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Книги з теми "Preadolescence and adolescence"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Preadolescence and adolescence.

Автор: Grafiati

Опубліковано: 7 липня 2024

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1

G, Di Cioccio, ed. La preadolescenza in provincia dell'Aquila. L'Aquila: Amministrazione provinciale, 1989.

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2

Larson, Vicki Lord. Language disorders in older students: Preadolescents and adolescents. Eau Claire, WI: Thinking Publications, 1995.

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3

B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your adolescent: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1999.

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4

Bottura, Natale, and Franco Azzali. Segni dell'apparire: Preadolescenti e adolescenti tra perdita e crescita. Milano: UNICOPLI, 2007.

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5

B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your child: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1998.

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6

Copper-Royer, Béatrice. No, todavía no eres adolescente!: A los 8-12 años todavía son niños. Barcelona: De Vecchi, 2006.

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7

B, Pruitt David, and American Academy of Child and Adolescent Psychiatry., eds. Your child: What every parent needs to know about childhood development from birth to preadolescence. New York: HarperCollins, 1998.

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8

Fine, Gary Alan. With the boys: Little League baseball and preadolescent culture. Chicago: University of Chicago Press, 1987.

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9

Madaras, Lynda. Que pasa en mi cuerpo? El libro para muchachos: La guia de mayor venta sobre el desarrollo escrita para adolescentes y preadolescentes. Nueva York: Newmarket Press, 2011.

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10

Dietz, Laura J., Jennifer Silk, and Marlissa Amole. Depressive Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.19.

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Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.

11

Bosacki, Sandra Leanne. Theory of mind in preadolescence: Connections among social understanding, self-concept, and social relations. 1998.

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12

Dietz, Laura J., Laura Mufson, and Rebecca B. Weinberg. Family-based Interpersonal Psychotherapy for Depressed Preadolescents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.001.0001.

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Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the rationale and basic principles for interpersonal psychotherapy (IPT) and for interpersonal psychotherapy for depressed adolescents (IPT-A), a developmental adaptation that is designed to treat adolescents, ages 12 to 18 years, with depression. The heart of this book introduces family-based interpersonal psychotherapy for depressed preadolescents (FB-IPT), a psychosocial treatment for preadolescent depression for children between 7 and 12 years. FB-IPT is conceptually rooted in an interpersonal model of depression and in developmental research on the antecedents of depression in youth. FB-IPT focuses on improving two domains of interpersonal impairment in depressed preadolescents—parent–child conflict and peer impairment—as a means to decrease preadolescents’ depressive symptoms. Stronger interpersonal skills and relationships buffer depressed preadolescents from stressors that arise during this important developmental period. Research shows that preadolescent depression is an important public health concern because it is often a gateway condition that increases the risk for recurrent depression in adolescence. Preteen depression not only interferes with normative social development at a formative period but also results in residual impairments in interpersonal functioning, which may increase risk for recurrent depression into adolescence and adulthood. Effective interventions for depression in the preadolescent period that target family and interpersonal risk factors may reduce risk for depression recurrence in adolescence. Chapters 5 through 17 of this Therapist Guide describe in detail the steps for conducting FB-IPT with depressed preadolescents and their parents.

13

Dettori, Elizabeth, and Geeta Rao Gupta. Gender Equity and the SDGs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0021.

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This chapter identifies some of the most stubborn gender-based risks and vulnerabilities girls face as a cohort from preadolescence through late adolescence across the domains of personal capabilities, security, safety, economic resources, and opportunities. It reviews progress made during the Millennium Development Goal era in improving girls’ health and well-being and looks to the role of adolescent girls in advancing the Sustainable Development Goals. The chapter concludes by recommending an approach for global partnership that is linked to national and local actions and that is centered on priority interventions that can catalyze change, at scale, for adolescent girls.

14

Pruitt, David, and Aacap. Your Child: Emotional, Behavioral, and Cognitive Development from Birth through Preadolescence. Collins, 2000.

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15

Trites, Roberta Seelinger. Twenty-First-Century Feminisms in Children's and Adolescent Literature. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496813800.001.0001.

