Libros de Psicología infantil, página 14 de 138

Para sanar de los traumas es fundamental una comunicación neuroafectiva sintonizada y resonante entre paciente y psicoterapeuta, junto con la preservación de la armonía relacional entre ambos, mientras se mantienen estrechamente unidos a lo representado en la caja de arena. En esta obra se ahonda precisamente en esto: asi, tras dar un repaso a las preguntas mas frecuentes que los profesionales se formulan al utilizarla, se expone un modelo de terapia desde el cual comprender e integrar la tecnica de la caja de arena: la traumaterapia sistemica infanto-juvenil postulada por los autores Barudy y Dantagnan.Se propone una intervencion con metodologias de aplicacion diferentes en funcion del bloque de terapia en el que estemos trabajando con el paciente, siguiendo un principio de aplicacion neurosecuencial: para favorecer la sintonia y la regulacion emocional (bloque I), para empoderar (bloque II) o para trabajar la reintegracion resiliente de los contenidos traumaticos (bloque III). El libro, completado con imagenes e historias reales de los pacientes, se redondea con un novedoso y fascinante capitulo sobre neurobiologia de la caja de arena, que describe magistralmente lo que ocurre en el cerebro de las personas cuando trabajamos en la traumaterapia.Jose Luis Gonzalo MarrodanSan Sebastian-Donostia, 1967. Psicologo clinico. Psicoterapeuta por la EFPA. Postgrado en traumaterapia sistemica-infantil por el IFIV de Barcelona. Clinico EMDR adultos. Desde 1999 su campo de interes profesional se centra en la psicoterapia basada en el apego y en la traumaterapia con niños y jovenes adoptados y acogidos. Combina su actividad como psicoterapeuta con la de formador de profesionales y familias. Rafael Benito MoragaSan Sebastian-Donostia, 1964. Psiquiatra. Terapeuta familiar. Postgrado en traumaterapia sistemica-infantil por el IFIV de Barcelona. Desde 1999 su campo de interes profesional se centra en el impacto que tienen las circunstancias adversas sufridas en la infancia en el desarrollo neurobiologico y fisiologico a lo largo de la vida. Combina su actividad como psicoterapeuta con la de formador de profesionales y familias.

Desde sus comienzos, el psicoanálisis de niños ha tenido ciertas marcas que lo hicieron diferente. Estas marcas fueron dibujando la silueta de una especificidad. Los niños se expresan de múltiples maneras, sueñan, relatan fantasias diurnas, juegan y dibujan. No existe una interpretacion a priori, y es necesario aprender los elementos del lexico de cada niño. A partir de la clinica, los autores desarrollan y profundizan en esta especificidad que hace del psicoanalisis de niños una de las aplicaciones mas dificiles de la clinica psicoanalitica. La demanda y las primeras entrevistas, el proceso diagnostico, el trabajo con los padres, el encuadre, la interpretacion de los sueños, del juego y del dibujo, la transferencia y el fin de analisis son los temas tratados en este libro. Esta especialmente indicado para todos aquellos que quieran profundizar en este dificil oficio, haciendo particular hincapie en las nuevas aportaciones sobre la tecnica y su teoria, que ha de adaptarse a los nuevos tiempos y al lugar que el niño tiene en el mundo contemporaneo. Los niños a los que los autores dedican su practica son hijos de una epoca que cambia, que se modifica, y en ese intercambio han tenido que agregar a este libro algunas situaciones que vuelven a cuestionar como clinicos y como psicoanalistas: niños que manejan tablets a los dos años, hijos de una sociedad liquida que termina creando nuevas patologias.Carlos A. Blinder Dubilet. Medico psiquiatra y psicoanalista. Miembro fundador y docente de la Escuela de Clinica Psicoanalitica con Niños y Adolescentes de Barcelona. Miembro de iPsi Formacion Psicoanalitica.Joseph Knobel Freud. Psicologo y psicoanalista. Miembro fundador y docente de la Escuela de Clinica Psicoanalitica con Niños y Adolescentes de Barcelona. Miembro de la Asociacion Española de Historia del Psicoanalisis. Miembro de la Asociacion Española de Neuropsiquiatria.M.ª Luisa Siquier Garcia. Psicologa y psicoanalista. Miembro fundador, docente y directora de la Escuela de Clinica Psicoanalitica con Niños y Adolescentes de Barcelona. Miembro de honor de Gradiva, Asociacion de Estudios Psicoanaliticos.

