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Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

There is a consensusthat the crises children encounter during the transition period might impact negatively on children's learning and development. However, from cultural-historical perspective, qualitative leap in development can hardly be achieved without crises. This paper, drawing upon cultural-historical theory as the framework and by using 'role adjustment' as the unit of analysis, discusses what the crisis means for children's learning and development. Through a case study of two second generation Chinese Australian children's role adjustmentin school transition, this paper finds that the crises provide both potentials and dangers depending on how the crises are managed within the child's social situation of development. It argues against the advocates for making children's transition seamless, as it is important to utilize the developmental potentials of crises instead of eliminating them. It also enriches the cultural-historical studies by exploring not only the developmental aspect but also the dark side of the crises. [ABSTRACT FROM AUTHOR]

MOOCs (massive open online courses) have attracted a great deal of research and attention; however, few studies have focused on the factors that influence MOOC teacher effectiveness, which is the key to the development of MOOCs. Based on the perspective of professional capital and social exchange theory, this paper aims to study the factors that influence MOOC teacher effectiveness. First, the research hypotheses are proposed from the teacher's perspective to build the research model based on factors affecting MOOC teacher effectiveness. Second, the iCourse platform is selected as the research object because it has the largest number of active users in China. As of March 1, 2019, the effective research data of 7380 teachers were obtained from iCourse to build a multivariate regression model. The results highlight the main factors that affect MOOC teacher effectiveness from the perspective of professional capital. Finally, relevant suggestions are proposed for the development of MOOC. [ABSTRACT FROM AUTHOR]

Recent social movements have illuminated systemic inequities in U.S. society, including within the social sciences. Thus, it is essential that attachment researchers and practitioners engage in reflection and action to work toward anti-racist perspectives in the field. Our aims in this paper are (1) to share the generative conversations and debates that arose in preparing the Special Issue of Attachment & Human Development, "Attachment Perspectives on Race, Prejudice, and Anti-Racism"; and (2) to propose key considerations for working toward anti-racist perspectives in the field of attachment. We provide recommendations for enriching attachment theory (e.g. considering relations between caregivers' racial-ethnic socialization and secure base provision), research (e.g. increasing the representation of African American researchers and participants), and practice (e.g. advocating for policies that reduce systemic inequities in family supports). Finally, we suggest two relevant models integrating attachment theory with perspectives from Black youth development as guides for future research. [ABSTRACT FROM AUTHOR]

Primary objective: To systematically review the results of investigative research into psychosocial outcomes following paediatric traumatic brain injury (TBI) in children of school-age. Methods: Searches were conducted using PsycINFO, MEDLINE and Science Direct. Three hundred and ninety papers were identified, of which 17 met inclusion criteria. Citation searches uncovered 28 further studies. All 44 studies were appraised in terms of their methodological rigour (e.g. sample characteristics, measures utilized, control groups employed). Results: The papers reviewed described outcomes across domains of behavioural, emotional, adaptive and parent/family functioning. Studies describing behavioural functioning post-injury demonstrated least consistent results. Papers examining emotional, adaptive and parent/family outcomes found that those with head injury presented with poorer functioning than other paediatric populations. Injury severity was commonly identified as a significant predictor of outcome, as were several pre-injury psychosocial factors. Conclusions: Inconsistencies in results may have arisen due to the heterogeneous populations studied and methodologies employed. Research which examines the reliability of assessment measures is needed. Given the high prevalence of difficulties, psychosocial assessment is warranted in this population. [ABSTRACT FROM AUTHOR]

Understanding human development among the oldest old is a sequential building process taking into account building-block data, theories, and models from childhood, adulthood, and old age toward a new territory of oldest-old survivors who have lived way beyond the average life-span. A central question is whether the oldest-old survivors have developed specific survival techniques and/or protective environments that nurture survival. Or are the oldest old statistical outliers who by happenstance continue to survive further into old age? This commentary provides a historical framework on the papers in this series that describe challenges confronted by the oldest-old survivors in order to advance our understanding of survival of the oldest old. A clear understanding of the contributors to longevity could guide public policies toward well-being and life satisfaction among our oldest-old citizens. [ABSTRACT FROM AUTHOR]

