspective to bring the
two paradigms together in a holistic fashion. By doing so, it
creates an integrated framework for conceptualising the many
individual, relational and societal factors that are in dynamic
interaction and play a part in promoting or reducing school
bullying. This book draws upon a number of disciplines by way of
background, including evolutionary, child development and social
psychological theories of group behaviour and identity. It proposes
that the human need for belonging is central to understanding
bullying, and situates the topic within an understanding of gender
and children's human rights, bringing philosophical and moral
perspectives to bear. It discusses practical ways forward, presents
a systemic approach to bullying and application of complex adaptive
systems methods to bullying research and evaluation. It serves as
an introduction to such methods and suggests further creative ideas
for policy, intervention practice, and teacher education about
bullying.
The third edition of Child, Adolescent and Family Development
provides a comprehensive, readable study of human development from
conception to adulthood. It explores the foundations of modern
developmental thought, incorporating the latest in international
research set within a cultural and historical context. Richly
illustrated and enhanced by a range of practical teaching
resources, this clear and engaging text is intended to reach
students across a range of teaching, psychology, social science and
health science disciplines. By employing a thematic approach within
the chronologically ordered chapters, this text offers a systematic
and intuitive structure for both learning and teaching. This new
edition features a set of fully updated case studies that consider
current trends and issues in developmental theory and practice, as
well as end-of-chapter sections that address important stages in
the family life cycle.
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