Developmental Psychology

Organisms inherit a set of environmental regularities as well as genes, and these two inheritances repeatedly encounter each other across generations. This repetition drives natural selection to coordinate the interplay of stably replicated genes with stably persisting environmental regularities, so that this web of interactions produces the reliable development of a functionally organized design. Selection is the only known counterweight to the tendency of physical systems to lose rather than grow functional organization. This means that the individually unique and unpredictable factors in the web of developmental interactions are a disordering threat to normal development. Selection built anti-entropic mechanisms into organisms to orchestrate transactions with environments so that they have some chance of being organization-building and reproduction-enhancing rather than disordering. Evolutionary psychology was founded on a new theory of development that encompasses, reformulates, and (we believe) logically reconciles other views such as nativism, environmentalism, interactionism, developmental systems theory, and others. Readers who want to understand what evolutionary psychologists actually think about development need to consult the original sources (see, e.g., Tooby & Cosmides, 1990, 1992) rather than relying on critics' misconceptions. Below, we address several confusions. Deficiencies in Basic Biology Because developmental systems theorists are psychologists rather than a more interdisciplinarily inclusive team, it is not surprising that they also provide questionable characterizations of fields outside of psychology, such as genetics, developmental biology, and evolutionary biology (e.g.

The development of imitation during the second year of life plays an important role in domains of socio-cognitive development such as language and social learning. Deficits in imitation ability in persons with autism spectrum disorder (ASD) have also been repeatedly documented from toddlerhood into adulthood, raising the possibility that early disruptions in imitation contribute to the onset of ASD and the deficits in language and social interaction that define the disorder. This study prospectively examined the development of imitation between 12 and 24 months of age in 154 infants at familial risk for ASD and 78 typically developing infants who were all later assessed at 36 months for ASD or other developmental delays. The study established a developmental measure of imitation ability, and examined group differences over time, using an analytic Rasch measurement model. Results revealed a unidimensional latent construct of imitation and verified a reliable sequence of imitation skills that was invariant over time for all outcome groups. Results also showed that all groups displayed similar significant linear increases in imitation ability between 12 and 24 months and that these increases were related to individual growth in both expressive language and ratings of social engagement, but not fine motor development. The group of children who developed ASD by age 3 years exhibited delayed imitation development compared to the low-risk typical outcome group across all time-points, but were indistinguishable from other high-risk infants who showed other cognitive delays not related to ASD.

The word infant is derived from the Latin word infans, which means literally "unable to speak". Consequently, the acquisition of speech is often regarded as marking the end of infancy. However, deciding precisely when speech has appeared (and hence, when infancy has ended) is not an easy matter. This is because the early development of language takes place very gradually. Thus, during the months which follow the production of the first word, the infant might learn to produce only one, two or three new words per month (Benedict, 1979; Nelson, 1973). Consequently, during these early months of language development, the infant still relies much more heavily upon cries, actions, and gestures rather than  speech for the purposes  of communication (Lock, 1978,1980; Lock, Service, Brito, & Chandler, Chapter 10, this volume; Schaffer, 1977, Chapter 8, this volume; Zinober & Martlew, 1985a, 1985b). And even after the infant has come to rely upon words as a major medium of communication, that infant might still not be able to combine words together to form simple two-word utterances with any degree of regularity until several more months have passed (Bloom, 1973; Garman, 1979).
The present chapter describes these various linguistic developments which gradually draw the period of infancy to a close. The chapter is divided into three parts. The first part considers the first words which infants acquire, whereas the second part describes the subsequent linguistic developments that occur during the period of single-word speech. The third part considers how infants make the final transition into the multi-word speech of early childhood.

