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Books on the topic 'Social emotional and behavioral concerns'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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1

Merrell, Kenneth W. Behavioral, social, and emotional assessment of children and adolescents. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2003.

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2

W, Merrell Kenneth, ed. Behavioral, social, and emotional assessment of children and adolescents. New York: Routledge, 2012.

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3

Behavioral, social, and emotional assessment of children and adolescents. 3rd ed. Mahwah, NJ: Lawrence Erlbaum Associates, 2008.

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4

Behavioral, social, and emotional assessment of children and adolescents. Mahwah, N.J: L. Erlbaum Associates, 1999.

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5

Developing children's social, emotional, and behavioural skills. London: Continuum, 2009.

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6

Kowalski, Robin M., and Mark R. Leary, eds. The social psychology of emotional and behavioral problems: Interfaces of social and clinical psychology. Washington: American Psychological Association, 1999. http://dx.doi.org/10.1037/10320-000.

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7

Disorders, Council for Children with Behavioral. Improving the social skills of children and youth with emotional/behavioral disorders. Reston, Va: The Council, 1996.

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8

Skills training for struggling kids: Promoting your child's behavioral, emotional, academic, and social development. New York: Guilford Press, 2013.

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9

Assessment of behavioral, social & emotional problems: Direct and objective methods for use with children and adolescents. New York: Longman, 1994.

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10

Council for Children with Behavioral Disorders and Council for Exceptional Children. Division on Career Development and Transition, eds. Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes. 2nd ed. Champaign, Ill: Research Press, 2010.

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11

1952-, Chedd Naomi, ed. Replays: Using play to enhance emotional and behavioral development for children with autism spectrum disorders. London: Jessica Kingsley Publishers, 2007.

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12

1948-, Davis Karen R., Swindle Faye L, and Quirk Constance, eds. Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth. 3rd ed. Austin, TX: PRO-ED, 1996.

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13

Knapczyk, Dennis R. Teaching social competence: A practical approach for improving social skills in students at-risk. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1996.

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14

Linda, Brown. Assessing the socioemotional development and intervention needs of students. Austin, Tex: Pro-Ed, 1987.

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15

Adolescent health sourcebook: Basic consumer health information about adolescent growth and development, puberty, sexuality, reproductive health, and physical, emotional, social, and mental health concerns of teens and their parents, including facts about nutrition, physical activity, weight management, acne, allergies, cancer, diabetes, growth disorders, juvenile arthritis, infections, substance abuse, and more; along with information about adolescent safety concerns, youth violence, a glossary of related terms, and a directory of resources. 3rd ed. Detroit, MI: Omnigraphics, 2010.

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16

L, Harris Sandra, ed. Reaching out, joining in: Teaching social skills to young children with autism. Bethesda, MD: Woodbine House, 2001.

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17

Spencer-Hall, Alicia. Medieval Saints and Modern Screens. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462982277.

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This ground-breaking book brings theoretical perspectives from twenty-first century media, film, and cultural studies to medieval hagiography. Medieval Saints and Modern Screens stakes the claim for a provocative new methodological intervention: consideration of hagiography as media. More precisely, hagiography is most productively understood as cinematic media. Medieval mystical episodes are made intelligible to modern audiences through reference to the filmic - the language, form, and lived experience of cinema. Similarly, reference to the realm of the mystical affords a means to express the disconcerting physical and emotional effects of watching cinema. Moreover, cinematic spectatorship affords, at times, a (more or less) secular experience of visionary transcendence: an 'agape-ic encounter'. The medieval saint's visions of God are but one pole of a spectrum of visual experience which extends into our present multi-media moment. We too conjure godly visions: on our smartphones, on the silver screen, and on our TVs and laptops. This book places contemporary pop-culture media - such as blockbuster movie The Dark Knight, Kim Kardashian West's social media feeds, and the outputs of online role-players in Second Life - in dialogue with a corpus of thirteenth-century Latin biographies, 'Holy Women of Liège'. In these texts, holy women see God, and see God often. Their experiences fundamentally orient their life, and offer the women new routes to knowledge, agency, and belonging. For the holy visionaries of Liège, as with us modern 'seers', visions are physically intimate, ideologically overloaded spaces. Through theoretically informed close readings, Medieval Saints and Modern Screens reveals the interconnection of decidedly 'old' media - medieval textualities - and artefacts of our 'new media' ecology, which all serve as spaces in which altogether human concerns are brought before the contemporary culture's eyes.
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18

Deater-Deckard, Kirby. The Social Environment and the Development of Psychopathology. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0021.

