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Young Adult Drinking Styles: Current Perspectives on Research, Policy and Practice
by Fiona Measham Dominic ConroyThis book brings together cutting-edge contemporary research and discussion concerning drinking practices among young adults (individuals aged approximately 18-30 years old). Its chapters showcase an interdisciplinary range of perspectives from psychology, sociology, criminology, geography, public health and social policy. The contributors address themes including how identity becomes involved in young adult drinking practices; issues relating to the non-consumption of alcohol within friendship groups; and the role of social context, religious and ethnic orientation, gender identity, and social media use. In doing so, they highlight changing trends in alcohol consumption among young people, which have seen notably fewer young adults consuming alcohol over the last two decades.In acknowledging the complex nature of drinking styles among young adults, the contributors to this collection eschew traditional understandings of young adult drinking which can pathologise and generalise. They advocate instead for an inclusive approach, as demonstrated in the wide range of disciplinary backgrounds, cultural perspectives, methods and international settings represented in this book, in order to better understand the economic, socio-cultural and pharmacological crossroads at which we now stand. This book will appeal in particular to researchers, theorists, practitioners and policy makers working in the alcohol and drugs field, public health and health psychology, in addition to students and researchers from across the social sciences.
Young Black Changemakers and the Road to Racial Justice (Contemporary Social Issues Series)
by null Laura Wray-Lake null Elan C. Hope null Laura S. AbramsYoung Black Changemakers and the Road to Racial Justice tells the stories of how Black youth become changemakers and speaks to researchers, educators, community organizations, and the public. Through many kinds of action, Black youth are driven by a larger purpose to improve the world for Black people. Black families and Black-centered organizations support and sustain Black youth's civic engagement. Investing in community-based organizations benefits young Black changemakers, and Black identity and community can offer belonging and joy. Black youth's stories call us to root out anti-Blackness in schools, on social media, and in public discourse. Black youth bring society hope for the future and point the way forward on the road to racial justice.
Young Child Observation: A Development in the Theory and Method of Infant Observation (Tavistock Clinic Series)
by Simonetta M.G. Adamo Margaret RustinObserving young children at play is an everyday and often fascinating and pleasurable experience for many of us. It also has a great pedigree in the development of psychoanalysis from Freud's observation of his grandson's game with the cotton-reel onwards. This book describes the practice of observing young children in home and nursery settings in a systematic and non-intrusive way in order to expand our understanding of their emotional, cognitive, and social development. It uses a psychoanalytic lens to enrich the meaning of what is seen. How do minds and personalities take shape? How can we train people to see what is most relevant in helping children to develop? The chapters range from classic papers by famous practitioners of an older generation to observations completed in recent years in the UK, Europe, and the US. Observation of this sort has also spread to Latin America, India, Australia, Africa, and the Far East. The differences and continuities with Infant Observation are the starting point.
Young Child Observation: A Development in the Theory and Method of Infant Observation (Tavistock Clinic Series)
by Simonetta M.G. Adamo Margaret RustinObserving young children at play is an everyday and often fascinating and pleasurable experience for many of us. It also has a great pedigree in the development of psychoanalysis from Freud's observation of his grandson's game with the cotton-reel onwards. This book describes the practice of observing young children in home and nursery settings in a systematic and non-intrusive way in order to expand our understanding of their emotional, cognitive, and social development. It uses a psychoanalytic lens to enrich the meaning of what is seen. How do minds and personalities take shape? How can we train people to see what is most relevant in helping children to develop? The chapters range from classic papers by famous practitioners of an older generation to observations completed in recent years in the UK, Europe, and the US. Observation of this sort has also spread to Latin America, India, Australia, Africa, and the Far East. The differences and continuities with Infant Observation are the starting point.
Young Children and Families in the Information Age: Applications of Technology in Early Childhood (Educating the Young Child #10)
by Kelly L. Heider Mary Renck JalongoThis edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research “to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects.” Many assume that today’s young children are “digital natives” with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information and to think critically, solve problems and make decisions.
