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Books on the topic 'Childrens needs'

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Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Dodson, Diane. Finding families for waiting kids: The challenge of special needs adoption in the 90's and beyond : background briefing report. Washington, DC: Family Impact Seminar, 1997.

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2

Kysel, Florisse. Curriculum needs and aspects of disability: A comparison of form 7m and the ILEA R & S survey. London: Information Section, Research and Statistics Branch, 1985.

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3

Delisle, James R. When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis: Free Spirits Pub., 2002.

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4

Brothers, sisters, and special needs: Information and activities for helping young siblings of children with chronic illnesses and developmental disabilities. Baltimore: P.H. Brookes Pub. Co., 1990.

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5

United States. Congress. Senate. Committee on Finance. Subcommittee on Health Care. Health needs of children in the foster care system: Hearing before the Subcommittee on Health Care of the Committee on Finance, United States Senate, One Hundred Sixth Congress, first session, on S. 1327, October 13, 1999. Washington: U.S. G.P.O., 2000.

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6

Everything you need to know about being a biracial/biethnic teen. New York: Rosen Pub. Group, 1995.

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7

London College of Printing and Distributive Trades. BA MPD Art and Design History dissertation 1992: How did designers contribute to children's pre-school needs in the 1980's. London: LCPDT, 1992.

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8

United States. Congress. Senate. Committee on the Judiciary. Cyberporn and children: The scope of the problem, the state of the technology, and the need for congressional action : hearing before the Committee on the Judiciary, United States Senate, One Hundred Fourth Congress, first session, on S. 892 ... July 24, 1995. Washington: U.S. G.P.O., 1996.

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9

ADHD (Special Educational Needs S.). 2nd ed. Continuum International Publishing Group, 2007.

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10

Dyspraxia (Special Educational Needs S.). 2nd ed. Continuum International Publishing Group, 2007.

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11

Duncan, Heather, and Sarah Parkhouse. Improving Literacy Skills for Children with Special Educational Needs. Taylor & Francis Group, 2016.

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12

Lindsey, Coombes, and Oxford Centre for Health Care Research and Development., eds. Children;s and young people's health needs assessment: Buckinghamshire and Milton Keynes : an interim report. Oxford: Oxford Centre for Health Care Research & Development, Oxford Brookes University, 2001.

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13

Green, Satasha L. S. T. E. M. Education: Strategies for Teaching Learners with Special Needs. Nova Science Publishers, Incorporated, 2014.

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14

Who Needs Parents?: The Effects of Childcare & Early Education on Children in Britain & the U. S. A. (Choice in Welfare,). Coronet Books, 1996.

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15

Improving Literacy Skills For Children with Special Educational Needs: A Guide to Helping in the Early and Primary Years. RoutledgeFalmer, 2001.

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16

Galbraith, Judy, and Jim Delisle. When Gifted Kids Don't Have All the Answers: How to Meet Their Social and Emotional Needs. Free Spirit Publishing, 2002.

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17

Ian, Fleming. Diamonds Are Forever (Bull's-eye S.). Nelson Thornes Ltd, 1991.

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18

plaintiff, Freeman Celeste, Goodwin Kathy plaintiff, Heyser Candy plaintiff, Johnston Phillip W. defendant, Atkins Charles M. defendant, Grabau Charles M. judge, Massachusetts Coalition for the Homeless, Massachusetts Coalition for Basic Human Needs, and Massachusetts. Governor (1983-1991 : Dukakis), eds. Massachusetts Coalition for the Homeless, and, Massachusetts Coalition for Basic Human Needs, and Celeste Freeman, Kathy Goodwin, and Candy Heyser on behalf of themselves, their minor children, and all others similarly situtated, plaintiffs, vs. Michael S. Dukakis, Governor, Philip W. Johnston, Secretary, Executive Office of Human Services, and Charles M. Atkins, Commissioner, Department of Public Welfare, defendants: Findings ruling and order. 1986.

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19

Murnaghan, Sheila, and Deborah H. Roberts. Childhood and the Classics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199583478.001.0001.

