Books: 'Children's Aid Direct'

1

Improvement, Commission for Health. Clinical governance review of Sheffield Children's NHS Trust and NHS Direct, September 2002. London: Stationery Office, 2002.

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2

Smith, Carole. After adoption: Direct contact and relationships. London: Routledge, 2004.

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3

Janette, Logan, ed. After adoption: Direct contact and relationships. New York: Routledge, 2003.

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4

Kurdī, Mahā. al-Ṭifl al-Miṣrī wa-al-qanawāt al-faḍāʼīyah. al-Qāhirah: al-Markaz al-Qawmī lil-Buḥūth al-Ijtimāʻīyah wa-al-Jināʼīyah, Qism Buḥūth al-Ittiṣāl al-Jamāhīrī wa-al-Thaqāfah, 2004.

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5

Senanayake, Pramilla. Direct effects of family planning on adolescent health. New York: Population Council, 1987.

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6

Senanayake, Pramilla. Direct effects of family planning on adolescent health. (New York: Population Council, 1987.

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7

Translating fictional dialogue for children and young people. Berlin: Frank & Timme, 2012.

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8

Caplan, Paula J. Teaching children to think critically about sexism and other forms of bias: A direct, systematic and integrated teaching approach. Toronto: Green Dragon Press, 1990.

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9

Fagan, Cary. Directed by Kaspar Snit. Toronto: Tundra Books, 2007.

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10

Stoke, Charles B. A direct observation of the use of child safety seats in metropolitan areas of Virginia during summer 1993: Final report. Charlottesville, Va: Virginia Transportation Research Council, 1994.

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11

Waterhouse, Suzette. Time for me: A resource booklet to help Guardians ad litem in their direct work with children involved in care proceedings. Byfield, Northamptonshire: The Author, 1987.

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12

Curtis, Siân L. Assessment of the quality of data used for direct estimation of infant and child mortality in DHS-II surveys. Calverton, MD: Macro International, 1995.

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13

Gómez, Fabiola Lathrop. Cuidado personal y relación directa y regular: Estudio exploratorio en los tribunales de familia de la región metropolitana. Santiago, Chile: AbeledoPerrot, LegalPublishing Chile, 2013.

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14

Analyst, San Francisco (Calif ). Board of Supervisors Budget. Board of Supervisors directed the Budget Analyst to review all city departments that have received Children's Fund monies from the Mayor's Office of Children, Youth and Families (MOCYF), and to report any unspent funds during FY 1993-94. San Francisco, CA: Budget Analyst, 1994.

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15

Nelson, Greg. Math at their own pace: Child-directed activities for developing early number sense. St. Paul, MN: Redleaf Press, 2007.

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16

Towse, John N., Kevin Muldoon, and Victoria Simms. Figuring Out Children’s Number Representations. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.013.

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This chapter explores how numbers are represented amongst children in different cultures, and shows how this can enrich our understanding of mathematical cognition. It focuses on two specific, related topics: the representation of multi-digit numbers and the scaling of a mental number line. The authors consider whether linguistic differences in number structures directly influence children’s understanding of place value. They also consider whether cross-cultural and developmental differences in the quality of children’s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. The authors propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.

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17

Dennison, Susan M., and Kirsten L. Besemer. Missing and Missing Out. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810087.003.0006.

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This chapter explores the concept of social exclusion and the ways that it can be used to frame discussions about the consequences of parental imprisonment for children. It reviews emerging findings that show that parental imprisonment may have fundamental impacts on intergenerational social exclusion. Next, the chapter draws on narratives of children with imprisoned fathers and their caregivers to illustrate how paternal imprisonment interrupts customary practices — living patterns and roles that a father might be expected to fulfil in contemporary family life. This chapter thus extends the discussion beyond the typical focus on economic and health indicators of social exclusion to consider children’s exclusion from daily social activities, proposing that these are essential for children’s identity formation and sense of inclusion and belonging. It argues that such direct experiences of social exclusion are fundamentally harmful to children’s long-term wellbeing and may mediate the lifelong disadvantage known to affect prisoners’ children.

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18

Hermansson, Casie. Filming the Children's Book. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474413565.001.0001.