Young Children And Their Drawings
by Joseph di LeoPublished in 1996, Young Children and Their Drawings is a valuable contribution to the field of Psychotherapy.
Young Children And Their Drawings
by Joseph di LeoPublished in 1996, Young Children and Their Drawings is a valuable contribution to the field of Psychotherapy.
Young Children and their Parents: Perspectives from Psychoanalytic Infant Observation
by Gertraud Diem-WilleThis book focuses on the intertwining between the development of a child's psyche and its parents' behaviour. It shows the importance of the earliest period of childhood for the development of basic emotional patterns of the personality.
Young Children and their Parents: Perspectives from Psychoanalytic Infant Observation
by Gertraud Diem-WilleThis book focuses on the intertwining between the development of a child's psyche and its parents' behaviour. It shows the importance of the earliest period of childhood for the development of basic emotional patterns of the personality.
Young Children Learning
by Barbara Tizard Martin HughesThis fascinating account of an unusual research project challenges many assumptions about how young children learn and how best to teach them. In particular it turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children; and it throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The second edition of this bestselling text includes a new introduction by Judy Dunn. Fascinating account of an unusual research project challenges many assumptions about how young children. Turns upside-down the commonly held belief that professionals know better than parents how to educate and bring up children. Throws doubt on the theory that working-class children underachieve at school because of a language deficit at home. The authors' evidence is the children's own conversations which are quoted extensively and are delightful. The second edition of this bestselling text includes an introduction by Judy Dunn.
Young Children Playing: Relational Approaches to Emotional Learning in Early Childhood Settings (International Perspectives on Early Childhood Education and Development #12)
by Sophie Jane AlcockThe subject of this book is young children’s emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand. The focus on emotional complexity fills a gap in early childhood care and education research where young children are frequently framed narrowly as ‘learners,’ ignoring the importance of emotional functioning and the feelings with which children make sense of themselves and the world. This book draws on original data in the form of narrative-like framed events to creatively illustrate the complexities in children’s diverse ways of feeling, thinking, playing, being, and becoming. Events illuminate the feelings and meanings of observed experiences in holistic and contextualised gestalts. Awareness of unconscious processes, the feeling of feelings, and cultural dimensions of development and meaning-making are addressed. The book emphasises the emergent and psychodynamic nature of children’s development and learning with strong links to the role of play and playfulness in the events, drawing on two ethnographically inspired research projects that present theory, experience and practice in real-life events.
Young Children's Cognitive Development: Interrelationships Among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind
by Wolfgang Schneider Ruth Schumann-Hengsteler Beate SodianA critical part of early childhood development is the development of "theory of mind" (ToM), which is the ability to take the perspective of another person. The main purpose of this book is to discuss and integrate findings from prominent research areas in developmental psychology that are typically studied in isolation, but are clearly related. Two examples are whether executive functions represent a precursor of ToM or whether ToM understanding predicts the development of executive functions, and to what extent children's level of verbal ability and their working memory are important predictors of performance on both executive functioning and ToM tasks. The chapters in this book give a detailed account of the major outcomes of this research. First, the state of the art concerning current understanding of the relevant constructs (working memory, ToM, executive functioning) and their developmental changes is presented, followed by chapters that deal with interactions among the core concepts. Its main focus is on theoretically important relationships among determinants of young children's cognitive development--considered to be "hot" issues in contemporary developmental psychology.Based on presentations made at an international workshop, this book is divided into two parts. In the first part, five teams of researchers present theoretical analyses and overviews of empirical evidence regarding the core constructs of memory, executive functions, and ToM. The next part deals with the interplay among the core concepts outlined in Part I with developmental trends in the interaction.
