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Donald Winnicott, psychoanalyst and pediatrician, is viewed by many in the psychodynamic field as the “other genius” in the history of psychodynamic theory and practice, along with Freud. This book selects and explores twelve of his most infl uential clinical papers.Winnicott's works have been highly valued in the decades since they were first published, and are still relevant today. Winnicott's writings on the goals and techniques of psychodynamic psychotherapy have been foundational, in that he recast Freudian- and Kleinian-infl uenced thinking in the direction of the more relational schools of psychotherapy that define current 21st-century psychodynamic practice. Winnicott's writings help us to understand the maturational processes of children, certainly. But more than that, they help us to understand how best to intervene when the enterprise of childhood leads to compromises of psychological health in later years. Yet, despite Winnicott's influence and continuing relevance, his writings, while at some level simple, are elusive to modern readers. For one thing, he writes in the psychoanalytic genre of the 1930s-1960s, whose underlying theoretical assumptions and vocabulary are obscure in the present day and, for another, his writing often reflects primary process thinking, which is suggestive, but not declarative. In this work, Teri Quatman provides explanations and insight, in an interlocution with Winnicott's most significant papers, exploring both his language and concepts, and enabling the clinician to emerge with a deep and reflective understanding of his thoughts, perspectives, and techniques.Engaging and accessible, Accessing the Clinical Genius of Winnicott will be of great use to anyone encountering Winnicott for the first time, particularly in psychodynamic psychotherapeutic training, and in the teaching of relational psychotherapies.

The book provides new perspectives from leading experts examining the role of architects and urbanists in designing for inclusivity in our built environment. By focusing on themes of gender, race and ethnicity, ability, neurodiversity, age, poverty and socio-economy and the non-human, the book tackles the complex challenges that designers and scholars encounter and need to address in their works. The volume offers a diverse compilation of peer-reviewed papers related to architecture for inclusivity in various different formats, ranging from visual essays, argumentative papers and scholastic texts. It presents the notion of'availability', a concept which works to challenge the'othering'inherent in notions of inclusion and accessibility. In its introduction it presents a critical discourse around the challenges and potentials lying in the design for availability targeted towards a systemic change of our societies. The book is part of a series of six volumes that explore the agency of the built environment in relation to the SDGs through new research conducted by leading researchers. The series is led by editors Mette Ramsgaard Thomsen and Martin Tamke in collaboration with the theme editors: - Design for Climate Adaptation: Billie Faircloth and Maibritt Pedersen Zari - Design for Rethinking Resources: Carlo Ratti and Mette Ramsgaard Thomsen (Eds.) - Design for Resilient Communities: Anna Rubbo and Juan Du (Eds.) - Design for Health: Arif Hasan and Christian Benimana (Eds.) - Design for Inclusivity: Magda Mostafa and Ruth Baumeister (Eds.) - Design for Partnerships for Change: Sandi Hilal and Merve Bedir (Eds.)

Part I is an extended biography of Margaret Lowenfeld. Part II contains examples of her contributions to paediatric medical research, psychological theory, and psychotherapeutic technique.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions.This influential volume of papers, chosen by Professor Annette Karmiloff-Smith before she passed away, recognises her major contribution to the field of developmental psychology. Published over a 40-year period, the papers included here address the major themes that permeate through Annette's work: from typical to atypical development, genetics and computation modelling approaches, and neuroimaging of the developing brain. A newly written introduction by Michael S. C. Thomas and Mark H. Johnson gives an overview of her research journey and contextualises her selection of papers in relation to changes in the field over time.Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is of great interest to researchers and postgraduates in child development specialising in atypical development, developmental disorders, and developmental neuroscience. It also has appeal to clinical neuropsychologists and rehabilitation professionals.

Science depends on noticing that things which seem identical are different, and conversely. In psychology, one cannot assume that apparently identical behaviours are due to identical mechanisms. The work reported in this book involves the problem of classifying the true nature of behaviour as it appears during child development. Originally published in 1982, the papers in this volume attempt to interpret, explain, or explain away developmental regressions in a variety of different areas. In spring 1975, a group of scholars interested in such problems met for several days to discuss their individual findings and the underlying theoretical issues. This volume reflects both the discussions at the original conference and succeeding years of thinking, reading and writing.

Love the Wild Swan is the culmination of thirty years of clinical and teaching experience, undertaken by child and adolescent psychoanalytic psychotherapist Judith Edwards. Along with new material, the book consists of previously published papers spanning Edwards's entire career, which have been carefully selected to chart the journey that every clinician and human being makes, from babyhood to adult life.Edwards offers an example of how the evolution of meanings occur and how lifelong learning about the self and the other takes place. The book is divided into four parts, with sections on observation, clinical work, teaching theory, and links between these ideas and ongoing life in the form of the arts, through poetry, film and sculpture. Love the Wild Swan will be of interest to practitioners and clinicians, as well as appealing to anyone in the field of mental health who wishes to reflect on the nature of human development and growth.

Applied Developmental Psychology is a collection of papers from different experts in the field of psychology in an attempt to put forth a vision of psychology as a developmental science through its applications in different studies. The book covers topics such as the history, the'applied perspective, and a research strategy for psychology; rationale for the focus and the status of studying, as well as societal and psychological trends related to studying; and the study of the cognitive process related to watching of television. Also covered are topics such as the development of peer relations in children with autism and the studies of stress-resistant children. The text is recommended to psychologists, especially those who would like to research on how the field can be viewed as a developmental science.

Embark on an illuminating voyage through the biological foundations of human nature and development with Psychobiological Footprints through Human Development. This unique volume unveils the intricate dance between genetics, neuroscience, and environment, offering a holistic understanding of how we become who we are.This comprehensive book examines the psychobiological, neuroendocrine, and epigenetic mechanisms that regulate developmental processes in typical development and under conditions of developmental risk. Moving within a dynamic systems epistemic framework and capitalizing from the heritage of the infant research field, it provides a solid framework for comprehending the interplay of nature and nurture. With a captivating blend of theoretical principles, processes, and contextual applications, this book transcends academic boundaries to empower anyone interested in the intricacies of human development.Psychobiological Footprints through Human Development is a guide to discovering how our life experiences contribute to making us who we are and therefore it is invaluable to graduate students in the fields of developmental psychology, neuroscience, genetics, and related disciplines. Delving into the biological roots of behaviour, cognition, and emotion, it will also equip practitioners, researchers, and educators with invaluable insights to enrich their practice.

