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Experimental Study of the Emotional Sphere of Children, Adolescents and Early Adulthood in Ukraine examines the factors that influence emotional development of young people between 4 and 17 years old. It explores the impact on development of the social and psychological conditions of a child's upbringing, outlines the dynamic changes in emotional sphere characteristics during childhood, adolescence and young adulthood, and considers interventions to support emotional maturity.Oleksiy Chebykin details extensive research into this important topic, considering how rapidly changing and challenging living conditions impact upon emotional development and in turn on personality development through childhood and beyond. Presenting theoretical and empirical data, this book will also inform the design of interventions to support young people growing up in adverse conditions. Topics examined include positive and negative tendencies in the development of emotional traits; individual characteristics of children's development; the functions of emotions in personality formation; analysis of gender differences in emotional development; factors that determine emotional maturity; and the prevention of and interventions for negative emotional manifestations.Experimental Study of the Emotional Sphere of Children, Adolescents and Early Adulthood in Ukraine will be valuable reading for scholars and students of child and adolescent psychology, clinical psychology, social psychology, psychotherapy and counselling, and education.

Seit den ersten Tagen ihres Lebens erleben Kinder Emotionen: ihre eigenen und die ihrer eng vertrauten Mitmenschen. Das Wissen über die Emotionen anderer Menschen ist ein grundlegender Bestandteil in allen Modellen der emotionalen Kompetenz und eine wichtige Informationsquelle ist dabei, Emotionen in den Gesichtern anderer Menschen zu lesen. Zum Emotionswissen gehört auch das Erkennen externaler und internaler Gründe für das Erleben von Gefühlen, welche Konsequenzen dies hat und außerdem das Wissen über die verschiedenen Möglichkeiten der Emotionsregulation. Die Entwicklung des Emotionswissens schreitet in den Vor- und Grundschuljahren rasant voran. Meta-Analysen zeigen, dass ein gut ausgebildetes Emotionswissen sowohl mit größeren sozialen Kompetenzen, höherer Peerakzeptanz und weniger internalisierendem und externalisierendem Problemverhalten zusammenhängt, als auch mit besseren schulischen Leistungen und positiverer Einstellung zur Schule. Eine valide Erfassung des Emotionswissen stellt die Weichen für gezielte Förderung und Interventionen im vorschulischen und schulischen Bereich.Der ATEM 3-9 ist ein Test des Emotionswissens für Kinder im Alter zwischen drei und neun Jahren. Der ATEM ist nach der Item-Response-Theorie aufgebaut und hat ein adaptives Design. Er umfasst sechs Komponenten: (1) das Erkennen von Emotionen in der Mimik anderer Menschen, (2) das Erkennen von Situationen als Emotionsauslösern, (3) das (Nicht-) Erfüllen von Wünschen als Emotionsauslöser, (4) gemischte Emotionen, (5) Überzeugungen als Emotionsauslöser, (6) Wissen über Ausdrucksregeln von Emotionen und (7) Wissen über Emotionsregulationsstrategien. In diesen Komponenten wird das Emotionswissen über die Emotionen Freude, Trauer, Ärger, Angst, Ekel und Überraschung abgefragt. Die Items des Tests sind in eine für Kinder ansprechend gestaltete Geschichte eingebettet und steigen in ihrer Schwierigkeit entsprechende der Entwicklung des Emotionswissens im Vor- und Grundschulalter an.

Emotional Development from Infancy to Adolescence: Pathways to Emotional Competence and Emotional Problems offers a chapter-by-chapter introductory survey of all aspects of emotional development from infancy to adolescence, from delight, surprise and love to anger, distress and fear. Taking a chronological approach, each chapter focuses on a specific emotion and covers the theories and research relating to its development, from infants'emotional capabilities to the changes in self-understanding and self-conscious emotions of adolescence. Hay integrates the approaches of classic developmental differentiation and differential emotions theory to create a comprehensive textbook with a unique approach to the subject matter, showcasing a range of research linking emotions to biological underpinnings and early experiences. This wide-ranging book also includes coverage of differences in temperament, developmental psychopathology, emotion regulation and development of emotional understanding, and attachment. It is core reading for students of developmental psychology, health psychology, child welfare and social work, as well as anyone taking a course on social and emotional development courses. It will also be of interest to practitioners working in educational and clinical psychology and child psychiatry.