Un pequeño y conmovedor libro en el que una nueva madre reflexiona sobre las cosas.que pensaba que necesitaría para su bebé y preparó durante la espera para darse.cuenta tras la llegada del bebé de lo que realmente necesitaba. El libro invita a.descubrir esta realidad al levantar las solapas de cada doble página. Un precioso.regalo para cualquier mamá y futura mamá...Sobre la autora:.Lara H.R. Lamagrande nació en Oviedo en 1972, y aunque se licenció.en Filología Inglesa y Publicidad, ha desarrollado su carrera profesional.únicamente dentro de este último campo, primero como creativa.publicitaria y más adelante como fotógrafa. La maternidad marcó un.cambio de perspectiva en su vida, que la ha llevado a desarrollar su.faceta como escritora. Cree y practica la educación sin prisa y con.respeto. Lara es autora de 'La Red' y 'Cosas' es su segundo libro para.Siesta...Sobre la ilustradora:..Kei Mogari es una ilustradora japonesa que vive en Tokio con su famil-.ia y su perro Chihuahua. Ilustra libros y revistas literarias además de.artículos de papelería, objetos de diseño, camisetas, etc..Utiliza diversas técnicas, como pintura acrílica, pero también de forma.digital. Encuentra su inspiración en todo y todos los que le rodean en.su apacible día a día.

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Comer en familia es cuidar, educar y celebrar. En la actualidad, el ritmo frenetico nos aleja de esa sabia tradición de comer juntos en familia. Comer en familia y comer sano son una autentica necesidad en un escenario social lleno de estres, incomunicacion y ansiedad. Este libro es un buen manual para padres o para profesionales que trabajen con familias y que buscan nuevas pautas para comunicarse en la mesa y tener unos patrones de alimentacion mas sanos.

¿Cuántas horas debe dormir un bebe? ¿Es normal que se despierte de noche? ¿Cuándo podremos los papas dormir toda la noche seguida? ¿Por qué mi hijo se intranquiliza cuando llega la noche y nunca quiere irse a dormir? Estas son algunas de las preguntas que con mayor frecuencia escuchan los pediatras en la consulta, de parte de esos padres angustiados y estresados por el mal sueño de sus niños (y por "el baile" de la etapa previa). Este es un libro que las responde, y de un modo coloquial y ameno. Su autora hace hincapié en el hecho de que el sueño infantil es un proceso que no escapa a las reglas de maduración del niño. Y, basándose en su propia practica medica cotidiana, nos revela cómo influyen la familia y el entorno sobre el modo de dormir en los primeros años de vida; de qué manera los trastornos no superados del sueño atentan contra el desarrollo armonioso de las distintas etapas, y que pasos seguir, aquí y ahora, para corregirlos -y aun prevenirlos-, mientras aprendemos, junto con nuestros hijos, a llamar a ese "pícaro" cuando no quiere venir.

Seiscientas páginas que suponen un libro de referencia con el que enfrentarse (y sobrevivir) a esa aventura que es la crianza de los hijos

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include:Development of psychosocial skills in grades K-12.Assessment of psychosocial skills.Conscientiousness in education and its relation to meaningful educational outcomes.Creativity in schools, including theory, assessment, and interventions.Academic emotions and their regulation through emotional intelligence.Resilience and school-based programs aimed at enhancing it.Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.