The Life Span: Human Development for Helping Professionals provides in-depth discussion on life span development that can translate to best practices for future helping professionals. The authors delve into the science of human development for individuals working in fields such as education, counseling and social work. It reflects the contemporary view that life span development is a process deeply embedded within and inseparable from the context of family, social network and culture. The 6th Edition expands coverage in many essential areas such as stress, media and technology influences on children, and social information processing; adds useful new features such as chapter vignettes and boxes on key topics; incorporates abundant new research and data where applicable; updates figures and tables throughout; and much more.

`This is a beautifully written account of the most important ways in which developmental psychologists go about their business, illustrated with carefully chosen articles which are carefully described in order to make the designs, methodologies, analysis and interpretation of the results readily accessible to a non-expert readership. This will become the preferred textbook for those who want an up-to-date, interesting and accessible introduction to developmental psychology research′ - Alan Slater, University of Exeter A wide range of techniques is used to investigate children′s development. This book, which is aimed at advanced undergraduates and postgraduate students in psychology and related areas, provides a guide to key theories and methods used by researchers. Carefully chosen articles are accompanied by a commentary from the author that, among other things, helps students to understand the rationale for a study, the choice of design and assessment measures, use of statistics and the interpretation of results. A wide range of recent research papers is included to cover observational and experimental methods from infancy to adolescence. The research papers are introduced by two chapters that consider the relationship between theory and methods, explaining how models of development differ from one another and how they can be tested through experimental studies.

This book is an invaluable resource for researchers, practitioners, and enthusiasts interested in unraveling the potential and promises of virtual reality, delving into its applications, challenges, and the exciting path that lies ahead. In the age of rapidly advancing technology, the intersection of psychology and virtual reality (VR) has opened doors to a world of unprecedented possibilities. This introduction sets the stage for an exploration of the potential of virtual reality within the field of psychology and its intriguing relationship with cyberpsychology. In this book, the authors aim to utilize the transformative power of VR to enhance our understanding of the human mind and emotions, ultimately contributing to the betterment of psychological science and the human experience. The ability to simulate environments, elicit emotional responses, and assess cognitive functions in a controlled, replicable manner presents a paradigm shift in psychological research and practice.

Digitale Medien sind fester Bestandteil der Lebenswelt von Kindern und der frühpädagogischen Arbeit. Das frühe Erlernen von Medienkompetenzen, die Professionalisierung pädagogischer Fachkräfte und qualitativ hochwertige medienpädagogische Arbeit sind deshalb von zentraler Bedeutung. Dieses Open Access essential zur digitalen Medienbildung bietet wissenschaftlich fundierte Informationen und praktische Anwendungen für den Einsatz von Tablets und Apps mit jungen Kindern. Dabei werden konkrete Ideen sowie spielerische und kindgerechte Praxis-Tipps vermittelt.

This book describes key practices to bring school mental health programs to scale in a sustainable and effective manner. It emphasizes practices that facilitate the organization and delivery of evidence-based mental health interventions in schools. The volume addresses systems issues and practices that lay the groundwork for creating sustainable school mental health programs. It explores important considerations at the school, district, and state levels; tiered intervention as a framework to support school mental health; preparing the workforce; resource utilization and assuring cultural responsiveness and equity for under-served groups of students. In addition, the book focuses on recent and emerging evidence-based practices for practicably scaling school mental health in schools. Chapters examine systematic screening, followed by specific interventions, including just-in-time training and single session interventions. The book concludes with a focus on ways to address systemic barriers to school mental health, such as addressing the mental health of immigrants. Key areas of coverage include: Communities of practice at different levels of scale (e.g., school building, national). Resource mapping across schools and communities. Screening to match student needs with interventions. Systemic issues in service delivery. Scaling Effective School Mental Health Interventions and Practices is a must-have resource for practitioners, clinicians, and mental health therapists as well as researchers, professors, and graduate students across such interrelated disciplines as school, clinical, and counseling psychology, educational policy and government relations, social work, public health; family leaders and advocates, and medicine and allied health professions (e.g., psychiatry, primary care, nursing, speech and occupational therapy)

This timely volume brings together well-established scholars and emerging voices to explore research methods and ethics in Neurodiversity Studies. It explores the epistemic injustice that currently surrounds much knowledge production around neurodivergence, and offers concrete examples of creative, participatory, and collaborative research practice in the field. The editors have assembled chapters combining reflexive, theoretical, and practical contributions. Together they address current debates surrounding participatory methods and Neurodiversity Studies and are unique in giving voice to mainly neurodivergent researchers and contributors across autism, ADHD, acquired brain injury, and multiple neurodivergence. The first of its kind, this much-needed volume contains essential reading for all those learning and teaching in the field of neurodiversity. It further represents a valuable resource for students and academics at all levels, participatory or creative researchers, research commissioners, and research evidence users across the social sciences.

This book meaningfully reflects upon difficult, timely, and debated ethics questions relating to people with intellectual disabilities (IDs) and autistic people. The book challenges now dated perceptions and introduces innovative ideas by leading scholars regarding some of the most complex, controversial, and relevant ethical dilemmas involving these neurodiverse populations. People with IDs and/or those on the autism spectrum continue to experience various forms of oppression and unjust treatment across the globe, despite the UN Convention on the Rights of Persons with Disabilities (CRPD). The collection explores questions such as: Can people with IDs make informed decisions about their medical treatment, living circumstances, and overall life? What are the ethical implications of selective termination of pregnancy based on a gene linked to a condition conferring intellectual impairment? How can we ensure that people with IDs and autistic people are meaningfully included in research? Can people with IDs successfully parent? How can we support the capabilities of neurodiverse populations such that they enjoy the rights afforded by the CRPD? Each contributor critically examines how we can move forward to create a world that understands and respects the rights of every person with ID and/or autism. An indispensable read for bioethicists, ethics students, social justice scholars, and others interested in and working with people with IDs and autistic people.