In this special issue paper we reflect on the next generation of attachment research with a focus on disorganization, a central but still poorly understood topic in this area. We suggest that progress will be facilitated by a return to attachment theory's evolutionary roots, and to the emphasis on biological function that inspired Bowlby's original thinking. Increased interdisciplinary cross-fertilization and collaborations would enable novel and generative research on some of the long-standing questions surrounding attachment disorganization. Accordingly, we present an agenda for future research that encompasses contributions of modern ethology and neurobiology, novel hypotheses based on the concept of adaptive decanalization, connections with neurodevelopmental vulnerability and risk for mental disorders such as schizophrenia, and the possibility of sex differences in the behavioral manifestations of attachment disorganization. We believe that these avenues of theory and research offer exciting potential for innovative work in attachment disorganization in the years ahead. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including the problem of inconsistent use of attachment concepts in such domains as developmental science and child welfare practice, trends in attachment research, and the strength of attachment research.

The neo-Kohlbergian approach to moral reasoning development maintains that intermediate concepts lie between bedrock moral schemas and professional codes of ethics and deal with issues of confidentiality, competence, informed consent, allocation of resources and professional autonomy (Rest et. al, 1999b). Intermediate concepts provide concrete guides for behavior, they contrast general moral schemas that are concerned with issues of fairness, justice and equality. This paper outlines the development and testing of a prototype Intermediate Concept Measure for teachers (TICM). Results indicate that the TICM has respectable psychometric properties and assesses a construct in the moral domain. [ABSTRACT FROM AUTHOR]

This paper outlines the theoretical antecedents that contextualize parental insightfulness and examines this concept’s value in assessing parental functioning and in monitoring treatment progress with parents and young children who experience mental health and relationship problems. As a concept, parental insightfulness provides a much-needed bridge linking important aspects of attachment theory with their psychoanalytic origins, including early contributions that conceptualize parenting as a developmental process that furthers the unfolding capacities of the adult self. The paper examines the compatibility between the dimensions of parental insightfulness and the criteria for a healthy adult sense of self. The empirical body of knowledge generated by the concept of parental insightfulness is briefly reviewed as the basis for using the concept as a valuable tool for the empirical exploration of intrapsychic, interpersonal, and clinical processes in parents and their children. [ABSTRACT FROM AUTHOR]

This paper draws upon literature from economics, and the human capital and equity fields in order to present a theoretical framework for a new multidimensional measure of poverty for Australia. Poverty is about having low living standards; but its measurement has traditionally focused only on an individual's income or on other dimensions of living standards that are not appropriate for contemporary Australian society, such as calorie intake. There are two additional capabilities individuals require for adequate living standards: health and education. Each of these is required for basic functioning within modern society, but have traditionally been ignored by measures of poverty. This paper argues that health is a basic capability people need for a fulfilling life, allowing individuals to participate in activities essential in modern society, and that education can also be seen in this light. As such it is vital that health and education be included in measures of poverty. In order to move Australian poverty measurement forward and build upon the work of the past, poverty measurement must move its focus away from only looking at low income, and take a holistic focus on the living standards of individuals by incorporating assessments of health and education. [ABSTRACT FROM AUTHOR]

The current developmental perspective on flow theory focuses mainly on the growth of skills. Such perspective, however, may overlook how individuals find flow in the face of developmental losses. This paper expands the current developmental perspective on flow theory by incorporating the contemporary view of lifespan human development. The first part of the review is an introduction to the current developmental perspective on flow theory and its premises. The second part identifies and describes the theories of how individuals respond to excess environmental challenges. The third part proposes a new lifespan developmental perspective on flow theory that revises the original premises and covers the range of cognitive and behavioral responses to challenge–skill imbalance. The fourth part explains the relations of the imbalance-induced responses to the imbalance–flow experience model. The final part discusses potential moderators that facilitate (or inhibit) the effectiveness of the imbalance-induced responses. [ABSTRACT FROM AUTHOR]

Since its inception in the early nineteenth century, early childhood education has moved beyond European communities and become institutionalized in countries such as Australian, India, Malaysia, New Zealand and Singapore. At the same time, many European countries have experienced migration, and now have broadly based culturally and linguistically diverse communities. Although early education has continued to evolve over time, some fundamental principles about the nature of learning have remained static. In drawing upon cultural‐historical theory, this paper seeks to make visible early childhood institutional practices that may no longer be relevant, particularly when western theory and middle‐class practices are not representative of the culturally and linguistically diverse communities they serve. In this paper, an alternative model of child development is offered that takes into account and values the diversity of children’s cultural experiences. [ABSTRACT FROM AUTHOR]

