Relevant bibliographies by topics / Child psychology Psychology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child psychology Psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Child psychology Psychology"

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Mavropoulou, Sophie. "Child psychology selection." Child and Adolescent Mental Health 8, no. 4 (October 9, 2003): 194–95. http://dx.doi.org/10.1111/1475-3588.00070_3.

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Walters, Jenny. "Child Psychology Selection." Child and Adolescent Mental Health 11, no. 1 (February 2006): 57–59. http://dx.doi.org/10.1111/j.1475-3588.2005.00389_3.x.

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Walters, Jenny. "Child Psychology Selection." Child and Adolescent Mental Health 10, no. 1 (February 2005): 42–44. http://dx.doi.org/10.1111/j.1475-3588.2005.116_1.x.

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Mavropoulou, Sophia. "Child Psychology Selection." Child and Adolescent Mental Health 10, no. 1 (February 2005): 44–45. http://dx.doi.org/10.1111/j.1475-3588.2005.116_2.x.

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Cartwright-Hatton, Sam. "Child Psychology Selection." Child and Adolescent Mental Health 11, no. 2 (May 2006): 118–19. http://dx.doi.org/10.1111/j.1475-3588.2006.00400_2.x.

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Mavropoulou, Sophia. "Child Psychology Selection." Child and Adolescent Mental Health 11, no. 4 (November 2006): 215–16. http://dx.doi.org/10.1111/j.1475-3588.2006.00415_1.x.

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Berger, Michael, and Sara Portnoy. "Clinical child psychology." Current Opinion in Psychiatry 3, no. 6 (1990): 781–84. http://dx.doi.org/10.1097/00001504-199012000-00013.

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Drotar, Dennis, Suzanne Bennett Johnson, Ron Iannotti, Norman Krasnegor, Karen A. Matthews, Barbara G. Melamed, Sharon Millstein, Rolf A. Peterson, Debbie Popiel, and Donald K. Routh. "Child health psychology." Health Psychology 8, no. 6 (1989): 781–84. http://dx.doi.org/10.1037/h0090323.

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Berger, Michael, and Sara Portnoy. "Clinical child psychology." Current Opinion in Pediatrics 3, no. 6 (December 1990): 781–84. http://dx.doi.org/10.1097/00008480-199012000-00013.

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Walters, Jennifer. "Child Psychology Selection." Child and Adolescent Mental Health 9, no. 1 (February 2004): 38–39. http://dx.doi.org/10.1046/j.1475-357x.2003.00075_1.x.

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Dissertations / Theses on the topic "Child psychology Psychology"

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Dixon, Wallace E. Jr. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu_books/188.

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This book gives readers a systematic look at the process of child psychology by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. The individual chapters are dedicated to each revolutionary study and derived from empirical data and scientific methodology. A four-part organization examines studies that revolutionized cognitive and language development, social development and parenting, clinical child psychology, and how we think about child psychology. For those with a professional or personal interest in child and human development.
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Dixon, Wallace E. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.

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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.
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Lee, N. M. "Stabilising child protection : a social psychology of cooperation." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360064.

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Curran, Paul. "Where's the 'psychology' in British educational and child psychology? : an exploratory investigation into educational psychologists' perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3764/.

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The study aims to undertake an exploratory investigation into British Educational Psychologists' (EPs) practitioner perspectives on the key psychological theories and models that underpin their professional practice. It also aims to ascertain what the implications might be of practitioner perspectives on this topic for future practice, future training and continuing professional development of EPs hi the British context as "applied" psychologists. Following a small scale national survey on the topic, five focus group discussions were arranged to investigate the topic in more detail with groups of EPs at various career stages. The focus group discussions were subjected to detailed Thematic Analysis using techniques recommended by Braun and Clarke (2006). Analyses were undertaken at both the explicit (semantic) and interpretative (latent) level in order to develop a series of thematic maps. The literature review found that although British EPs have consistently reviewed, evaluated and challenged their professional practice in changing working contexts, there is a paucity of research into their perceptions of the fundamental psychological theories and models that underpin what they actually do "on the job", which was recognised as multi-levelled and complex. Four overarching themes emerged from the extensive interpretative analysis of the data set as key to EP practitioner perspectives on what underpins and influences the use of psychological theory and models in their professional practice. These were: (1) Working context, location and the degree of role clarity within this; (2) Professional self reflection on practice; (3) Training, early supervision and continuing professional development; (4) Developed psychological skills, competencies and knowledge, particularly with a relevant research evidence base. Surprisingly, the analyses found no evidence of expected themes relating to the underpinning psychology for effective interpersonal skills or collaborative team work in the EP practitioner perspectives. A "matrix of evidence for EP practice" is proposed for future use based on the themes from the interpretative analyses undertaken. The methodology employed and the analysis of the findings are both critically appraised. The implications for further research into the topic together with implications for EP professional practice and continuing professional development are outlined.
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Frias-Armenta, Martha. "Law, psychology, family relations and child abuse in Mexico." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288957.