Young Children's Cognitive Development: Interrelationships Among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind
by Wolfgang Schneider Ruth Schumann-Hengsteler Beate SodianA critical part of early childhood development is the development of "theory of mind" (ToM), which is the ability to take the perspective of another person. The main purpose of this book is to discuss and integrate findings from prominent research areas in developmental psychology that are typically studied in isolation, but are clearly related. Two examples are whether executive functions represent a precursor of ToM or whether ToM understanding predicts the development of executive functions, and to what extent children's level of verbal ability and their working memory are important predictors of performance on both executive functioning and ToM tasks. The chapters in this book give a detailed account of the major outcomes of this research. First, the state of the art concerning current understanding of the relevant constructs (working memory, ToM, executive functioning) and their developmental changes is presented, followed by chapters that deal with interactions among the core concepts. Its main focus is on theoretically important relationships among determinants of young children's cognitive development--considered to be "hot" issues in contemporary developmental psychology.Based on presentations made at an international workshop, this book is divided into two parts. In the first part, five teams of researchers present theoretical analyses and overviews of empirical evidence regarding the core constructs of memory, executive functions, and ToM. The next part deals with the interplay among the core concepts outlined in Part I with developmental trends in the interaction.
Young Children�s Developing Understanding of the Biological World
by Peter J. Marshall Kimberly BrennemanThis book explores current research on young children’s beliefs and knowledge about the biological world – otherwise known as ‘folkbiology’. Contributors discuss factors that shape the development of folkbiological knowledge, as well as possible interventions designed to counteract cognitive biases that can interfere with the development of scientifically informed reasoning about natural phenomena. Taken together, the papers provide insights into the contributions of cognitive biases to the development of biological misunderstandings and into the life experiences and contexts that can contribute to or impede accurate learning of biological concepts. As part of a wider literature, the insights provided by the authors are relevant to the design of educational experiences that will foster children’s exploration and further their understanding of life science ideas.The chapters in this book were originally published as a special issue of Early Education and Development.
Young Children�s Developing Understanding of the Biological World
by Peter J. Marshall Kimberly BrennemanThis book explores current research on young children’s beliefs and knowledge about the biological world – otherwise known as ‘folkbiology’. Contributors discuss factors that shape the development of folkbiological knowledge, as well as possible interventions designed to counteract cognitive biases that can interfere with the development of scientifically informed reasoning about natural phenomena. Taken together, the papers provide insights into the contributions of cognitive biases to the development of biological misunderstandings and into the life experiences and contexts that can contribute to or impede accurate learning of biological concepts. As part of a wider literature, the insights provided by the authors are relevant to the design of educational experiences that will foster children’s exploration and further their understanding of life science ideas.The chapters in this book were originally published as a special issue of Early Education and Development.
Young Children’s Existential Encounters (Studies in the Psychosocial)
by Zoi SimopoulouThis book is a psychoanalytic observation of five children’s existential encounters in their ordinary life at the nursery. It is among the first within psychosocial literature to go beyond adult experiences and explore the existential in young children’s lives as it plays out in their everydayness in symbolic and sensory articulations and in relationship with others; including with the author as someone who arrived looking for it. The author offers analysis in the form of a writing inquiry into meaning, by means of an on-going movement between the self and the other, the interior and the exterior, and psychoanalytic and existential-phenomenological ideas. This is illustrated through a kaleidoscopic account of May, Nadia, Edward, Baba and Eilidhs’ encounters with nothingness, strangeness, ontological insecurity, death and selfhood as these emerged in the time they spent with the author embodying different forms – from concrete objects to dreams – exemplifying an attunement to existential ubiquity. With its relational ground, this work suggests the potential for adults – including researchers, therapists, trainees, educators and parents – to attune to their own existential encounters as a path to understanding those of children.