The only parenting book based on a school-tested methodAs co-founder of Outreach Concern, Inc., one of the largest school-based counseling services in the country, Dr. Rick Capaldi developed a guide to raise kids into confident, independent adults. His'three Rs'—Read your child's environment, Regulate their emotional temperature, and Redirect their behavior—will help parents and teachers steer children toward emotional stability and success. This model has been effectively utilized in counseling over a half-million children and parents in over 900 schools, resulting in the development of cooperative, successful, and highly productive family relationships.

One of the most important advances in the study of emotion regulation is understanding it as a dynamic process that develops across the life span. Emotion Regulation focuses on current conceptual and methodological issues in terms of change over various time scales: developmental change across years, as well as changes from day to day, from situation to situation, and from moment to moment. Written by top experts in the field, the volume is organized around three age periods of the life span: infancy and childhood, adolescence, and adulthood. By taking the matter of time seriously, these chapters represent promising and necessary approaches to broadening our knowledge of emotion regulation as a dynamic process that changes with age. The volume provides guidance for future research that will enable researchers to leave behind facile and static conceptualizations of emotion regulation in favor of richer and more explanatory frameworks.

This book provides a comprehensive overview of the process of building healthy early social and emotional relationships with infants from a developmental perspective. The book synthesizes current research on the contextual influences of attachment, family relationships, and caregiving practices on social-emotional development. Chapters examine the processes of socioemotional development—particularly in relationships with parents, other family members, and peers—and identify areas for promoting healthy attachments and resilience, improving caregiving skills, and intervening in traumatic and stressful situations. Chapters also present empirically-supported intervention and prevention programs focused on building early relationships from birth through three years of age. The book concludes with future directions for supporting infant mental health and its vital importance as a component of research, clinical and educational practice, and child and family policy. Topics featured in this book include:The effect of prenatal and neonatal attachment on social and emotional development.The impact of primary relationships and early experiences in toddlerhood.Toddler autonomy and peer awareness in the context of families and child care.Supporting early social and emotional relationships through The Legacy for Children™ Intervention.How to build early relationship programming across various cultures. Building Early Social and Emotional Relationships with Infants and Toddlers is a must-have reference for researchers, clinicians and professionals, and graduate students in the fields of infant mental health, developmental psychology, pediatrics, public health, family studies, and early childhood education.

Around the globe, there is a growing awareness of the importance of addressing students'social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers'professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations.'Frydenberg, Martin, and Collie have provided an incredibleservice by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning. Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers'social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives.'John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne'Social and Emotional Learning is understood to be a crucial part of the school curriculum. This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries. For school psychologists, the book helps us to understand how SEL can help at every level – from working with individuals, small groups, whole classes, or with the entire school. Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning.'Paul Bertoia FAPS MCEDP, Senior School Psychologist“This collected volume of researchers from Australia and the Asia-Pacific provides a thorough review of important educational, social, and emotional development issues for practitioners and researchers around the world. Readers will greatly benefit from the breadth and depth of treatment in each of the topics covered.”Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.