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The purpose of this study was to empirically assess the validity of legal assumptions regarding the use of physical punishment by Mexican parents with their children. Three legal assumptions were identified and tested in the studied Mexican legal framework: (1) parents always act in the best interest of their children; (2) non-severe physical punishment is an adequate and nonharmful strategy for rising children; and (3) parents discriminate between moderate/corrective punishment and severe child abuse. One hundred-fifty mothers living in the Northwestern Mexican State of Sonora were interviewed regarding their use of physical punishment with their children, their knowledge of the law regarding their and their children's' rights and duties, their perceptions of their legal obligations in regard to their disciplinary practices with their children, their disciplinary beliefs, their monitoring of their children, the frequency of maltreatment they received from their parents, their levels of depression/anxiety, their antisocial behaviors, and their alcohol consumption levels. In order to validate the legal assumptions, three structural models were specified and tested. The first model tested the assumption that physical punishment is used in the best interest of children. In this model, the perception of a legal prerogative to use physical punishment was found to increase violence against children. In contrast, parental knowledge of child and parental rights and obligations was inversely related to punitive disciplinary beliefs, while such beliefs were positively associated with child punishment and negatively associated with child monitoring. The second model estimated the effect of a history of mothers' vicitimization during childhood on their adult behavior. It was found that being maltreated as a child was associated positively with antisocial behavior and depression/anxiety, which in turn affected positively alcohol consumption and harsh parenting. The third model estimated the covariance between moderate punishment and severe punishment. Results showed that the correlation between them was higher than the factor loadings between each latent construct and their corresponding observed variables. This finding indicates that parents do not discriminate between moderate and severe punishment, invalidating the assumption that parents are aware of limits between what can be considered abuse and disciplinary punishment. The implications of these findings are discussed.
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Wooldridge, A. D. "Child study and educational psychology in England 1880-1950." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376014.

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Chasle, Laura Fay. "Parenting a child with cancer : positive psychology and coping." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1365.

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This portfolio has three parts. Part one comprises a systematic literature review, in which the empirical literature relating to coping of parents of children with cancer is reviewed. Twelve studies were included in the review and from these studies, the coping strategies that parents rated as most useful or most frequently used were synthesised into a bi-dimensional taxonomy of coping. Due to the many and varied measures and conceptualisations of coping the dimensions of approach-avoidance coping and emotion-focused and problem-focused coping were used to organise results into a more coherent and meaningful structure. The reviewed papers were also quality checked and the outcome of the checklist was taken into consideration when outlining results of eachstudy.Part two comprises a qualitative study, using Interpretative Phenomenological Analysis (IPA) methodology to explore the experiences of parents of children who have been diagnosed with cancer in the previous five years. IPA as a methodology is primarily concerned with the participant’s lived experience of an event. There is an assumption that a person makes sense of their experience through the process of interpretation. Through semi-structured interviews with participants, their interpretations of their experiences were collected. The researcher, through the process of analysis, interprets the participant’s own interpretation; this is known as a ‘double-hermeneutic’. Different levels of analysis of transcripts leads to drawing out of a number of themes from across participants. In this study, positive psychology literature was used as a theoretical guide to focus interviews. Positive psychology is concerned with the study of positive emotions or characteristics, positive relationships and positive organisations, and how people may draw strength from these. It was hoped that by using positive psychology as a lens through which to explore the experiences of parents of children with cancer, a better understanding may be gained of what may drive or be ‘behind’ behaviours and strategies so frequently observed in coping literature.Part three comprises appendixes. These include a reflective statement on the process of conducting the research; the challenges faced and the lessons learnt. In addition, a reflexive statement regarding the researcher’s own beliefs, experiences and perceptions that may have impacted upon the research process is included. A worked example of IPA using a section of a transcript is also presented to illustrate the IPA process.
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Daws, Dilys. "Portfolio of publications in the field of child psychology." Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532420.

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Smith, Robert Lee. "Educational psychology and the law in child care cases." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436425.

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Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.

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Books on the topic "Child psychology Psychology"

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Vasta, Ross. Child psychology. 4th ed. Hoboken, NJ: John Wiley, 2004.

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Child psychology. 2nd ed. Etobicoke, Ont: J. Wiley & Sons Canada, 2008.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.

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The textbook is devoted to the problems of mental development of children of early and preschool age. It reveals the basic laws and conditions of mental development in preschool childhood, outlines the basic ideas about the personal characteristics, cognitive development of the preschool child, development of his various activities. Meets the requirements of Federal state educational standard of higher education of the last generation 44.03.01 direction of preparation "Pedagogical education" (profile "Primary education"). For students of higher educational institutions, as well as for practical psychologists, kindergarten teachers and anyone interested in the mental development of a preschooler, the formation of his personality.
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Faw, Terry. Child psychology. New York: McGraw-Hill, 1989.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.
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Sigel, Irving E., William Damon, Richard M. Lerner, and K. Ann Renninger. Handbook of child psychology: Child psychology in practice. Edited by Wiley online library. 6th ed. Hoboken: John Wiley & Sons, 2006.