Young Children’s Knowledge of Relational Terms: Some Ifs, Ors, and Buts (Springer Series in Language and Communication #19)
by Lucia A. French Katherine NelsonAn appreciation of temporal and logical relationships is one of the essential and defining features of human cognition. A central question in developmental psy chology, and in the philosophical speculations out of which psychology evolved, has been how children come to understand temporal and logical relationships. For many recent investigators, this question has been translated into empiri cal studies of children's acquisition of relational terms-words such as before, after, because, so, if, but, and or that permit the linguistic expression of logi cal relationships. In the mid 1970s, Katherine Nelson began to study young children's knowledge about routine activities in which they participated. The goal of this research was to understand how children represented their personal experiences and how these representations contributed to further cognitive development. A primary method used in the early phases of this research involved simply asking children to describe familiar events. They were asked, for example, "What happens when you have lunch at school?" or "What happens at a birthday party?" Hundreds of transcripts of children's responses to such questions were available when Lucia French became an NICHD Postdoctoral Fellow in Developmental Psychology at City University of New York in 1979.
Young Children's Personal, Social and Emotional Development (3rd edition) (PDF)
by Marion DowlingWith the introduction of the Early Years Foundation Stage, young children's personal, social and emotional development is an area of ever-increasing interest to those working in the field of early childhood. This fully revised third edition of Marion Dowling's best selling book has been updated and expanded to include: personal ,social and emotional development in children 0-6 years an update on recent and current national developments which impact on young children's personal development comprehensive references to the Early Years Foundation Stage links to Early Years Professional Standards research on brain development and links to young children's well-being and learning aspects of work with children from culturally diverse backgrounds multi-agency working, including Children's Centres, extended schools and communities. Easy to read and including new case studies and points for practice this book is essential for students and practitioners. Alternate ISBNs 97811848601055 9781848601062
Young Homicide Offenders and Victims: Risk Factors, Prediction, and Prevention from Childhood (Longitudinal Research in the Social and Behavioral Sciences: An Interdisciplinary Series)
by Rolf Loeber David P. FarringtonThe first decade of the new century proved to be a deadly one for many children and young people in the United States. Despite increased policing on the streets, higher rates of incarceration, harsher sentencing, stricter control of illegal drugs, and attempts to reduce access to firearms, FBI reports show that more than 7,300 young people between the ages of 15 and 29 were murdered in 2008 alone. It’s clear that traditional crime reduction strategies have not stemmed the rising tide of homicides perpetrated by and upon one of society’s most vulnerable populations. Innovative, practicable solutions are needed to staunch this lethal trend.Based on the findings of a unique longitudinal study, Young Homicide Offenders and Victims: Risk Factors, Prediction, and Prevention from Childhood now provides experts with unprecedented analysis of prospectively collected data on 1,517 boys and young men who grew up in Pittsburgh, Pennsylvania. Following these males from childhood into early adulthood, examining their lives and the conditions under which they grew up in a representative mid-sized American city, the study forms the basis of this unique volume designed to stimulate debate on key questions of prevention and intervention as well as dispel popular myths about the childhood and adolescent features of homicide offenders and homicide victims. Key areas of coverage include:Early childhood risk factors of young homicide offenders and victims. Insights into homicide offenders’ lives as told in their own words.The effectiveness of screening for at-risk youth. Risk factor–based prevention and intervention strategies.The impact of interventions on homicide rates.Policy implications at the local, state, and national levels.Young Homicide Offenders and Victims: Risk Factors, Prediction, and Prevention from Childhood is essential reading for researchers, practitioners, and policy makers across the fields of juvenile justice and criminology, developmental psychology, sociology, psychiatry, public health, and policy making.-------“This book changes the game in violence research … The analysis is masterful, the prose is readable, and the achievement is nothing short of stunning.”Richard Rosenfeld, Ph.D. / Curators Professor of Criminology and Criminal Justice, University of Missouri-St. Louis“This book will stand the test of time as a landmark homicide study.”James C. Howell, Ph.D. / Senior Research Associate, National Gang Center“This is a fascinating, pioneering book … The authors’ sophisticated analyses demonstrate convincingly the considerable value of prospective longitudinal data for enhancing our understanding of the etiology and control of lethal violence.”Steven F. Messner, Ph.D. / Distinguished Teacher Professor, Department of Sociology, University at Albany, SUNY / President, American Society of Criminology
A Young Man's Guide to Self-Mastery, Workbook
