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Drop something in front of a two-year-old, and she's likely to pick it up for you. This is not a learned behavior, psychologist Michael Tomasello argues. Through observations of young children in experiments he himself has designed, Tomasello shows that children are naturally--and uniquely--cooperative. Put through similar experiments, for example, apes demonstrate the ability to work together and share, but choose not to. As children grow, their almost reflexive desire to help--without expectation of reward--becomes shaped by culture. They become more aware of being a member of a group. Groups convey mutual expectations, and thus may either encourage or discourage altruism and collaboration. Either way, cooperation emerges as a distinctly human combination of innate and learned behavior.In Why We Cooperate, Tomasello's studies of young children and great apes help identify the underlying psychological processes that very likely supported humans' earliest forms of complex collaboration and, ultimately, our unique forms of cultural organization, from the evolution of tolerance and trust to the creation of such group-level structures as cultural norms and institutions.Scholars Carol Dweck, Joan Silk, Brian Skyrms, and Elizabeth Spelke respond to Tomasello's findings and explore the implications

Helping behavior. --- Altruism --- Cooperativeness --- Social norms --- Altruism. --- Cooperativeness. --- Social norms. --- Social psychology --- Helping behavior --- Comportement d'aide --- Altruisme --- Coopération (Psychologie) --- Normes sociales --- Sociale psychologie --- Folkways --- Norms, Social --- Rules, Social --- Social rules --- Manners and customs --- Social control --- Behavior, Helping --- Human behavior --- Interpersonal relations --- Caring --- Cooperation (Psychology) --- Altruistic behavior --- Unselfishness --- Conduct of life

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Generalized anxiety disorder is a chronic, disabling, often lifelong condition affecting millions worldwide. Yet, despite its prevalence, GAD is frequently marginalized, misdiagnosed, and undertreated. Generalized Anxiety Disorder Across the Lifespan provides a practical knowledge base for GAD, identifying the symptoms that set it apart both from "normal, everyday" anxiety and from other anxiety-based pathologies, and thoroughly reviewing the range of established and cutting-edge treatments. The author’s developmental approach sheds some light on longstanding clinical mysteries surrounding the disorder, among them the interplay of somatic and psychological symptoms and the changes in symptoms as patients age. Accessible to the novice or the veteran reader, the book: Grounds readers in the basics of GAD Offers extensive discussion of the current psychosocial treatments for GAD Examines the state of the art in pharmacological therapies with explanations of the genetic and neurobiological correlates Explores special issues, cultural considerations, treatment resistant patients, and prevention Includes guidelines for treatment of GAD in children, adolescents, adults, and older adults Features ready-to-use assessment tools for patients across the lifespan Generalized Anxiety Disorder Across the Lifespan is a rich resource for clinicians, researchers, and graduate students looking to improve patients’ quality of life—and the quality of their care. It is both a guide to current best practice and a springboard for future innovations. "In this clearly written volume, Michael Portman has succeeded in effectively applying his clinical experience and outstanding grasp of the conceptual and empirical literature to the understanding and treatment of Generalized Anxiety Disorder (GAD). He correctly emphasizes the need to tailor a pure or integrated treatment to the individual case based on the empirical evidence available and the clinician’s judgment. One comes away from reading this splendid book exceedingly well informed about the best that the field has to offer those suffering from GAD." -Stanley B. Messer, PhD, Professor II and Dean, Graduate School of Applied and Professional Psychology, Rutgers University "In this book, Portman brings us up-to-date with the research that has firmly established GAD as a separate disorder. In an extensive review of the literature, he discusses various concepts of GAD, the attempts of defining and measuring the disorder and of quantifying its severity. Separate chapters describe the development and effectiveness of psychosocial and psychopharmacologic treatments in the general as well as in special GAD populations. Finally, this new publication discusses future research necessary to fully understand the disorder. The strength of the book is Portman’s ability to present, objectively, diverse studies and views which enable the reader to form an independent opinion of the present state of GAD and the need for ongoing research. This volume is a valuable contribution and will be necessary reading for anybody interested in GAD." -Rudolf Hoehn-Saric, MD, Professor Emeritus of Psychiatry, Johns Hopkins University, School of Medicine.

Anxiety disorders. --- Anxiety disorders --- Anxiety Disorders --- Mental Disorders --- Psychiatry and Psychology --- Psychiatric Disorders, Individual --- Clinical Psychology --- Psychiatry --- Health & Biological Sciences --- Neuroses. --- Neurosis --- Neurotic disorders --- Psychoneuroses --- Anxiety neuroses --- Anxiety states, Neurotic --- Neurotic anxiety states --- Psychology. --- Psychotherapy. --- Clinical psychology. --- Counseling. --- Clinical Psychology. --- Psychotherapy and Counseling. --- Psychology, Pathological --- Neuroticism --- Neuroses --- Psychology, clinical. --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Psychology --- Therapy (Psychotherapy) --- Mental illness --- Clinical sociology --- Mental health counseling --- Treatment --- Psychotherapy   . --- Counselling --- Helping behavior --- Psychology, Applied --- Interviewing --- Personal coaching --- Social case work --- Psychological tests

