Chapter 1: Introduction -- PART I: INVESTIGATING CHARACTER FOCALIZATION IN CHILDREN’S NOVELS -- Chapter 2: Conceptualizing Character Focalization -- Chapter 3: Focalizing Structures -- Chapter 4: Character Focalization Selection and Development -- PART II: PERCEPTUAL AND PSYCHOLOGICAL DEVELOPMENT -- Chapter 5: Perceptual Facet Developments: Seeing and Hearing Experiences -- Chapter 6: Psychol…
Why Arnheim? Why Gestalt? -- Arnheim and Different Approaches to the Psychology of Art -- Expression, Symbolism and Visual Thinking -- The Senses, Perceptual Objects and Their Dynamics -- The Notorious Gestalt Brain Model -- The Dynamics of Pictorial, Sculptural and Architectural Form -- The Dynamics of Pantomimic Form -- The Dynamics of Musical Form -- The Dynamics of Poetic Form -- Art in Com…
Risk Behavior in Adolescence -- The Study -- Psychoactive Substance Use -- Risk-Taking Behavior and Risky Driving -- Antisocial Behavior -- Sexual Behavior, Contraception, and AIDS -- Disturbed Eating -- Prevention: What Can We Do?.The volume gives a substantial contribution to the understanding of adolescent risk behaviors, informative and useful for both scientist and practitioner. The chapte…
This book presents a coherent framework for the balanced development of emotions and cognition throughout the lifespan. It synthesizes rich sources across psychology and neuroscience to show that the brain is hard-wired for basic emotions as well as reasoning, and that these structures mature as individuals learn social rules in interactions with others and progress through complex relationship…
What is Intergenerational Transmission of Child Maltreatment? -- Theoretical Frameworks Conceptualizing Intergenerational Transmission of Child Maltreatment -- Summary of Research on Intergenerational Transmission of Child Maltreatment -- Risk Factors Associated with Intergenerational Child Maltreatment -- Interrupting Intergenerational Transmission of Child Maltreatment: Protective Factors Ass…
Preface -- 1. Introduction to the book -- 2. Interactional expertise -- 3. Grounded cognition -- 4. Concrete and ‘abstract’ knowledge -- 5. Derived embodiment and interactional expertise -- 6. Mental applications -- 7. Educational implications -- 8. Issues to consider -- References.How does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns…
I. Child Maltreatment and Family Processes -- The Web of Violence: The Role of Families in Vulnerability & Protection across the Span of Childhood -- Creating a Safe Haven: The Complicated Nature of Social Support in Fostering Resilience among Survivors of Child Maltreatment -- "Why didn't you tell?" Helping Families and Children Weather the Process of a Sexual Abuse Disclosure -- A Population-…
Part I: Aspects related to children’s well-being -- Chapter 1. Advances on Socio-Community Well-Being (Jorge C. Sarriera) -- Chapter 2. Spirituality and children and adolescents well-being: theoretical and empirical approach (Miriam R.W. Strelhow) -- Chapter 3. Well-being of children in residential care centers (Fabiane F. Schutz) -- Chapter 4. Use of software to improve child maltreatment de…
PART I: TYPICAL LANGUAGE DEVELOPMENT IN MONOLINGUAL AND BILINGUAL CHILDREN -- Typical Language development of monolingual Spanish-speaking children by Sonia Mariscal & Alejandra Auza Benavides -- Language development in bilingual Spanish-Catalan children with and without Specific Language Impairment: A longitudinal perspective by Eva Aguilar-Mediavilla, Lucia Buil-Legaz, Raül López-Penadés &…
Part 1: Development With a Disability -- 1. Beyond a bio-medical and social model of disability: A cultural-historical approach -- 2. Early development (infant) -- 3. Toddler – preschool -- 4. School-age -- Part 2: Developmental and Educational Themes during Early Childhood -- 5. Impairments in sensation and perception -- 6. Emotional development and mental and behavioural difficulties -- 7. …