by Stephanie S. Covington Roberto A. RodriguezHow practitioners can work with young male clients within a gender-responsive treatment program Adverse life events can experience significant impairment in neural development which can lead to weakened critical thinking, diminished emotional intelligence, and increased antisocial behavior. Statistics show that traditional treatment programs are inadequate in helping young men—estimated to account for 68% of all teens struggling with substance use disorder—to achieve sustained abstinence that leads to recovery. A Young Man's Guide to Self-Mastery provides practical guidance on implementing an effective trauma-informed, gender-responsive treatment program that addresses the impact of socialization, adverse life experiences, and substance use. This invaluable guide explains the theoretical foundation and real-life connection between trauma and substance use, and provides clear guidelines and actionable strategies for treating boys and young men challenged by trauma and substance use disorder. Provides guidance on integrating evidence-based interventions, mindfulness techniques, and experiential activities Covers the effects of environmental trauma, gender development awareness, socialization, identity, sexuality, relational violence, and aggression Examines trauma's impact on families, mental health, and comorbid and addictive behavior Discusses the key elements of strength-based approaches and mentoring A Young Man's Guide to Self-Mastery is an invaluable resource for practitioners working with male adolescents in mental health clinics, juvenile justice facilities, and residential and outpatient facilities.
A Young Man's Guide to Self-Mastery, Workbook
by Stephanie S. Covington Roberto A. RodriguezHow practitioners can work with young male clients within a gender-responsive treatment program Adverse life events can experience significant impairment in neural development which can lead to weakened critical thinking, diminished emotional intelligence, and increased antisocial behavior. Statistics show that traditional treatment programs are inadequate in helping young men—estimated to account for 68% of all teens struggling with substance use disorder—to achieve sustained abstinence that leads to recovery. A Young Man's Guide to Self-Mastery provides practical guidance on implementing an effective trauma-informed, gender-responsive treatment program that addresses the impact of socialization, adverse life experiences, and substance use. This invaluable guide explains the theoretical foundation and real-life connection between trauma and substance use, and provides clear guidelines and actionable strategies for treating boys and young men challenged by trauma and substance use disorder. Provides guidance on integrating evidence-based interventions, mindfulness techniques, and experiential activities Covers the effects of environmental trauma, gender development awareness, socialization, identity, sexuality, relational violence, and aggression Examines trauma's impact on families, mental health, and comorbid and addictive behavior Discusses the key elements of strength-based approaches and mentoring A Young Man's Guide to Self-Mastery is an invaluable resource for practitioners working with male adolescents in mental health clinics, juvenile justice facilities, and residential and outpatient facilities.
Young Masculinities: Understanding Boys in Contemporary Society
by Stephen Frosh Ann Phoenix Rob PattmanHow do boys see themselves? Their peers? The adult world? What are their aspirations, their fears? How do they feel about their own masculinity? About style, 'race', homophobia? About football?This book examines aspects of 'young masculinities' that have become central to contemporary social thought, paying attention to psychological issues as well as to social policy concerns. Centring on a study involving in-depth exploration, through individual and group intererviews, the authors bring to light the way boys in the early years of secondary schooling conceptualise and articulate their experiences of themselves, their peers and the adult world. The book includes discussion of boys' aspirations and anxieties, their feelings of pride and loss. As such, it offers an unusually detailed set of insights into the experiential world inhabited by these boys - how they see themselves, how girls see them, what they wish for and fear, where they feel their 'masculinity' to be advantageous and where it inhibits other potential experiences. In describing this material, the authors explore questions such as the place of violence in young people's lives, the functions of 'hardness', of homophobia and football, boys' underachievement in school, and the pervasive racialisation of masculine identity construction.Young Masculinities will be invaluable to researchers in psychology, sociology, gender and youth studies, as well as to those devising social policy on boys and young men.STEPHEN FROSH is Professor of Psychology at Birkbeck College, University of London, and previously Consultant Clinical Psychologist and Vice Dean in the Child and Family Department at the Tavistock Clinic, London. He is the author of numerous academic papers and several books, including For and Against Psychoanalysis, Sexual Difference: Masculinity and Psychoanalysis, Identity Crisis: Modernity, Psychoanalysis and the Self and The Politics of Psychoanalysis. He is joint author, with Danya Glaser, of Child Sexual Abuse and co-editor with Anthony Elliott of Psychoanalysis in Context.ANN PHOENIX is Senior Lecturer in Psychology, Open University. Her books include Standpoints and Differences (with Karen Henwood and Chris Griffin), Crossfires: Nationalism, Racism and Gender in Europe (with Helma Lutz and Nira Yuval-Davies), and Black, White or Mixed Race? (with Barbara Tizard).ROB PATTMAN is Lecturer in Sociology at the University of Botswana. He has taught sociology in sixth form colleges and institutions of higher education in Britain and southern Africa, and published articles on whiteness, gender identities, sex and AIDS education and social theory.