Affects, Cognition, and Language as Foundations of Human Development considers human development from the three most basic systems—affects (our earliest feelings), cognition, and language. Holinger explores how these systems enhance potential and help prevent problems, both in individuals and in societies.He begins with a focus on the affects of interest and anger and how affects provide the foundation for the sense of self and playing and creating. The author delves into cognition in the context of human relationships and infants'remarkable capacity to understand language long before they can talk. Drawing on the work of Darwin, Freud, Stern, Basch, and the ground-breaking ideas of Silvan Tomkins, this work thus deepens the exploration into human development by integrating affects, cognition, and language. The author also uses this triad to examine two important societal issues: physical punishment, and bias, prejudice, and violence.This book will not only appeal to psychologists, psychoanalysts, psychiatrists, and social workers but is also accessible to parents, educators, and policymakers.

The book explores the evolving relationships between parents and children, the significance of the Jewish school in their lives, how young people think about religious practices, and their lives in the UK. It addresses issues related to families and schooling and pays special attention to the transitions to secondary school and then to life opportunities in the following years. It also uncovers the effect of these transitions on the family, and of the family on those transitions. The book views these phenomena through the prism of a ten-year period from when research participants were eleven years old until they were twenty-one, drawing on a range of theoretical frameworks to help make sense of what was observed. The data help clarify how Jewish schools function as both public and community-based institutions, and what they do and do not contribute to the lives of young people. The research reported includes large scale survey data sets as well as repeated in-depth interviewswith parents and their children. The findings have multiple implications for practitioners, policy makers and researchers as they seek ways to understand and engage with families and schools. This book also appeals to researchers who are interested in the development of religious and cultural identity in the context of minority groups within multicultural societies.

This textbook offers a unique insight into the theoretical and applied aspects of human development in relation to the cultural traditions of non-Western countries.Presented in a modular form, this comprehensive and thematic approach to lifespan development will help students develop an understanding of human development in varied Indian social contexts. Covering all stages of development including the development of self and personality, social understanding, human strengths, sustainable development, lifelong learning, and many more, the book highlights current research in these areas as well as provides learning objectives, points for reflection, web links, and a glossary.This book is an essential reading for undergraduate students of psychology, human development, and allied fields, as well as for postgraduates with an interest in studying human development in a non-Western context.

Psychosocial Theories of Human Behavior and Development: An Evolution of Big Ideas is about the major psychosocial theories of human development that were created in the 20th century, drawing from the diverse disciplines of developmental psychology, psychiatry, cognitive science, social psychology, sociology, ethology, and neuroscience. A central focus concerns the components of psychological and social development that motivate and influence human behavior over the lifespan. The evolution of the major ideas over time, their integration, and the ways in which their emergence was shaped by their mutual influences is emphasized throughout. Several integrative themes are used to provide linkages and contexts for the emergence of the theories, particularly the social influences on scientific discoveries, the integrative theoretical framework from the National Research Council, referred to as the transactional-ecological model, and an emphasis on the historical evolution of the sources of knowledge on which the theories were based. A major goal of the book is to teach, in addition to the major concepts of growth and development, the historical scientific and social processes by which these organizations of concepts came into being. This integrative discussion creates important opportunities for more critical analysis and synthesis of ideas.

Lifespan Development provides an introduction to developmental science that's geared around helping you apply your understanding of development to your own life. Throughout this thorough overview of the discipline, authors Denise Boyd and Helen Bee emphasize how concepts connect to research. Combined with their down-to-earth writing style, this approach helps make abstract theoretical material understandable. The 9th Edition has been updated to reflect changing perspectives and recent research. The authors present fresh coverage of neurological milestones of adolescence, influences on interpersonal attraction and other topics. In addition, all key terms throughout the text have been assessed and replaced as necessary with relevant contemporary terminology.

As a master teacher, John Santrock connects current scholarship with real-world applications, helping students see how developmental psychology plays a role in their own lives and future careers. Students report that highlighting the connections among the different aspects of lifespan development helps them to better understand the concepts. The robust research foundation of this text is made accessible to students through an integrated learning goals system, resulting in a comprehensive and chronological approach to lifespan development that helps students gain the insight they need to study smarter, stay focused, and improve performance. McGraw Hill Connect's® digital learning tools are invaluable in helping students synthesize and master the broad scope of content of the lifespan development course.

This book examines psychosocial risk factors contributing to the development and maintenance of psychopathology in early childhood. It draws on developmental psychopathology theory and research to discuss different approaches to the classification of early childhood emotional and behavioral disorders, address the importance of multidomain approaches to understanding risk factors for specific diagnoses, and examine the movement toward transdiagnostic conceptualizations. The book describes how multidomain models of risk factors can be integrated with transdiagnostic approaches to illuminate the development of general psychopathology, internalizing and externalizing symptoms, and singular symptom clusters of the most common early childhood disorders, including oppositional disorders, ADHD, anxiety, and depression. In addition, the volume highlights the implications of this approach for clinical treatment, training of child clinicians, and the development of public policy. Key areas of coverage include: A developmental psychopathology approach to early childhood mental health disorders and the development of multi-domain models of risk factors. Risk factors contributing to the development and maintenance of emotional and behavioral symptoms in early childhood. Transdiagnostic approaches and risk factors for general psychopathology as well as specific types of symptoms. Current treatments for disorders in early childhood and a novel integrative approach to treatment based on research findings. Training of child clinicians and social policy implications derived from the research program detailed in the book. Early Childhood Psychopathology is an essential resource for researchers, clinicians, scientist-practitioners, and graduate students in such fields as developmental, clinical child, and school psychology, child and adolescent psychiatry, social work, family studies, early childhood education, and all related disciplines.

