Bibliografías temáticas / Child psychology

Literatura académica sobre el tema "Child psychology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Child psychology"

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Walters, Jennifer. "Child Psychology Selection". Child and Adolescent Mental Health 9, n.º 1 (febrero de 2004): 38–39. http://dx.doi.org/10.1046/j.1475-357x.2003.00075_1.x.

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Berger, Michael y Sara Portnoy. "Clinical child psychology". Current Opinion in Psychiatry 3, n.º 6 (1990): 781–84. http://dx.doi.org/10.1097/00001504-199012000-00013.

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Witryol, Sam L. "Child Psychology, 2091". Journal of Genetic Psychology 152, n.º 4 (diciembre de 1991): 606–12. http://dx.doi.org/10.1080/00221325.1991.9914715.

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Mavropoulou, Sophie. "Child psychology selection". Child and Adolescent Mental Health 8, n.º 4 (9 de octubre de 2003): 194–95. http://dx.doi.org/10.1111/1475-3588.00070_3.

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Berger, Michael y Sara Portnoy. "Clinical child psychology". Current Opinion in Pediatrics 3, n.º 6 (diciembre de 1990): 781–84. http://dx.doi.org/10.1097/00008480-199012000-00013.

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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 y Donald K. Routh. "Child health psychology." Health Psychology 8, n.º 6 (1989): 781–84. http://dx.doi.org/10.1037/h0090323.

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Walters, Jenny. "Child Psychology Selection". Child and Adolescent Mental Health 11, n.º 1 (febrero de 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, n.º 1 (febrero de 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, n.º 1 (febrero de 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, n.º 2 (mayo de 2006): 118–19. http://dx.doi.org/10.1111/j.1475-3588.2006.00400_2.x.

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Tesis sobre el tema "Child 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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Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.

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Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
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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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Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.

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Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.
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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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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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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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Libros sobre el tema "Child psychology"

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

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

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Sigel, Irving E., William Damon, Richard M. Lerner y K. Ann Renninger. Handbook of child psychology: Child psychology in practice. Editado por Wiley online library. 6a ed. Hoboken: John Wiley & Sons, 2006.

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

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Fanetti, Matthew, William O'Donohue, Rachel Fondren Happel y Kresta Daly. Forensic Child Psychology. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781119171676.

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Holliday, Robyn E. y Tammy A. Marche, eds. Child Forensic Psychology. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3.

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

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Capítulos de libros sobre el tema "Child psychology"

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

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

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

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Kiker, Katherine E. "Child Clinical Psychology". En 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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Belsky, Jay y Joan Vondra. "Child Maltreatment". En Applied Clinical Psychology, 159–206. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_7.

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Bang, Brandy, Paige L. Baker, Alexis Carpinteri y Vincent B. Van Hasselt. "Child Trafficking". En SpringerBriefs in Psychology, 11–16. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01878-2_4.

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Bang, Brandy, Paige L. Baker, Alexis Carpinteri y Vincent B. Van Hasselt. "Child Prostitution". En SpringerBriefs in Psychology, 17–24. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01878-2_5.

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

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Actas de conferencias sobre el tema "Child psychology"

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology". En 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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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology". En IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. https://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04/4-6.

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Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq 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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Nizaməddin qızı Qəhrəmanova, Qızxanım. "ANALİTİK PSİXOLOGİYADA UŞAĞIN İNKİŞAFI PROBLEMİ". En IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. https://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04/7-11.

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Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq The problem of child development in analytical psychology Summary 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 y Indah Purwitasari Ihsan. "Modelling of child psychology tests based game learning". En 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". En 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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Navratil, Pavel. "PARTICIPATION AND CHILD PROTECTION". En 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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Sidorina, Natal’ya, Anastasiya Kuznetsova y Aleksey Khavylo. "Parents perception of child safety". En Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Khorseva, Natalia y Yuri Grigoriev. "CHILD HEALTH: NEW CHALLENGES OF MODERN TECHNOLOGIES". En 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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Volkova, Elena. "Child Abuse Prevalence In Russian Families And Schools". En 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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Campos, Sofia. "Parental Practices: Impact On Child Behavior". En 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.12.

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Informes sobre el tema "Child psychology"

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Corscadden, Louise y Arpaporn Sutipatanasomboon. What Is Operant Behavior And How To Study It. Maze Engineers, diciembre de 2022. http://dx.doi.org/10.55157/me2022127.

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Operant behavior describes a type of voluntary goal-directed actions in animals based on the repercussions of previous occurrences. It develops when animals learn to specifically respond to recurring situations based on the outcome of their past experience. American psychologist B.F. Skinner was the first to use operant to describe the behaviors he observed in his landmark experiments in laboratory animals. Operant behavior and conditioning refine the nuance between conscious and unconscious behavioral responses, which influence psychology, and applied behavior analysis, and improve our understanding of addiction, substance dependence, child development, and decision-making.
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Journal of Child Psychology and Psychiatry – Annual Research Review Pt. 2. ACAMH, mayo de 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, marzo de 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, marzo de 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, marzo de 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, marzo de 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, marzo de 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, junio de 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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In Conversation… Prof. Cathy Cresswell – Anxiety and ‘Emerging Minds’. ACAMH, julio de 2019. http://dx.doi.org/10.13056/acamh.7613.

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Professor Eric Taylor – JCPP: Translating science to practice. ACAMH, marzo de 2019. http://dx.doi.org/10.13056/acamh.6869.

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