Discovering the stress-buffering effects of social relationships has been one of the major findings in psychobiology in the last century. However, an understanding of the underlying neurobiological and psychological mechanisms of this buffering is only beginning to emerge. An important avenue of this research concerns the neurocircuitry that can regulate the activity of the hypothalamic-pituitaryadrenocortical (HPA) axis. The present review is a translational effort aimed at integrating animal models and human studies of the social regulation of the HPA axis from infancy to adulthood, specifically focusing on the process that has been named social buffering. This process has been noted across species and consists of a dampened HPA axis stress response to threat or challenge that occurs with the presence or assistance of a conspecific. We describe aspects of the relevant underlying neurobiology when enough information exists and expose major gaps in our understanding across all domains of the literatures we aimed to integrate. We provide a working conceptual model focused on the role of oxytocinergic systems and prefrontal neural networks as 2 of the putative biological mediators of this process, and propose that the role of early experiences is critical in shaping later social buffering effects. This synthesis points to both general future directions and specific experiments that need to be conducted to build a more comprehensive model of the HPA social buffering effect across the life span that incorporates multiple levels of analysis: neuroendocrine, behavioral, and social.

The use of the Emotional Availability Scales (EAS) with non-maternal caregivers was considered. The first section presents evidence on attachment relationships in child care to argue that extending the construct of emotional availability to child care providers is not only appropriate, but elemental in understanding the impact of early learning experiences on children's concurrent and future developmental outcomes. Findings from recent studies that have piloted the use of the EAS in various child care arrangements with diverse samples of children and caregivers are reviewed based on two different frameworks -an investment model and a family-support model. The paper concludes by discussing several practice and policy implications of using the EAS in child care research, and next steps in emotional availability and child care research.

Research Findings: Two studies examined the effects of specific reading styles on the comprehension of stories of at-risk preschool Chilean children. Study 1 examined the effect of word elaboration on story comprehension with 72 children. Children who were exposed to elaborations of unknown words during storybook reading achieved better comprehension than those who were not after vocabulary and narrative comprehension skills were controlled. This effect was mediated by children's learning of the elaborated words and thus provides evidence for the causal role of word knowledge in story comprehension. Study 2 examined the effect of asking questions about coherence relations versus other kinds of open-ended questions such as requests for predictions, descriptions, and real-life connections. Children exposed to coherence questions achieved better story comprehension than those exposed to other open-ended questions after initial vocabulary, narrative comprehension skills, and attentiveness were controlled. Practice or Policy: These findings suggest the use of specific reading strategies for improving comprehension. Teaching rare words and asking coherence-related questions during reading leads to better understanding of the story. These are 2 easy methods that could be integrated into daily teaching practices to help improve children's narrative comprehension.

This short paper,  shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice. 
To cite this paper:  Western, S. (2006) Look Who’s Talking, Coaching at Work. London: People Management, Vol. 1:2 pp. 31-34.

Preterm birth is characterized by multiple interacting atypical constraints affecting different aspects of neuropsychological development. In the first years of life, perceptual, motor, and communicative-linguistic abilities, as well as attention, processing speed, and memory are affected by preterm birth resulting in cascading effects on later development. From school age to adolescence, a catch-up of simpler competencies (i.e., receptive lexicon) along with a more selective effect on more complex competencies (i.e., complex linguistic functions, math, motor, and executive functions) are observed, as well as a relevant incidence of behavioral outcomes. A wide heterogeneity in preterm children's neuropsychological profiles is described depending on the interaction among the degree of neonatal immaturity, medical complications, neurological damages/alterations, environmental and social factors. Severe neuromotor and sensory damages are not frequent, while low severity impairments are common among preterm children. It is argued that developmental pathways of preterm children are atypical, and not merely delayed, and are characterized by different developmental patterns and relationships among competencies. V C 2013 Wiley Periodicals, Inc. Dev Disabil Res Rev 2011;17:102-113.

In order to better cope with the pressures and stresses of the current day, modern psychology is anxiously seeking to find new therapies to address the increasing disorders within the human psyche. In the process new fields of research, such as humanistic and transpersonal psychology, curiously appear to borrow more and more from the wisdom of the ages. This volume, containing eighteen articles by noteworthy expositors of the perennial philosophy such as Huston Smith, Seyyed Hossein Nasr, and Frithjof Schuon, presents the spiritual psychology of the wisdom traditions as a much-needed antidote to the current impasse in modern psychology.