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Children’s metafictions have their roots in literacy pedagogy and entertainment, and remain enormously popular both with authors, readers, and teachers. But they pose a number of unique challenges to screen adaptation. While – arguably – audiences of children’s adaptations prefer that the adaptation adhere to the source as closely as possible, in the case of metafiction its defining ‘meta’ element does not directly transmediate. Yet a more direct filmic equivalence for metafiction – metafilm – reflects filmicity rather than bookishness. This book studies first what children’s metafiction purports to be and to do for the youth reader (infants to young adults). The second chapter examines the distinctive challenges in adapting children’s metafiction to film. The third chapter presents a number of children’s films, adaptations and not, featuring ‘bookish’ themes, characters, settings, and symbols, and develops a ‘film grammar’ for how these are traditionally depicted. The fourth chapter discusses children’s metafilm and draws from a selection of these films. The final, fifth, chapter presents a sub-type of children’s metafilm adaptations which ‘break the fifth wall’ by reflexively focusing not on a single medium (literature or film) but rather on the adaptation processes themselves. These adaptations are meta-adaptations. The book contains over fifty film stills and a glossary of terms. It discusses works like Inkheart, The Invention of Hugo Cabret, The Spiderwick Chronicles, and the Harry Potter series and the Series of Unfortunate Events. It is grounded in and contributes to contemporary adaptation criticism and theory.

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19

Liebel, Manfred. Decolonizing Childhoods. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447356400.001.0001.

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This book addresses key aspects of the post- and decolonial analysis of childhood, such as the scope and limitations of Eurocentric concepts of childhood and the impact of social inequality aggravated by capitalist globalization on children's life prospects. In this context, it discusses the specific modes of agency emerging in children of the Global South. It reconstructs the way in which the colonialization process and the ideologies that supported it have used the metaphor of childhood, and investigates the extent to which they are reproduced in processes of colonizing childhoods. The book presents some colonial and postcolonial policy approaches to modelling childhood in different regions of the world, and asks how, within the postcolonial constellation, children's rights are to be understood and how to deal with them to overcome postcolonial paternalism. Particularly, it discusses various forms of paternalism and asks how they can be overcome in the field of rights-based children’s protection and participation and how child-led movements in the Global South can be understood as a form of citizenship from below. The book explains theoretical and conceptional reflections by case studies from Africa, Latin America and Asia. Finally, the book portrays efforts directed against the invisibilization, marginalization and social exclusion of childhoods and the recuperation of a dignified life of children.

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20

Altman, Scott. Parental Control Rights. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786429.003.0011.

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Parents typically direct many aspects of their children’s lives and often believe that they deserve protection from interference by governments and third parties. Justifications for such parental control rights sometimes rely on the interests of children or of society. But they can also rely directly on parental interests. This paper considers whether parental control rights can be justified based on parental interests. It first considers two parental interests sometimes put forward as warranting parental control rights: an interest in intimacy and an interest in acting as a fiduciary. The first fails as a justification for parental rights because intimacy is unlikely to be undermined by most intrusions. The second fails because it misunderstands the nature of fiduciary roles. The paper then considers an alternative parental interest in nurturing, counselling, and educating. This interest requires both authenticity and discretion to play a meaningful role in a parent’s life and facilitating this interest warrants protecting parental control rights.

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21

Organisation for Economic Co-operation and Development. Directorate for Science, Technology, and Industry. and Organisation for Economic Co-operation and Development. Committee on Consumer Policy., eds. Online advertising and marketing directed toward children. Paris: OECD, 1999.

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22

Miller, Scott A. Parents' Beliefs About Children. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190874513.001.0001.

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This book addresses what parents believe about children—both children in general and their own children in particular. Its scope is broad, encompassing beliefs directed to numerous aspects of children’s development in both the cognitive and social realms, developments that span the age periods from birth through adolescence. Although the focus is on typical development, departures from the norm in both children’s functioning and parental practices are also discussed. Four questions are addressed for every topic considered: What is the nature of parents’ beliefs? What are the origins of parents’ beliefs? How do parents’ beliefs relate to parents’ behavior? And how do parents’ beliefs relate to children’s development? These questions tie in to long-standing theoretical issues in psychology, they are central to our understanding of both parenting practices and children’s development, and they speak to some of the most important pragmatic issues for which psychology can provide answers. The major goal of the book is to convey the main conclusions from the large body of work that has addressed these questions. Because much still remains to be learned, a second goal is to identify needed directions for further study.

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23

Special Education Programs (U.S.), ed. New application for grants under certain direct grant programs. Washington, D.C: U.S. Dept. of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 1996.