The recent foundation of a ‘Young Children's Perspectives’ special interest group in the European Early Childhood Education Research Association (EECERA) reflects a general move in social research towards the respectful and inclusive involvement of children in the research process. However, established education research guidelines often provide no more than a loose ethical framework, appearing to focus on avoiding poor ethical conduct rather than proposing ways forward for making children's participation in research a positive experience. This short paper draws on my own experiences of conducting ESRC-funded ethnographic video case studies on the ways four three-year-old children express their understandings at home and in a preschool playgroup during their first year of early years education. The paper reflects on the processes of negotiating initial and ongoing consent, problematises the notion of ‘informed’ consent in exploratory research with young children, and considers questions of anonymity when collecting and reporting on visual data. The paper proposes that by adopting a flexible, reflective stance, early years researchers can learn much from children, not only about their perspectives, but also about how to include young children in the research process. [ABSTRACT FROM AUTHOR]

Given that 9.2 percent or 6.8 million families in the United States live in poverty (U.S. Bureau of the Census, 2002a), it is imperative that students of Human Development and Family Studies receive classroom instruction about the causes, realities, and consequences of being poor. One pedagogical strategy for introducing students to diverse people is through the use of nonfiction texts. The purpose of this article is to describe a nontraditional class assignment that utilizes Alex Kotlowitz's There Are No Children Here as a means for reflexive and feminist teaching about child development in the context of poverty. The employment of reflexivity as a tool of feminist pedagogy provides a meaningful method for creating a critical process of self-awareness and empathy for diverse individuals and families. Using Allen and Farnsworth's (1993) feminist and reflexive strategies as a guide for inclusion of this book in the curriculum, this paper describes the components and method for implementation of this group project. Student quotes indicating the transformative power of the assignment are included.Given that 9.2 percent or 6.8 million families in the United States live in poverty (U.S. Bureau of the Census, 2002a), it is imperative that students of Human Development and Family Studies receive classroom instruction about the causes, realities, and consequences of being poor. One pedagogical strategy for introducing students to diverse people is through the use of nonfiction texts. The purpose of this article is to describe a nontraditional class assignment that utilizes Alex Kotlowitz's There Are No Children Here as a means for reflexive and feminist teaching about child development in the context of poverty. The employment of reflexivity as a tool of feminist pedagogy provides a meaningful method for creating a critical process of self-awareness and empathy for diverse individuals and families. Using Allen and Farnsworth's (1993) feminist and reflexive strategies as a guide for inclusion of this book in the curriculum, this paper describes the components and method for implementation of this group project. Student quotes indicating the transformative power of the assignment are included. [ABSTRACT FROM PUBLISHER]

Copyright of Culture, Health & Sexuality is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper I explore the common history of developmental psychology and motor development, concluding that the field of motor development should be defined in a manner analogous to the way its parent field, developmental psychology, is defined. Therefore, I view the study of motor development as the study of change in motor behavior across the lifespan. This was the implicit definition used by the first textbook in the field, Espenschade and Eckert's (1967) Motor Development. Two implications of this definition are (a) with change in motor behavior as the focus of study, age becomes a ‘marker variable’ in developmental research, and (b) the lifespan perspective frees (and forces) motor development researchers to reexamine causation. These implications further suggest that the organismic paradigm is no longer sufficient for the field of motor development. I propose that general systems theory, exemplified in the study of motor development by dynamical systems theory, is a possible, new paradigm for lifespan motor development research. [ABSTRACT FROM AUTHOR]

The current downward economic spiral has manifested in increased joblessness, unemployment, and new faces in the landscape of American poverty. More Americans are living in poverty, and vulnerable populations are experiencing psychological distress and despair. This paper addresses the psychological impact of the ongoing economic impasse. There is a call for policymakers, and practitioners to collaborate in facilitating youth and families to develop support strategies (of support) for sustaining them through these challenging times. Case examples illustrate how the economy impacts children and families. Relational/cultural theories and the life course perspective are used to understand the impact of the economy on vulnerable populations. [ABSTRACT FROM AUTHOR]