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Where am I going? What do I want to do with my life? Such questions are typical of—even essential to—adolescence and continue to influence individuals throughout their lifetimes. And although human beings are capable of anticipating future events even as infants, the teen years are the peak period for weighing options and setting long-range goals. Future Orientation: Development and Ecological Perspectives synthesizes a wealth of theory and empirical data to explore future thinking as both a developmental process and an individual one. Starting with its origins in childhood, the book identifies the forces that affect this evolution, from early interactions with parents to personality traits and self-processes. Adolescents' future orientation is analyzed by its influences—a complex network of gender expectations, family and peer relationships, and cultural variables—and is, in turn, linked to developmental outcomes at school, capacity for intimacy, and adjustment in emerging adulthood and in adult life. This unique volume: Examines future orientation as an aspect of positive psychology, focusing on the stages of preadolescence, adolescence, and emerging adulthood. Relates future orientation with other psychological constructs relevant to this age group, including identity and self-esteem. Offers ecological and developmental perspectives to explore the effects of family members and peer groups on future thinking. Compares adolescent future thinking across cultures and discusses the roles of gender and gender constructs in future orientation. Complements developmental and educational psychology as well as counseling and parental guidance courses. Given the current climate of rapid social change, Future Orientation is an invaluable reading for researchers, clinicians, and practitioners, including child and school psychologists, psychiatrists, counselors, social workers, and others who work with young people during this critical juncture. .

Adolescent psychology. --- Time perspective in adolescence. --- Time perspective in adolescence --- Adolescent psychology --- Psychology --- Social Sciences --- Adolescence --- Teenagers --- Psychology. --- Psychiatry. --- Education. --- Social work. --- Psychotherapy. --- Counseling. --- Child psychology. --- School psychology. --- Child and School Psychology. --- Education, general. --- Psychotherapy and Counseling. --- Social Work. --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Psychology, Child --- Child development --- Developmental psychology --- Child psychiatry --- Child rearing --- Educational psychology --- Counselling --- Helping behavior --- Clinical sociology --- Interviewing --- Personal coaching --- Social case work --- Psychagogy --- Therapy (Psychotherapy) --- Mental illness --- Mental health counseling --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Medicine and psychology --- Mental health --- Psychology, Pathological --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Treatment --- Education --- Developmental psychology. --- Applied psychology. --- Applied psychology --- Psychology, Practical --- Social psychotechnics --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human

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ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.

Attention-deficit hyperactivity disorder. --- Attention-deficit-disordered children --Education. --- Attention-deficit-disordered children --- Attention-deficit hyperactivity disorder --- Students --- Schools --- Psychology --- Attention Deficit Disorder with Hyperactivity --- Diagnosis --- Education --- Behavioral Sciences --- Education, Nonprofessional --- Persons --- Analytical, Diagnostic and Therapeutic Techniques and Equipment --- Attention Deficit and Disruptive Behavior Disorders --- Anthropology, Education, Sociology and Social Phenomena --- Named Groups --- Mental Disorders Diagnosed in Childhood --- Behavioral Disciplines and Activities --- Mental Disorders --- Psychiatry and Psychology --- Education, Special Topics --- Social Sciences --- Education. --- ADD (Child behavior disorder) --- ADHD (Child behavior disorder) --- Attention deficit disorder with hyperactivity --- Attention deficit disorders --- Hyperactive child syndrome --- Hyperkinesia in children --- Hyperkinetic syndrome --- Psychology. --- Educational psychology. --- Social work. --- Psychotherapy. --- Counseling. --- Child psychology. --- School psychology. --- Developmental psychology. --- Child and School Psychology. --- Education, general. --- Educational Psychology. --- Social Work. --- Psychotherapy and Counseling. --- Developmental Psychology. --- Behavior disorders in children --- Minimal brain dysfunction in children --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Psychology, Educational --- Child psychology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Education—Psychology. --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Therapy (Psychotherapy) --- Mental illness --- Clinical sociology --- Mental health counseling --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Psychology, School --- Psychology, Applied --- Counselling --- Helping behavior --- Interviewing --- Personal coaching --- Social case work --- Treatment

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A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: Review the origins, history, and ethical foundations of positive behavior support. Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. Examine school-based PBS used to benefit all students regardless of ability or conduct. Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.

Behavior modification. --- Children with mental disabilities. --- Problem children -- Behavior modification. --- Mental Disorders Diagnosed in Childhood --- Child Health Services --- Learning --- Social Environment --- Psychotherapy --- Preventive Health Services --- Mental Processes --- Community Health Services --- Mental Disorders --- Sociology --- Behavioral Disciplines and Activities --- Health Services --- Social Sciences --- Psychiatry and Psychology --- Health Care Facilities, Manpower, and Services --- Psychological Phenomena and Processes --- Anthropology, Education, Sociology and Social Phenomena --- Health Care --- Early Intervention (Education) --- Social Support --- Reinforcement (Psychology) --- Child Behavior Disorders --- Behavior Therapy --- Psychiatry --- Medicine --- Health & Biological Sciences --- Pediatrics --- Psychiatry - General --- Psychology --- Problem children --- Children --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Psychology. --- Education. --- Social work. --- Clinical psychology. --- Psychotherapy. --- Counseling. --- Child psychology. --- School psychology. --- Clinical Psychology. --- Child and School Psychology. --- Social Work. --- Education, general. --- Psychotherapy and Counseling. --- Age groups --- Families --- Life cycle, Human --- Behavior modification --- Psychology, clinical. --- Developmental psychology. --- Applied psychology. --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Development (Psychology) --- Developmental psychobiology --- Counselling --- Helping behavior --- Psychology, Applied --- Clinical sociology --- Interviewing --- Personal coaching --- Social case work --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Psychological tests --- Therapy (Psychotherapy) --- Mental illness --- Mental health counseling --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, School --- Treatment --- Education --- Saas-Fee (Switzerland) --- Social conditions. --- Statistics, Medical. --- Saas-Fee, Switzerland