Some Endorsements for Psychology and the Perennial Philosophy:

“[Psychology and the Perennial Philosophy] is more than an anthology. It is a wisely crafted collection of classic and contemporary scholarship noting that what many are seeking is what has always been, a perennial philosophy, that remains foundational. As one of the authors, Tage Lindbom, properly notes, ‘Secularization is a fish in troubled waters.’ This book claims the waters and is essential reading for all those who may have forgotten or are simply ignorant of the rich foundation provided by the perennial philosophy.”
—Ralph W. Hood, Professor of Psychology at the University of Tennessee at Chattanooga, past president of the Psychology of Religion division of the American Psychological Association, co-founder of The International Journal for the Psychology of Religion and co-author of The Psychology of Religion

“A necessary and bracing critique of the assumptions and limitations of contemporary Western psychology, this generous volume is also a passionate call and learned guide towards a truer perspective that embraces man's spiritual nature.”
—Gabor Maté, M.D., and author of In the Realm of Hungry Ghosts: Close Encounters with Addiction

“Knowing the nature of the mind is perhaps the most difficult undertaking, especially in today’s world. To comprehend the nature of mind one needs to turn to the domain of religion and spirituality. Yet the truth of the mind and its complexity cannot explicitly be defined in words. Inner or transcendent wisdom sees the mind’s own nature without the duality of the seer. Suchness (tathatā) of mind is only experiential and not expressible. The words used to describe thought are themselves a product of thought, which is conditioned and limited. Thus, differences and contradictions are unavoidable. Therefore, a comparative study of different viewpoints and commentaries is immensely important to awaken the inner intelligence to see the mind as it is. Psychology and the Perennial Philosophy: Studies in Comparative Religion edited by Samuel Bendeck Sotillos is an outstanding effort in this direction.”
—Samdhong Rinpoche, former Prime Minister (Kalon Tripa) of the Tibetan Government-in-exile, author of Uncompromising Truth for a Compromised World: Tibetan Buddhism and Today’s World

“The rise of psychology has impacted the study and practice of spirituality, the experiences and attitudes relevant to ultimate human values that transcend ordinary behavior. Each chapter of this remarkable book demonstrates this interaction in a unique and provocative way. But rather than using psychology to reduce and ‘psychologize’ spiritual topics, its authors demonstrate how directives from the spiritual traditions can enhance and even illuminate the enduring importance of psychology in the 21st century.”
—Stanley Krippner, Saybrook University, co-author of Spiritual Dimensions of Healing

“The work at hand is a thinking and debating man’s delight. If you have any interest at all in attempting to include an educated and enlightened view of man’s higher functions in your purview of the world, you will learn from and enjoy this collection of essays. If you already have some knowledge in this area, brace yourself: you may see some of your favorites sharply criticized. A thought-provoking work.”
—Bruce W. Scotton, University of California, San Francisco, co-editor of Textbook of Transpersonal Psychiatry and Psychology

“This book, superbly edited by Samuel Bendeck Sotillos, is a masterful critique of the field of psychology and its loss of the sacred ground in which it once was rooted. It offers depth psychologists an opportunity to contemplate timeless truths echoed through the centuries by perennial philosophers who have always claimed psyche is subordinate to Spirit. Although ignored in depth psychology’s early years due to prejudice and lack of understanding, this is a message today’s psychotherapists must take seriously. Human beings need a deeper and wider transpersonal vision of who and what we are, which the saints and sages of the world’s spiritual traditions have always pointed to. In psychotherapy with a therapist committed to such a vision, patients penetrate into their unconscious depths and not infrequently awaken to the Ground of all Being. Their suffering itself occurred because they had turned away from Spirit. Above all, this volume passionately calls upon depth psychology to remember its origin in the perennial wisdom at the core of the great religions. There is something of a polemic in these pages. It deserves to be considered by depth psychologists of all persuasions.”
—Bryan Wittine, Transpersonal psychologist and Jungian psychoanalyst