This book is a Machine-Generated Literature Overview of personal EI development. The book is about the importance of developing emotional intelligence in workplace, especially in managing people in an organizational space. It talks about propelling productivity by inducing emotional intelligence. It discusses how stress can be managed with emotional intelligence. The impact of emotional intelligence in developing leadership skills. It explores the role the factor of emotional intelligence in HRM. It critically examines why is it very necessary for an employee to have this trait of EI and develop it eventually for a successful survival. It discusses the importance of EI in customer service and in day-to-day life.

Perhaps the biggest challenge of the life-span course is covering all periods of human development in one academic term. Dr. Santrock wrote Essentials of Life-Span Development to respond to the need for a shorter text that teaches core content in a way that is meaningful to diverse students.An integrated learning goals system makes the robust research foundation of the text accessible to students. Students report that highlighting the connections among the different aspects of lifespan development helps them to better understand and retain the concepts.Research shows that students today learn in multiple modalities: their work preferences tend to be more visual and more interactive, and their reading and study sessions often occur in short bursts. With shorter chapters and engaging interactive modules, Essentials of Life-Span Development allows students to study whenever and however they choose, and connects with students on a personal, individual basis, leading to course success.

Life: The Essentials of Human Development is a brief but thorough account of human development from conception to death with a deep integration of diverse cultural perspectives and research, and a focus on practical application. Written from a developmental framework and borrowing from multiple traditions and theoretical perspectives, Life: The Essentials of Human Development addresses the major periods of development and focuses on the important biological, psychological, and social forces driving change, highlighting theoretical distinctions, research findings, and new directions in the field. McGraw Hill's Connect platform enriches learning with the unique Milestones longitudinal video series, the interactive game Quest: Journey Through the Lifespan, and the Immersive Brain program, among other innovative and engaging resources.

​This book investigates how people living with late-stage dementia can engage in communication and social interaction. Based on empirical research, it explores the remaining communicative resources of people living with cognitive impairment (e.g., intercorporeal interaction, bodily gestures, gaze), presenting the agency of the person with dementia as an integral part of their relations with others. The book provides a comprehensive theoretical framework for analyzing, describing, and understanding communication in late-stage dementia, and explores the use of video ethnography to record and analyze non-verbal, bodily interaction. The authors skilfully bring together findings from their examinations of everyday interactions involving individuals living with late-stage dementia in nursing facilities, introducing the readers to the innovative theoretical and methodological approaches that undergird the fine-grained analyses at the heart of the book. The rich and nuanced case studies collected encompass embodied directives, habitual actions and objects, physical settings, assisted eating, and much more. An invaluable resource for graduate students and researchers at all levels in the fields of psychology, psychotherapy, social work, nursing, gerontology, and related disciplines, this volume makes an unparalleled contribution to current dementia research across the social sciences.

The capability approach is a versatile framework rooted on issues of justice and multidimensional assessment of quality of life developed in the 1980s as an alternative approach to prevailing mainstream development ideas focused narrowly on economic development. Most closely associated with the work of Amartya Sen, it has become of great interest to development scholars from a variety of different disciplines. Much has already been done exploring the conceptual foundations of the capability approach and discussing Sen's contribution to the field, but few books have explored the links between social choice (another field with rich contributions by Sen) and human development issues. Featuring many of the world's leading experts on social choice theory and capability indicators, Social Choice, Agency, Inclusiveness and Capabilities combines these interrelated themes into one volume and fully explores the relevance of social choice to human development.

This book highlights the ongoing trend of brief treatments in psychotherapy for child and adolescent populations. Whereas their therapeutic predecessors may have taken 15 to 20 one-hour sessions or more, these newer therapies may begin to alleviate symptoms in only weeks, days, or even hours on the same day. Interest in child and adolescent brief and intensive therapies is currently at an all-time high on the heels of research showing impressive results for these interventions. Treatments such as One-Session Treatment for specific phobias which occurs in only one, three-hour session or Intensive Cognitive-Behavioral Therapy with Exposure and Response Prevention for obsessive-compulsive disorder which occurs 3-5 times weekly in 1-3-hour sessions over several weeks, are prominent examples. This volume builds on this growing interest and the emerging child and adolescent research, summarizing the efficacy of these interventions. Further, this volume will include key introductory chapters on the emergence of brief and intensive therapies, the ethics of their use, their cost-effectiveness, and the current state of the science. Brief therapies for specific disorders and via specific methodologies comprise separate chapters. Each chapter incorporates an exemplar case study (including a case overview, formulation/conceptualization, treatment description, follow-up, and recommendations for refractory cases). Also included are multicultural insights and ethical considerations. Furthermore guidance is provided on how to use the current and ongoing evidence base to inform formulation and treatment. This volume is timely and thorough in its presentation of the relevant literature and provides a much-needed resource for students, practitioners, and researchers alike. In a moment where youth mental health problems are on the rise, this is the book we need! Tara Peris, Ph.D. UCLA Like Superman squeezing coal into diamonds, Davis and Storch have compiled the definitive guide to brief, concentrated psychotherapy. Eli Lebowitz, Ph.D. Yale Child Study Center Davis and Storch score big in this edited volume on Brief, Intensive, and Concentrated treatments for a host of childhood problems. Thomas Ollendick, Ph.D. Virginia Tech

In diesem Buch werden die Wurzeln, Methoden und Möglichkeiten der Lebensrückblicktherapie, Biografiearbeit und weiterer Reminiszenzinterventionen dargestellt. Der Ansatz ist dabei alters- und schulenübergreifend. Der Lebensrückblick wird als Intervention behandelt, die zur Identitätsarbeit, Sinnfindung und Ressourcenorientierung und als narrativer Ansatz bei verschiedener Symptomatik und verschiedener Klientel eingesetzt werden kann. Seit einiger Zeit ist über alle Schulenorientierungen hinweg das Interesse an Lebensrückblickinterventionen gewachsen. Formen der biografischen Arbeit werden mit Kindern und Jugendlichen in schwierigen Lebenssituationen, psychisch Kranken und älteren Menschen eingesetzt. Die psychotherapeutische Hauptform ist die Lebensrückblicktherapie. Forschungsergebnisse zeigen, dass sie zu den wirksamsten antidepressiven Verfahren gehört, so dass eine breite Anwendung in der Psychotherapie zu empfehlen ist. Geschrieben für Psychotherapeut:innen, Psychiater:innen, Psychosomatische Mediziner:innen, Sozialarbeiter:innen, Seelsorger:innen und andere im sozialen/therapeutischen Bereich Tätige.