The autistic spectrum disorder (ASD) has been and still is a major arena for practice in music therapy; arguably it is the client group with which music therapy has the highest reputation. Whether we talk about practice based evidence or evidence based practice, music therapy clinicians and researchers are nowadays more and more frequently required to provide theoretical and scientific evidence, which explains (or attempts to explain) not only how but also why music works as a therapeutic medium with this particular client group. Autistic individuals very often demonstrate a significant interest in music and its components: rhythm, pitch, harmony, or timbre; they seem to be more able to communicate through sound, whereas they tend to avoid other kinds of interaction, for instance tactile contact. In this paper the authors attempt to give possible explanations on why music can be such a unique tool for the treatment of the autistic individual. Theories from different fields, such as developmental psychology, neuropsychology, musicology, and psychotherapy have been put together in order to find a bridge between theory and practice. The paper underlines the necessity for workable theories which are tailored to the needs of music therapy practice. Suggestions for future theory building work on this particular client group are offered. [ABSTRACT FROM AUTHOR]

This paper presents psychoanalytic ideas about the father's role in child development, organized into six different categories: (1) the father as an attachment figure; (2) the internalized "good" and "bad" father; (3) the father of the first separation-individuation period; (4) the father as self object: (5) Freudian notions of the pre-Oedipal and Oedipal father; and (6) the father of the second separation-individuation period. Extensions of the father's role are then explored, drawing from the work of D. W. Winnicott. An integrated framework is presented in an effort to synthesize the varied and complex functions attributed to the father, followed by reconsiderations of the father's role within the context of: (1) recent father-child research; and (2) current economic and familial patterns. [ABSTRACT FROM AUTHOR]

The first section of this paper describes methodology and major cognitive outcomes of the Canberra Longitudinal Study (CLS). This community study of 1045 Australians aged 70 years or over commenced in 1990. Participants were reassessed on three subsequent occasions. Its major themes were investigations of prevalence of dementia and depression, risk factors, inter-individual variability and instrument development. Over 60 papers arising from the study have been published. The second section of this paper describes the use of a Factor of Curves (FOC) latent growth model to examine the existence of a common factor responsible for age-related deterioration in cognitive and non-cognitive processes. This analysis is a logical progression in a series of investigations using the Canberra Longitudinal Study into risk factors and correlates of cognitive change using structural equation modeling techniques. The FOC model is described and is used to explore the nature of an hypothesized common factor and to determine its relationship with age, gender, education, pre-morbid intelligence and to the ApoE genotype. Latent growth models were developed for each of reaction time, Symbol Letter Modalities Test (SLMT), Grip strength, self-reported Sensory disability and memory from three waves of data. Second-order latent level slope factors were established based on the individual factor growth curve models. Although a common factor model could be fitted to the data, there is little support that it represents a single common cause. [ABSTRACT FROM AUTHOR]

Common among childhood disorders are those that involve relatively specific deficits in attention, activity level, learning, language, or perceptual-motor functions. These disorders, referred to in this paper as specific developmental disorders (SDD), are often presumed to have a biological-genetic basis. However, the actual grounds for this presumption are frequently taken for granted. The present paper critically examined the evidence favoring the biological hypothesis in order to evaluate this presumption. This review of the several sources of supportive evidence — including sex and familial biases, pre- and perinatal complications, minor physical anomalies, medication response, and infrabehavioral signs — suggests that the presumption of biological antecedents to SDD is warranted. However, it is important to recognize that this presumption represents only a hypothesis, and that careful scrutiny of the methods on which supportive evidence is based reveals a number of common shortcomings. Due to these shortcomings, findings of potential etiological significance have been inconsistent and of limited value for specifying correlates or subtypes of these disorders as well as for predicting response to treatment and prognosis in individual children. Further investigation of the biological hypothesis is clearly worthwhile but will require more sophisticated methods of sample selection, more attention to the measurement characteristics of the presumptive indices, and a wider scope of inquiry. [ABSTRACT FROM AUTHOR]

Understanding how and why human cognition has the properties it does is one of science's fundamental questions. Current thinking in Cognitive Science has delineated two candidate approaches that differ in how they address the question of the relationship between sensory-motor and cognitive processes. In this paper, we add to this discussion by arguing that this question is properly phrased as a developmental question and that ultimately to understand the properties of human cognition we must ask how does human cognition come to have these properties. We conclude that because development weaves brains, bodies and environments into cognition, cognition is inexorably linked to processes of perceiving and acting and inseparable from them. [ABSTRACT FROM AUTHOR]