“This anthology from Samuel Bendeck Sotillos is a must reference for anyone who is interested in psychology and its relationship to spirituality, and in developing an inclusive dialogue between disciplines that favor an integral outlook on the person and his or her potential. Selections in this anthology will inspire us to reexamine the metaphysical underpinnings of psychology, and remind us how important it is to rise above science’s attempt to reduce the human being to an epistemic object.”
—Sangeetha Menon, National Institute of Advanced Studies (Bangalore, India), Board Member of the International Transpersonal Association (ITA), author of The Beyond Experience: Consciousness in Bhagavad Gita

“This anthology has some of the most discerning essays and reviews on spirituality and psychology, which provide much-needed care and caution to all those engaged in bringing them together or who wish to do so in future. Therefore, it is a must-read for all those who teach, research, consult, or study in such frontier areas as transpersonal psychology, states of consciousness, mind-body relation, holistic health, Indian psychology, and so on. It will be an invaluable textbook for courses in these and other related areas. I congratulate the editor of the book.”
—Kiran Kumar K. Salagame, University of Mysore (India), Board Member of the International Transpersonal Association (ITA), author of The Psychology of Meditation: A Contextual Approach

“One of the finest collections of essays on the Perennial Philosophy—a must-read for all psychologists who are engaged with spirituality and transpersonal psychology. The essays which critique modern psychology (including transpersonal psychology, and the framework of Carl Jung), in the light of the Perennial Philosophy are a revelation and make compelling reading. The book serves as a corrective to the excesses of modern psychology, and to this end Sotillos has done a commendable job. I for one will include the book in some of the graduate courses that I teach.”
—Suneet Varma, University of Delhi, co-editor of Foundations of Indian Psychology

“To its credit modern science by-and-large is becoming more cognizant of the essential connection between spirituality and psychological health and well-being and most of all its positive implications within the field of psychology. While there is ample data to document this in a plethora of academic journals and books, this new book Psychology and the Perennial Philosophy adds a novel contribution to the dialogue between psychology and spirituality, which captures many nuances that for the most part go unnoticed within these discussions, and last but not least, it provides a keen eye of discernment to understand this intricate relationship on a deeper level that is crucially needed. This work will be a valuable asset to students and long term mental health practitioners and professors alike who seek to better understand the relationship between psychology and spirituality.”
—Harold G. Koenig, Duke University, Director of the Center for Spirituality, Theology and Health, co-author of The Handbook of Religion and Health

This study examined how parent-child communication regarding adolescent unsupervised activities develops over the course of adolescence. We used questionnaire data from 390 adolescents (58% girls; 90% European Canadian) who were followed from age 12 to 19. Latent growth curve modeling revealed curvilinear developmental changes that differed for boys and girls. From age 14 to 19 (but not from age 12 to 14) a linear decrease in parental control was found for both genders. For girls, parent-child communication decreased in early adolescence, as indicated by decreasing parental solicitation, decreasing adolescent disclosure, and increasing secrecy. Girls' communication with parents intensified in middle adolescence, as indicated by increasing parental solicitation, increasing adolescent disclosure, and decreasing adolescent secrecy. For boys, disclosure declined in early adolescence, but secrecy and solicitation were stable throughout adolescence. Parental knowledge decreased from age 12 to 19 for both genders but was temporarily stable for middle adolescent girls. The meaning of these developmental changes, their timing, and gender differences are discussed.

A primary interest of the field of infant mental health is in the early conditions that place infants at risk for less than optimal development. The fundamental problem of what constitutes normal and abnormal development is now a focus of developmental psychology, infant psychiatry, and developmental neuroscience. In the second part of this sequential work, I present interdisciplinary data to more deeply forge the theoretical links between severe attachment failures, impairments of the early development of the right brain's stress coping systems, and maladaptive infant mental health. In the following, I offer thoughts on the negative impact of traumatic attachments on brain development and infant mental health, the neurobiology of infant trauma, the neuropsychology of a disorganized/disoriented attachment pattern associated with abuse and neglect, trauma-induced impairments of a regulatory system in the orbitofrontal cortex, the links between orbitofrontal dysfunction and a predisposition to posttraumatic stress disorders, the neurobiology of the dissociative defense, the etiology of dissociation and body-mind psychopathology, the effects of early relational trauma on enduring right hemispheric function, and some implications for models of early intervention. These findings suggest direct connections between traumatic attachment, inefficient right brain regulatory functions, and both maladaptive infant and adult mental health.

