Love at Goon Park : Harry Harlow and the Science of Affection (2Nd
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At the CENTER DR
The Reiss-Davis Child Study Center & Institute at Vista Del Mar presents its 2016-2017 monthly series of SATURDAYS SERIES BEGINS NOVEMBER 19th with at the CENTER DR. ROBERT MORADI PRESENTING ON NIGHTMARES CE Credits for Mental Health Professionals Serving Children, Adolescents and Parents A PLACE TO TURN • A PLACE TO LEARN • A PLACE TO EARN Celebrating its 8th Year of offering Cutting Edge presentations on the latest in developmental-psychodynamic neuro-bio-psycho-social/relational mental health theory and technique for those who work with children and adolescents CONVENIENTLY LOCATED | REASONABLY PRICED | PLEASANTLY SITUATED ON THE GROUNDS OF VISTA DEL MAR *Please note that some sessions are presented on Fridays THE REISS-DAVIS CHILD STUDY CENTER & INSTITUTE is a non-profit, non-sectarian mental health training and treatment center that has been serving the needs of children, adolescents, their families, and professionals since 1950. Our Clinical and Psycho-Educational Services offered at the Center include: • Psychotherapy for children, parents, and families* • Parent Work* • Evidence-based cognitive-behavioral therapies for MediCal eligible children, adolescents and parents* • Diagnostic assessments* • Psycho-Educational Diagnostic testing Services (P.E.D.S.) for assessing LD, AD/HD and emotional issues • Keeping Kids First-educational program for divorcing parents • Neurofeedback/brain training program for children and adolescents with attentional and other issues *For these clinical services please call the Vista Counseling Center at 310-836-1223 Ext. 330/500 For all other services please call 310-204-1666: • Psycho-Educational (PEDS) Program at Ext. 307 • Keeping Kids First Program at Ext. 875 • Neurofeedback Program at Ext. -
The Parent-Child Dyad in the Context of Child Development and Child Health Who Assumes a Consistent Role of Daily Care Over an Extended Period with a Developing Child
The Parent-Child Dyad in the Context of Child Development and Child Health Introduction arrangements of orphanages, which evolved into formal child welfare systems, foster care, and From the commitment to ensure all children have adoptions. In some cases, there literally was no the support they need to grow up healthy, family, and the church or the state stepped in to researchers, public health, and public policy provide care for the child. In many cases however, advocates have deepened our search for the factors including today, the parent or family exists but does that affect child health. This search has revealed not have the means, the mental health, or the skills that old definitions of adversity from child welfare to provide for the child. systems were too narrow, previously focusing mostly on overt child abuse and trauma. As we have Another unhappy fact about the child welfare story is learned about the huge negative impact on children that just removing a child from a neglectful home from factors such as poverty, food and housing and placing them in a safe, loving foster family does insecurity, and community violence, we have not necessarily result in a good outcome. By the realized that the scope of childhood adversity is time that a child is relocated, they may have endured much deeper and more challenging to address than significant developmental trauma, and the foster or previously thought. adoptive parents may be unprepared for the tumult that may come with placement. As child health experts turn more toward child development, and away from specific incidents of Additionally, researchers have found that the parent trauma, the focus turns toward the family.2 who is cast in the role of neglectful or abusive parent Increasingly we recognize the impact of the critical most likely has had a traumatic and disrupted early relationship between the child and their childhood themselves. -
How Black/African Psychology Changed the Discipline of Psychology
JBPXXX10.1177/0095798418810592Journal of Black PsychologyCokley and Garba 810592research-article2018 Conceptual https://doi.org/10.1177/0095798418810592 Journal of Black Psychology 2018, Vol. 44(8) 695 –721 Speaking Truth to © The Author(s) 2018 Article reuse guidelines: Power: How Black/ sagepub.com/journals-permissions https://doi.org/10.1177/0095798418810592DOI: 10.1177/0095798418810592 African Psychology journals.sagepub.com/home/jbp Changed the Discipline of Psychology Kevin Cokley1 and Ramya Garba1 Abstract Black/African psychology is a distinct disciplinary field of psychology that includes a community of scholars and a history of scholarly inquiry. Black psychologists grounded in a Black/African psychology tradition have long challenged the hegemonic paradigms and racist beliefs perpetuated by Eurocentric approaches to psychology. However, in the absence of teaching about the important contributions of Black/African psychology, many individuals remain unaware of its historical and contemporary impact on the discipline of psychology. Using the three methodological approaches of deconstruction, reconstruction, and construction as a framework, the authors identify the many ways in which Black/African psychology has challenged prevailing beliefs in psychology about Black behavior and culture and forever changed psychological research on Black people. Keywords Black psychology, African psychology, deconstruction, reconstruction, construction 1University of Texas at Austin, Austin, TX, USA Corresponding Author: Kevin Cokley, University of Texas at Austin, 1 University Station D5800, Austin, TX 78712, USA. Email: [email protected] 696 Journal of Black Psychology 44(8) As the Association of Black Psychologists (ABPsi) celebrates its 50th anni- versary, it is time to reflect on the field of Black/African psychology, specifi- cally the impact of Black/African psychological theory and research on the discipline of psychology. -