Childhood cancer accounts for less than 2% of all cancers diagnosed each year. About 12-14,000 children will be diagnosed in a given year with any type of cancer. Over the past fifty years, treatments and cure rates have improved from 10-20% five-year survival rates to between 80-85% five-year survival rates. Psychosocial support of children with cancer and their families has grown and has been more fully integrated into paediatric care over the past five decades. Increasing acceptance of the importance of addressing mental health has led to oncologists referring patients to specific resources and services. This paper provides updated information on psychosocial issues for those who treat children and adolescents with cancer and focuses on unique challenges for the paediatric psycho-oncologist. PubMed and PsycINFO databases were searched from January 2000 through June 2013 using key words: pediatrics, oncology, psychosocial care, family, siblings, cancer, psycho-oncology, psychosocial issues, depression, anxiety, survivorship, and end of life. [ABSTRACT FROM AUTHOR]

The therapeutic relationship is central to clinical social work practice. Integrating theories about the mechanisms of the therapeutic relationship can guide clinicians towards optimization of these processes. This paper offers an exploration of two psychoanalytic constructs which are often seldom brought together in the literature. Bion's container–contained refers to the therapist's function in processing the client's dissociated emotions in order to promote psychic integration. Kohut's concept of the selfobject refers to the therapist's role in providing responses that contribute to the client's self-cohesion. These ideas are discussed as being complementary and compatible, constituting useful guides to the ways in which the therapeutic relationship can promote development and transformation. [ABSTRACT FROM AUTHOR]

Psychoanalysis is a theoretical and practice discipline that has produced an extensive body of literature over the past 100 years. Psychodynamic psychotherapy developed from psychoanalytic thought and has been studied using both qualitative and quantitative methods including experimental studies, content analyses and case studies. The purpose of this paper is to discuss the relevance of psychodynamic theories to social work and to review evidence that supports psychodynamic social work practice. We first provide a brief introduction to several relevant psychodynamic theories, including self psychology, intersubjectivity theory and relational theory. Next, we discuss the debates and controversies surrounding the study of psychodynamic psychotherapy. A review of existing evidence for psychodynamic practice with adults, children and adolescents is presented, including systematic reviews and meta-analyses, literature reviews and other research. We conclude with a discussion of the importance of further research on psychodynamic and other forms of social work practice and the benefit of promoting psychodynamic theories in social work education. [ABSTRACT FROM AUTHOR]

Over the past 30 years, psychoanalytic contributions to our understanding of human development, psychopathology and clinical practice have gradually become marginalized in academic social work. Although this trend is partially rooted in historical tensions within the profession, contemporary issues have also contributed to the widespread failure to acknowledge the salience of psychoanalytic ideas in the instruction of social work graduate students. The influence of managed care, changes in the academy as well as within the profession, and the domination of biological models of causality are among those factors reviewed. This paper also examines specific critiques that have been made against psychoanalytic thought, with detailed attention to two: (1) ‘Psychodynamic ideas cannot be empirically validated,’ and (2) ‘Psychoanalysis is an elite method of treatment.’ [ABSTRACT FROM AUTHOR]

Background:Learning and relearning are essential aspects in the rehabilitation of aphasia, and yet it is not at all clear what learning is in aphasia. The need for new views, clearer definitions and discussions of learning has been expressed repeatedly. In aphasiological literature learning is mostly interpreted according to a behaviouristic paradigm. In other fields, however, L. S. Vygotsky's different philosophy and theory of learning have been applied widely, even if the Soviet political ban delayed the spreading and application of his ingenious work over 50 years. Aims:This paper introduces basic Vygotskyan ideas, theories, and concepts and suggests the application of his views of learning to the rehabilitation of aphasia. Before A.R. Luria's most well-known research concerning the head-injured victims of the Second World War, he had worked in many other fields of psychology with Vygotsky and A. N. Leontiev. These three, Vygotsky as their theoretical leader, had as their endeavour to reform the science of psychology. Luria's aphasiological theories were, in fact, a continuation of the earlier achievements of the new cultural historical psychology they had created. To Vygotsky a developmental method was basic to all psychological research. He argued that higher human, culturally mediated psychological functions can be understood only by considering how they occur in the development of both the human species and in human individuals: learning is essentially development. The interpretation of the higher mental functions as highly interactive systems was to Vygotsky equally important. Word meanings and signs are the link between thinking and language and form the centre in connection to which all other higher mental processes are organized as complex, interacting systems. Main contribution:The clinical application of Vygotskyan psychology to the rehabilitation of aphasia is presented here condensed to what is called developmental and systemic rehabilitation. These aspects may actually appeal to experienced clinicians as something very natural. What is new is a set of theoretical explanations for phenomena that we often see in clinical work. Conclusions:The developmental and systemic interpretation of learning can generate new insights for organizing everyday clinical work with each client into a logical and consequent progression in which the language, cognitive, psychological, and communicative functions are considered and united into interactive systems and a coherent course of therapy. [ABSTRACT FROM AUTHOR]

