{"title":"The Springer Series On Human Exceptionality","description":null,"products":[{"product_id":"handbook-of-school-based-mental-health-promotion-book-alan-w-leschied-9783319898414","title":"Handbook of School-Based Mental Health Promotion","description":"The Springer Series on Human Exceptionality      Series Editors: Donald H. Saklofske and Moshe Zeidner           Handbook for School-Based Mental Health Promotion    An Evidence-Informed Framework for Implementation          Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors              This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan.  Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms.         Topics featured in this handbook include:         ·         A Canadian perspective to mental health literacy and teacher preparation.    ·         The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.    ·         Intervention programs for reducing self-stigma in children and adolescents.     ·         School-based suicide prevention and intervention.    ·         Mindfulness-based programs in school settings.                    ·         Implementing emotional intelligence programs in Australian schools.          The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50397256319249,"sku":"CIN3319898418G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52536824627473,"sku":"NLS9783319898414","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52761006735633,"sku":"NIN9783319898414","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3319898418.jpg?v=1751127021"},{"product_id":"dynamic-assessment-of-young-children-book-david-tzuriel-9780306465109","title":"Dynamic Assessment of Young Children","description":"Dynamic\/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn­ ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to \"flexible\" or \"process\" assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy­ chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that! Of course, we psychologists like to do what we do well, and we have learned to do static, normative assessment, especially of \"intelligence,\" very well indeed. Unfortunately, it is also true that dynamic\/interactive assessment has not attracted or fueled the volume of high-quality research that is still going to be necessary if it is to survive as a widely used supplement to static, normative testing. This volume, incorporating a strong research base, goes a long way toward remedia­ tion of that situation.","brand":"WoB","offers":[{"title":"GB \/ WELL_READ \/ INTERNAL","offer_id":50986218619153,"sku":"GOR014161055","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51141405868305,"sku":"NIN9780306465109","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52489394782481,"sku":"NLS9780306465109","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0306465108.jpg?v=1751196462"},{"product_id":"mental-health-assessment-prevention-and-intervention-book-jac-jw-andrews-9783030972073","title":"Mental Health Assessment, Prevention, and Intervention","description":"This book presents and integrates innovative ways in which the disciplines of school, clinical, and counseling psychology conceptualize and approach mental health assessment, prevention, and intervention for promoting child and youth well-being. It describes a synthesized model of clinical reasoning across school, clinical, and counseling psychology that demonstrates how decisions are made with respect to assessment, prevention, and intervention across situational contexts to ensure successful outcomes for children and youth. In addition, the volume examines theoretical,empirical, and practical frameworks and methods with respect to addressing the mental health and well-being needs of children and adolescents within and across school, clinical, and counseling psychology disciplines. In addition, the book presents transformative, constructivist, multicultural, innovative, and evidenced-based approaches for working with children and youth as well as their families relative to the identification of mental health concerns, enhanced service system integration, social justice and advocacy.    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For all too many young people—even many who appear to possess good coping skills—the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not.  Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building.    Among the empirically supported programs featured:      Promoting resilience in the foster care system. Developing social competence through a resilience model. Building resilience in young children the Sesame Street way. School-based intervention for resilience in ADHD. Girls Leading Outward: promoting resilience in at-risk middle school girls. Resiliency in youth who have been exposed to violence.    Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals\/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51142447038737,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51142449332497,"sku":"NIN9781493905416","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52686984478993,"sku":"NLS9781493905416","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1493905414.jpg?v=1751085904"},{"product_id":"dynamic-assessment-of-young-children-book-david-tzuriel-9781461354642","title":"Dynamic Assessment of Young Children","description":"Dynamic\/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn­ ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to \"flexible\" or \"process\" assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy­ chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that! 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This volume, incorporating a strong research base, goes a long way toward remedia­ tion of that situation.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51142495633681,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51142497796369,"sku":"NIN9781461354642","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52427177066769,"sku":"NLS9781461354642","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1461354641.jpg?v=1754286999"},{"product_id":"resilience-interventions-for-youth-in-diverse-populations-book-sandra-prince-embury-9781493954476","title":"Resilience Interventions for Youth in Diverse Populations","description":"Our uncertain times are hard enough for adults to navigate. For all too many young people—even many who appear to possess good coping skills—the challenges may seem overwhelming. 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Among the empirically supported programs featured:      Promoting resilience in the foster care system. Developing social competence through a resilience model. Building resilience in young children the Sesame Street way. School-based intervention for resilience in ADHD. Girls Leading Outward: promoting resilience in at-risk middle school girls. Resiliency in youth who have been exposed to violence.    Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals\/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51222677750033,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51222678176017,"sku":"NIN9781493954476","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52434054480145,"sku":"NLS9781493954476","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1493954474.jpg?v=1751117386"},{"product_id":"handbook-of-individual-differences-in-cognition-book-aleksandra-gruszka-9781461432173","title":"Handbook of Individual Differences in Cognition","description":"As cognitive models of behavior continue to evolve, the mechanics of cognitive exceptionality, with its range of individual variations in abilities and performance, remains a challenge to psychology. Reaching beyond the standard view of exceptional cognition equaling superior intelligence, the Handbook of Individual Differences in Cognition examines the latest findings from psychobiology, cognitive psychology, and neuroscience, for a comprehensive state-of-the-art volume.  Breaking down cognition in terms of attentional mechanisms, working memory, and higher-order processing, contributors discuss general models of cognition and personality. Chapter authors build on this foundation as they revisit current theory in such areas as processing effort and general arousal and examine emerging methods in individual differences research, including new data on the role of brain plasticity in cognitive function. The possibility of a unified theory of individual differences in cognitive ability and the extent to which these variables may account for real-world competencies are emphasized, and commentary chapters offer suggestions for further research priorities.  Coverage highlights include:         The relationship between cognition and temperamental traits. The development of autobiographical memory. Anxiety and attentional control. The neurophysiology of gender differences in cognitive ability. Intelligence and cognitive control. Individual differences in dual task coordination. The effects of subclinical depression on attention, memory, and reasoning. Mood as a shaper of information.       Researchers, clinicians, and graduate students in psychology and cognitive sciences, including clinical psychology and neuropsychology, personality and social psychology, neuroscience, and education, will find the Handbook of Individual Differences in Cognition an expert guide to the field as it currently stands and to its agenda for the future.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":52100005986577,"sku":"GOR014460670","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52123866726673,"sku":"NLS9781461432173","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52750231404817,"sku":"NIN9781461432173","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781461432173.jpg?v=1757088052"},{"product_id":"student-motivation-book-farideh-salili-9780306465246","title":"Student Motivation","description":"Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like genius, above average intelligence, average and mentally deficient to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52141734625553,"sku":"NLS9780306465246","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780306465246.jpg?v=1757578018"},{"product_id":"student-motivation-book-farideh-salili-9781461354727","title":"Student Motivation","description":"Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like genius, above average intelligence, average and mentally deficient to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52142058144017,"sku":"NLS9781461354727","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781461354727.jpg?v=1757579087"},{"product_id":"handbook-of-individual-differences-in-cognition-book-aleksandra-gruszka-9781441912091","title":"Handbook of Individual Differences in Cognition","description":"As cognitive models of behavior continue to evolve, the mechanics of cognitive exceptionality, with its range of individual variations in abilities and performance, remains a challenge to psychology. Reaching beyond the standard view of exceptional cognition equaling superior intelligence, the Handbook of Individual Differences in Cognition examines the latest findings from psychobiology, cognitive psychology, and neuroscience, for a comprehensive state-of-the-art volume.  Breaking down cognition in terms of attentional mechanisms, working memory, and higher-order processing, contributors discuss general models of cognition and personality. Chapter authors build on this foundation as they revisit current theory in such areas as processing effort and general arousal and examine emerging methods in individual differences research, including new data on the role of brain plasticity in cognitive function. The possibility of a unified theory of individual differences in cognitive ability and the extent to which these variables may account for real-world competencies are emphasized, and commentary chapters offer suggestions for further research priorities.  Coverage highlights include:         The relationship between cognition and temperamental traits. The development of autobiographical memory. Anxiety and attentional control. The neurophysiology of gender differences in cognitive ability. Intelligence and cognitive control. Individual differences in dual task coordination. The effects of subclinical depression on attention, memory, and reasoning. Mood as a shaper of information.       Researchers, clinicians, and graduate students in psychology and cognitive sciences, including clinical psychology and neuropsychology, personality and social psychology, neuroscience, and education, will find the Handbook of Individual Differences in Cognition an expert guide to the field as it currently stands and to its agenda for the future.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52149204451601,"sku":"NLS9781441912091","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781441912091.jpg?v=1757606063"},{"product_id":"neurobiology-of-exceptionality-book-con-stough-9780306484766","title":"Neurobiology of Exceptionality","description":"A source for clinical psychologists and other allied mental health professionals to access information on a range of research on the neurobiology of psychological and psychiatric traits. It is designed to give readers an overview of the knowledge base of the biological processes for each trait.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52333470417169,"sku":"NLS9780306484766","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52734879891729,"sku":"NIN9780306484766","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780306484766.jpg?v=1758154876"},{"product_id":"handbook-of-psychosocial-characteristics-of-exceptional-children-book-vicki-l-schwean-9780306460630","title":"Handbook of Psychosocial Characteristics of Exceptional Children","description":"Research has documented the reciprocal effects of  exceptionality and secondary psychosocial and behavioral  characteristics. This in-depth handbook examines the categories of  exceptionality most often described in educational, behavioral, and  health practices. Leading authorities from psychology, education, and  medicine evaluate the key characteristics of particular  exceptionalities from the vantage point of theory, research,  assessment, and intervention.