Book Review Contributed to Developing Interactions Between Themselves and Their Parents
was an interest in how individual infants Book review contributed to developing interactions between themselves and their parents. In the seventies, Brazelton thought that there By Zack Boukydis were cycles of attention and inattention which were influenced in sustained Recently the book Nurturing Children and have contributed centrally to connections interactions by both infants and parents. Families: Building on the Legacy of T. Berry between infant assessment and infant This perspective evolved into the mutual Brazelton (Barry M. Lester and Joshua D. mental health practice ;( J. Kevin Nugent; regulation model articulated by Edward Sparrow, Eds.) was published by Wiley- Kathryn Barnard; Heidi Als, Tiffany Field; Tronick and others and which contributed Blackwell (West Sussex, UK, 2010). The Rose Bigsby; Amy Salisbury); others who the still-face paradigm which allowed book is a collection of chapters written by have studied parent-infant interaction researchers and clinicians to observe the former students, colleagues and friends either developing Brazelton’s ideas infant’s efforts to regain (or repair) active, of the eminent American pediatrician (Edward Tronick; Tiffany Field) or reflecting mutual interaction with their parent. In T.Berry Brazelton following a tribute to on them (Daniel Stern). Also included is a the book, Daniel Stern provides a fresh Dr. Brazelton in Boston MA USA in 2008 chapter by Brazelton’s professional peer look at parent-infant interaction reflected marking his ninetieth birthday. the late Stanley Greenspan. in the perspective of infant arousal T. Berry Brazelton is known to millions of I highly recommend this book to anyone dynamics. Others such as Tiffany Field people worldwide as a clinician, scientist, - but especially to practitioners and used dimensions of infant neurobehavior advisor to parents; and major promoter of teachers of infant mental health. -
What Is This Thing Called Giftedness, and How Do We Develop It? a Twenty-Five Year Perspective1 Joseph S
What Is This Thing Called Giftedness, and How Do We Develop It? A Twenty-Five Year Perspective1 Joseph S. Renzulli This authoi provides reflections on the last 25 years of his work, focusing on the evo• lutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. The principal goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done. —Jean Piaget— Introduction It is always a challenge to reflect upon one's work from a perspec tive of more than two decades of intense involvement, especially if your reflections will be the subject of analysis by others who have also thought long and hard about the identification and develop ment of human potential. One of the conditions for accepting this challenge of a presentation-and-critique format was that the persons whose commentary follows be asked to review the major theoreti cal papers that describe my thoughts about how we should identify and develop high levels of potential in young people. I made this request because I didn't want to repeat large amounts of what has been written elsewhere but, rather, to point out how and why my theories evolved, how the theories led to practical applications that have gained popularity in the field, and how research has helped Joseph S. -
Complete Dissertation.Pdf
VU Research Portal The most stressful period of my life Wit, E.E. 2017 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Wit, E. E. (2017). The most stressful period of my life: Understanding and addressing academic stress in urban, middle-class Indian youth. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 30. Sep. 2021 VRIJE UNIVERSITEIT ‘The most stressful period of my life’ Understanding and Addressing Academic Stress in Urban, Middle-Class Indian Youth ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad Doctor aan de Vrije Universiteit Amsterdam, op gezag van de rector magnificus prof.dr. V. Subramaniam, in het openbaar te verdedigen ten overstaan van de promotiecommissie van de Faculteit der Bètawetenschappen op maandag 30 oktober om 11.45 uur in het auditorium van de universiteit, De Boelelaan 1105 door Emma Emily de Wit geboren te Westzaan 1 Summary Background and research question Stress and related mental health issues have become a prominent public health concern among youth, globally, and particularly in rapidly developing countries such as India. -