The Young Mind: An Essential Guide To Mental Health For Young Adults, Parents And Teachers
by Mike Shooter Sue BaileySadly, millions of children today are affected by mental health problems, almost a doubling of the number of sufferers in just one generation. Now, in this timely new book, mental health experts provide invaluable information and guidance for concerned parents, teachers and young adults. With chapters covering subjects such as child and adolescent development, parenting skills, problems at school, emotional health and wellbeing, The Young Mind also looks specifically at some of the most distressing problems facing young people today, including anxiety and stress disorders, drugs, alcohol, self-harm and psycho-sexual development.Illustrated and written in a completely accessible style by some of the most distinguished and respected professionals in the field of child and adolescent psychiatry, The Young Mind offers a guiding hand and insight into this most vital area of mental health.
A Young Mind in a Growing Brain
by Jerome Kagan Norbert HerschkowitzA Young Mind in a Growing Brain summarizes some initial conclusions that follow simultaneous examination of the psychological milestones of human development during its first decade and what has been learned about brain growth. This volume proposes that development is the process of experience working on a brain that is undergoing significant biological maturation. Experience counts, but only when the brain has developed to the point of being able to process, encode, and interact with these new environmental experiences. This book's aim is to acquaint developmental biologists and neuroscientists with what has been learned about human psychological development and to acquaint developmental psychologists with the biological evidence. The hope is that each group will gain a richer appreciation of both knowledge corpora. The authors hope to appeal to neuroscientists, psychologists, psychiatrists, pediatricians, and their students. The idea for this book was born in 1993 when the authors--a leading developmental psychologist and a pediatrician--met for the first time and recognized the complementarity of their backgrounds and the utility of a collaboration. The reception of their first two papers motivated this attempt to synthesize the available information over a longer developmental era. Learning a great deal over the past decade, the authors hope that their enthusiasm provokes an equally intense curiosity in readers.
A Young Mind in a Growing Brain
by Jerome Kagan Norbert HerschkowitzA Young Mind in a Growing Brain summarizes some initial conclusions that follow simultaneous examination of the psychological milestones of human development during its first decade and what has been learned about brain growth. This volume proposes that development is the process of experience working on a brain that is undergoing significant biological maturation. Experience counts, but only when the brain has developed to the point of being able to process, encode, and interact with these new environmental experiences. This book's aim is to acquaint developmental biologists and neuroscientists with what has been learned about human psychological development and to acquaint developmental psychologists with the biological evidence. The hope is that each group will gain a richer appreciation of both knowledge corpora. The authors hope to appeal to neuroscientists, psychologists, psychiatrists, pediatricians, and their students. The idea for this book was born in 1993 when the authors--a leading developmental psychologist and a pediatrician--met for the first time and recognized the complementarity of their backgrounds and the utility of a collaboration. The reception of their first two papers motivated this attempt to synthesize the available information over a longer developmental era. Learning a great deal over the past decade, the authors hope that their enthusiasm provokes an equally intense curiosity in readers.