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24

Cejas, Ivette, and Alexandra L. Quittner. Effects of Family Variables on Spoken Language in Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0005.

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This chapter reviews the effects of family variables on spoken language in the largest, longitudinal multisite study of the effects of cochlear implants on young deaf children’s development. Data published to date on 188 deaf and 97 hearing children indicate that parents report high levels of context-specific parenting stress and less sensitivity during parent–child interactions and use fewer higher-level language techniques. Children’s language was related to higher rates of behavior problems, which were associated with higher parenting stress. After implantation, children made impressive gains in spoken language, and these were directly related to maternal sensitivity and use of facilitative language techniques. Our results indicated that cochlear implantation should be accompanied by parenting interventions that increase sensitivity and use of higher-level language strategies and foster a stronger parent–child relationship.

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25

Murch, Mervyn. Supporting Children When Parents Separate. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.001.0001.

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After years of research and reflection on the work of the interdisciplinary family justice system this book offers a fresh approach to supporting the thousands of children every year who experience a complex form of bereavement following parental separation and divorce. This stressful family change, combined with the loss of support due to austerity cuts, can damage their education, well-being, mental health, and long-term life chances. This book argues for early preventative intervention which responds to children's worries when they first present them, without waiting until things have gone badly wrong. The book's radical proposals for reform involve a much more coordinated and joined-up approach by schools, the Children and Family Court Advisory and Support Service, and Child and Adolescent Mental Health Services. This book encourages practitioners and academics to look outside their professional silos and to see the world through the eyes of children in crisis to enable services to offer direct support in a manner and at a time when it is most needed.

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26

Martin, Agran, ed. Student-directed learning. Baltimore, Md: P.H. Brookes, 2003.

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27

Donson, Fiona, and Aisling Parkes. Rights and Security in the Shadow of the Irish Prison. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810087.003.0013.

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This chapter explores the potential for adopting a children’s rights-based approach when dealing with issues relating to children impacted by parental incarceration in Ireland. It argues that the adoption of such an approach allows for the development of policies and services that are rooted in respect for justice and dignity. The extent to which children’s rights are understood by staff within the Irish Prison Service (IPS) is also explored, as well as the possibility of a more instrumental approach to family visits. The purpose is therefore to highlight the need for criminal justice agencies and policy makers to directly acknowledge the rights of children with a parent in prison and, in turn, for them to develop policies that uphold those fundamental rights independent of the rights and interests of their parents. In this way, the chapter explores the role of rights in relation to prisoners’ families.

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28

Kate Walden Directs: Bride of Slug Man. Disney-Hyperion, 2016.

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29

Mata, Julie. Kate Walden Directs: Bride of Slug Man. Little, Brown Books for Young Readers, 2016.

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30

Colville, Gillian. Supporting Pediatric Patients and Their Families during and after Intensive Care Treatment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.003.0007.

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This chapter shows how the observations and recommendations in the adult intensive care unit (ICU) literature are relevant to the provision of services for pediatric intensive care patients and their families. Two relevant models of service currently in use in pediatric settings are presented, illustrated with clinical examples. Models of care in pediatrics have traditionally been more family-focused than those in adult settings. In the acute stage of medical treatment in the pediatric ICU, the emphasis, from a psychological perspective, is primarily preventative and initially focused on parental reactions at a time when the child is usually too unwell or sedated to communicate with directly. As the child’s condition stabilizes, delirium and associated frightening experiences should be addressed. Children may cope better if provided an age-appropriate storybook explaining what has happened. In the longer term, it is important to speak to children directly about their critical illness experiences, and to monitor children’s and parents’ emotional reactions over time. Trauma-focused cognitive-behavioral and narrative therapies may be helpful.

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31

Trueit, Trudi Strain. Julep O'Toole: What I Really Want To Do Is Direct (Julep O'Toole). Dutton Juvenile, 2007.

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32

Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.

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Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participating in their peer groups’ dense overlap of talk, touch, and gesture. It argues that kids treat MP3 players less like “technology” and more like “toys,” domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. Kids use digital music devices to expand their repertoires of communicative practices—like passing notes or whispering—that allow them to maintain intimate connections with friends beyond the reach of adults. Kids position the connections afforded by digital music listening as a direct challenge to the overarching language and literacy goals of classroom education. Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance. And it is uniquely interdisciplinary, bringing together approaches from music education, ethnomusicology, technology studies, literacy studies, and linguistic anthropology to make integrative arguments about the relationship between consumer technologies, childhood identities, and educational institutions.