There is a compelling argument that universities should be committed to advancing the Indigenous agenda. With respect to social work, as well as to nursing, psychology, and allied health, this commitment is often translated into a single goal: that graduates should be 'culturally competent'. While acknowledging that there can be tactical advantages in pursuing this goal the current paper develops a practical critique of the expectation that cultural competence is an unproblematic 'add on' to professional education. Using a single case study as an example-how the subject 'individual development' is transmitted as a monocultural and unproblematic formation-we argue that it is impossible to learn to work cross-culturally without developing a capacity for reflective self-scrutiny. Less likely to be a flag of convenience than 'cultural competence', an allegiance to 'critical awareness' prompts the interrogation of received knowledge, for example how human development and personhood is understood, as well stimulating an engagement in the lifelong process of reflecting on one's own ideological and cultural location. [ABSTRACT FROM AUTHOR]

In English schools, transition from the Foundation Stage (at age five) into Year 1 (the first year of 'primary school') has been identified as lacking continuity. A range of government initiatives has led to marked differences in the pedagogy that underpins classroom practice in these two consecutive year groups, which, in turn, has raised concerns at both local and national level. This paper explores the reason for these pedagogical differences and the impact they have had on children's experiences of being a learner. Drawing on a research project undertaken in one local authority, it examines the feelings of children, parents and teachers leading up to the transition into Year 1 and considers what impact the differing pedagogies in the Foundation Stage and Year 1 may have on children's feelings about and confidence in themselves as learners. [ABSTRACT FROM AUTHOR]

With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education? This paper reviews neuroscience research germane to moral development using as an organisational framework Rest's Four Component Model of moral functioning, which proposes that moral behaviour requires moral sensitivity, moral judgement, moral motivation/focus and moral action skills. Issues such as the importance of early brain development and attachment are addressed. The authors conclude with a brief description of an integrative theory, Triune Ethics Theory, which provides an example of how moral development and neuroscience can be integrated. [ABSTRACT FROM AUTHOR]

It is not uncommon to hear parents say in discussions they have with their children ‘Look at it this way’. And called upon for their advice, counsellors too say something to adults with the significance of ‘Try to see it like this’. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at disentangling the issues on a conceptual level. Within the so-called second part of his Philosophical Investigations , Wittgenstein deals with shared practices and with concepts such as ‘seeing’ and ‘seeing as’. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to. [ABSTRACT FROM AUTHOR]

Dependence and independence can pose important learning issues in clinical supervision. Dependence in supervisees is frequently defined as a problem, while independence is more likely to be valued and supported. The differential valuation of dependence and independence in the supervisory relationship reflects core cultural values which are embodied in traditional psychodynamic developmental theories. This paper explores the challenges to learning posed by supervisee independence, and conceptualizes these challenges using the developmental learning theory of L.S. Vygotsky, a Soviet Psychologist. [ABSTRACT FROM AUTHOR]

This paper considers how issues of adolescent development might be brought into conversation with dilemmas in sex education. Here, sex education is larger than information, affirmation or prohibition. In its address to the most intimate aspects of life - love, loss, vulnerability, power, friendship, aggression - sex education is necessarily entangled in the adolescent's efforts to construct a self, find love outside the family, enjoy one's newly adult body; in short, various relationships that might cautiously be called developmental. Drawing on the work of psychoanalysts Winnicott and Sandler, I argue that, to imagine adolescents as sexual subjects, we need to have a theory of adolescent sexuality, how it differs from and is similar to adult sexuality; and, furthermore, we need to have a patience and curiosity about the ways adult sexuality is inhabited by the memories, fantasies and experiences of adolescence. That is, how can sex education make room for a theory of adolescent development without casting the adolescent in the risky role of not yet adult? [ABSTRACT FROM AUTHOR]

This paper reports on efforts to access four-year-old children’s perspectives on their learning experiences. Interviews with children in various contexts were carried out using photographs of recent activities to stimulate discussion and recall. Small group interviews with a researcher or teacher; one-to-one interviews between researcher and child; researcher interviews with target child and a friend; researcher interviews with target child and a parent; and informal conversations between a researcher and child in the context of play and activities were the varying methods used. All contexts elicited useful information on children’s perspectives, although the focus groups were difficult to manage. Photographs were an effective way of locating the conversation in the child’s experience and adults were able to provide a supportive framework to encourage children to interpret their interests and involvement in learning. Children’s perspectives are an important source of information about what engages them in learning and why. [ABSTRACT FROM AUTHOR]