Prompted by preparation of a presentation at a TA learning event, Part 1 of this paper provides a largely TA-based literature review of references to psychological boundaries, related to a proposed new framework for categorising such boundaries at the levels of person (intrapersonal, personal), people (interpersonal, family, neighbourhood), place (region, country, area, continent) and planet (environment, Earth, Universe). TA concepts seen as relevant for each boundary are described. Comments on practitioner boundaries lead into Part 2, which addresses psychological bridges across boundaries such as created through supervision and frameworks for increasing awareness of unconscious processes. A critique of the current TA field of application boundaries is included and Part 2 concludes with a model that represents a general bridge to contact.

Topics in article include:

boundaries: planet, place, people, person; power potentials, boundary diagrams, asymmetrical, intrapersonal, personal, interpersonal, family, neighbourhood, region, country, continent, universe, script matrix, autonomy matrix, Levin, Lenhardt, Kaplan, imagoes, org structural diagrams, organisational cone, sailship success, practitioner boundaries, supervision, steps to success, Evans’ stages, parallel process, transference/countertransference formats, dual relationships, comparative script system, fields of TA, common competencies, channels of communication, AP3

Social competence is the ability to establish and maintain high quality and mutually satisfying relationships and to avoid negative treatment or victimization from others. Parents are the primary source of social and emotional support for adolescents. The present aim of the study is to find out the social competence among adolescents of working and non working mothers. Data was collected from the population of students in schools of Jaipur, 120 students was selected randomly, out of which 60 were selected whose mother was working and 60 whose mother was non working. To see the gender difference sample was further divided into 30 boys and 30 girls in each category. The Social Competence Scale developed by V.P.Sharma, Prabha Shukla and Kiran Shukla was used to study the social competence. The result reveals that there is significant difference in social competence of adolescent of working and non-working mother. The adolescent of working mothers are found more socially competent than adolescents of non working mothers. The social competence of adolescent according to their socio economic status when analyzed, then no significant difference was found. The social competence of adolescent according to their types of family when analyzed, then no significant difference was found. Boys were found more socially competitive than girls of nonworking mothers. A significant difference was found in the boys and girls of working mother. Whether no difference was found in the boys and girls of working mother.

Purpose/Objective: The purpose of this systematic review was to synthesize existing empirical research on disability identity development. This review is organized to present the demographics of participants and types of disabilities represented in the existing data, measures of disability identity development and theoretical models of disability identity development. Method: Electronic databases (EBSCO, PsycINFO, ERIC and Sociological Abstracts) were searched for all peer reviewed empirical studies published between 1980 and 2017. Articles were excluded if they were theoretical and/or did not include participants with disabilities, or focused on a disability-specific community identity rather than general disability identity. Results: Forty-one empirical articles were included in the final review. An overwhelming majority (75.6%) were qualitative in nature with only 22% of the articles reviewed being quantitative and only one that utilized a mixed methods design. The results suggest that disability identity can be considered a unique phenomenon that shapes a person’s way of seeing themselves, their bodies, and their way of interacting with the world. Conclusions/Implications: Disability identity development has the potential to become an important factor in developing effective interventions and/or therapies. Identity development is a fundamentally social process, and identities are formed through mirroring, modeling, and recognition through available identity resources, and so it is imperative that able-bodied professionals (i.e., rehabilitation professionals, therapists, teachers and caregivers) working with individuals with disabilities become aware of this developmental process to be able to better support individuals along this journey.