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The development of psychopathology involves a social context with powerful influences on the growth and maintenance of behavioral and emotional problems in childhood and adolescence. The co-occurring processes of socialization (i.e., learning) and selection into relationships and experiences work together to reinforce adaptive and maladaptive developmental outcomes. Using self-regulation and social cognition as guiding concepts, research regarding social environments and their potential influences on psychopathology is highlighted. Family relationships with parents and peers are examined, with an emphasis on harsh reactive parenting and sibling antagonism and reinforcement of maladaptive behavior. In addition, the potential effects of peer victimization and friend/peer group selection are considered. The literature continues to build evidence of a critical role of the social environment in the promotion or prevention of a wide range of behavioral and emotional problems in youth.
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19

Simmons, Rachel A., and Katharine A. Phillips. Core Clinical Features of Body Dysmorphic Disorder : Appearance Preoccupations, Negative Emotions, Core Beliefs, and Repetitive and Avoidance Behaviors. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0006.

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This chapter reviews core clinical features of body dysmorphic disorder (BDD) and presents two cases. Individuals with BDD are preoccupied with perceived flaws in their appearance that they view as ugly or abnormal (but that other people view as slight or nonexistent), to the point of experiencing significant distress or impairment in psychosocial functioning. The preoccupation with perceived ugliness triggers a cascade of negative emotions and behavioral responses that are intended to alleviate the appearance concerns but often do not. These responses include repetitive behaviors to check, fix, obtain reassurance about, or hide disliked body areas as well as avoidance of social situations. BDD is associated with high levels of emotional distress and a range of painful emotions, such as depression, anxiety, social anxiety, and shame. Core beliefs often focus on feeling unlovable, inadequate, or worthless. Associated features include high rejection sensitivity and perceived stress and low assertiveness.
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20

Ritchie, Elspeth Cameron, Perry R. Chumley, Meg Daley Olmert, Rick A. Yount, Matthew St Laurent, and Christina Rumayor. Canines as Assistive Therapy for Treatment of PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0008.

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Canine-assisted therapies are being used increasingly both by veterans and the civilian community for mental and emotional support. During the past decade, a growing body of scientific research has provided evidence that human–animal interactions can improve social competence and reduce physiological, psychological, and behavioral effects of stress and social isolation. One meta-analysis that evaluated 49 published studies of animal-assisted therapy (AAT), used mainly to target mental health concerns, concluded that AAT is effective for medical well-being, for behavioral outcomes in adults, and for improving the therapy participation of children with autism and related disorders. The study also found that AAT was as effective as other interventions examined in comparison.
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21

de Ridder, Denise, and Catharine Evers. “Stressed Spelled Backward Is Desserts”. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0012.

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This chapter discusses the relationship between affect and eating behavior from two points of view—how affect shapes eating behavior and how eating behavior generates affect—arguing that appreciating how affect influences eating behavior depends on understanding in what way eating generates affect. It first discusses biological and social-cultural perspectives on the pleasure of eating and posits that the inherently rewarding experience of eating is compromised by concerns about the health consequences of eating too much or by eating the wrong foods. The second part of this chapter explains in what way both negative and positive affect influences consumption and highlights the contrast between theoretical notions on the phenomenon of emotional eating and empirical findings. It elaborates on new avenues for investigating the association between affect and eating, including the role of positive emotions, emotions as justifications for overeating, and eating as a coping strategy for dealing with negative emotions.
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22

the social psychology of emotional and behavioral problems. psychology press, 2003.

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23

McCarty, Megan, and Steven Karau. Social Inhibition. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.9.

