Entering the Child's Mind teaches a powerful technique for gaining insight into a child's way of thinking. In the tradition of Piaget and Vygotsky, Dr. Herbert P. Ginsburg argues that standardized instruments of evaluation often fail to meet the challenges of complex cognition. Understanding that interviews, like any evaluative instrument, can be improperly conducted and assessed, Dr. Ginsburg then seeks to advance the critical analysis of the interview methods and to investigate its effectiveness and reliability. He presents guidelines intended to help novices learn to conduct clinical interviews and to assist more experienced interviewers in perfecting their techniques. Dr. Ginsburg provides to both psychologists and others interested in understanding the minds of children the first comprehensive treatment of the theory and practice of the clinical interview method. -- from back cover.

A newborn baby can′t speak. A hundred years ago, psychologists used to describe a baby′s thoughts as "a mess", yet recent studies have found that babies are actually thinking all the time. Since utero, the baby has been busy perceiving the world around it and grasping the changes in the world. The various reflex actions of newborns, in fact, are the instinctive reactions learned in the womb. By observing carefully, you are able to observe the growth process of your baby′s thinking. If you make a special action, your baby′s attention will last longer; if you repeat the action several times, your baby will regard this action as a rule and then make a predictive response. Sometimes the actions may be too complicated for the baby to comprehend, and different reactions will not appear out of nowhere until a certain stage. All of these are unique parenting experiences for novice parents. Even having had the experience of raising the first baby, when there comes a second and third one, parents can also find unique and interesting growth footprints in each baby. So, let′s begin from the day of the baby′s birth...

This is the second volume of a projected three-volume set on the subject of innateness. The volume is highly interdisciplinary, and addresses such question as: To what extent are mature cognitive capacities a reflection of particular cultures and to what extent are they a product of innate elements? How do innate elements interact with culture to achieve mature cognitive capacities? How do minds generate and shape cultures? How are cultures processed by minds? The volume will be of great importance to anyone interested in the interplay between culture and the innate mind.

What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs). The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.

The Dissociative Mind in Psychoanalysis: Understanding and Working With Trauma is an invaluable and cutting edge resource providing the current theory, practice, and research on trauma and dissociation within psychoanalysis. Elizabeth Howell and Sheldon Itzkowitz bring together experts in the field of dissociation and psychoanalysis, providing a comprehensive and forward-looking overview of the current thinking on trauma and dissociation. The volume contains articles on the history of concepts of trauma and dissociation, the linkage of complex trauma and dissociative problems in living, different modalities of treatment and theoretical approaches based on a new understanding of this linkage, as well as reviews of important new research. Overarching all of these is a clear explanation of how pathological dissociation is caused by trauma, and how this affects psychological organization -- concepts which have often been largely misunderstood. The Dissociative Mind in Psychoanalysis will be essential reading for psychoanalysts, psychoanalytically oriented psychotherapists, trauma therapists, and students.

"S. may very well be one of the strongest books about war you will ever read. . . The writing is taut, precise, and masterful." —The Philadelphia Enquirer Set in 1992, during the height of the Bosnian war, S. reveals one of the most horrifying aspects of any war: the rape and torture of civilian women by occupying forces. S. is the story of a Bosnian woman in exile who has just given birth to an unwanted child—one without a country, a name, a father, or a language. Its birth only reminds her of an even more grueling experience: being repeatedly raped by Serbian soldiers in the "women's room" of a prison camp. Through a series of flashbacks, S. relives the unspeakable crimes she has endured, and in telling her story—timely, strangely compelling, and ultimately about survival—depicts the darkest side of human nature during wartime.

"Theory of mind" is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.

Beyond the Real Mind focuses more than that outside the box, considering why a person would take a life if we cherish it so much. Moreover, it probes into the behavior that makes a person a criminal and understanding why a person kills. But it does not accept anyones excuse when there is more to explore into the hypothesis while researching the fact. Beyond the Real Mind continues to open and enlighten readers about why criminals act the way they do and what motivates or influences the killing tendency, thus probing deeper as we reach beyond the real mind.

In this new and updated edition, Patrice Baldwin brings together key findings from brain research and best practice to highlight the benefits that drama and imagined experience can have on learning, creativity, motivation and self-esteem, and explains why and how drama supports learning. The book offers sound advice on planning and managing drama across the curriculum from ages 5-14, and provides carefully annotated schemes of work complete with photocopiable resource sheets and online templates. Both experienced teachers of drama and non-specialists will appreciate the up-to-date research, new pedagogic examples, multisensory drama techniques and links to contemporary developments in education, such as play-based learning, learning outside the classroom and Philosophy for Children (P4C). With Drama in Mind is an invaluable source of inspiration for revitalising your teaching and stimulating pupils' imaginations.

Parenting and Substance Abuse is the first book to report on pioneering efforts to move the treatment of substance-abusing parents forward by embracing their roles and experiences as mothers and fathers directly and continually across the course of treatment.