Edited by four leading violence researchers, this book takes a systemic view, offering a critical appraisal of research and theory that focuses on violence in youth, families, and communities.
A result of a conference at the University of Trier, Germany, this volume mirrors its goals: * to provide an overview of recent advances in research on critical life events and the losses associated with them * to collect and stimulate new perspectives for the analysis of these events * to compare the psychology of victims experiencing stress and losses with the psychology of observers in their reactions to victims. Designed to prevent developmental psychological myths in the area of life crises, this collection questions, on an empirical basis, the adequacy of several widespread generalizations. At the same time its contributors attempt to draw paths to conceptualizations and theories in general psychology and social psychology which promise to be helpful in analyzing and interpreting phenomena in the field of life crises.
Between 1980 and 1996 the number of arrests has increased considerably for offenders ages 12 and under. This increase is a cost to society in two ways: the cost of the crime and the cost of multiple agencies involved with these children. Several questions have developed due to this increase: How does the juvenile justice system deal with child delinquents? Is child delinquency a predictor of serious, violent, and chronic offending? How early can we predict delinquency, and what are early warning signs? In an effort to develop answers for these questions and many more, editors Rolf Loeber and David Farrington organized a study group on Very Young offenders comprising 39 experts on juvenile delinquency and child problem behavior. Over a two-year period of intense and collaborative work these individuals have produced the book Child Delinquents: Development, Intervention, and Service Needs. Presenting empirically derived insights, Child Delinquents is the definitive statement to date on the working knowledge of prevalence, development, risk and protective factors, and optimal intervention with preteen offenders. This book is an excellent source for a broad audience of researchers, scholars, psychiatry, and practitioners at the administrative level.
This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.
Sleep problems of American children have become a matter of national concern, with recent estimates indicating that 13% to 27% of children have sleep problems as reported by their parents. Considering the profound impact that disrupted sleep can have on family functioning and processes, it is critical that researchers and clinicians understand how to identify sources and contexts related to sleep disruptions and their consequences. Sleep and Development: Familial and Socio-Cultural Considerations is the first volume to integrate knowledge and approaches from numerous disciplines to focus on the sleep and development of children across adjustment and cognitive domains. Addressing the sleep patterns of children as well as those of other family members, sleep specialists from pediatrics, human development, family studies, and developmental and clinical psychology examine linkages between sleep and family processes, cultural attitudes towards sleep, and normative sleep disturbances in children, such as resistance to bedtime, chronic deprivation, and inconsistent sleep schedules. Individual chapters offer discussion on topics such as sleep and attachment, the effects of trauma on children's sleep, the cultural ecology of sleep, clinical assessment of sleep, and more. Highlighting research findings obtained within the last ten years, Sleep and Development synthesizes literature from disparate areas of inquiry in an effort to frame future investigations that will lead to a deeper and better integrated understanding of sleep and development. This comprehensive volume is a fundamental text for students, researchers, psychologists, and physicians interested in the study of sleep and sleep problems.
This selection of previously published research papers presents the empirical and theoretical work on the similarities and differences in adolescent development in the U.S. and other countries. Contributors are an international group of scholars assembled at the University of Bielefeld. Their studies are designed to provide a unified source for comparative research on adolescence, and to inform readers about adolescent phenomena and research in other parts of the world.
This book provides an overview of the core research and theory on polyvictimization – exposure to multiple types of victimization that may have negative and potentially lifelong biopsychosocial impacts. The contributors to the volume address such topics as measurement issues in how polyvictimization should be assessed and measured; developmental risks of early childhood polyvictimization for maltreated children in foster care; gender differences in polyvictimization and its consequences among juvenile justice-involved youth; the importance of trauma-focused treatment for polyvictimized youth in the juvenile justice system; and the nature of polyvictimization in the internet era. Suited to readers who are new to the topic including graduate and undergraduate students, as well as researchers and clinicians who want a concise update on the latest empirical research from the frontiers of this field, this book provides findings and methodological innovations of interest to researchers and human service professionals. This book was originally published as a special issue of the Journal of Trauma & Dissociation.
This series of monographs is dedicated to the increasingly vital area of prevention in healthcare. The works are organized into four categories of preventive practice: education, social competency enhancement, natural caregiving, and systems change. Tragedy should not and need not occur before a school or community begins making efforts to prevent violence. This volume describes the steps taken by Responding In Peaceful and Positive Ways (RIPP), a program developed to promote `non-violence' among students in middle schools. RIPP provides young people with new ways to respond to conflict. Using the acronym RAID, the students are taught four types of non-violent options: Resolve, Avoid, Ignore, and Diffuse. By teaching that they have other choices in any conflict, the idea that `fighting' is a necessary response to an insult or a conflict is dispelled. RIPP also teaches the need for everyone to accept differences, to affirm those with whom they come in contact, and not to engage in `put downs' of others. This empirically validated program has been proven to work in a variety of settings and was designed with real-life experiences in mind. It was originally developed and implemented in collaboration with school administrators in both urban and rural settings.