At the heart of this volume is the recognition that children's engagement with play and story are intrinsically and intricately linked. The contributing authors share a passionate interest in the development and well-being of children, in particular through their use of imagination and adaptation of the everyday into play and stories. Following these principles, the volume explores the connections between play, story, and pretense with regard to many cultural and contextual factors that influence the way these elements vary in children's lives. In a departure from earlier collections on play and story, the authors take a particular focus on normative as compared with atypical development. This collection begins with an approach to understanding the developmental relationship between play and story, which recognizes their similarities while acknowledging their differences. Much of the collection addresses pretend play and story in children with autism spectrum disorder, an understudied but important group for consideration, as these dimensions of their lives and development have often been considered problematic. The volume also includes sections on play and story in classroom settings and play and story across cultures, including non-English-speaking environments such as Israel, Romania, China, and Mexico. It concludes with a discussion of how play differs across sociocultural and economic contexts, making a unifying claim for the importance of play in children's lives but also calling for an understanding of what play means to very different groups of children.

This book explores an understudied area of language development in autism - namely, how children with autism learn the meaning of verbs. The key feature is a profile of verb acquisition in autism derived from qualitative analysis of the conversational language of ten children with autism. Douglas examines whether this profile is typical or atypical compared with verb learning in neurotypical children. Verb use is central to linguistic development, and the ability of children with autism to develop and use verb categories is of interest, because verbs also encode information about the number and type of participants and the temporal location of the activity/event. Moreover, the acquisition of verb meanings is often dependent on other cognitive skills, such as the recognition that human beings have beliefs and desires which motivate their actions. All these are areas which are widely considered problematic for children with autism and continue to generate much discussion among researchers and clinicians. This investigation is among the first studies of its type, offering new insights into the process of language acquisition in autism.

At the heart of this volume is the recognition that children's engagement with play and story are intrinsically and intricately linked. The contributing authors share a passionate interest in the development and well-being of children, in particular through their use of imagination and adaptation of the everyday into play and stories. Following these principles, the volume explores the connections between play, story, and pretense with regard to many cultural and contextual factors that influence the way these elements vary in children's lives. In a departure from earlier collections on play and story, the authors take a particular focus on normative as compared with atypical development. This collection begins with an approach to understanding the developmental relationship between play and story, which recognizes their similarities while acknowledging their differences. Much of the collection addresses pretend play and story in children with autism spectrum disorder, an understudied but important group for consideration, as these dimensions of their lives and development have often been considered problematic. The volume also includes sections on play and story in classroom settings and play and story across cultures, including non-English-speaking environments such as Israel, Romania, China, and Mexico. It concludes with a discussion of how play differs across sociocultural and economic contexts, making a unifying claim for the importance of play in children's lives but also calling for an understanding of what play means to very different groups of children.

Dispute management processes are becoming the norm as a precursor, or an alternative, to traditional court-based litigation. Dispute Management is a clear and concise introduction to an expansive range of dispute processes. Beginning with communication theory and practice, and the historical, philosophical and cultural considerations of dispute management, the book then addresses the traditional topics of negotiation, mediation and litigation, as well as interviewing, collaborative law and arbitration. Each topic is well-researched, offering the necessary depth, socio-legal considerations and balanced coverage of theory and practice. Chapters address relevant ethical and cultural issues and is supported by array of interesting examples that promote discussion. Case studies at the end of each chapter link theory to practice and present disputes between neighbours, conflict in the workplace and cases that make it to trial. Offering a combination of theoretical insights and practical information Dispute Management is a vital resource for students, lawyers and dispute practitioners.

The childhood memoirs contained in Ordinary Lessons are intended to complicate the conventional portrait of white middle-class girlhood in the American 1950s. As they look back to their own remembered lives in families, schools, and communities, the authors undermine the popular image of unproblematic happy days. Their stories uncover the commonalties as well as differences in the cultural landscape they inhabited and explore the constraints and possibilities of the ordinary lessons girls learned in the 1950s.

Media critic Douglas deconstructs the ambiguous messages sent to American women via TV programs, popular music, advertising, and nightly news reporting over the last 40 years, and fathoms their influence on her own life and the lives of her contemporaries. Photos.

Now in paperback, the provocative book that has ignited fiery debate and created a dialogue among women about the state of motherhood today. In THE MOMMY MYTH, Susan Douglas and Meredith Michaels turn their 'sharp, funny, and fed-up prose' (San Diego Union Tribune) toward the cult of the new momism, a trend in Western culture that suggests that women can only achieve contentment through the perfection of mothering. Even so, the standards of this ideal remain out of reach, no matter how hard women try to 'have it all'. THE MOMMY MYTH skilfully maps the distance travelled from the days when THE FEMININE MYSTIQUE demanded more for women than keeping house and raising children, to today's not-so-subtle pressure to reverse this trend. A must-read for every woman.