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Twenty-First Century Feminisms in Children’s and Adolescent Literature employs methodologies from material feminism to demonstrate how feminist thinking has influenced literature for the young in the last two decades. Material feminism provides people with ways of thinking about the interactions among discourse, embodiment, technology, the environment, cognition, and the ethics of caring. This book thus applies the principles behind material feminism and interrelated manifestations of feminism (such as Critical Race Theory and ecofeminism) to texts written for the young to demonstrate how shifting cultural perceptions of feminism affect what is happening both in publishing for the young and in the academic study of children’s and adolescent literature. The work begins with a specific focus on how language and the material interact before moving to an examination of race as an intersectionally-lived material phenomenon and a social construction. How embodied individuals interact with the environment is explored through ecofeminism and the dystopic; how people interact with each other involves romance, sexuality, and feminist ethics. In other words, the structure of the book moves from examinations of the individual to examinations of the individual in social groups, the individual and the environment, and the individual within relationships. Overall, the goal of this work is to interrogate how material feminism can expand our understanding of materiality, maturation, and gender—especially girlhood—as represented in narratives for preadolescents and adolescents.

16

Única, Margaret. Soy única - Mensajes de Inspiración - Libro de Colorear: Libro de Colorear para Teens - Adolescentes - Preadolescentes / Lleno de Mensajes Positivos. Independently Published, 2020.

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17

¿Qué me está pasando? : libro para chicos : guía para niños preadolescentes y adolescentes que incluye una introducción para los padres. Barcelona: Medici, 2005.

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18

Kennedy, Melanie. Tweenhood. I.B.Tauris & Co Ltd, 2019. http://dx.doi.org/10.5040/9780755699995.

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A powerful female, preadolescent, consumer demographic has emerged in tandem with girls becoming more visible in popular culture since the 1990s. Yet the cultural anxiety that this has caused has received scant academic attention. In Tweenhood, Melanie Kennedy rectifies this and examines mainstream, pre-adolescent girls’ films, television programmes and celebrities from 2004 onwards, including A Cinderella Story, Hannah Montana and Camp Rock. Her book forges a dialogue between post-feminism, film and television, celebrity and most importantly; the figure of the tween. Kennedy examines how these media texts, which are so key to tween culture, address and construct their target audience by helping them to ‘choose’ an appropriately feminine identity. Tweenhood then, she argues, is transient and a discursive construct whose unpacking highlights the deification of celebrity and femininity within its culture.

19

Ptacek, Linda Lee. Making Math Accessible for the At-Risk Student. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400681523.

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This invaluable collection of activities and strategies will empower teachers to help students who are struggling with math. Every day, secondary math teachers face classrooms containing students with a wide range of abilities, yet each child is expected to meet the same testing standards. Special education teachers are often asked to collaborate in classrooms outside of their curricular areas providing accommodations and modifications. Both math teachers and special education instructors can benefit from effective, alternative-presentation strategies specifically designed for students struggling with math. Making Math Accessible for the At-Risk Student comprises organizational, instructional, and motivational activities that are adaptable across grade levels. This cornucopia of best-practice strategies and resources is designed to help at-risk students achieve standards in math. The first six chapters discuss the most common reasons adolescent and preadolescent students struggle with math and present techniques to keep these students engaged in the classroom. The remainder of the book is a treasure trove of activities that utilize the instructional strategies with specific content to help all students succeed.

20

Alessandra, Ashen. Libros para Colorear de Tiburones para Adolescentes: Dibujos para Colorear Que Alivian el Estrés con Tiburones Martillo, Tiburones Blancos Geniales para Adolescentes, Preadolescentes, niños Mayores en el Océano ... Aventura para la Relajación y la Atenció. Independently Published, 2021.

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21

Madaras, Area, and Lynda Madaras. Que pasa en mi cuerpo? Libro para muchachas: La guía de mayor venta sobre el desarrollo escrita para adolescentes y preadolescentes (What's Happening to My Body?). William Morrow Paperbacks, 2011.

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22

Marco, Ema de, and Tresisnou Editorial. Diari Mare Filla, un Diari per a la Comunicacio, ConfianÇa I Vincle Mare Filla: Llibre Emocions I Activitats Nenes Adolescents I Preadolescents per Fer Mare I Filla. Independently Published, 2022.

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