Time Structures and the Canons of Testing
CHAPTER 6 TIME STRUCTURES AND THE CANONS OF TESTING The first article of the July 1 2009 ASCD Smart Brief was a good news story on school improvement: Math educators at a struggling Florida elementary school locked away their textbooks before the start of last year, rewriting the curriculum themselves in an approach that helped them post large gains on state tests and raised their school’s grade from a D to a B. The teachers used a problem-solving approach with games and group projects to better engage students. http://www.tampabay.com/news/education/k12/woodlawn-elementary-thinks- outside-the-book-to-pull-d-to-a-b/1014663 As is often the case, examining the newspaper article in the Tampa Bay Times (Lim, 2009) showed that there was both more and less than meets the eye. The school had tossed out its math textbooks as a part of a school improvement strategy forced by the possible penalties of the US “No Child Left Behind” program. On the one hand, a cursory examination of the three years of achievement data contained in the newspaper article showed limited improvement in most of the indicators – the differences may or may not have been significant (there were no significance tests published). The increase most profiled was an increase of “struggling students who made gains in math” from 53% to 76% between 2007 and 2008. However – and this was ignored in the text of the article – the results for 2006 were 74%, almost identical to 2008. So in this one indicator, there was a major drop over one year what was corrected in the most recent year: leaving open the possibility that this was not ‘school improvement’ but simply cohort variation. -
Hormonal Physiology of Childbearing: Evidence and Implications for Women, Babies, and Maternity Care
Hormonal Physiology of Childbearing: Evidence and Implications for Women, Babies, and Maternity Care Sarah J. Buckley January 2015 Childbirth Connection A Program of the National Partnership for Women & Families About the National Partnership for Women & Families At the National Partnership for Women & Families, we believe that actions speak louder than words, and for four decades we have fought for every major policy advance that has helped women and families. Today, we promote reproductive and maternal-newborn health and rights, access to quality, affordable health care, fairness in the workplace, and policies that help women and men meet the dual demands of work and family. Our goal is to create a society that is free, fair and just, where nobody has to experi- ence discrimination, all workplaces are family friendly and no family is without quality, affordable health care and real economic security. Founded in 1971 as the Women’s Legal Defense Fund, the National Partnership for Women & Families is a nonprofit, nonpartisan 501(c)3 organization located in Washington, D.C. About Childbirth Connection Programs Founded in 1918 as Maternity Center Association, Childbirth Connection became a core program of the National Partnership for Women & Families in 2014. Throughout its history, Childbirth Connection pioneered strategies to promote safe, effective evidence-based maternity care, improve maternity care policy and quality, and help women navigate the complex health care system and make informed deci- sions about their care. Childbirth Connection Programs serve as a voice for the needs and interests of childbearing women and families, and work to improve the quality and value of maternity care through consumer engagement and health system transformation. -
History of the Stanford-Binet Intelligence Scales: Content and Psychometrics
Stanford-Binet Intelligence Scales, Fifth Edition Assessment Service Bulletin Number 1 History of the Stanford-Binet Intelligence Scales: Content and Psychometrics Kirk A. Becker The 2003 publication of the Stanford-Binet Intelligence Scales, Fifth Edition represents the latest in a series of innovations in the assessment of intelligence and abilities. Using qualitative and quantitative methods, this bulletin examines the similarities and differences between the different editions of the Stanford-Binet published over the past century. It discusses the development and integration of age-scale and point-scale formats for subtests, the theoretical structure of the test (single versus hierarchical, use of Nonverbal and Verbal domains, and links to the Cattell-Horn-Carroll theory), and changes in item content related to this theoretical structure. The new edition provides greater differentiation in the measurement of abilities, the precursors of which were nevertheless present in earlier editions. Copyright © 2003 by The Riverside Publishing Company. All rights reserved. Permission is hereby granted to photocopy the pages of this booklet. These copies may not be sold and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Riverside Publishing Company to reproduce or transmit this work or portions thereof, in any other form or by any other electronic or mechanical means, including any information storage or retrieval system, unless such copying is expressly permitted by federal copyright law. Address inquiries to Contracts and Permissions Department, The Riverside Publishing Company, 425 Spring Lake Drive, Itasca, IL 60143-2079. Printed in the United States of America. Reference Citation I To cite this document, use: Becker, K. -
