Margaret S. Mahler and her collaborators break new ground in developmental psychology and present the first complete theoretical statement of Dr. Mahler's observations on the normal separation-individuation process.Separation and individuation are presented in this major work as two complementary developments. Separation is described as the child's emergence from a symbiotic fusion with the mother, while individuation consists of those achievements marking the child's assumption of his own individual characteristics. Each of the subphases of separation-individuation is described in detail, supported by a wealth of clinical observations which trace the tasks confronting the infant and his mother as he progresses toward achieving his own individuality.A number of chapters are devoted to following five children epigenetically through their subphase development. A separate section describes the authors' methodology, the importance of the research setting, and the effects of changes in the setting. The extensive appendices by Fred Pine discuss the uniqueness of the data-gathering techniques used by the authors. In addition, a useful glossary of concepts defines the new terms that Dr. Mahler has introduced.This book represents an important breakthrough in understanding the human infant and makes a unique contribution to the science of human behavior.

"An updated and revised edition of the controversial classic--now more relevant than ever--argues that boys are the ones languishing socially and academically, resulting in staggering social and economic costs, "--Amazon.com.

In the fourteen articles collected in this volume, Carol Gilligan and her colleagues expand the theoretical base of In a Different Voice and apply their research methods to a variety of life situations. The contrasting voices of justice and care clarify different ways in which women and men speak about relationships and lend different meanings to connection, dependence, autonomy, responsibility loyalty, peer pressure, and violence. By examining the moral dilemmas and self-descriptions of children, high school students, urban youth, medical students, mothers, lawyers, and others, the authors chart a new terrain: a mapping of the moral domain that includes the voices of women. In this new terrain the authors trace far-reaching implications of the inclusion of women’s voices for developmental psychology, for education, for women, and for men.

Is infantile autism (also known as Kanner autism) really characterized by a mental deficiency associated with a lack of empathy and repetitive behaviors that prevent interaction with the environment? Far from clichés and preconceived ideas, this edition of Leo Kanner's work by Dr. Kevin Rebecchi, PhD reveals a text that is still relevant today, almost 50 years after it was written! It reveals a text describing, in a clinical context, several cases of autistic girls and boys, with commentary in an afterword providing a better grasp of the issues and perspectives relating to the questions and problems of autism and neurodiversity.

Containing accounts of the author's field work among Sioux and Yurok Indians, and an examination of the American, German and Russian characters, this is an interpretation of human life on psychological lines. Using case histories as springboards for theoretical discussion of the formative years of childhood, Professor Erikson identifies human life as a delicate balance between bodily, mental and social influences. The main chapters are devoted to anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis.

Preeminent psychologist Dr. Albert Ellis combines forces with other renowned therapists to create this rare and inclusive book that captures the realities of counseling with children. Rather than using a traditional case study approach, this work features verbatim transcripts that convey real issues ranging from anger management and self-esteem to peer pressure and bed-wetting. For child therapists and counselors.

"Both prolific and eloquent in her continuing indictment of parents who abuse their children and societies that tolerate such behavior."—Kirkus Reviews.

This book on psychology is about the rehabilitation of emotionally disturbed children. Case histories of 4 disturbed children.

Margaret Lowenfeld realized that play was the medium through which children worked out their emotional conflicts and that it was a cognitive process which could be analyzed, in a non-Freudian way, to understand and deal with behavior problems and also perhaps help children to develop. She developed the then new concept of non-verbal communication, and methods and tools for using play as therapy and as a therapeutic and analytical tool. This book follows on from her classic book "Play in Childhood," which was published in 1935.

Fourteen of Erna Furman's seminal papers on being and having a mother are collected here, presenting the central body of her ideas on parenting. Like all her writings they derive from her work as a child analyst at the Hanna Perkins Center in Cleveland, Ohio, where she has directed the Toddler Group since 1984. As she notes in her Introduction, the chapters combine data, insight, and understanding gained from her experience at the Center, from the treatment of patients in the associated psychoanalytic clinic, and from consultation with professionals. Some topics she addresses are: parenthood as a developmental phase; how parents who lost a newborn can be helped; difficulties for the mother left by a growing child; self-care through encouragement; death of a parent; work with hospitalized children; problems of children of divorce; one-parent family; and early steps in gender development.

