Disability and Child Sexual Abuse examines the ways in which society marginalises, institutionalises and places disabled children in situations of unacceptable risk, and how - as evidenced in the survivors' narratives - patterns of service delivery can contribute to the problem.
Scientists currently study memory from many different perspectives: neurobiological, ethological, animal conditioning, cognitive, behavioral neuroscience, social, and cultural.
Contributions from early childhood educators, teachers, psychologists, music therapists, occupational therapists, and psychotherapists highlight the crucial role that early relationships and interactions in group settings play in the development of children's personal, emotional and social skills.
Originally published in 1980, Cognition in Schizophrenia and Paranoia presents a theoretical framework that relates three fields of psychology: the experimental research in psychopathology, the developmental literature on intellectual growth, and the literature on hemispheric specialization.
In recent years, a growing field of empathy studies has started to emerge from several academic disciplines, including neuroscience, social psychology, and philosophy.
This concise guide offers an accessible introduction to emotions, temperament, personality, moral, prosocial and antisocial development in childhood and adolescence.
An indispensable resource for K-12 educators and autism specialists, this highly practical book shows how to include students with autism spectrum disorders (ASD) in general education settings.
When developmental psychologists set forth the theory that the roots of adult psychopathology could be traced to childhood experience and behavior, the idea quickly took hold.
Musical Excellence offers performers, teachers, and researchers, new perspectives and practical guidance for enhancing performance and managing the stress that typically accompanies performance situations.
Case studies of individual language learners are a valuable means of illustrating issues connected with learning, using, and in some cases, losing another language.
Magical thinking and behavior have traditionally been viewed as immature, misleading alternatives to scientific thought that in children inevitably diminish with age.
Since the mid-twentieth century, Zoltan Kodaly's child-developmental philosophy for teaching music has had significant positive impact on music education around the world, and is now at the core of music teaching in the United States and other English speaking countries.
Practical and easy to use, this resource is for practitioners working in early years settings to help children aged 0-2 to develop secure and positive attachments with their parent or carer.
Renommierte Expertinnen und Experten bieten in diesem Band einen umfassenden Überblick über die internationale psychologische Forschung zum Jugendalter.
Based on research about after-school experiences and dilemmas conducted over a four-year period with employed parents and their children, this book draws on the stories these parents and children told--often using their actual words--to emphasize the wide variety of children's after-school arrangements, children's movement over time in and out of different arrangements, and the importance to children of multiple facets of their after-school arrangements, not simply the presence or absence of an adult caretaker.
In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications - extracts from books, key articles, research findings, practical and theoretical contributions.
Why Place Matters reassesses what is known and traditionally understood about the relationship older adults have with place over time and in later life.
Symbol Use and Symbolic Representation: Developmental and Comparative Perspectives is the proceedings of a workshop held at Emory University in 2002 to discuss the difficult and age-old issue of what makes a symbol symbolic.
Guided by developmental cultural psychology, this volume focuses on understandings and responses to disability and stigmatization from the perspectives of educators practicing in Japan, South Korea, Taiwan, and the United States.
By offering unique analysis and synthesis of theory, empirical research, and clinical guidance in an up-to-date and unbiased context, this book assists health and social care professionals in understanding the use of drugs and substances of abuse by children and adolescents.
Exploring the importance of parental engagement in early childhood education, this book delves into research and practices in 25 countries to bring students, researchers, teachers and policy-makers insights into working families around the world.
This leading text and clinical guide offers best-practice recommendations for assessing a comprehensive array of child and adolescent mental health problems and health risks.
Written by an award-winning developmental neuroscientist, this is a comprehensive and cutting-edge account of the latest research on the adolescent brain.
A passionate deconstruction and reconstruction of learning, development, and schooling that urges teachers to explore and create new educational opportunities for themselves and their students, Schools for Growth: Radical Alternatives to Current Educational Models asks the following questions: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create their growth?
In On the Genesis of Thought and Language, linguist Alexey Koshelev explores fundamental questions of how human concepts arise in a child, why concepts appear in a child before words, the genesis of language, and why there are so many languages.
Mild Cognitive Impairment (MCI) has been identified as an important clinical transition between normal aging and the early stages of Alzheimer's disease (AD).
