Social and Emotional Prevention and Intervention Programming for Preschoolers rests on the idea that young children, under optimal circumstances, develop substantial abilities in social and emotional domains by the time they enter school. These abilities contribute to their success and well-being during these early years, but even more importantly, to both their successful adaptation to school (personal and academic) and their long-term mental health.
The chapters of this volume present theoretical foundations for and explanations of what important adults in young children's lives - preschool teachers, daycare providers, parents - can do to encourage the development of such social-emotional abilities, including promoting secure attachment relationships, providing positive behavior guidance, and assisting children in developing emotion knowledge, emotion regulation, social problem-solving skills, and other positive social behaviors.
In addition, the book reviews the current state of early childhood programming in each of these crucial areas, with the addition of a chapter on emergent parent programming on emotion coaching. Recommendations are made for making such programming work, for assessing individual children's development and program efficacy, and necessary future directions for this area are detailed.
Social and Emotional Prevention and Intervention Programming for Preschoolers is a valuable resource for developmental psychologists, child psychologists, school and educational psychologists, school counselors, and early childhood educators.
Pediatric neuropsychology is the practice of understanding and elucidating brain-behavior relationships as applied to children and adolescents. This volume examines current trends in the assessment and treatment of common disorders including traumatic brain injuries, brain tumors, epilepsy and autistic spectrum disorders. Its primary aim is to help practitioners and researchers identify and understand the evidence to support interventions with a range of acquired or congenital neuropsychological disorders. The text is divided into three sections. Section one provides a foundation by considering general issues relevant to assessment and treatment in pediatric neuropsychology. Section two guides the practitioner in their approach to the use of interventions in a range of conditions and disorders, and the book closes with a section focusing on medical and experimental initiatives with an emphasis on interdisciplinary issues. This is essential reading for pediatric neuropsychologists, child clinical psychologists and school psychologists, as well as pediatric neurologists and psychiatrists.
This book analyses the problems of current just war theory, and offers a more stable justificatory framework for non-intervention in international relations.
The primary purpose of just war theory is to provide a language and a framework by which decision makers and citizens can organize and articulate arguments about the justice of particular wars. Given that the majority of conflicts that threaten human security are now intra-state conflicts, just war theory is often called on to make judgments about wars of intervention. This book aims to critically examine the tenets of just war theory in light of these changes, and formulate a new theory of intervention and just cause.
For Michael Walzer, the leading scholar of just war theory, armed humanitarian intervention is permissible only in cases of genocide, ethnic cleansing, widespread massacres, or enslavement. This book shows why this threshold is too restrictive in light of the progressive shift away from interstate conflict as well as the emerging norms of 'sovereignty as responsibility' and the 'responsibility to protect'. Justice, Intervention and Force in International Relations aims to establish a new, stable foundation for non-intervention and a revised threshold for 'just cause'. In addition, this book demonstrates that over-reliance on the just cause category distorts understanding, analysis, and public discussion of the justice or injustice of resorting to war.
This new book will be of much interest to students of ethics, security studies, international relations and international law.
Kimberley Hudson is Assistant Professor of Political Science at American International College, and has a Phd in International Relations from Brown University.
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