The Impact of Maternal Anxiety Disorder on Mother-Infant Interaction in the Postpartum Period
RESEARCH ARTICLE The impact of maternal anxiety disorder on mother-infant interaction in the postpartum period Corinna Reck1*, Alexandra Tietz2, Mitho MuÈ ller1, Kirsten Seibold2, Edward Tronick3,4 1 Ludwig-Maximilians University, Department of Psychology, Munich, Germany, 2 Heidelberg University Hospital, General Psychiatry, Heidelberg, Germany, 3 University of Massachusetts, Boston, United States of America, 4 Harvard Medical School, Boston, United States of America a1111111111 * [email protected] a1111111111 a1111111111 a1111111111 Abstract a1111111111 Background This study investigated whether postpartum anxiety disorder is associated to altered pat- OPEN ACCESS terns of infant as well as maternal engagement in a Face-to-Face-Still-Face interaction Citation: Reck C, Tietz A, MuÈller M, Seibold K, (FFSF). Tronick E (2018) The impact of maternal anxiety disorder on mother-infant interaction in the postpartum period. PLoS ONE 13(5): e0194763. Sampling and methods https://doi.org/10.1371/journal.pone.0194763 n = 39 women with postpartum DSM-IV anxiety disorder and n = 48 healthy mothers were Editor: Kenji Hashimoto, Chiba Daigaku, JAPAN videotaped during a FFSF with their infant (M = 4.1 months). Received: April 29, 2017 Accepted: March 11, 2018 Results Published: May 25, 2018 Infants of the clinical group showed significantly less positive engagement during the play episode than infants of controls. This result depended on infant sex: male controls demon- Copyright: © 2018 Reck et al. This is an open access article distributed under the terms of the strated more positive interaction than males of anxious mothers. There was no such effect Creative Commons Attribution License, which for female infants who engaged significantly less positively during the play episode than permits unrestricted use, distribution, and males and did not change their positive engagement during the FFSF. -
Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young
A Teaching Guide for History of Psychology www.feministvoices.com 1 Psychology’s Feminist Voices in the Classroom A Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young One of the goals of Psychology’s Feminist Voices is to serve as a teaching resource. To facilitate the process of incorporating PFV into the History of Psychology course, we have created this document. Below you will find two primary sections: (1) Lectures and (2) Assignments. (1) Lectures: In this section you will find subject headings of topics often covered in History of Psychology courses. Under each heading, we have provided an example of the relevant career, research, and/or life experiences of a woman featured on the Psychology’s Feminist Voices site that would augment a lecture on that particular topic. Below this description is a list of additional women whose histories would be well-suited to lectures on that topic. (2) Assignments: In this section you will find several suggestions for assignments that draw on the material and content available on Psychology’s Feminist Voices that you can use in your History of Psychology course. The material in this guide is intended only as a suggestion and should not be read as a “complete” list of all the ways Psychology’s Feminist Voices could be used in your courses. We would love to hear all of the different ideas you think of for how to include the site in your classroom - please share you thoughts with us by emailing Alexandra Rutherford, our project coordinator, -
T. Berry Brazelton Biography Sketch T
T. Berry Brazelton Biography sketch T. Berry Brazelton, whose prolific work with newborn infants and parents inspired researchers, clinicians and parents from around the world, died at his home in Barnstable, Cape Cod on March 13, 2018, a few months short of his 100th birthday. He continued to lecture, write, conduct research and was frequently consulted by the news media on everything from parenting, to work-life balance, right up to the end of his life. HMS Dean George Q. Daley wrote that even in the final year of his life, “Dr. Brazelton still had the spirit, spark, and twinkle in his eye of a master pediatrician. His energy and optimism were an inspiration to me. He will be sorely missed.” Thomas Berry Brazelton was born in Waco, Texas on May 10th 1918 and seems to have had a natural ability to understand and relate to young children from a very early age. “I knew by the time I was 8 years old I wanted to be a doctor, a pediatrician”, he said in an interview. “I had to take care of 8 cousins every Sunday while my parents were inside, and I had to learn how to get inside these children’s brains in order to handle 8 small children for about 4 hours. So I learned very early on how to do it and learned how exciting it was. My grandmother would come out and say, ”Oh Berry, you’re wonderful with children,” and it was very exciting to get that kind of praise. I knew then I wanted to grow up and be a doctor, a pediatrician”.