The social and emotional development of gifted students can be influenced by many factors. Genetics, experiences, learning, family values, perceptions, and interactions all contribute to the development of gifted children. Under the heading of experiences is students? use of computers. The potential effects of using these technologies is…

Identifying mechanisms that explain the children's differential vulnerability to violence exposure is an important research focus. Developmentally sensitive theories and methods are recommended to better understand children's risk and resilience to violence exposure. Examples are provided of promising research that links violence exposure to…

This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…

Out-of-school time programs can provide valuable supports to the positive development of children and youth. These programs can help cultivate social and emotional skills, and further students' academic achievements. Furthermore, the safe environment provided by out-of-school time programs can offer children and youth, especially those living in…

This document describes the Social and Emotional Learning (SEL) implementation process and key factors influencing its success. The process is described first in a one-page graphic, then in a brief summary, and finally through presentation of the full rubric. All three show a sequence of ten steps over three phases of implementation, along with a…

We studied the long-term cumulative effects of two common indices of childcare--the total number of hours of non-maternal care and the mean hour-weighted child-to-caregiver ratio per caregiving situation--on mental development and socioemotional adjustment from birth to 4.5 years old in a non-risk middle-class sample of girls and boys after taking…

Understanding the interrelations among students' cognitive, emotional, motivational, and volitional processes is an emergening focus in educational psychology. A dynamical, component systems theory of emotions is presented as a promising framework to further unravel these complex interrelations. This framework considers emotions to be a process…

Socioemotional selectivity theory posits that emotions become increasingly salient as individuals approach endings. Recent findings have linked the theory with biases in information processing in the context of aging. However, these studies all confounded advancing age and the motivational impact of endings. This study represented an attempt to…

Three major components have been repeatedly implicated for the origin(s) of sudden infant death syndrome (SIDS): system, minor sickness and surroundings. All these factors also frame infant temperament, and therefore it seems logical to suppose that the babies who either succumb to or are at risk of SIDS may present with certain behavioral…

Despite their diverse themes, the various articles in this special issue all focus on the possibility that the child's view of the world is infused with premises and assumptions taken on board from other people. Demonstrating that process of transmission from parent to child is not easy. One powerful strategy would be to show that parental…

This guide provides expert information and clear-cut strategies for assessing and treating internalizing problems in school settings. More than 40 specific psychoeducational and psychosocial intervention techniques are detailed, with a focus on approaches that are evidence based, broadly applicable, and easy to implement. Including 26…

The objective of this qualitative study was to establish the existing positive factors in the lives of 18 juvenile males living in a low-security correctional facility in order to determine approaches which foster resiliency. Urie Bronfenbrenner's Ecological Systems Theory, an approach to understanding human development within the context of the…

In this study I examined how Taiwanese junior high school students' perceptions of autonomy support were related to their motivational characteristics, and the ability of these constructs to explain students' academic engagement. A total of 343 eighth-grade students completed a self-report survey assessing their perceptions of autonomy support…

This second edition of "Learning in the Early Years 3-7" has been written to help early years practitioners understand and implement the U.K.'s new curriculum guidance document "The Foundation Stage". The author explains how to meet the requirements of the new Foundation Stage document and how these relate to the U.K.'s…

The first edition of this indispensable book set the standard for high-quality intervention and prevention programs in early childhood practice. Since its publication, many new forces have impacted the landscape of early childhood education, presenting both great opportunities and great risks for today's emotionally fragile young children. Once…