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This book explores the childhood reception of classical antiquity in Britain and the United States over a century-long period beginning in the mid-nineteenth century, with a focus on two genres of children’s literature– the myth collection and the historical novel—and on adults’ literary responses to their own childhood encounters with antiquity. The book recognizes the fundamental role in writing for children of adults’ ideas about what children want or need, but also attends to the ways in which child readers make such works their own. The authors first trace the tradition of myths retold as children’s stories (and as especially suited to children) from Nathaniel Hawthorne and Charles Kingsley to Roger Lancelyn Green and Ingri and Edgar Parin D’Aulaire, treating both writers and illustrators. They then turn to historical fiction, particularly to the roles of nationality and of gender in the construction of the ancient world for modern children. They conclude with an investigation of the connections between childhood and antiquity made by writers for adults, including James Joyce, Virginia Woolf, Naomi Mitchison, and H.D., and with a reading of H.D.’s novella The Hedgehog as a text on the border between children’s and adult literature that thematizes both the child’s special relation to myth and the adult’s stake in children’s relationship to the classics. An epilogue offers a brief overview of recent trends, which reflect both growing uncertainty about the appeal of antiquity to modern children and an ongoing conviction that the classical past is of perennial interest.

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20

Dempsey, Allison G., ed. Pediatric Health Conditions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190687281.001.0001.

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Rates of chronic health conditions in childhood are increasing, and school-based professionals regularly encounter children with chronic health conditions in the school setting. Students with chronic health conditions often require accommodations, assessment, intervention, and close collaboration with medical providers and families. However, most school-based clinicians (school psychologists, counselors, social workers) who are charged with addressing the special needs of these children have not had coursework or experience related to common pediatric conditions. This book is a practical guide for school-based clinicians working with children with chronic health conditions. Section I provides a broad overview of school-related issues for children with chronic health conditions. This includes a review of common medical conditions and terminology and cross-cutting issues related to social and emotional and academic functioning, as well as the role of the school-based professional in collaborating across systems of care. The section also reviews legal and policy issues and alternative educational settings for students with chronic health needs. Section II focuses on prevention, assessment, intervention, and consultation strategies for individual students and entire school systems. Finally, Section III addresses common groups of medical conditions. Each chapter provides an overview of the condition(s), common school-related concerns, risk and protective factors, and cultural considerations, as well as practical strategies, resources, and handouts for the school-based professional. Case examples are used throughout the book to illustrate key concepts and implications for the school setting.

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21

Guen, Olivier Le. Managing epistemicity among the Yucatec Mayas (Mexico). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0010.

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Many studies have supported the idea that human interaction relies on cooperation and joint action, implying that everyday communication has primarily a social motivation. According to Grice, interlocutors are expected to meet the informational needs of their interactional partner(s) in both accuracy and informativeness. However, conversional principles incompatible with Grice’s maxims have been found to be implicitly applied in traditional societies from Madagascar, the Pacific Islands, and Mesoamerica. This chapter considers the management of epistemicity among the Yucatec Mayas of Mexico, focusing on the function and use of evidential particles and the broader cultural context into which they fit. Another is to present the implicit rules that adults and children follow to evaluate and endorse claims of knowledge. Such rules might explain why Yucatec Mayas tend to be linguistically accurate in stating and evaluating knowledge sources. Because they expect others to lie or withhold information, they constantly monitor how their and others’ assertions and information are shared.

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22

West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. RAINBOW. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.001.0001.

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RAINBOW: A Child- and Family-Focused Cognitive-Behavioral Treatment for Pediatric Bipolar Disorder is a comprehensive, evidence-based treatment manual designed specifically for children ages 7–13 with bipolar spectrum disorders and their families. Developed by experts in pediatric mood disorders and tested in a randomized clinical trial (RCT), RAINBOW integrates psychoeducation and cognitive-behavioral therapy (CBT) with complementary techniques from mindfulness-based intervention, positive psychology, and interpersonal therapy to address the range of therapeutic needs of families affected by this disorder. Guided by the evidence on the neurobiological and psychosocial difficulties accompanying pediatric bipolar disorder, this treatment targets the child and family across seven core components: Routine, Affect Regulation, I Can Do It, No Negative Thoughts and Live in the Now, Be a Good Friend/Balanced Lifestyle for Parents, Oh How Do We Solve This Problem, and Ways to Get Support. Throughout the treatment, the child and family will learn how to identify mood states and triggers of mood dysregulation, and develop cognitive and behavioral strategies for improving mood stability. Children will build social skills, and caregivers will develop greater balance and self-care in their own lives. The family will learn ways to use routines, problem-solving, and social support to improve overall family functioning. Intended for qualified child-focused mental health professionals, this manual includes the conceptual background of the treatment and user-friendly step-by-step instruction in delivering RAINBOW with families, including handy session outlines and engaging worksheets for the child and caregiver(s).