Dieses Buch untersucht die besten verfügbaren empirischen Beweise für eine der schwierigsten und allgegenwärtigsten Fragen in allen Zeitaltern, Kulturen und Religionen: das Überleben des menschlichen Bewusstseins nach dem Tod. Es beginnt mit einem kontextuellen Überblick über den Glauben an ein persönliches Überleben und widerlegt fehlgeleitete historische und erkenntnistheoretische Argumente gegen die Vorstellung eines Überlebens nach dem Tod (z. B. irrational, rein religiös, wissenschaftlich unmöglich, von der Neurowissenschaft als falsch erwiesen). Das Buch gibt einen Überblick über die wissenschaftlichen Beweise für das Fortleben des menschlichen Bewusstseins nach dem Tod und konzentriert sich dabei auf Studien über Medialität, Nahtoderfahrungen, außerkörperliche Erfahrungen und Reinkarnation.Zu den behandelten Themen gehören:Der Glaube an ein Leben nach dem Tod in der heutigen Welt sowie in der Geschichte der Religionen und der Philosophie.Die wichtigsten fehlgeleiteten Argumente und Vorurteile gegen die wissenschaftliche Erforschung des Überlebens nach dem Tod.Was sind empirische Beweise für ein Überleben nach dem Tod?Die wichtigsten alternativen Erklärungshypothesen für das Überleben nach dem Tod.Die wichtigsten kulturellen Hindernisse für eine faire Untersuchung der verfügbaren Beweise für das Weiterleben des Bewusstseins nach dem Tod.Science of Life After Death ist ein unverzichtbares Hilfsmittel für Forscher, Professoren und Doktoranden sowie für Kliniker, Therapeuten und andere Fachleute in den Bereichen Entwicklungs- und klinische Psychologie, Spiritualität, Religions- und Bewusstseinsforschung, Psychiatrie, Neurowissenschaft/Neurologie, Phänomenologie/Philosophie, Komplementär- und Alternativmedizin und allen damit verbundenen Disziplinen.

The second volume in the series presents ground-breaking advances of Viktor Frankl's logotherapy and existential analysis, with emphasis on the discovery of meaning as central to coping, resilience, and growth. Noted contributors from around the world present empirical and case study evidence for the importance of meaning in diverse populations and settings, as well as theoretical and philosophical perspectives on Frankl's body of thought. The book opens with a historical perspective of the development of logotherapy and personal experiences of those close to Frankl. A section on the amelioration of suffering provides insights into moral injury and finding meaning in blows of fate (unavoidable suffering, death, the injustice of poverty, and international conflict). Powerful case studies address Frankl's tragic triad (guilt, suffering, death): facing the end of life, PTSD, childhood sexual abuse/neglect, and suicide prevention. Empirical studies address the search for purpose in life, qualities of meaning among the gifted, and service motivation in college students. Meaning-centered approaches are applied to working with youth and adults in schools and the workplace. Philosophical applications of logotherapy connect Frankl's theory with Buddhist thought and a flaw in the nature vs. nurture theory; the dimensional ontology is expanded into four dimensions. Book reviews evaluate topics of interest to logotherapists. Topics include:Case studies using logotherapy in diverse settings Meaning-centered programs and interventions in the workplace Innovative approaches to finding meaning with at-risk children and young adults Applications of logotherapy in military and childhood PTSD Cross-disciplinary collaboration of logotherapy with rational-emotive therapy, cognitive behavior therapy, positive psychology and Theravāda Buddhism Philosophical applications and extensions of logotheory Empirical studies on processes and measures of logotherapy Volume II of Logotherapy and Existential Analysis is intended for caregivers, practitioners, researchers, and students in the fields of logotherapy, mental health, education, workplace management, industrial psychology, and laypeople interested in finding meaning.

Das kompakte Buch fasst das Praxiswissen über Entwicklungsstörungen im Kindes- und Jugendalter zusammen. Oskar Jenni gibt Einblicke in das Spektrum von Störungen der kindlichen Entwicklung, reflektiert über deren Zunahme, listet die verschiedenen Ursachen auf und stellt das diagnostische Vorgehen vor. Ausgewählte Entwicklungsstörungen werden prägnant und verständlich vorgestellt und mit anschaulichen Grafiken illustriert. Die Darstellung der Risiko- und Schutzfaktoren für die Entwicklung des Kindes sowie Überlegungen zur Förderung und Beratung runden dieses Praxisbuch ab. Das Werk eignet sich für die Kinder- und Jugendmedizin und für die Psychiatrie, Psychologie, Heilpädagogik, Logopädie, Ergotherapie, Psychomotorik, Physiotherapie und verwandte Disziplinen.

This book is the second of two volumes that aim to serve as a comprehensive guide for professionals working with neuropsychological interventions especially designed for children. This second volume complements the theoretical and practical foundations presented in the first volume by presenting applications to different clinical conditions and by exploring interfaces of neuropsychology with other areas of research and practice. Chapters in this second volume are divided into two parts. The first part presents a series of case studies, illustrating the practice and experience of neuropsychological rehabilitation and habilitation in different clinical conditions. The second part brings together chapters that discuss the interfaces of neuropsychology with different areas, which can use its knowledge and interventions (such as school neuropsychology) or which can be used as strategies within neuropsychological intervention or even compose inter and transdisciplinary partnerships in the work of promotion, stimulation, or cognitive remediation, such as the use and role of music, games and play, mindfulness, and transcranial direct current stimulation. So, chapters in this second part highlight the interfaces with other approaches, knowledges or disciplines. Originally published in Portuguese and now available in English, Neuropsychological Interventions for Children – Volumes 1 and 2 will be of interest to professionals working with neuropsychology in clinical and school contexts. It will also be useful in neuropsychology teaching contexts (specialization courses in neuropsychology and related areas) and for students and professionals in interface areas, such as Psychology, Education, Speech Therapy, Occupational Therapy among others. The translation of the original Portuguese version of this book into English was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content.