Children in Africa face harsh risks and are often subjected to hostile environments that severely limit their emotional, mental, physical, and social growth and development. That, in turn, significantly limits their prospects for childhood survival, increases their chances of having to enter into employment voluntarily or forcibly, and makes them susceptible to poverty. This paper examines and analyzes the plight of Africa's children in the context of the risks they face with respect to their mortality, their socio-economic security, and their engagement in economic activities. The trends and contributory factors are discussed and an analytical assessment is offered with policy implications for mitigating the consequences of child mortality, poverty, and labor on the African continent. [ABSTRACT FROM AUTHOR]

Over the last two decades it has been recognized that spoken language and communication skills continue to develop during adolescence. It seems likely that, for people who use aided AAC, language learning similarly continues into adolescence. Despite its importance, this developmental period has been largely ignored in research. In this paper, the significance assigned to adolescence as a developmental period is reviewed. The language and communication changes that typify adolescence and the consequences of difficulties in these areas are considered. Potential challenges to aided communication systems and the implications of the linguistic and socio-communicative attributes of such systems are explored. Finally, an agenda for research is proposed in order to further the understanding among AAC professionals of this important developmental period. [ABSTRACT FROM AUTHOR]

The Religious Orders Study is a longitudinal, clinical-pathologic study of aging and Alzheimer's disease in older Catholic nuns, priests, and brothers. In the first section of the paper, we describe the overall design and methods of the Religious Orders Study and summarize published findings. In the second section, we present new longitudinal analyses of change in summary measures of motor, perceptual, and verbal speed in 800 Religious Orders Study participants examined annually for a mean of approximately 5 years. In each domain, speed declined about 2% per year. There were wide individual differences, however, and rates of slowing in each domain were only moderately intercorrelated and were predicted by different factors. The results suggest age-related slowing is more person-specific and domain-specific than previously supposed. [ABSTRACT FROM AUTHOR]

The aim of this paper was to review the clinical applications of four-dimensional ultrasonography in the assessment of fetal behavior. With the use of a computerized database, articles on three-dimensional ultrasonography were reviewed. Several applications of dynamic three-dimensional ultrasonography have been reported, including imaging of fetal movements, facial expression and fetal hand movements. The importance of the assessment of fetal behavior by four-dimensional sonography is stressed. Four-dimensional sonography seems to be a useful imaging tool for clinical problem solving in perinatology, especially in observing the development of the central nervous system in utero. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Years Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This personal reflection explores the life and work of Veronica Sherborne. It follows her journey from a student of physical education and dance at Bedford College in the 1940s to senior lecturer in special education at Bristol Polytechnic, where she taught student teachers about pair work with children with special educational needs and disabilities. It depicts how she met her mentor, Rudolf Laban, and young people with profound and multiple learning disabilities and their influences on the development of Sherborne Developmental Movement. Throughout the reflection, there are details about the teaching and impact of her pioneering movement work. It highlights the importance of her relational shared movement experiences in nurturing social engagement, bonding, emotional regulation, and focus in vulnerable children. There is reference to Sherborne's intuition about movement, play, and touch as embodied languages. The author posits why neuroscience might recognise Sherborne Developmental Movement as a body-based bottom-up approach. [ABSTRACT FROM AUTHOR]

Family relationships are protective against poor behavioral health for youth. Couple and Family Therapy (CFT) graduate programs are critical for readying the behavioral workforce to work systemically with youth and their families. This study identified the elements of a CFT masters training process that readied students to work with youth. Qualitative description with focus group interviews of three cohorts of master's students (n = 14) was used. Thematic analysis identified five themes demonstrating the primacy of early experiences for fostering safety, reflective and active training approaches, multicultural and sexuality topics, and pragmatics of talking to physicians and children. [ABSTRACT FROM AUTHOR]

This introduction aims to set out the potential as well as some of the pitfalls of the newly emerging area of the Social Neuroscience of Human Attachment (SoNeAt). To organize and interconnect the burgeoning empirical studies in this line of research, including those in this special issue, we outline a programmatic framework including an extension of our conceptual proposals NAMA and NAMDA to guide future research. We hope that this special issue will act as a stimulus for redoubling our efforts advancing the newly emerging SoNeAt area bridging attachment theory and social neuroscience. [ABSTRACT FROM AUTHOR]