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Social inhibition is the tendency for behaviors that are exhibited when one is alone to be minimized in the presence of others. Despite the long tradition of research investigating the effects of social presence on behavior, research on social inhibition does not constitute a cohesive literature. This chapter integrates social inhibition research from different traditions, focusing on helping behaviors, emotional expression, and behaviors that elicit social disapproval. We discuss moderators and processes that explain when and why social inhibition occurs: arousal, ambiguity, pluralistic ignorance, diffusion of responsibility, feelings of capability, evaluation apprehension, and confusion of responsibility. Key distinctions between social inhibition and related concepts are presented, helping to establish social inhibition as a central social influence concept. We conclude with an analysis of why social inhibition research has not formed a cohesive literature, and we hope that our review of social inhibition facilitates the integration of future research on the topic.
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24

Alternative Programs for Students With Social, Emotional or Behavioral Problems (Ccbd's Mini Library Series on Emotional/Behavioral Disorders). Council for Exceptional Children, 1998.

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25

Whitcomb, Sara A., and Kenneth W. Merrell. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Taylor & Francis Group, 2017.

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26

Merrell. Behavioral, Social, and Emotional Assessment of Children and Adolescents. 2nd ed. AIPI, 2006.

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27

Merrell, Kenneth, and Kenneth W. Merrell. Behavioral, Social, and Emotional Assessment of Children and Adolescents. 3rd ed. Lawrence Erlbaum, 2007.

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28

Whitcomb, Sara A. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Routledge, 2017. http://dx.doi.org/10.4324/9781315747521.

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29

Merrell W, Kenneth. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Routledge, 2013. http://dx.doi.org/10.4324/9780203827253.

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30

Whitcomb, Sara A. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Routledge, 2017.

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31

Whitcomb, Sara. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Routledge, 2013. http://dx.doi.org/10.4324/9780203818596.

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32

Behavioral, Social, and Emotional Assessment of Children and Adolescents. Routledge, 2002. http://dx.doi.org/10.4324/9781410606730.

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33

Grignon, Ms Josephine Bucciarelli. Rainbow Play: For Social, Emotional,Physical and Behavioral Growth in Childre. Josephine B. Grignon, 2016.

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34

(Editor), Robin M. Kowalski, and Mark R. Leary (Editor), eds. The Social Psychology of Emotional and Behavioral Problems: Interfaces of Social and Clinical Psychology. American Psychological Association (APA), 2000.

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35

M, Kowalski Robin, and Leary Mark R, eds. The social psychology of emotional and behavioral problems: Interfaces of social and clinical psychology. Washington, DC: American Psychological Association, 1999.

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36

(Editor), Robin M. Kowalski, and Mark R. Leary (Editor), eds. The Social Psychology of Emotional and Behavioral Problems: Interfaces of Social and Clinical Psychology. American Psychological Association (APA), 1999.

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37

M, Bullock Lyndal, Gable Robert A, Rutherford Robert B, and Council for Children with Behavioral Disorders., eds. Improving the social skills of children and youth with emotional/behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders, 1996.

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38

Doyle, Julie, Nathan Farrell, and Michael K. Goodman. Celebrities and Climate Change. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228620.013.596.