Trauma-focused cognitive–behavioral therapy (TF-CBT), a well-established, evidence-based treatment for children who have experienced trauma, has been increasingly utilized in a group format. Group therapy formats are appealing because they can be highly effective and have the potential to reach larger numbers of clients. Moreover, TF-CBT group delivery may be particularly valuable in reducing the feelings of shame, isolation, and stigma experienced by youth and their caregivers in the aftermath of traumatic experiences. This article reviews the group TF-CBT research, discusses the therapeutic benefits of TF-CBT therapy groups, and provides clinical and logistical guidance for implementing TF-CBT in group format, including a session-by-session protocol. Future directions for research and clinical work in this area are also discussed.

Kinder zeichnen schon sehr lange. Und es ist schwer vorstellbar, dass sie es nicht in jeder Kultur getan haben, die den allgemeinen Gebrauch von Ritzinstrumenten oder Stiften und Formen der bildlichen Repräsentation kannte. Dennoch ist die ›Entdeckung‹ der Kinderzeichnung ein genuin modernes Phänomen. Seit dem 16. Jahrhundert ist ein Interesse der professionellen Maler am Phänomen Kinderzeichnung nachweisbar, aber erst in den 1880er Jahren werden die graphischen Versuche der Kinder zum Gegenstand wissenschaftlicher Reflexion. Die »Kunst der Kinder« etablierte sich in der Folge als ein wichtiges Instrument der Entwicklungs- und Intelligenzpsychologie, der Pädagogik und Psychoanalyse. Die Wissenschaften vom Kinde erschlossen das Zeichnen als ein Mittel der Kommunikation, welches Dispositionen, Bedürfnisse und Konflikte dokumentiert, die das Kind selbst (noch) nicht sprachlich artikulieren kann. Mehr noch als das Spiel oder die Phantasie- und Lügengeschichten soll die Kinderzeichnung seither Auskunft geben über Entwicklung, Intelligenz und Raumwahrnehmung, über psychische Veranlagung und psychoanalytische Ätiologie. Das Zeichnen wurde damit als Instrument einer Normalisierung des Kindes in Dienst genommen. Die Experimentalisierung der Kinderzeichnung brachte aber auch ein neues Verständnis der anthropologischen Funktion des Zeichnens hervor, das uns bis heute begleitet: Sie hat den Blick dafür geschärft, dass es sich schon bei der harmlosesten Kritzelei um ein Medium der Subjektwerdung des Kindes handelt, das es ihm ermöglicht und erleichtert ein erkennendes, denkendes und handelndes Subjekt zu werden.

This article is about nooplasis. That is, the article outlines a general model about the dynamic organization and development of mind and it draws the implications of this model for learning and instruction. This is done in terms of 10 postulates concerned with the architecture of mind, its development and dynamics, and the nature of learning, and a general postulate concerned with the dynamic relations between the various systems of mind and also mind and education. Specifically, the model postulates that the mind involves systems oriented to the understanding of the environment and of itself, in addition to general processing functions. It is also postulated that the development of each of the systems is partially autonomous and partially constrained by the development of the other systems, and that it involves both system-specific and systemwide mechanisms of development and learning. Finally, it is argued that these postulates suggest a model of constrained constructivism which leads to a conception of learning in schools which differs considerably from what is suggested by the Piagetian or the Vygotskian conception of constructivism.

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Compete the "Bereavement Across the Lifespan" worksheet.
APA format is not required, but solid academic writing and a title page is expected.
You are not required to submit this assignment to Turnitin.

This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 × 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counselling psychology, applied psychology and related disciplines.

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.

Piaget pioneered the clinical method of studying child development and developed tests to measure child cognition resulting in a theory of child cognition based on schemas, processes and four stages of development: Sensorimotor, ages birth to 2 years; Pre-operational Thought, ages 2 to 6 or 7 years; Concrete Operations, ages 6 or 7 to 11 or 12 years; and Formal Operations, ages11 or 12 years to adult. Perhaps his most important contribution to the field of psychology was how he de monstrated that children think differently than adults, not less competently.

This book argues that thinking is bounded by neither the brain nor the skin of an organism. Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist position offers a fresh contribution to the emerging embodied and embedded approach to the study of mind.