Prepare for a captivating journey into the depths of human potential and excellence in this scholarly work. Within these pages, discover evolving complexity theory (ECT), a unified theory of talent development that integrates a rich body of research and explores a wide array of talent-related phenomena. This theory challenges conventional wisdom, shifting the focus from genetics and environmental factors to the dynamic interplay of self-organized development and real-time person–environment interactions. This book provides a practical roadmap, emphasizing actions over genetic determinants, guiding readers toward the attainment of higher levels of excellence. Departing from traditional perspectives, Dr. Dai envisions human development as a self-organized journey toward higher coherence, reframing talent development as active participation in sociocultural activities from which one's individuality evolves, and directions and purposes are crystalized. Written in an engaging and narrative style, this work is essential reading for researchers, students, and professionals seeking a deeper understanding of human potential.

First published in 1924, Otto Rank's The Trauma of Birth took as its starting point a note that Freud added to his The Interpretation of Dreams :'Moreover, the act of birth is the first experience of anxiety, and thus the source and prototype of the affect of anxiety'. Rank set out to identify'the ultimate biological basis of the psychical,'the very'nucleus of the unconscious'(p. xxiii). For him this was the physical event of birth, whereby the infant passes from a state of perfectly contented union with the mother to a state of parlous separation via an oppressive experience of asphyxiation, constriction, confinement in the vaginal canal, and so on-all feelings recognizable in anxiety states of every kind. It was the struggle against this traumatic experience of birth, in Rank's account, that structured the fantasy life of the child, including the disavowal of the difference between the sexes, infantile sexual theories, and oedipal scenarios. Castration anxiety was a defensive derivative of the anxiety associated with the birth trauma.

This book illustrates how Life Positioning Analysis can be used as a theoretical and methodological approach to sociocultural psychobiography.Life positioning psychobiography studies lives as they unfold within a world of interactivity. It recognizes and portrays us as social beings embedded and developing within our life relationships and circumstances and striving to make something of our lives. Here, Jack Martin presents both single-subject and dual-subject studies of social psychologist Stanley Milgram, former Canadian Prime Minister Pierre Elliott Trudeau, existential humanist Ernest Becker, American heiress and child advocate Dorothy Burlingham and her life partner, renowned psychoanalyst Anna Freud, and indigenous athlete Jim Thorpe and his college coach Glenn “Pop” Warner. These case studies provide vividly memorable demonstrations of how we are positioned by circumstances and others, and come to position ourselves as socioculturally constituted, psychological persons. In so doing, they offer a systematic framework for studying the lives of people that shows sociocultural and social psychological development without resorting to mentalistic theories, concepts, and interpretations.The book will be of interest to students and scholars in areas related to sociocultural and developmental psychology, the psychology and sociology of personhood, theoretical psychology, qualitative methodology, and social science and life writing more generally.

The author of The Defining Decade explains why the twenties are the most challenging time of life and reveals essential skills for handling the uncertainties surrounding work, love, friendship, mental health, and more during that decade and beyond.There is a young adult mental health crisis in America. So many twentysomethings are struggling—especially with anxiety, depression, and substance use—yet, as a culture, we are not sure what to think or do about it. Perhaps, it is said, young adults are snowflakes who melt when life turns up the heat. Or maybe, some argue, they're triggered for no reason at all. Yet, even as we trivialize twentysomething struggles, we are quick to pathologize them and to hand out diagnoses and medications. Medication is sometimes, but not always, the best medicine. For twenty-five years, Meg Jay has worked as a clinical psychologist who specializes in twentysomethings, and here she argues that most don't have disorders that must be treated: they have problems that can be solved. In these pages, she offers a revolutionary remedy that upends the medicalization of twentysomething life and advocates instead for skills over pills. In The Twentysomething Treatment, Jay teaches us: -How to think less about “what if” and more about “what is.” -How to feel uncertain without coming undone. -How to work—at work—toward competence and calm. -How to be social when social media functions as an evolutionary trap. -How to befriend someone and why this is more crucial for survival than ever. -How to love someone even though they may break your heart. -How to have sex when porn is easier and more available. -How to move, literally, toward happiness and health. -How to cook your way into confidence and connection. -How to change a bad habit you may not know you have. -How to decide when so much about life is undecided. -How to choose purpose at work and in love. The Twentysomething Treatment is a book that offers help and hope to millions of young adults—and to the friends, parents, partners, teachers, and mentors who care about them—just when they need it the most. It is essential reading for anyone who wants to find out how to improve our mental health by improving how we handle the uncertainties of life.

This book, drawing from internationally renowned scales like Bayley and Gesell, develops a child developmental assessment scale based on research data from Chinese children. It stands as a meticulous creation of the Capital Institute of Pediatrics, a national-level institution for children's development research in China. The scale demonstrates good reliability and validity, meeting psychometric standards in various statistical aspects. In the revised scale, developmental quotients are classified into six levels, distributions of percentiles for developmental quotients are provided, and screening indices for autism spectrum disorders are added. In doing so, the revised scale can not only identify developmental delays but also concurrently screen for autism spectrum disorder risks, providing a foundational reference for tracking children's developmental status in follow-up studies. The book holds vital value and significance in fostering communication among scholars from universities and research institutions, as well as pediatricians, neurologists, and rehabilitation specialists in hospitals.