Ontological security is the personal need to build fundamental certainty about the continuity of life events. It is central to long-term human development, particularly among adolescents in highly vulnerable communities in South Africa. We examined the cumulative effects of eight hypothesised provisions (development accelerators) in reducing the risks of ontological insecurity outcomes aligned with Sustainable Development Goals (SDGs) targets. Three waves of survey data from adolescents living in high HIV prevalence areas in South Africa were analysed. We used standardised tools to measure twelve outcomes linked to two dimensions of ontological security: mental health and violence. Sustained receipt (at baseline and follow-ups) of eight hypothesised accelerators were examined: emotional and social support, parental/caregiver monitoring, food sufficiency, accessible health care, government cash transfers to households, basic economic security, positive parenting/caregiving, and participation in extramural activities. Associations of all accelerators with outcomes were evaluated using multivariable regressions controlling for age, sex, orphanhood and HIV status, rural/urban location, and informal housing. Cumulative effects were tested using marginal effects modelling. Of 1,519 adolescents interviewed at baseline, 1,353 (89%) completed the interviews at two follow-ups. Mean age was 13.8 at baseline; 56.6% were female. Four provisions were associated with reductions in twelve outcomes. Combinations of accelerators resulted in a percentage reduction risk in individual indicators up to 18.3%. Emotional and social support, parental/caregiver monitoring, food sufficiency and accessible health care by themselves and in combination showed cumulative reductions across twelve outcomes. These results deepen an essential understanding of the long-term effects of consistent exposure to accelerators on multi-dimensional human development. They could be directly implemented by existing evidence-based interventions such as peer-based psychosocial support, parenting programmes, adolescent-responsive healthcare and food support, providing safer and healthier environments for South African adolescents to thrive. [ABSTRACT FROM AUTHOR]

This paper examines lifelong learning in differentiating it from formal education, and emphasizes multiple theoretical perspectives in doing so. The theoretically based approaches emphasized here include contextualism and the multi-layered nature of the environment, the dialectics of interactions among students and instructors, the zone of proximal development, and person-environment fit. Examining lifelong learning from these perspectives deepens our understanding of such learners and has implications for future research examining lifelong learning, as well as for the design and implementation of interventions designed to foster positive intergenerational relationships. [ABSTRACT FROM AUTHOR]

The aim of the study is to analyze the effect of regional planning on social welfare in Sabang Islands and mainland Aceh Tengah of Aceh Province. From the statistical results, a mathematical model was obtained for Sabang City: Y = 0.742 + 0.409 X2, while for Central Aceh it was: Y = 2,667–0.167 X2. It is used to interprete the variables that have influence on the HDI of archipelagic cities in Aceh Province as well as that of the plains. Apart from health variable, the other variables constantly have negative effects on the HDI of the Islands. It can be interpreted that the average contribution of other variables outside the model have negative effect on the HDI of the province. This is evidenced by the GRDP (Gross Regional Domestic Product) economic structure and GRDP growth rate based on the business sector of Sabang City. The most dominant is the construction companies that absorb 31% and 8.5% human resources. This indicates that the HDI of Sabang City, which is the administration area of the Islands, is 75.77; while the mainland of Central Aceh even without compulsory basic service variables has a positive constant value. Though lack of basic service variables can negatively affect its HDI. This is because its economic structure is based on the business sector and the rate of PDRB which affects the large-scale trade and transportation sector. However, the mainland region of Central Aceh is very industrious, does not depend on government programs and service and has high mobility and accessibility to businesses. [ABSTRACT FROM AUTHOR]

Research on adolescent health is emphasising positive youth development. Most research on the Developmental Assets framework has occurred in developed countries using quantitative methods. This paper explores the validity of the concept of youth Developmental Assets in Lebanon. Thirteen focus group discussions were conducted with 7th–12th-graders (n = 162 youth) from eight private and public schools in four areas of Lebanon (two urban and two rural). Six themes emerged from the thematic analysis: parent–youth relationship; relationships with others; behaviours, attitudes and values; role of schools; country and community context; and recreational needs, opportunities, and recommendations. These were closely linked to the Developmental Assets framework. These results can guide interventions to strengthen internal assets, and provide a supportive environment to help young people in Lebanon grow and thrive. [ABSTRACT FROM PUBLISHER]