Traditional approaches to cognitive development can tell us a great deal about the internal processes involved in learning. Sociocultural perspectives, on the other hand, provide valuable insights into the influences on learning of relationship and cultural variables. This volume provides a much-needed bridge between these disparate bodies of research, examining the specific processes through which children internalize the lessons learned in social contexts. The book reviews current findings on four specific domains of cognitive development--attention, memory, problem solving, and planning. The course of intellectual growth in each domain is described, and social factors that support or constrain it are identified. The focus throughout is on how family, peer, and community factors influence not only what a child learns, but also how learning occurs. Supporting her arguments with solid empirical data, the author convincingly shows how attention to sociocultural factors can productively complement more traditional avenues of investigation.

All of us, as Canadians, are touched throughout our lives by some aspect of social welfare, either as recipients, donors, or taxpayers. But despite the importance of the social network in our country, there has been no single source of information about this critical component of our society. Even professionals in the field of social work or social services have not had a comprehensive volume addressing the myriad features of this critical societal structure. The Encyclopedia of Canadian Social Work fills this need. Over five hundred topics important to Canadian social work are covered, written by a highly diverse group of social workers covering all aspects of the field and all areas of the country. Practitioners, policy makers, academics, social advocates, researchers, students, and administrators present a rich overview of the complexity and diversity of social work and social welfare as it exists in Canada. The principal finding from this project underscores the long-held perception that there is a Canadian model of social work that is unique and stands as a useful model to other countries. The Encyclopedia of Canadian Social Work will be an important source of information, both to Canadians and to interested groups around the world. The Encyclopedia of Canadian Social Work is available in e-book version by subscription or from university and college libraries through the following vendors: Canadian Electronic Library, Ebrary, MyiLibrary, and Netlibrary.

The second edition of The Oxford Handbook of Personality and Social Psychology uniquely integrates personality and social psychology perspectives together in one volume. Contributors explore historical, conceptual, methodological, and empirical foundations that link the two fields together. Further, this new edition offers readers comprehensive coverage of new and emerging areas of theory, research, and application, and assesses the fields' growth and development since the publication of the first edition.

3. Greater sensitivity to European work: We have can cut common experience so close to the bone. long felt very close to European social psychol In the present volume we wish to share what we ogy, and the European responsiveness to the first believe to be some of the most significant and edition suggested that we were communicating stimulating insights to emerge from social psy with this audience. Further, there has been a chology, from its birth to the present. Our writ steadily increasing awareness among American ing has been guided in particular by the follow and Canadian social psychologists of significant mg concerns: work in Europe. We thus made a special effort in the second edition to reflect this work. No, we Theoretical coherence The emphasis on the did not succeed in capturing all the work of im oretical ideas begins in the first chapter; we portance. Space limitations and organizational compare the behaviorist, cognitive, and rule requirements also meant that work of many wor role orientations. We believe that these para thy colleagues in the United States and Canada digms form the generating context for subse was not included. However, we do feel that the quent chapters. We show how these perspectives present volume is superior to all others in its have influenced the questions that have been integration across continents. asked and the explanations that have been of fered for various kinds of social behavior.

The persistence of stigma of mental illness and seeking therapy perpetuates suffering and keeps people from getting the help they need and deserve. This volume, analysing the most up-to-date research on this process and ways to intervene, is designed to give those who are working to overcome stigma a strong, research-based foundation for their work. Chapters address stigma reduction efforts at the individual, community, and national levels, and discuss what works and what doesn't. Others explore how holding different stigmatized identities compounds the burden of stigma and suggest ways to attend to these differences. Throughout, there is a focus on the current state of the research knowledge in the field, its applications, and recommendations for future research. The Handbook provides a compelling case for the benefits reaped from current research and intervention, and shows why continued work is needed.

Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners, and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts. The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low-caste, working-class, and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes, and the family as an under-studied social group in all discussions of schooling. It also examines the teachers’ perceptions and attitudes towards Adivasi students and other minority groups in primary schools and their effect on children’s classroom engagement. The chapters in this volume provide insights into unresolved and critical research questions that require the attention of teachers, school management, educators, and policymakers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods, and research on educational enhancement.

This unique volume examines the opportunities for, and initiates work in, interdisciplinary research between the fields of international law and international relations; disciplines that have engaged little with one another since the Second World War. Written by leading experts in the fields of international law and international relations, it argues that such interdisciplinary research is central to the creation of a knowledge base among IR scholars and lawyers for the effective analysis and governance of macro and micro phenomena. International law is at the heart of international relations, but due to challenges of codification and enforceability, its apparent impact has been predominantly limited to commercial and civil arrangements. International lawyers have been saying for years that 'law matters' in international affairs and now current events are proving them right. International Law and International Relations makes a powerful contribution to the theory and practice of global security by initiating a research agenda, building an empirical base and offering a multidisciplinary approach that provides concrete answers to real-world problems of governance. This book will be of great interest to all students of international law, international relations and governance.

Designed for alcohol and other drug abuse (AODA) and mental health professionals, paraprofessionals, administrators, and policymakers who want to learn more about family-centered treatment of adolescents with alcohol, drug abuse, and mental health disorders, this monograph explains the steps necessary to implement a family-centered approach to treatment. Includes a brief overview of family systems theory and practice; focuses on some specific aspects of family-centered clinical practice; examines admin., organizational, financing, and training issues and outlines strategies for addressing theses issues. Implementation checklist.