Dopo il successo della prima edizione, con più di dieci ristampe, Con la testa fra le favole viene ora presentato in una nuova versione, ampliata nei contenuti e nelle proposte didattiche. Nato dall'esperienza psicoterapeutica cognitivo-comportamentale condotta per anni dall'autrice con bambini, adolescenti e famiglie, il volume presenta favole e racconti ispirati alla REBT (Rational-Emotive Cognitive and Behavior Therapy), ovvero pensati per insegnare a bambini e ragazzi a trasformare i pensieri negativi in pensieri positivi, rendendoli consapevoli dell'influenza che il nostro modo di pensare ha sulle nostre emozioni e, dunque, sul nostro benessere. Ogni personaggio di queste favole, infatti, ha un problema tipico dell'infanzia o dell'adolescenza; immedesimandosi in lui, il giovane lettore imparerà a mettere in atto emozioni e comportamenti alternativi per risolverlo, riuscendo così a riconoscere e vincere, tra gli altri: • la paura del giudizio altrui • il timore del rifiuto e dell'abbandono • il senso di colpa • l'eccesso di perfezionismo • la tendenza a rimandare gli impegni. Inoltre, in questa nuova edizione ogni racconto è seguito da attività che aiutano a memorizzarne i messaggi fondamentali e invitano a riflettere sui temi affrontati; ideali per essere usate da genitori, insegnanti, educatori e psicoterapeuti, le storie guideranno i lettori a conquistare un pieno benessere emotivo, per stare meglio con se stessi e con gli altri. Le volpi sono animali furbi. Riescono a evitare i pericoli e sono abili nel cacciare. Giulia, invece, era una volpina che, da quando aveva cominciato la scuola di caccia, era giudicata poco furba. Questo perché, invece di concentrarsi sull'animale che doveva cacciare, si distraeva. «Le volpi sono furbe», si diceva, «mentre io sono una tonta: ho preso dei brutti voti e non valgo proprio nulla! Se sbaglio una cosa sono tutta sbagliata!». Svegliata dai rumori di una talpa che stava scavando nel terreno, Giulia le confidò tutta la sua tristezza. «Per cominciare, sarebbe bene che tu cominciassi a pensare che sei sempre Giulia la volpe, anche quando fai un errore… Pensa a una cosa buona che hai fatto ultimamente», le disse la talpa. «Me la sono cavata con un cacciatore.» «Pensa a un'altra cosa buona.» «Mi sono goduta una bella giornata di sole.» «Vedi, hai fatto anche tante cose buone. Sarebbe bene che ti accettassi per quello che sei.» «È vero!», affermò contenta Giulia, «devo accettarmi come sono: non sono né stupida, né poco furba, né incapace! Sono Giulia la volpe, qualsiasi cosa buona o cattiva io faccia. E se sbaglio una cosa non sono tutta sbagliata! Sono sempre Giulia la volpe!»

The development of self- and emotional regulatory processes helps children to regulate their behavior based on their cultural context and to develop positive social relationships. This handbook brings together heretofore disparate literatures on self- and emotional regulation, brain and physiological processes, mastery motivation, and atypical development to highlight how mastery motivation is related to self-regulation and to clarify the relation between these various processes. Authors from a variety of countries and backgrounds provide an integrated, up-to-date review of the research and the key theoretical models to demonstrate how these processes relate to cultural and individual differences in both typical and atypical development. The renowned editors, all experts in a particular domain of self-regulation, provide section opening chapters that review the literature, provide a perspective that explains the findings, and suggest directions for future research. Although the focus is on quantitative studies, some qualitative findings and research using brain imaging methodologies are included. Outstanding features include: Reviews the development of self and emotional regulation from infancy through adolescence. Contributors from various countries and backgrounds provide an integrative review of the literature to guide the direction of future research. Features contributions from those who have had a strong impact on self-regulation research. Reviews research on developmental disorders that have implications for self-regulation. There are four sections. Section one introduces the development of self- and emotional regulation. This section reviews how self-regulation adapts based on personal and culturally-based goals and how individual differences predispose some to behavior disorders. Socialization influences are examined including a look at when typical regulation processes go awry. Section 2 examines physiological and brain processes as they relate to the development of typical and atypical processes, along with neurocognitive development of performance monitoring and how these processes change over time, cortical activation differences, and behavioral and electrocortical measures of attentional bias. Section 3 reviews the development of self-regulation and mastery motivation including a review of the Dimensions of Mastery Questionnaire (DMQ), cross-national comparisons, and what the DMQ can tell us about self-regulation. The section concludes with a look at the development of self-regulation and mastery motivation in individuals with a developmental disability. Section 4 examines self-regulation in atypical development and evidence-based treatment approaches in children with ADHD, autism, and Down syndrome. This book is intended for researchers, graduate students, and practitioners in psychology, neuroscience, human development, and education interested in the development of self and emotional regulatory processes.