The Second Edition of the handbook reflects the diversity of this complex subject matter, addressing its prevalence and presentation, testing methods, and treatment options. In addition to focusing on specific psychopathologies as they affect the course of intellectual disability (ID), several new chapters and significantly updated coverage span the field from in-depth analyses of psychosocial aspects of ID to promising new findings in genetics and the ongoing challenges of tailoring personalized care to meet individual client needs. Expert contributors bridge gaps between the evidence base and best practices for treating clients with ID across disciplines and discuss improved policy for maximum utility. Key areas of coverage include: Core etiological approaches in psychopathology and ID, including neuroimaging, behavioral phenotypes and genetic syndromes, psychological and social factors, and epilepsy. Comorbid psychopathologies (e.g., mood, anxiety, bipolar and personality disorders). Common clinical conditions (e.g., ADHD, autism, and behavior problems). Medical and psychological interventions (e.g., psychopharmacology) as well as community and inpatient services. The Handbook of Psychopathology in Intellectual Disability, Second Edition, is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental, school, and clinical child psychology, psychiatry, social work, rehabilitation medicine, public health, neuropsychology, and all related disciplines.

This book examines state-of-the-science telemental health interventions for children and families. It explores the adaptations necessary to provide remote formats of evidence-based models, such as parent-child interaction therapy and trauma-focused cognitive behavior therapy. Chapters provide clear descriptions of how to implement interventions in a telemental health format, a review and critique of the empirical evidence supporting them, and useful case studies. The volume addresses the use of telemental health care within parenting interventions, individual child interventions, and family interventions, with particular attention paid to the evidence base of efficacy for families from marginalized and underserved communities. Key topics covered include: Remote assessment of child cognitive functioning Parent-child interaction therapy (PCIT). Trauma-focused cognitive behavioral therapy (TF-CBT). Mom Power, for mothers with histories of substance use or trauma. Applied behavioral analysis for children with autism spectrum disorder (ASD). Cognitive behavioral therapy for children with anxiety. Telemental health with LGBTQ+ youth Telemental Health Care for Children and Families is an essential resource for clinicians, therapists, and all mental health professionals as well as researchers, professors, and graduate students across many interrelated disciplines, including developmental, clinical child, and school psychology, family studies, social work, child and adolescent psychiatry, psychotherapy, and pediatrics.

The book examines the preparation and presentation of psychological data reports for various stakeholders (e.g., teachers, parents, caregivers). It details strategies for clear and effective prose and visuals that reach beyond the narrative and emphasize data integration. Chapters are organized around specific themes contained in the overall report and its sections (e.g., cognitive, achievement, social/emotional/personality) as well as the process of data reporting, its description, and eventual communication to consumers. The volume addresses the rationale for and considerations important to carrying out this mission, including reporting and explaining data obtained from English language learners (ELLs). It provides examples of sample data sets, detailing how to apply and illustrate these principles and reflect contemporary data interpretation. In addition, the book provides checklists as well as appendices, and tables that should be considered when preparing reports. The book discusses the processes and mechanics of integrating data within and across sections of reports, thereby providing alternatives to strictly boilerplate reports as well as practical recommendations that can be readily implemented to benefit students. Key areas of coverage include: Preparing psychological reports for all stakeholders. Data presentations for lay audiences. Contemporary data reporting not driven by a boilerplate. Illustrations of data integration and customized prose. Generating intervention recommendations for students using descriptive data. Tailoring the writing process to create defensible reports for school, clinical, and neuropsychological referrals. This volume is an essential resource for researchers, professors, graduate students as well as clinicians, therapists, and other professionals in developmental, clinical child and school psychology, educational assessment, testing, and evaluation, social work, public health and all interrelated disciplines.

This book examines how immigration law impacts U.S. immigrant families. It addresses how admission and border policies shape family formation and contribute to prolonged family separation; how immigration enforcement affects parenting practices; and how immigrants'unique challenges spill over to influence broader kinship support networks. Chapters describe family reunification and separation policies; return migration and binational family life; how young immigrants reconnect with family abroad and navigate romantic relationships in the United States; parents'engagement with surveilling actors and institutions; the impact of immigration policy on parenting, including during the pandemic; the health and well-being of DACA (Deferred Action for Childhood Arrivals)-eligible adults and their children; aging and family dynamics among Asian immigrant families; and the impact of immigrant legal status across generations. Finally, the volume offers recommendations for family researchers on ways to advance our understanding of the short and longer-term effects of immigration law and policies on the formation, structure, and functioning of immigrant families. Key areas of coverage include: Immigrant laws and policies that shape the formation and separation of immigrant families. Immigrant parenting in the context of immigration enforcement. Effects of DACA and other immigrant policies on child and adult health and well-being. Long-term impacts of immigration policy over time and across generations. Opportunities for family research to better understand how immigration policies and practices shape families, parenting, and child health and well-being. Immigration Policy and Immigrant Families is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, family studies, sociology, and such interrelated disciplines as demography, social work, prevention science, public health, educational policy, political science, and economics.

This new reference provides a comprehensive overview of intellectual and developmental disabilities, incorporating multiple perspectives and disciplines (including developmental neuroscience, genetics, psychiatry, and psychology) with a multifaceted approach, offering readers appreciation for the richness of the population and field. It provides readers with an understanding of the developmental, biological, and behavioral aspects of developmental disabilities with the aim of understanding their causes, the differences between disabilities, and familiarity with the prognosis and developmental outcomes for children diagnosed with various developmental disabilities.

One of the arguments that explain the relevance of this book is the overwhelming lack of knowledge that the current literature throws on the Inhelderian microgenetic method. The place of this method is definitely ungrateful and has remained incomprehensibly hidden. All indications are that it seems to have lagged behind many of the brightest heads in developmental psychology, those who made up the Geneva school. The book aims to illustrate how Inhelderian microgenesis emerges in the landscape of cognitive development as a new object of study. More than ruptures with respect to the problems of the normative subject, the Inhelderian project entails both conceptual and methodological displacements. In this new map, the psychological subject takes a predominant place, and does so in terms of the cognitive functioning of the subject in relation to situations of resolution. This functioning is studied on the basis of the microgenetic method, which makes it possible to identify the role of mental schemas, their combinations and recompositions in the face of specific and problematic situations. The totally original version of the microgenetic method that is delivered from the Inhelderian legacy in this book, not only recovers its basic sense but also advances in the direction of some indications that Inhelder herself had pointed out. This renewed object of study recovers a subject, with a status in terms of its own models, its theories and its dynamics. Starting from a demanding and knowledgeable reading of Inhelder's work. This knowledge becomes the best criterion to point out an updated path of the work with concepts and tools resulting from recent research but articulated with a microgenetic vision coming from the most orthodox tradition. The bet consists of advancing from the legacy of Inhelder and her team and projecting it as a methodological alternative for current research in developmental studies.