Cornerstones of Attachment Research [ free to download ] re-examines the work of key laboratories that have contributed to the study of attachment. In doing so, the book traces the development in a single scientific paradigm through parallel but separate lines of inquiry. Chapters address the work of Bowlby, Ainsworth, Main and Hesse, Sroufe and Egeland, and Shaver and Mikulincer. Cornerstones of Attachment Research utilises attention to these five research groups as a lens on wider themes and challenges faced by attachment research over the decades. The chapters draw on a complete analysis of published scholarly and popular works by each research group, as well as much unpublished material.

« Les contributions de la psychanalyse à l’interprétation des documents anciens, mythes, légendes, symboles religieux démontrent qu’elle est en mesure d’éclairer partiellement la lecture des textes bibliques. Nouvelle compréhension de l’homme et non seulement étude clinique des phénomènes aberrants, la psychanalyse fait partie de l’herméneutique à double titre. Elle permet de réviser les concepts anthropologiques non-justifiés qui guident nos lectures plus ou moins consciemment et elle fournit des théories scientifiques sur des structures existentielles présentes dans certains documents, dans leurs enchaînements comme dans leur points de rupture. » Antoine Vergote

Please rate how often you engage in the different parenting practices, listed below. Scores range from "Never" to "Always" on a 5-point scale. At the end of each section, add up the scores and divide it by the number of questions in that section. The calculated score is your total score for that category. The highest score indicates your preferred parenting style.

Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date. Elementary school classrooms (of 8-to 11-year-olds) were randomly assigned either to an intervention that educated children about the appraisal of benefit exchanges or to a control condition. We found that children's awareness of the social-cognitive appraisals of beneficial social exchanges (i.e., grateful thinking) can be strengthened and that this, in turn, makes children more grateful and benefits their well-being in terms of increased general positive affect. A daily intervention produced evidence that this new approach induced gratitude immediately (2 days later) and led children to express gratitude more behaviorally (i.e., they wrote 80% more thank-you cards to their Parent-Teacher Association). A weekly intervention induced gratitude up to 5 months later and additionally showed an effect on well-being (i.e., positive affect). Evidence thus supported the effectiveness of this intervention. Results are discussed in terms of implications for positive youth development and academic functioning.

This paper has been published in a somewhat different form in Meg Harris Williams' "Aesthetic Conflict  and its Clinical Relevance." - Karnac, 2018.

It outlines the various "knife-edge" defenses the infant mind must struggle with in the face of the emotional impact of the mother's beauty, particularly when there is no absolute guarantee of this being reciprocated.
An attempt is made to disambiguate this vulnerability from those which call into play defenses against (Kleinian) unconscious envy.
Both serve to protect the internal good/beautiful mother from destruction, in the infant mind.
One aspect of Narcissism, not usually emphasized, is the lack of conscious awareness of one's rejection of love and beauty when offered by another.
Instead, the narcissist remains almost totally merely conscious of his or her own feelings of being rejected, especially aesthetically.

Perkembangan merupakan polaperubahan yang dimulai sejak masa pembuahan dan terus berlangsung  selama masa hidup manusia. Sebagian besar perkembanan mencakup pertumbuhan, meskipun juga mencakup kemunduran yang disebabkan oleh proes penuaan dan kematian. Menemukan kajian mengenai perkembangan masa hidup dapat merangsang minat dan dipenuhi dengan berbagai informasi mengenai siapa kita, bagaimana kita bisa menjadi seperti sekarang ini, dan bagaimana masa depan kita kelak.