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1953-, Lamb Michael E., and Perlmutter Marion, eds. Child psychology today. 2nd ed. New York: Random House, 1986.

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Mash, Eric J. Abnormal child psychology. 3rd ed. Belmont, CA: Thomson Wadsworth, 2005.

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Mash, Eric J. Abnormal child psychology. 2nd ed. Belmont, Calif: Wadsworth/Thomson Learning, 2002.

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Mash, Eric J. Abnormal child psychology. 2nd ed. Belmont, Calif: Wadsworth/Thomson Learning, 2002.

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Book chapters on the topic "Child psychology Psychology"

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Child Development." In Psychology, 183–223. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_8.

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Linden, Wolfgang, and Paul L. Hewitt. "Child Clinical Psychology." In Clinical Psychology, 344–58. 2nd edition. | New York, NY : Routledge, 2018. | Revised edition of: Clinical psychology. Boston : Prentice Hall, c2012.: Routledge, 2018. http://dx.doi.org/10.4324/9781351210409-15.

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von Tetzchner, Stephen. "Developmental Psychology." In Child and Adolescent Psychology, 1–16. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-1.

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Kiker, Katherine E. "Child Clinical Psychology." In Encyclopedia of Child Behavior and Development, 335–36. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_521.

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Roberts, Michael C., Bridget K. Biggs, Yo Jackson, and Ric G. Steele. "Clinical Child Psychology." In IAAP Handbook of Applied Psychology, 1–27. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395150.ch1.

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Kalichman, Seth. "Child Abuse." In Forensic Psychology, 199–217. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47923-0_9.

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Kyriakaki, Maria, George Georgiou, and Cecilia A. Essau. "Health Psychology." In Encyclopedia of Child Behavior and Development, 734–35. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1329.

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Krohn, Katherine R. "School Psychology." In Encyclopedia of Child Behavior and Development, 1295–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2505.

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Weller-Clarke, Alandra. "Educational Psychology." In Encyclopedia of Child Behavior and Development, 559–60. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_950.

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Stahl, Philip M. "Child Custody Evaluations." In Forensic Psychology, 171–97. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47923-0_8.

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Conference papers on the topic "Child psychology Psychology"

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
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Zainuddin, Zahir, and Indah Purwitasari Ihsan. "Modelling of child psychology tests based game learning." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654530.

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Rzhanova, Irina E. "The Relation Between Parenting And Child Personality." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.82.

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Volkova, Elena. "Child Abuse Prevalence In Russian Families And Schools." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.45.

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Egorova, Marina S. "Sensation Seeking And Parent-Child Relations: The Actor-Partner Interdependence Model." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.25.

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Khorseva, Natalia, and Yuri Grigoriev. "CHILD HEALTH: NEW CHALLENGES OF MODERN TECHNOLOGIES." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2385.sudak.ns2021-17/406.

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Burlakova, N. "“The Fashionable Child”: Particularities Of Self-Identity And Developmental Risks Of Children." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.16.

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Navratil, Pavel. "PARTICIPATION AND CHILD PROTECTION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.077.

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NYAMAPFENE, ABEL. "A MULTIMODAL MODEL OF EARLY CHILD LANGUAGE ACQUISITION." In Proceedings of the Tenth Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812797322_0005.

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Tikhomirova, Tatiana. "Cross-Cultural Study Of Mother-Child Interactions And Child’s Intelligence." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.38.

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Reports on the topic "Child psychology Psychology"

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Journal of Child Psychology and Psychiatry – Annual Research Review Pt. 2. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.3781.

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Professor Terrie Moffitt – Epidemiology – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6848.

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Professor Bradley Peterson – Neuroscience – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6854.

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Professor Francesca Happe – Autism – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6857.

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Professor Robert Plomin – Genetics – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6851.

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Professor Maggie Snowling – Reading and language – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6856.

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What place should mental health costs play in the evaluation of public health interventions such as lockdown? In Conversation Professor Edmund Sonuga-Barke. ACAMH, June 2021. http://dx.doi.org/10.13056/acamh.15894.

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In this podcast we talk to Professor Edmund Sonuga-Barke, Professor of Developmental Psychology, Psychiatry and Neuroscience at King’s College London, and Editor in Chief of the Journal of Child Psychology and Psychiatry (JCPP).
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Professor Eric Taylor – JCPP: Translating science to practice. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6869.

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Professor Jeffrey Halperin & JCPP. ACAMH, December 2018. http://dx.doi.org/10.13056/acamh.6047.

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Professor Edmund Sonuga Barke – JCPP: The way we do the things we do. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6865.

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