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23

Stapf, Ingrid, Marlis Prinzing, and Nina Köberer, eds. Aufwachsen mit Medien. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845293844.

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Growing up with digital media is an ethical question. This volume examines current developments in the fields of digitalisation, education and the protection of minors in order to critically reflect upon a new set of issues in communication, media and information ethics. The importance of developing autonomy in children growing up in mediatised societies and of balancing autonomy with children´s need for protection (e.g. data protection or privacy) is central to this study. The book addresses the ethical dimensions of a mediatised childhood by exploring issues in surveillance and care, gaming and entertainment as well as reality and virtuality, giving weight to the consequences these practices and issues have for society, politics and education. With contributions by Linda Breitlauch, Eike Buhr, Detlef Endeward, Bernhard Debatin, Alexander Filipovic, Rüdiger Funiok, Petra Grimm, Thilo Hagendorff/Jutta Hagendorff, Florian Heusinger von Waldegge, Dietmar Kammerer, Nina Köberer, Larissa Krainer, Kerstin Liesem, Patrick Maisenhölder, Gudrun Marci-Boehncke, Dominik Merli, Carsten Ochs, Claudia Paganini, Marlis Prinzing, Matthias Rath, Christoph Schickhardt, Christian Schlöndorf, Ingrid Stapf, André Weßel

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24

US GOVERNMENT. Cyberporn and children: The scope of the problem, the state of the technology, and the need for congressional action : Hearing before the Committee on ... on S. 892 ... July 24, 1995 (S. hrg). For sale by the U.S. G.P.O., Supt. of Docs., Congressional Sales Office, 1996.

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25

Wilson, Philip, and Jackie Kirkham. Opportunistic surveillance in primary care. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0023.

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There are many unscheduled contacts between children and clinicians, and therefore many opportunities for clinicians to identify previously unsuspected problems that parents may not already have suspected. There are three distinct foci during assessment, namely the child, the parent(s), and the parent–child relationship. Any of these can alert the practitioner to potential concerns, regardless of the presenting issue. Practitioners need to be aware of, and alert to, concerns about physical and social/emotional development, as well as signs of maltreatment and neglect. In addition, it is important to be able to evaluate the quality of parenting a child experiences, as this is a strong predictor of future mental and physical health. While this is an area in which clinicians may feel less confident or skilled, there is evidence to suggest that continuity of care and a trusting parent–clinician relationship provide an arena in which problems can be raised, aired, and more satisfactorily addressed.

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26

GOVERNMENT, US. Children's needs under health care reform: Hearing before the Subcommittee on Health for Families and the Uninsured of the Committee on Finance, United ... first session, November 30, 1993 (S. hrg). For sale by the U.S. G.P.O., Supt. of Docs., Congressional Sales Office, 1994.

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27

Cabreira, Regina Helena Urias. Reflexões literárias sobre a mulher, o mito, o herói, a história e a sociedade. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-008-3.

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This work presents monographs from former students of the Letters Course – Portuguese/English and Letters Course – English at the Federal Technological University of Parana. These studies relie on the uniqueness of each approach and on the expression of young values and perceptions referring to women’s role in society, from the 18th through the 20th century; to an outstanding symbolic analysis of a renowned masterpiece; to the legitimacy mythology brings to a literary discussion on the hero’s journey; to the courage to cast the disconcerting gothic perspective on works considered only modernist and to the need to shed light on the meanders of human behaviour still considered as taboo. The seven English Language Literature texts include: three discussions on the female condition, analysed through novels (Sense and Sensibility ([1811]2012), by Jane Austen and A Game of Thrones (2012), by George R. R. Martin) and poetry (The Ruined Maid (1903), by Thomas Hardy; For the Gate of the Courtesans (1912) by Henri de Régnier, and Courtesans (1912), by Fernand Gregh). We also present Moby Dick or The Whale (1851), by Herman Melville and The Children of Hurin (2007) by J. R. R. Tolkien through a historic-mythic perspective. Three short stories by F. S. Fitzgerald: The Ice Palace (1920), Tarquin of Cheapside (1922) and A Short Trip Home (1935) are explored through the gothic literary theory. Finally, Call Me by Your Name (2018), by André Aciman, is discussed through the queer theory, emphasizing an important research on male sexuality according to contemporary views.

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