Leading international authorities in childhood neurology present a critical new appraisal of a childhood condition that has intrigued pediatric neurologists worldwide. An outstanding roster of specialists sheds new light on alternating hemiplegia of childhood (AHC), providing vital new links in our understanding of this baffling disorder in the areas of diagnosis and treatment. The book begins with an historical perspective on AHC, and continues with clinical findings and diagnostic criteria for the condition. Subsequent chapters examine the natural history and occurrence of the disorder in different patient populations; report on epilepsy and electrographic investigations, metabolic studies, sleep studies, and genetic findings; and explore treatments such as flunarizine, haloperidol, and rectal chloral hydrate. Other chapters address imaging procedures in children with alternating hemiplegia and discuss the latest findings on the relationship of migraine to the disorder.

Division TEACCH, located in the School of Medicine at the University of North Carolina at Chapel Hill, was one of the first programs in the country to understand that autism was an organic rather than a biologic condition. We were also one of the earliest programs to recognize the enormous variability in characteristics and behaviors of children described as autistic. For these reasons, the processes of diagnosis and assessment have always been important and central to our program. We are therefore extremely pleased to have a volume representing the most current thinking of the field's leaders in these important areas. As with the preceding books in our series, Current Issues in Autism, this volume is based on one of the annual TEACCH conferences held in Chapel Hill each May. The books are not simply published proceedings of the conference papers, however. Rather, conference participants are asked to develop a full chapter around their presentations. Other international experts whose work is beyond the scope of the conference, but related to the major theme, are asked to contribute chapters as well. These volumes are designed to provide the most current knowledge in research and professional practice available on the most important issues defining and clarifying autism.

Introduction and Overview: Introduction to Early Identification and Intervention in Autism; M.M. Bristol, E. Schopler. A Parent's Perspective on the Preschool Years; R. Angell. Normal Childhood Development from Birth to Five Years; R.D. Cox. Specific Aspects of Autism: Early Social Development in Autism; C. Lord. Communication in Preschool Autistic Children; B.M. Prizant, A.M. Wetherby. Behavior Management in the Preschool Years; M.E. Van Bourgondien. Diagnostic, Assessment, and Programmatic Aspects: Assessment of the Young Autistic Child; L.M. Marcus, W.L. Stone. Medical Syndromes in Young Autistic Children; L.T. Taft. Interpreting Results to Parents of Preschool Children; V. Shea. Early Intervention for Children with Autism and Related Developmental Disorders; C. Lord, et al. Current Practices in Early Intervention for Children with Autism; J.G. Olley, et al. Federal Legislation for Young Children with Disabilities; J.E. Thiele. Index.

Furman, Erna

A combination text with teaching notes and student guide incorporates math skills and concepts with historical perspective.

This book presents a new perspective on the development of theory of mind based on an integration of empirical research that has been conducted on autism and William's syndrome.

The First International Leo Kanner Colloquium on Child Development, Devia tions, and Treatment explores relationships between experimental research, normal development, and interventions, with early infantile autism as a reference model of "relatively unambiguous abnormal development." Sponsored by the Treatment and Education of Autistic and related Com munications handicapped CHildren (TEACCH) Project at the University of North Carolina at Chapel Hill, the colloquium tackled the challenge of facilitat ing communications among scientists of different disciplines working in a spe cialized area. The meeting proved successful in generating an interplay and information exchange among scientists of diverse academic and professional orientation, who, if not completely able to agree on common factors, did nevertheless achieve awareness and clarification of their differences. The TEACCH conference and this volume have implications for all research efforts, within and outside the domain of mental health. This is particularly so at a time of limited dollar resources for research support. The present and foresee able future represent such a time-one when communication among fields, resource competition between basic and applied research, biomedical versus psychosocial research, and the question of research utilization assume a new commanding significance. Thus the question of accountability for research has come to the fore.