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Since the mid-2000s, entertainment celebrities have played increasingly prominent roles in the cultural politics of climate change, ranging from high-profile speeches at UN climate conferences, and social media interactions with their fans, to producing and appearing in documentaries about climate change that help give meaning to and communicate this issue to a wider audience. The role afforded to celebrities as climate change communicators is an outcome of a political environment increasingly influenced by public relations and attuned toward the media’s representation of political ideas, policies, and sentiments. Celebrities act as representatives of mass publics, operating within centers of elite political power. At the same time, celebrities represent the environmental concerns of their audiences; that is, they embody the sentiments of their audiences on the political stage. It is in this context that celebrities have gained their authority as political, social, and environmental “experts,” and the political performances of celebrities provide important ways to engage electorates and audiences with climate change action.More recently, celebrities offer novel engagements with climate change that move beyond scientific data and facilitate more emotional and visceral connections with climate change in the public’s everyday lives. Contemporary celebrities, thus, work to shape how audiences and publics ought to feel about climate change in efforts to get them to act or change their behaviors. These “after data” moments are seen very clearly in Leonardo DiCaprio’s documentary Before the Flood. Yet, with celebrities acting as our emotional witnesses, they not only might bring climate change to greater public attention, but they expand their brand through neoliberalism’s penchant for the commoditization of everything including, as here, care and concern for the environment. As celebrities build up their own personal capital as eco-warriors, they create very real value for the “celebrity industrial complex” that lies behind their climate media interventions. Climate change activism is, through climate celebrities, rendered as spectacle, with celebrities acting as environmental and climate pedagogues framing for audiences the emotionalized problems and solutions to global environmental change. Consequently, celebrities politicize emotions in ways that that remain circumscribed by neoliberal solutions and actions that responsibilize audiences and the public.
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39

Russell, James A., and Jose Miguel Fernandez Dols, eds. The Science of Facial Expression. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.001.0001.

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Organized in eleven thematic sections, The Science of Facial Expression offers a broad perspective of the “geography” of the science of facial expression. It reviews the scientific history of emotion perception and the evolutionary origins and functions of facial expression. It includes an updated compilation on the great debate around Basic Emotion Theory versus Behavioral Ecology and Psychological constructionism. The developmental psychology and social psychology of facial expressions is explored in the role of facial expressions in child development, social interactions, and culture. The book also covers appraisal theory, concepts, neural and behavioral processes, and lesser-known facial behaviors such as yawing, vocal crying, and vomiting. In addition, the book reflects that research on the “expression of emotion” is moving towards a significance of context in the production and interpretation of facial expression The authors expose various fundamental questions and controversies yet to be resolved, but in doing so, open many sources of inspiration to pursue in the scientific study of facial expression.
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40

Kern, Lee. Supporting students with emotional and behavioral problems: Prevention and intervention strategies. 2016.

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41

Combs, Carolyn, Andrea Gunn, Diane Weller, and Mary M. Wood. Developmental Therapy in the Classroom: Methods for Teaching Students With Social, Emotional, or Behavioral Handicaps. 2nd ed. Pro ed, 1986.

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42

M, Wood Mary, ed. Developmental therapy in the classroom: Methods for teaching students with social, emotional, or behavioral handicaps. 2nd ed. Austin, Tex: PRO-ED, 1986.

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43

Walker, Hill M., James M. Kauffman, and Frank M. Gresham. Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools. Guilford Publications, 2013.

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44

Transition of Secondary Students with Emotional or Behavioral Disorders: Current Approaches for Positive Outcome. Council Exceptional Children, 2004.

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45

Douglas, Cheney, ed. Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes. Arlington, VA: Published by the Council for Children with Behavioral Disorders, 2004.

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46

Becoming a Star Detective!: A Cognitive Behavioral Intervention to Develop Skilled Thinking and Reasoning for Children with Cognitive, Behavioral, Emotional and Social Problems. Kingsley Publishers, Jessica, 2017.

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47

Michael, Bullis, and Fredericks H. D. Bud, eds. Vocational and transition services for adolescents with emotional and behavioral disorders: Strategies and best practices. Champaign, Ill: Research Press, 2002.

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48

(Editor), Michael Bullis, and H. D. Bud Fredericks (Editor), eds. Vocational and Transition Services for Adolescents With Emotional and Behavioral Disorders: Strategies and Best Practices. Research Press (IL), 2001.

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49

Chedd, Naomi, and Karen Levine. Replays: Using Play to Enhance Emotional And Behavioral Development for Children With Autism Spectrum Disorder. Jessica Kingsley Publishers, 2007.

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50

Bible, Jimmy Jhons. Emotional Intelligence: Mastery 6 Books in 1 Empath, Highly Sensitive Person, Emotional Intelligence for Leadership, Improve Your Social Skills, Cognitive Behavioral Therapy, Dark Psychology Secrets. Independently Published, 2020.

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