This book offers a strengths-based, family-focused approach to improving the educational performance and school experience of struggling Black and Latino students. The book discusses educational challenges faced by low-income families of color and the different strengths within Black and Latino family life that can affect these challenges. It focuses building on these strengths within the childrens home environments that can serve as a foundation for subsequent learning. The chapters describe a wide range of family practices and beliefs, including development of interventions to support families that promote early language and literacy, early mathematics, and social skills. The chapters also present quantitative and/or qualitative studies using a strengths-based approach to parents socialization of their childrens early academic skills.Topics featured in this book include:Latino and Black parental resources, investments, and beliefsAcademic socialization in the homes of Black and Latino preschool childrenDevelopment of culturally-informed interventions to promote childrens school readiness skillsFamily-school partnerships as a tool for improving educational opportunities.Directions for future researchAcademic Socialization of Young Black and Latino Children is a must-have resource for researchers, educators, clinicians and related professionals, and graduate students in diverse fields including education, developmental and school psychology, family studies, counseling psychology and social work, and sociology of culture.

After-School Prevention Programs for At-Risk Students offers professionals a detailed framework for developing and enhancing after-school programs. Emphasizing a prevention focus and a group-centered interactive approach, the book''s year-long model combines education and counseling, incorporating key therapeutic objectives to foster academic and behavior skills and reduce problems in and outside class. Practical step-by-step guidelines for creating and implementing programs include clear rationales, instructive design and case examples, and ready-to-use interventions. The author also provides guidance on developmental, gender, and cultural considerations, the challenges of maintaining progress over the course of the school year, and the handling of severe learning and emotional problems. Among the topics covered:Organizing a group-centered after-school program.Combining learning and counseling into one curriculum.The role of motivation in an ongoing year-long program.Group process, self-efficacy, cohesion: applying the principles of change.Interaction in a year-long program.Solving problems and conflicts.After-School Prevention Programs for At-Risk Students is an essential reference for scientist-practitioners, clinicians, and academics in such disciplines as school psychology, childhood education, social work, psychotherapy and counseling, and learning and instruction.

Arriba un dia que som mares o pares, i un altre, passats els anys, en que potser ens fan avis. Ens embadalim veient els nets i sentim ben endins que volem el millor per a ells. Pero mentre els omplim de petons, els duem al parc, els anem a buscar a escola o els donem el sopar, hem de tenir clar que el nostre tracte amb ells tambe te un paper actiu en el seu proces educatiu. Per aixo, els avis hem de col·laborar amb els pares dels nens, hem d'adaptar- nos-hi, crear una sintonia i obrir-nos a un mon canviant, a noves maneres de fer. Hem de sumar amb ells. Aquest llibre presenta reflexions, idees i pautes que poden ajudar a viure de manera plena, intensa i satisfactoria aquesta etapa de la vida, que es, sens dubte, una de les mes plaents. Perque una relacio rica amb els nens es una injeccio de vitalitat!

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement.The Handbook guides readers through the fields rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource.Topical areas addressed in the Handbook include:Engagement across developmental stages.Self-efficacy in the engaged learner.Parental and social influences on engagement and achievement motivation.The engaging nature of teaching for competency development.The relationship between engagement and high-risk behavior in adolescents.Comparing methods for measuring student engagement.An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.

Con este libro se pretende recordar que los hijos no son, ni deben ser, un elemento de chantaje durante el divorcio. Los niños deben seguir manteniendo, la relación con ambos progenitores y con el resto de la familia. Hij@s, padres, madres, no estais sol

This timely resource analyzes home visits as a primary intervention for at-risk families with infants and young children and details innovative programs for home service delivery. Focusing on family violence, mental illness and alcohol and substance abuse as major challenges to child development, the book presents practical strategies for home visitors to address and prevent problems while fostering an improved environment for raising children. Contributors offer a realistic framework for planning, developing, and training an effective home visitation workforce and tailoring interventions to fit individual family dynamics. And the book''s international focus provides a variety of perspectives on evidence-based programs that support families raising children in distressed neighborhoods.Among the featured topics:Home visitation as a primary prevention tool for violence.Developmental parenting home visiting to prevent violence.Supporting the paraprofessional home visitor.Engagement and retention in home visiting child abuse prevention programs.Addressing psychosocial risk factors among families in home visiting programs.Home visitation programs in the United States, Latin America, and the Caribbean.Home Visitation Programs: Preventing Violence and Promoting Healthy Early Child Development is an essential resource for researchers, graduate students and professionals in child and school psychology, social work, educational policy, family advocacy and public health.