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33

Kate Walden directs: Night of the zombie chickens. 2014.

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34

Treiman, Rebecca. Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.001.0001.

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This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others. The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.

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35

Mata, Julie. Kate Walden directs: Bride of Slug Man. 2015.

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36

Elliott, Willliam, and Melinda Lewis. Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.001.0001.

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Making Education Work for the Poor identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.

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37

Sukhtankar, Priya, Julia Clark, and Saul N. Faust. Bone and joint infections in children. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0099.

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Bone and joint infections in children are uncommon, but they affect all ages and there is a wide range of disease. The mode of infection may be haematogenous or by direct inoculation from a wound. The child may present acutely unwell or with a chronic infection. Clinical features include fever, reluctance to move the affected limb, pain, and swelling. Laboratory tests and medical imaging are used to confirm diagnosis. Medical treatment is with initial intravenous antibiotic therapy, usually followed by oral treatment. Surgical treatment may be necessary if abscess or joint collection is present. In general prognosis is good with timely initiation of treatment, although complications such as pathological fracture are occasionally seen.

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38

Miller, Peggy J., and Grace E. Cho. Discipline. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0006.

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Chapter 6, “Discipline,” describes how discipline was practiced in Centerville families, and includes illustrative vignettes from recorded observations. Discipline was a delicate matter within the social imaginary of childrearing and self-esteem because negative feedback was construed as damaging children’s self-esteem if not handled adroitly. Although parents believed that discipline was important, they did not want to be too harsh or discipline in the wrong way. They sometimes cast children’s misdeeds as preferences or self-expression, thereby sidestepping the need for discipline. And when parents resorted to punishment, they often used humor, endearments, or expressions of love to soften their criticism and mitigate the psychological impact on the child. The most negative messages directed at the focal children came from their siblings. This chapter also describes variability across families; parents often drew on their own personal experiences and considered their child’s individual temperament when disciplining. Stressful life conditions posed additional challenges.

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39

Fagan, Cary. Directed by Kaspar Snit. Tundra Books, 2007.

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40

McLoyd, Vonnie C., Rosanne M. Jocson, and Abigail B. Williams. Linking Poverty and Children’s Development. Edited by David Brady and Linda M. Burton. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199914050.013.8.

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This article examines the effects and mediators of childhood poverty, with particular emphasis on the confluence of forces that gave rise to these foci and perspectives. It first considers macroeconomic trends as a context for the study of childhood poverty in the United States, followed by a review of developments that directed attention to the dynamics and context of childhood poverty as research topics, along with a summary of the findings generated by this research. It then discusses perspectives that have emerged about processes that mediate links between poverty and child development, including the social causation and social selection perspectives, as well as the applicability of these perspectives for understanding the effects of poverty on children living in developing countries. Finally, it assesses the role of poverty in maternal and child mental health and the influence of parenting practices and investments on child development.

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41

McCrory Calarco, Jessica. Seeking Assistance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0004.

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Chapter 3 highlights social class differences in children’s efforts to seek assistance from teachers. When confronting challenges at school, most middle-class children readily sought assistance from teachers. They were also proactive and persistent in making requests. Working-class children instead tried to deal with problems on their own. Although they occasionally asked for help from teachers, they did so when it was apparent that requests were welcome and would not result in reprimand (e.g., when teachers approached them to offer assistance). Working-class students were also less insistent in making requests. They raised their hands rather than calling out or approaching teachers directly, and they rarely asked follow-up questions, even when they were still confused or struggling. Those differences in assistance-seeking also had real consequences. Middle-class students received more help than did their working-class peers. As a result, they were often able to complete their work more quickly and more accurately.

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42

McCabe, Joshua T. The Great Divergence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190841300.003.0002.

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Chapter 2 looks at the “great divergence,” when logics of appropriateness were institutionalized in public policies. It shows just how similar all three countries were in the interwar period. Prior to World War II, American, British, and Canadian policymakers held similar views on when it was appropriate to provide direct cash benefits to families with children. Nascent projects for postwar reconstruction changed this in Canada and the UK as each country introduced family allowances in the mid-1940s. Children were recognized for the first time ever as deserving of direct cash benefits according to a new logic of income supplementation. The US on the other hand never introduced family allowances. The unintended result was the noninstitutionalization of the logic of income supplementation for families. The policy legacies established during this period were crucial for shaping later responses to inflation and child poverty.

