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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 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.
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.
Adolescent girls' wellbeing is under threat. They face pressure to
achieve academically while simultaneously negotiating a life
dominated by social media, an unrelenting focus on appearance,
cyberbullying, sexual harassment and ready access to pornography
characterised by male violence to women. The sociocultural
environment presents significant risks for girls' mental health,
yet clinical psychology remains largely focused on the individual.
Cultural factors are also overshadowed by postfeminist forces and a
renewed emphasis on biological determinants of psychological sex
differences. Clinical Psychology and Adolescent Girls in a
Postfeminist Era goes back to first principles and revisits the
question of the place of nature and nurture in children's
development, in the light of what we now know about neural
plasticity, dynamic systems and gender socialisation. Feminism and
its sometimes uncomfortable relationship with psychology is
discussed, as are the meaning and implications of 'postfeminism',
and whether girls have 'special strengths'. Practice principles and
specific ideas for practice with today's girls are all included.
Finally, there is a complementary chapter on working with
adolescent boys. Feminist writings about psychotherapy (with women)
had their heyday some time ago, and some see boys as the ones who
now need special attention. This book contends that the changing
pressures of today's western world call for a renewed interest in
specialised practice with girls, taking account of up-to-date
theories about child development, and exploring the idea of
expanding clinical practice beyond the individual.
Adolescent girls' wellbeing is under threat. They face pressure to
achieve academically while simultaneously negotiating a life
dominated by social media, an unrelenting focus on appearance,
cyberbullying, sexual harassment and ready access to pornography
characterised by male violence to women. The sociocultural
environment presents significant risks for girls' mental health,
yet clinical psychology remains largely focused on the individual.
Cultural factors are also overshadowed by postfeminist forces and a
renewed emphasis on biological determinants of psychological sex
differences. Clinical Psychology and Adolescent Girls in a
Postfeminist Era goes back to first principles and revisits the
question of the place of nature and nurture in children's
development, in the light of what we now know about neural
plasticity, dynamic systems and gender socialisation. Feminism and
its sometimes uncomfortable relationship with psychology is
discussed, as are the meaning and implications of 'postfeminism',
and whether girls have 'special strengths'. Practice principles and
specific ideas for practice with today's girls are all included.
Finally, there is a complementary chapter on working with
adolescent boys. Feminist writings about psychotherapy (with women)
had their heyday some time ago, and some see boys as the ones who
now need special attention. This book contends that the changing
pressures of today's western world call for a renewed interest in
specialised practice with girls, taking account of up-to-date
theories about child development, and exploring the idea of
expanding clinical practice beyond the individual.
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.
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