Trata-se na nova versão do IHS-Del-Prette,  atualizada em sua estrutura fatorial, ampliação de faixa etária e base normativa. Maiores detalhes sobre essa nova versão em http://www.rihs.ufscar.br/inventario-de-habilidades-sociais-2-ihs2-del-prette/
e https://www.pearsonclinical.com.br/ihs-inventario-de-habilidade-social2.html

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

This chapter summarizes five neo-Piagetian theories of cognitive development. Namely, the theories of Juan Pascual-Leone, Robbie Case, Graeme s. Halford, Kurt W. Fischer, and my theory. The first three of these theories emphasize the role of working memory as a factor of transition across the main developmental stages of thought from birth to adolescence. Fischer’s theory emphasizes the social and the learning dimensions of cognitive development. Finally, my theory in addition to these factors, integrates considerations about special processes in different domains of thought and also the role of self-awareness and self-regulation in development and individual differences. The theories are then compared and evaluated. The chapter is addressed to advance undergraduate and graduate students and researchers in developmental cognitive science.

Background: Conduct problems (CP) and hyperactivity/attention problems (HAP) are thought to covary with regularity, yet few studies have examined their co-occurrence or risk factors that discriminate their trajectories beginning in early childhood. Method: The present study sought to advance our understanding of this issue by examining separate trajectories of overt CP and HAP symptomatology among 284 boys from urban, low-income families followed from ages 1.5 to 10. We also investigated the cooccurrence of persistent CP and HAP and explored risk factors that discriminate CP and HAP trajectories. Results: Four similar trajectory groups were identified for both CP and HAP symptoms. Chronic CP was differentiated from persistent low CP by risk factors in child, parenting, and family domains, while chronic trajectories of HAP were typified by elevated maternal depressive symptoms compared to children with persistent low HAP. Conclusions: The findings extend previous research with older children of HAP and/or CP, highlighting the effects of proximal family and child risk factors that are identifiable in the first two years of children's lives and associated with trajectories of disruptive behavior.

The current study is a longitudinal investigation of unobserved heterogeneity in the developmental trajectories of problem behaviors among children who have experienced maltreatment. The goal of this study is to inform effective intervention plans with respect to behavior problems of maltreated children by examining the different trajectories of behavior problems and by assessing ecological risk factors related to each trajectory. This study utilized data from the Longitudinal Study of Child Abuse and Neglect, in which 827 maltreated children have been followed from age 4 to age 10. This study identified five distinctive developmental trajectories of maltreated children. In most trajectory groups, a specific set of ecological risk factors distinctively predicted the probability of membership in a specific group. The results are discussed with respect to individualized early intervention efforts toward those most likely to benefit.

During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children’s cognitive capacity to identify these behaviours (cognitive limitations). The findings of an observational study which examined the group nature of peer victimisation among young children are presented. Observations were made of 56 children aged four and five years using time sampling during free play at school (totalling 43.5 h of observation). Records were made of their behaviour when an onlooker witnessed aggression by others, and also of others’ behaviour when they were being aggressive or being victimised. Although children other than the aggressor and target were present in nearly two thirds of the episodes of peer victimisation observed, few exhibited behavioural responses in line with the assistant, reinforcer or defender roles. This supports the behavioural reality rather than the cognitive limitations explanation. Sex differences were observed in types of aggression displayed by children, with boys more likely than girls to be physically aggressive. Children were less likely to be aggressive to other-sex peers and were most likely to be victimised by children of the same sex as them. There were also sex differences in children’s onlooker behaviour. The implications for our understanding of the development of peer victimisation and bullying in children are discussed.

In this study we investigated variations in parental tutoring of children on the basis of theorizing and the concept of parental scaffolding of children's learning. Twenty-four couples and their 3-year-old children participated. Mothers and fathers worked separately with the child on three difficult tasks: a block construction task, a matrix classification task, and a story retelling task. Parental interventions were classified by level of support and were used to define the region of sensitivity to instruction, following the work of . Independent observers rated each parent separately on authoritative/uninvolved and authoritarian/permissive styles, following typology. Both mothers and fathers adjusted their support of the child as predicted. Later portions of the tutoring interactions demonstrated more fine tuning of interventions by parents than earlier portions. However, authoritative mothers and fathers were generally more likely than nonauthoritative parents to focus interventions in the region of sensitivity across tasks and to shift their interventions contingent on child success or failure. These patterns were also associated with more dyadic success on task as predicted. We discuss relations between these two levels of parenting style.