The aim of this book on psychotherapies with children and families is to present a comprehensive overview of the current array of intervention approaches in the child mental health field. There is a focus on the integration of theory, research, and practice throughout the book. The book proceeds from the more global pre sentations of basic theoretical approaches to applications of these approaches with specific problems and populations. It then presents more integrated intervention approaches and overviews of the research literature. One of the unique features of this book is its focus on future directions for each approach, both in clinical prac tice and in research. A second unique feature is its structured format across di verse approaches with a focus on empirical validation of approaches. Another innovation is the presentation of interventions that integrate major components of different theoretical approaches. Thus, the book reflects the current trends in the field of interventions with specific problems and populations, empirical valida tion of the approach, and the integration of treatment approaches. There are five major sections in this book. Part I consists of four chapters that address a variety of issues related to child psychotherapy. Chapter 1 by the editors examines the historical roots of child psychotherapy and explores current trends in the treatment of diverse child disorders. It emphasizes the movement to "treat ments that work" and sets the stage for the chapters that follow."

This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.

Previously neglected, more and more "affect and creativity" is recognized as an area that is important and exciting area to investigate. This book presents the very latest ideas and research by leaders in the field about the role of affect in the creative process.
Affect, Creative Experience and Psychological Adjustment is an arena where new theories and concepts can be presented, research findings compared and discussed, methodological issues debated, and future research outlined. Key questions in affect and creativity focus on identifying specific affective processes that are most important in creativity, discovering the underlying mechanisms that account for the relationships between affect and creativity, exploring differential effects of various types of affect, such as positive and negative affect, on creativity and understanding how these things relate to psychological adjustment.
As with any new line of research investigation, there is a fermenting of ideas, speculations, research findings, hunches, methodological issues and tests of theoretical models that evolves into a clear vision of heuristic theoretical models and identification of the most important research questions. This book contributes to that process in the area of affect and creativity.

This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.

The aim of this book on psychotherapies with children and families is to present a comprehensive overview of the current array of intervention approaches in the child mental health field. There is a focus on the integration of theory, research, and practice throughout the book. The book proceeds from the more global pre sentations of basic theoretical approaches to applications of these approaches with specific problems and populations. It then presents more integrated intervention approaches and overviews of the research literature. One of the unique features of this book is its focus on future directions for each approach, both in clinical prac tice and in research. A second unique feature is its structured format across di verse approaches with a focus on empirical validation of approaches. Another innovation is the presentation of interventions that integrate major components of different theoretical approaches. Thus, the book reflects the current trends in the field of interventions with specific problems and populations, empirical valida tion of the approach, and the integration of treatment approaches. There are five major sections in this book. Part I consists of four chapters that address a variety of issues related to child psychotherapy. Chapter 1 by the editors examines the historical roots of child psychotherapy and explores current trends in the treatment of diverse child disorders. It emphasizes the movement to "treat ments that work" and sets the stage for the chapters that follow.

This book presents the very latest ideas and research by leaders in the field about the role of affect in the creative process.

Converging evidence suggests that pretend play in childhood has an important role in providing a foundation for adult creativity. Indeed, many of the processes central to creativity occur in pretend play. In this book, Sandra W. Russ reviews the theory and research on pretend play and creativity, including cognitive and affective processes involved in play and creativity, possible evolutionary purposes of play, and its cultural variations. In particular, she highlights the importance of pretend play in helping children to access emotional memories and fantasies. She explains how creative processes in play can be measured using the Affect in Play Scale, which she developed and is included in the volume. Additionally, she describes play interventions designed to encourage creativity in children, with transcripts of sessions from a pilot intervention. Brief case studies of creative adult scientists and artists are also presented, illustrating similarities in play processes and creative processes in adulthood. Given the need for highly developed creativity in science, engineering, and the arts, the link between pretend play and creativity is important to explore. This book explores what we know about the topic and how researchers might approach future studies in this area.

Going beyond traditional play therapy, this innovative book presents a range of evidence-based assessment and intervention approaches that incorporate play as a key element. It is grounded in the latest knowledge about the importance of play in child development. Leading experts describe effective strategies for addressing a wide variety of clinical concerns, including behavioral difficulties, anxiety, parent-child relationship issues, trauma, and autism. The empirical support for each approach is summarized and clinical techniques are illustrated. The book also discusses school-based prevention programs that utilize play to support children's learning and social-emotional functioning.