Showing titles in Developmental Psychology

From Robert A. Johnson, the best-selling author of Transformation, Owning Your Own Shadow, and the groundbreaking works He, She, and We, comes a practical four-step approach to using dreams and the imagination for a journey of inner transformation. In Inner Work, the renowned Jungian analyst offers a powerful and direct way to approach the inner world of the unconscious, often resulting in a central transformative experience.

Crianza de los hijos: la única palabra que garantiza asustar a muchas personas. Es un esfuerzo muy arriesgado. Usted tiene el control de la vida de alguien, después de todo. Es un hecho innegable que la crianza de los hijos es una tarea difícil. Hay tantas cosas de las que preocuparse durante los primeros 18 años. La crianza de los hijos parece muy compleja porque los padres tienen el control de la vida de una persona. Esa no es una responsabilidad insignificante. Afortunadamente, la paternidad no tiene que ser tan complicada como piensas.

Raising Multiracial Children gives caregivers the tools for exploring race with their children, offering practical guidance on how to initiate conversations; consciously foster racial identity development; discuss issues like microaggressions, intersectionality, and privilege; and intentionally cultivate a sense of belonging.

This eloquent book translates attachment theory and research into an innovative framework that grounds adult psychotherapy in the facts of childhood development. Advancing a model of treatment as transformation through relationship, the author integrates attachment theory with neuroscience, trauma studies, relational psychotherapy, and the psychology of mindfulness.

When children are late in hitting developmental milestones, parents worry. And no delay causes more parental anxiety than late talking, which is associated in many parents' minds with such serious conditions as autism and severe intellectual disability. In fact, as children's speech expert Stephen Camarata points out in this enlightening book, children are late in beginning to talk for a wide variety of reasons.

Anyone caring for girls today knows that our daughters, students, and girls next door are more anxious and more prone to depression and self-harming than ever before. The question that no one has yet been able to credibly answer is Why? Now we have answers. As award-winning writer Donna Jackson Nakazawa deftly explains in Girls on the Brink, new findings reveal that the crisis facing today’s girls is a biologically rooted phenomenon: the earlier onset of puberty mixes badly with the unchecked bloom of social media and cultural misogyny.

When author Sally Rippin discovered her child was struggling to read, she assumed it would sort itself out over time. She couldn’t have been more wrong. Her son’s dyslexia and ADHD went unsupported for years, leaving him behind his peers and labelled ‘difficult’ by an education system that couldn’t easily cater to neurodivergent kids. By the time Sally learned how to advocate for him, it was—almost—too late. Told through the eyes of a parent who started out by doing everything wrong, Wild Things is about how we can help all kids find the joy in reading.

In Brainhacker, you'll learn how to "rewire" your brain and boost its power. David Farrow, author of The Farrow Method, helps you get inside your own head and call the shots, with concrete exercises and tips to train your brain to work for you. These tricks can instantly boost your memory, improve your reading speed, help you push away pain, and form life-changing habits that actually last--with techniques as simple as a hand movement or a little bit of imagination.

In Teaching with the HEART in Mind, Dr. Lorea Martínez Pérez provides a comprehensive road map to understanding the psychology of emotions, relationships, and adversity in learning, while equipping you to teach SEL skills and develop your own social and emotional intelligence.

Full of clear, straightforward steps, guiding principles, and useful techniques backed by neuroscience and research, Dr. Mona Delahooke provides practical methods so that all childhood providers can better support the social and emotional lives of children and families. This book will provide valuable tools to nurture relationships, measure progress, reduce child stress, address challenging behaviors, and promote self-regulation.

¿Qué pasa cuando se traumatiza un cerebro joven? ¿Cómo afecta la mente de un niño el terror, el abuso o la desgracia? El psiquiatra infantil Bruce Perry ha ayudado a muchos a superar horrores inimaginables: niños supervivientes de genocidios o testigos de homicidio, adolescentes secuestrados o víctimas de violencia familiar. Mediante la observación del trauma a través de la lente científica, Perry nos revela la asombrosa capacidad del cerebro para curarse.

This exciting book by three pioneers in the field of cognitive science discusses important discoveries about how much babies and young children know and learn, and how much parents naturally teach them. It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals fascinating insights about our adult capacities and how even young children - as well as adults - use some of the same methods that allow scientists to learn so much about the world.

Este libro del psicólogo Guillermo Ballenato nos enseña cómo educar sin gritar. Más que ofrecer recetas o soluciones mágicas, nos aporta algunas claves que ayudan a pensar a todos aquellos padres que admiten tener incertidumbres en lo que a la educación se refiere; que tienen suficientes ganas de mejorar como para cuestionarse y revisar su relación con los hijos; que aceptan haberse equivocado algunas veces en la forma de gestionar los conflictos.

Why Don't Students Like School? (2nd Edition) features 25 percent updated material while still honoring the classic, beloved approaches of the original. The second edition will help teachers improve their practice by explaining how they and their students think and learn and reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

One hundred and ten years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. In Montessori, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research behind nine insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom.

Offers play therapists practical ways of handling a pervasive issue with intense and aggressive play by their clients. With an understanding of aggressive play based on brain function and neuroscience, this book provides therapists with a framework to work authentically with aggressive play, while making it an integrative and therapeutic experience for the child.

Since its publication in 1993, this groundbreaking book has persuaded countless parents, teachers, and managers that attempts to manipulate people with incentives may seem to work in the short run, but they ultimately fail and even do lasting harm. Drawing from hundreds of studies, Kohn demonstrates that we actually do inferior work when we are enticed with money, grades, or other incentives—and are apt to lose interest in whatever we were bribed to do. Rewards and punishments are two sides of the same coin—and the coin doesn't buy much.

The classic, New York Times best-selling book on the psychology of racism that shows us how to talk about race in America. Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? How can we get past our reluctance to discuss racial issues? This fully revised edition is essential listening for anyone seeking to understand dynamics of race and racial inequality in America.

Children aren’t being taught nonverbal skills in the same formalized way they are taught reading and writing. Instead, they are expected to simply absorb these skills at school, home, and on the playground. But between the steep rise in screen time and the social leaning lost to Covid quarantines and school closures, many kids haven’t had sufficient opportunity to learn all the rules of nonverbal behavior.

Why is it so hard to get students to pay attention? Conventional wisdom blames iPhones, insisting that access to technology has ruined students' ability to focus. The logical response is to ban electronics in class. But acclaimed educator James M. Lang argues that this solution obscures a deeper problem: how we teach is often at odds with how students learn. Classrooms are designed to force students into long periods of intense focus, but emerging science reveals that the brain is wired for distraction. We learn best when able to actively seek and synthesize new information.