This volume focuses on context considerations in family-school partnership research. The book examines how cultural diversity, including differences in parenting (e.g., race, education, family history) and diverse school variables (e.g., location, population, organization,) can affect family-school partnerships. Its bioecological perspective pinpoints critical areas that studies need to address for real-world utility, such as parental commitment and developmental considerations. Although the books focus is research, chapters present program designs and evaluations along with ideas for community involvement and policy. The authors also explore the changing landscape for home-school partnerships resulting from the impact of technology, which is rapidly becoming a central player in organizing research and bringing interventions to life.Topics covered include:- Complexities in field-based partnership research.- Family-centered, school-based interventions.- A district leadership approach to school, family, and community partnerships.- Research issues to forward a policy agenda supporting family-school partnerships.- Testing statistical moderation in research on home-school partnerships.- Integrating current and evolving knowledge toward future directions for research.Contexts of Family-School Partnerships is a valuable resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.

This book examines new directions in home-school relations from an international perspective. Unlike other current literature that concentrates on traditional models of family-school partnerships in Western countries, it focuses on the contributions of immigrant and minority parents, especially those in Asia and South America. This book brings together international scholars who explore home-school relations in Australia, Brazil, Canada, China, Hong Kong, South Korea, Mongolia, Sweden and the United States.

This volume discusses the importance of positive schooling in producing responsible and potentially productive adults. Students are generally more motivated to do well and to realize their full potential in schools that have a positive schooling climate, where they feel safe, included and supported. Nevertheless, the reality in today''s schools is very different. This volume discusses the major challenges faced by children and adolescents in schools, including problems with curricula, safety issues, lack of inclusive policies, non-availability of teachers, ineffective teaching, insensitivity towards students issues, improper evaluation methods, harmful disciplinary measures, and so on. Experts in child psychology and education discuss these issues at length in this volume and offer viable solutions for policymakers, school administrators, teachers and parents to make suitable changes and create a positive atmosphere in educational institutions. This volume further discusses the role of various stakeholders---school principals, teachers, counsellors and psychologists---in addressing these challenges. In addition, it raises other, emerging issues which have not been covered in previous volumes on this topic and offers evidence-based suggestions to address them. The intended readership of the volume is researchers and students of psychology, education, sociology, social work and public health, and school teachers, administrators and teacher-trainers.

This volume focuses on how family-school partnerships are conceptualized, defined, and operationalized as well as the research that is needed to advance these foundational issues. Each chapter integrates prevailing approaches into a research-based framework for supporting learning from pre-K through high school. The book incorporates structural and relational methods into the larger context of educational processes to promote research about collaboration and to improve the academic and behavioral development of students. Diverse theories and models of family-school alliances demonstrate approaches and interventions that are goal-directed and strengths-based, respectful and responsive. In addition, the book analyzes cognitive, behavioral, and interpersonal aspects of partnership and discusses different methods of assessing parental involvement and student outcomes.Included in the coverage are innovative, agenda-setting discussions on:Definitions and conceptual frameworks of family-school partnerships.Need-satisfying partnerships.Diverse parent perspectives and participation.Measurement of family-school partnership constructs over time.Foundational Aspects of Family-School Partnership Research is an essential resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.

En la era digital, la familia continúa siendo el eje central de la educación. Las nuevas generaciones son capaces de adaptarse a los constantes cambios que se producen en la sociedad actual, de una m