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43

Upitis, Rena. This Too is Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190884956.001.0001.

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This Too Is Music guides and motivates teachers to foster classroom conditions that enable elementary students to thrive as improvisers, critical listeners, performers, and composers. Using anecdotes and illustrated with musical examples, the book explores how these aspects of music making are intertwined and quells any doubts teachers may have regarding their abilities to create an environment where children can improvise, dance, compose, and notate their musical offerings. While the book acknowledges the importance of traditional approaches to teaching notation and performance, its emphasis is on the student’s point of view, illustrating how young musicians can learn when their musical ideas are honored and celebrated. Various teaching ideas are presented; some are exploratory in nature, and others involve direct instruction. Regardless of their nature, all of the activities arise from research on children’s musical development in general and their development of notational systems in particular, and they have been tested in multiple elementary-classroom environments and preservice settings. The activities center on engaging with music through movement, performing, singing, improvising, composing, developing notational skills, and appealing to children across subjects, including language, drama, and mathematics. Activities encompass both small-scale classroom lessons and large-scale productions. This pedagogy has a timeless quality; even in our digital age, this musical environment appeals to children. The book invites readers to adapt the ideas to their own teaching settings, showing both preservice and established teachers that they can teach music creatively to build community and to inspire all who enter there.

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44

Student-Directed Learning: Teaching Self-Determination Skills. Wadsworth Publishing, 1996.

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45

Martin, Agran, ed. Student-directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole Pub. Co., 1997.

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46

Leaper, Campbell. Gender Development During Childhood. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0014.

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This chapter reviews contemporary research on children’s gender development. Theories addressing cultural and social-structural, cognitive and motivational, and biological influences are summarized. These theoretical frameworks are used to interpret gender-related variations in the following areas: temperament, gender schemas, self-concepts, sexist attitudes, gender segregation and peer group relations, play, sports, academic achievement, communication style, direct and indirect aggression, sexual harassment, and friendship intimacy. Gender similarities and within-gender variability are emphasized.

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47

Nolan, Brian, Chrysa Leventi, Holly Sutherland, and Iva Tasseva. Strengthening Redistribution. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198807056.003.0010.

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This chapter deals with redistribution by the state via cash transfers and direct taxes, which is influential on how incomes evolve for working-age households around and below the middle of the income distribution. It looks at trends in redistribution over recent decades across the OECD, and investigates via in-depth analysis of alternative strategies put forward by Atkinson (2015) applied to the UK how redistributive capacity can best be strengthened. One approach is to increase direct taxes in a progressive fashion and use the proceeds to enhance the generosity and impact of existing cash transfers for adults and children. More radically, such a tax increase and increased payments for children could be combined with a ‘basic income’ for all adults. The initial impacts of these measures on overall inequality and on incomes around and below the middle of the distribution are investigated via a micro-simulation exercise, and broader lessons for rich countries brought out.

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48

Nelson, David A., and Craig H. Hart. Parenting and Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0012.

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Many studies have considered whether parents play a role in either promoting or moderating their children’s engagement in relational aggression (also known as indirect or social aggression). This is not surprising, given the consistent parenting correlates of physical aggression in prior research. There is evidence of fairly regular correspondence between children’s relational aggression and their parenting and home environment. We comprehensively consider the range of existing studies that have considered parenting correlates, and we group similar studies together. While most studies have utilized social learning theory as the foundation for empirical inquiry, there are researchers who consider alternative theories (attachment, social cognition) and emphases (e.g., direct vs. indirect effects of parenting) in their consideration of individual differences for relational aggression. Parenting influences are also qualified by children’s differential susceptibilities (e.g., biological or temperamental variations). In considering all of these issues, the contrast with physical aggression is carefully observed.

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49

Sayre, April Pulley. Stars Beneath Your Bed: The Surprising Story of Dust (Ala Notable Children's Books. Younger Readers (Awards)). Greenwillow, 2005.

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50

Sayre, April Pulley. Stars Beneath Your Bed: The Surprising Story of Dust (Ala Notable Children's Books. Younger Readers (Awards)). Greenwillow, 2005.

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Books on the topic 'Children's Aid Direct'

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