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How we think and speak is a reflection of our shared cultural and socioeconomic backgrounds. Theory of Mind and Language in Different Developmental Contexts blazes new trails in the study of the relationship between the theory of mind¿that is, the ability to attribute mental states as the basis of behavior and social interaction¿and language.This volume examines the linguistic variables within developmental contexts, including:- Different levels of analysis.- Intercultural differences (e.g., Western, non-Western).- Intracultural differences (e.g., socioeconomic status).- Conditions of development as well as typical and atypical functions.- Contexts of usage, including personal, social, and business interactions.Each chapter focuses on issues and methodologies to provide a comprehensive overview of current studies on the relationship between the theory of mind and language. Data and working strategies are provided for clinicians, educators, and other mental health professionals. This volume is a must-have for developmental, cognitive, and clinical psychologists and researchers interested in the most up-to-date information on theory of mind and language.

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders.Topics featured in this book include:Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness.Implications of preschoolers' emotional competence for future success in the classroom.Understanding EI in individuals with exceptionalities.Applications of school-based EI and SEL programs in North America and Europe.Policy recommendations for social-emotional development in schools, colleges and universities.Developing emotional, social, and cognitive competencies in managers during an MBA program.Emotional intelligence training for teachers.Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness.Implications of preschoolers' emotional competence for future success in the classroom.Understanding EI in individuals with exceptionalities.Applications of school-based EI and SEL programs in North America and Europe.Policy recommendations for social-emotional development in schools, colleges and universities.Developing emotional, social, and cognitive competencies in managers during an MBA program.Emotional intelligence training for teachers.Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

Our uncertain times are hard enough for adults to navigate. For all too many young people¿even many who appear to possess good coping skills¿the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not.Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building.Among the empirically supported programs featured:Promoting resilience in the foster care system.Developing social competence through a resilience model.Building resilience in young children the Sesame Street way.School-based intervention for resilience in ADHD.Girls Leading Outward: promoting resilience in at-risk middle school girls.Resiliency in youth who have been exposed to violence.Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.

Our uncertain times are hard enough for adults to navigate. For all too many young people¿even many who appear to possess good coping skills¿the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not.Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building.Among the empirically supported programs featured:Promoting resilience in the foster care system.Developing social competence through a resilience model.Building resilience in young children the Sesame Street way.School-based intervention for resilience in ADHD.Girls Leading Outward: promoting resilience in at-risk middle school girls.Resiliency in youth who have been exposed to violence.Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.

This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.

Research has documented the reciprocal effects of exceptionality and secondary psychosocial and behavioral characteristics. Leading authorities from psychology, education, and medicine evaluate the key characteristics of particular exceptionalities from the vantage point of theory, research, assessment, and intervention.

This book reviews key gender- and non-gender-related violence issues and makes a compelling behavioral argument that using violence to control others is a rational choice. Promotes deeper understanding of partner violence, aimed at more effective intervention.

The relationship between population intelligence and public health could be a driving factor in the strong rise in IQ over time. The latest medical and behavior science research are examined in this text to determine social and political implications at play.

The author synthesizes theory and empirical data to analyze future thinking as both a developmental and individual process. She examines future orientation as an aspect of positive psychology, focusing on preadolescence, adolescence, and emerging adulthood.

This unique volume conceptualizes aggression as a symptom of underlying behavioural and emotional problems. It examines the psychology of perpetrators and the power dynamics that foster intentionally hurtful behaviour in young people.

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students¿ psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include:Development of psychosocial skills in grades K-12.Assessment of psychosocial skills.Conscientiousness in education and its relation to meaningful educational outcomes.Creativity in schools, including theory, assessment, and interventions.Academic emotions and their regulation through emotional intelligence.Resilience and school-based programs aimed at enhancing it.Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.

The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health PromotionAn Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation.· The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.· Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention.· Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.

Evidence pertaining to continual violence throughout the life cycle coupled with the experience of growing old in a life permeated by intimate violence is scarce.

This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings.

Presenting a unique approach to the subject of cognition, this volume reaches beyond the standard view of exceptional cognition equaling superior intelligence. It examines the latest findings from psychobiology, cognitive psychology, and neuroscience.

Carefully critiquing key measurement issues, leading experts present EI as eminently practical and thoroughly contemporary, and demonstrate the application of EI across disciplines ranging from psychometrics and neurobiology to education and industry.

Provides an empirical study data that explores the influence of linguistic variables within developmental contexts on theory of mind development and functioning. This title establishes context for usage, including personal, social, and business interactions.

Presenting a unique approach to the subject of cognition, this volume reaches beyond the standard view of exceptional cognition equaling superior intelligence. It examines the latest findings from psychobiology, cognitive psychology, and neuroscience.

Carefully critiquing key measurement issues, leading experts present EI as eminently practical and thoroughly contemporary, and demonstrate the application of EI across disciplines ranging from psychometrics and neurobiology to education and industry.

A source for clinical psychologists and other allied mental health professionals to access information on a range of research on the neurobiology of psychological and psychiatric traits. It is designed to give readers an overview of the knowledge base of the biological processes for each trait.

This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings.

This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.

This book recognizes the growing need to strengthen the links between theory, assessment, interventions, and outcomes to give resilience a stronger empirical base, resulting in more effective interventions and strength-enhancing practice.

Research has documented the reciprocal effects of exceptionality and secondary psychosocial and behavioral characteristics. Leading authorities from psychology, education, and medicine evaluate the key characteristics of particular exceptionalities from the vantage point of theory, research, assessment, and intervention.

The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health PromotionAn Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation.· The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.· Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention.· Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.