First published in 1985. The event model presented in this study, attempts a framework for integrating psychoanalytic and Piagetian psychologies centered in the notion that development occurs by the differentiation of self and nonself. Its aim is to understand phenomena conceptualized in psychoanalytic terms in a model based on this Piagetian perspective, or, in other words, to provide an object-relational model for the development of psychic structure analytic and Piagetian psychologies centered in the notion that development occurs by the differentiation of self and nonself.

Why do some children's emerging affective tendencies and abilities make them more aggressive over time, while similar processes make most children less aggressive and more morally mature? Furthermore, what kinds of interventions are effective for altering these pathways? To answer these critical questions, this book takes a unique, integrative approach in two important ways. First, it integrates the psychopathology perspective with the developmental perspective, arguing that aggression and morality are two sides of the same basic developmental story. Second, it integrates research on cognitive processes with research on emotional processes. Drawing largely from social information processing and moral domain theories, the chapters demonstrate how early affective experiences and relationships provide a foundation for children's subsequent social cognitive understanding of victimization, harm, and moral intentionality. The book consists of three parts. Part I provides theoretical foundations, including the role of emotion in early conscience, empathic tendencies, and how principles of fairness and concern emerge from early parent-child and peer-peer interactions. Part II discusses factors influencing aggression and morality, from neuroscience to culture. Part III discusses implications for assessment and intervention. Bringing together a number of international scholars, this book will appeal to all researchers, clinicians, educators, and policy experts interested in understanding how emotions affect the development of children's morality and aggression.

Most children master emotion regulation skills during their early childhood, though, increasingly, many enter school with mild or serious deficits that may not be addressed effectively or early enough. Practitioner's Guide to Emotion Regulation in School-Aged Children presents in-depth background and practical information on the subject to enable school professionals to craft interventions that are developmentally appropriate, relevant, and timely. In this volume, variables that contribute to emotional regulation are identified, complex relationships between emotions, stress, and temperament are explored, and challenges to competence at school (e.g., test anxiety, bullying) and at home (e.g., punishment for'wrong'emotions) are examined. Strategies for recognizing specific skill deficiencies or more general needs are provided, along with emotion coaching techniques, cognitive-behavioral methods, anger management programs, empathy training, and other interventions. Dozens of worksheets and handouts included in the book can be reproduced or fine-tuned to fit age and ability levels. Featured topics include: Emotion dysregulation as a risk factor for mental disorders, including anxiety, depressive disorders, and the autism spectrum. The biology of emotion regulation, and its potential in designing interventions. Strengthening parenting skills to reinforce children's emotional skills. Working with teachers to improve the emotional climate in the classroom. The peer group: translating self-regulation into social contexts. Step by step intervention processes. With targeted training at the classroom, home, and peer levels, children can better attain the vital skills they need for a lifetime of social interactions. This volume is an essential resource for school psychologists and other school-based mental health professionals.

This edited book examines some of the current inquiry related to the study of emotions in educational contexts. There has been a notable increased interest in educational research on emotions. Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a'must-have'resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. The chapters have been written for scholars in the area, but authors also wrote with graduate students in mind. Therefore, the book is also be a great volume for graduate seminars. - Provides in-depth examination of emotions in educational contexts - Includes international roster of contributors who represent a variety of disciplines - Represents a number of different research approaches

Dr. Bowlby's second pioneering volume examines the effect of separation on the development of the child and the psychopathology that often follows separation.