Cicchetti

Provides a developmental perspective of the regulation and dysregulation of emotion, in particular, how children learn about feelings and how they learn to deal with both positive and negative feelings. Emotion regulation involves the interaction of physical, behavioral, and cognitive processes in response to changes in one's emotional state. The changes can be brought on by factors internal to the individual (e.g. biological) or external (e.g. other people). Featuring contributions from leading researchers in developmental psychopathology, the volume concentrates on recent theories and data concerning the development of emotion regulation with an emphasis on both intrapersonal and interpersonal processes. Original conceptualizations of the reciprocal influences among the various response systems--neurophysiological-biochemical, behavioral-expressive, and subjective-experiential--are provided, and the individual chapters address both normal and psychopathological forms of emotion regulation, particularly depression and aggression, from infancy through adolescence. This book will appeal to specialists in developmental, clinical, and social psychology, psychiatry, education, and others interested in understanding the developmental processes involved in the regulation of emotion over the course of childhood.

Now in its Fourth Edition, the acclaimed Oxford Textbook of Psychopathology aims for both depth and breadth, with a focus on adult disorders and special attention given to personality disorders. It provides an unparalleled guide for professionals and students alike. Esteemed editors Robert F. Krueger and Paul H. Blaney selected the most eminent researchers in abnormal psychology to provide thorough coverage and to discuss notable issues in the various pathologies which are their expertise. This fourth edition is fully updated and also reflects alternative, emerging perspectives in the field (e.g., the NIMH's Research Domain Criteria Initiative; RDoC, the Hierarchical Taxonomy of Psychopathology; HiTOP). The book exposes readers to exceptional scholarship, the history and philosophy of psychopathology, the logic of the best approaches to current disorders, and an expert outlook on what researchers and mental health professionals will be facing in the years to come. This volume will be useful for all mental health workers, including clinical psychologists, psychiatrists, and social workers, and as a textbook focused on understanding psychopathology in depth for anyone wishing to be up to date on the latest developments in the field.

From leading researchers, this book presents important advances in understanding how growing up in a discordant family affects child adjustment, the factors that make certain children more vulnerable than others, and what can be done to help. It is a state-of-the-science follow-up to the authors' seminal earlier work, Children and Marital Conflict: The Impact of Family Dispute and Resolution. The volume presents a new conceptual framework that draws on current knowledge about family processes; parenting; attachment; and children's emotional, physiological, cognitive, and behavioral development. Innovative research methods are explained and promising directions for clinical practice with children and families are discussed.

Few questions in psychology have generated as much debate as those concerning the impact of childhood trauma on memory. A lack of scientific research to constrain theory has helped fuel arguments about whether childhood trauma leads to deficits that result in conditions such as false memory or lost memory, and whether neurohormonal changes that are correlated with childhood trauma can be associated with changes in memory. Scientists have also struggled with more theoretical concerns, such as how to conceptualize and measure distress and other negative emotions in terms of, for example, discrete emotions, physiological response, and observer ratings. To answer these questions, Mark L. Howe, Gail Goodman, and Dante Cicchetti have brought together the most current and innovative neurobiological, cognitive, clinical, and legal research on stress and memory development. This research examines the effects of early stressful and traumatic experiences on the development of memory in childhood, and elucidates how early trauma is related to other measures of cognitive and clinical functioning in childhood. It also goes beyond childhood to both explore the long-term impact of stressful and traumatic experiences on the entire course of "normal" memory development, and determine the longevity of trauma memories that are formed early in life. Stress, Trauma, and Children's Memory Development will be a valuable resource for anyone interested in early experience, childhood trauma, and memory research.

The outgrowth of a University of Chicago conference on the psychological and biological bases of behavior, this unique collection of papers integrates the biological consideration of emotion with current psychological approaches. As such, it includes studies of the coping process associated with emotion as well as those that focus on the appraisal process giving rise to emotion. The book approaches emotion from cognitive, developmental, and biological systems and psychopathological perspectives. Theories on the cognitive, biological, and developmental bases for interpreting, representing, and reacting to emotional situations are proposed. In addition, new studies on issues and questions regarding the roles of cognition, language, brain lateralization, socialization, psychopathology, and coping with affect are presented.

This 32nd volume of the Minnesota Symposium on Child Psychology celebrates the 75th anniversary of the University of Minnesota's Institute of Child Development. All eight essays are devoted to developmental science, its history, and current status. Taken together, the chapters in this book show how the history of science connects past and future, how it gives the individual investigator an identity and sense of purpose, how contemporary studies occur within larger traditions, and how institutions like the Institute of Child Development, constitute cultural traditions of their own. Collectively, these essays show that the past explains a great deal--whether we want to know about the processes through which the child acquires symbolic thought or whether we want to know how and why, during the last century, a few enduring centers were established for the scientific study of children and adolescents. Reading these essays, one obtains a sense of how the past becomes evidence, how it forms models for the way we think, and how intellectual challenges arise.

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