This book explores the concept of'Passion'as a strong motivational force that can increase well-being and quality of life. The authors focus on the importance of having passion in various areas of life, to increase well-being, life satisfaction, and promote meaning in life. They go on to present how we can find and increase passion, supported by various psychological theories and research. Finally, the authors connect passion to expertise. They argue that it is essential to maintain passion during the process that leads to expertise, which is characterized as a long and demanding process that can be associated with negative consequences.

This is the very first authoritative book on the role of Carl Gustav Carus (1789-1869) in the history of psychology. Carus was the initiator of the notions of development, unconscious, and archetype in psychology. The book emphasizes the interdisciplinary focus of Carus'work as it was based on the literature and art of his time and is closely related with medicine and Naturphilosophie. The readership of the book will get access to the life course of a key figure of science of the 19th century.

The formative power of a congregation serves as a primary catalyst for human development. A congregation also forms a person's life. Congregations are often well-versed in matters of Christian formation and spiritual maturation. But what about how human beings develop as people? Insights from human development, also known as developmental psychology, provide an additional lens through which one can understand how humans are formed throughout life. Working with 30 congregations, the authors developed learning experiences, presented here as case studies, so that participants designed experiences that support human development at the intersection of congregational practices and various aspects of life (parenting, social justice, vocation, the arts, and more). Participating congregations extended beyond the volunteer-based organization to be one of the primary places where people learned to be more human using the simple yet multi-dimensioned phrase. The Formative Power of Your Congregation is written for clergy and laity who long for a congregation that supports human flourishing as much or more than the growth or existence of the church. We will introduce you to a framework of how congregations participate in the development of human beings. Furthermore, you will be introduced to particular congregations that, applying the framework, support participant growth in eight markers that support the flourishing of a person's life. Moving churches from a loose volunteer association, you will learn how your congregation can form people in lives of meaning and purpose.

This book shows how to use discussions of moral dilemmas as a strategy to develop moral competence in children and youth in educational environments using the Konstanz Method of Dilemma Discussion (KMDD). This method was developed by the German psychologist Georg Lind (1847-2021), who defines moral competence as an ability to solve problems and conflicts based on moral principles or values, through reflection, dialogue and deliberation, instead of using force, violence, deception and manipulation. According to Lind, this ability can be developed in children and youth through KMDD. The book has two parts. The first part brings together an original chapter written by Georg Lind about his decades of research on assessment and education of moral competence, and other 13 chapters written by different authors analyzing the theoretical foundations of moral development and moral competence as psychological constructs and their applications to different aspects of social life,as well as empirical research analyzing the application of different methods of dilemma discussion in educational contexts. The second part presents 20 moral dilemmas to be used in dilemma discussion sessions.Studies on Moral Competence: Proposals and Dilemmas for Discussion is the English edition of a book originally published in Portuguese for the Brazilian market and will be of interest to teachers and researchers interested in learning about the theoretical foundations and possible applications of an effective method to develop moral competence in educational environments. The translation was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content.

This book reviews the history of inpatient psychiatric hospital (IPH) and acute mental health services for youth. In addition, it highlights current IPH care models for children and adolescents, demonstrating an increase in the development and implementation of evidence-based-informed (EBI) treatments in IPH and acute care settings. The book offers insights into program development, implementation, and measurement as well as considerations for sustainability. Chapters describe interventions designed to enhance the well-being of youth and their families who are experiencing a range of mental health concerns. The book shares practicable strategies for measuring outcomes and applying these results to meaningful clinical outcomes in IPH and acute care settings. It also provides treatment referral resources and information about the process of accessing and using such services. Finally, the book reviews additional treatment resources that may be necessary in the continuum of mental health care for youth. Key areas of coverage include: Developing and constructing the physical and safety environment of an IPH unit and suicide and safety planning. Setting and monitoring treatment goals and discharge criteria. Equity, diversity, and inclusion considerations in psychiatric inpatient units. Program operations and therapy on a psychiatric inpatient unit for youth diagnosed with neurodevelopmental disorders. Disaster preparation and impact on inpatient psychiatric care. The Handbook of Evidence-Based Inpatient Mental Health Programs for Children and Adolescents is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental, clinical child, developmental, and school psychology, social work, public health, child and adolescent psychiatry, family studies, pediatrics, and all related disciplines.

Developmental Science: An Advanced Textbook is the most complete and up-to-date advanced introduction to the field available today. Since its initial publication, the key purpose of this advanced textbook has been to furnish inclusive developmental perspectives on all theoretical, methodological, and substantive areas in developmental science. This eighth edition is no exception, as it continues to underscore the dynamic and exciting status of contemporary developmental science.In this eighth edition, Marc H. Bornstein and Michael E. Lamb have invited international experts to prepare original, comprehensive, and topical treatments of all major areas of developmental science; they are masterfully woven into a single coherent volume. The substantive chapters cover essentials of their main topics, with close attention paid to cultural, lifespan, and applied perspectives. Many chapters in this eighth edition are new, and those carried forward from the seventh edition have been extensively revised. This volume therefore represents faithfully the current status of scholarly efforts in all aspects of developmental science.Ideal for advanced undergraduate and introductory graduate courses, this advanced textbook is accompanied by two sets of supplementary materials: pedagogy files for students include chapter outlines, things to think about before reading the chapters, glossaries, and suggested readings; and ancillary files for instructors include a PowerPoint deck of tables and figures, classroom assignments, essay questions, multiple-choice questions, and short-answer questions.