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52337670226193,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52337670717713,"sku":"NLS9780306460630","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780306460630.jpg?v=1758167384"},{"product_id":"intimate-violence-across-the-lifespan-book-tova-band-winterstein-9781493913534","title":"Intimate Violence Across the Lifespan","description":"Evidence pertaining to continual violence throughout the life cycle coupled with the experience of growing old in a life permeated by intimate violence is scarce. And the focus is usually on the victims ─ usually, the older, battered women ─ and seldom on their aging partners or adult children who were part and parcel of the violent dynamics in the family system. With the increase in longevity and the older population’s subsequent growth in size, the number of elderly couples living and aging in long-lasting conflictive relationships is on the rise.    The relatively intense preoccupation with elder abuse in the gerontological literature in recent years has not specifically addressed long-term intimate violence among the old adults and its lasting consequences. Similarly, the literature on intimate intergenerational relationships in old age has usually focused on normative exchanges between partners and their extended family, including their adult children. Therefore, conflictive relationships, and particularly violent ones, have also fallen outside the scope of this body of research. This volume describes and analyzes the various perspectives of family members concerning life, and particularly old age, in the shadow of long-term intimate violence. It explores how people make sense out of living and aging in violence, how interpersonal, familial and cross-generational relationships are perceived and reconstructed and how “we-ness” is achieved, if at all, in such families.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52401893114129,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52401893769489,"sku":"NLS9781493913534","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781493913534.jpg?v=1758756073"},{"product_id":"theory-of-mind-and-language-in-developmental-contexts-book-alessandro-antonietti-9780387249940","title":"Theory of Mind and Language in Developmental Contexts","description":"Provides an empirical study data that explores the influence of linguistic variables within developmental contexts on theory of mind development and functioning. This title establishes context for usage, including personal, social, and business interactions.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52430436237585,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52430436761873,"sku":"NLS9780387249940","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780387249940.jpg?v=1759169737"},{"product_id":"human-intelligence-and-medical-illness-book-r-grant-steen-9781441981332","title":"Human Intelligence and Medical Illness","description":"As critics will note, psychometric tests are deeply flawed. Person-to-person differences in performance on a psychometric test are not informative about many things of great interest. An intelligence quotient (IQ) cannot characterize creativity or w- dom or artistic ability or other forms of specialized knowledge. An IQ test is simply an effort to assess an aptitude for success in the modern world, and individual scores do a mediocre job of predicting individual successes. In the early days of psychology, tests of intelligence were cobbled together with little thought as to validity; instead, the socially powerful sought to validate their power and the prominent to rationalize their success. In recent years, we have ob- ated many of the objections to IQ that were so forcefully noted by Stephen Jay Gould in The Mismeasure of Man. Nevertheless, IQ tests are still flawed and those flaws are hereby acknowledged in principle. Yet, in the analysis that follows, individual IQ test scores are not used; rather, average IQ scores are employed. In many cases - though not all - an average IQ is calculated from a truly enormous sample of people. The most common circ- stance for such large-scale IQ testing is an effort to systematically sample all men of a certain age, to assess their suitability for service in the military. Yet, it is useful and prudent to retain some degree of skepticism about the ability of IQ tests to measure individual aptitudes.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52435230228753,"sku":"NLS9781441981332","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781441981332.jpg?v=1759182890"},{"product_id":"intimate-violence-across-the-lifespan-book-tova-band-winterstein-9781493952311","title":"Intimate Violence Across the Lifespan","description":"Evidence pertaining to continual violence throughout the life cycle coupled with the experience of growing old in a life permeated by intimate violence is scarce.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52454237143313,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52454240878865,"sku":"NLS9781493952311","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781493952311.jpg?v=1759370553"},{"product_id":"future-orientation-book-rachel-seginer-9781441946973","title":"Future Orientation","description":"By contemporary I mean a present with an anticipated future, for we must do our best to overcome clinical habits which make us assume that we have done our part if we have clari?ed the past. (Erikson, 1968, pp. 30-31). The scope of time ahead which in?uences present behavior, and is therefore to be regarded as part of the present life-space, increases during development. This change in time perspective is one of the most fundamental facts of development. Adolescence seems to be a period of particularly deep change in respect to time perspective. (Lewin, 1939, p. 879). I chose to open this book with two excerpts from Erikson's and Lewin's writings because they indicate that future orientation has had its deep roots in psychol- ical thinking, and call readers' attention to the long standing interest in two f- damental issues: the motivational power of constructed future images and their development across age. More speci?cally, Erikson and Lewin's writings und- score the importance of future thinking for in?uencing present behavior tendencies, and point out that the ability to think about the future and realize the scope of time ahead increase with age, and reach a special developmental signi?cance in adolescence.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52455321862417,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52455322485009,"sku":"NLS9781441946973","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781441946973.jpg?v=1759373921"},{"product_id":"assessing-emotional-intelligence-book-con-stough-9781441946928","title":"Assessing Emotional Intelligence","description":"Managing human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications.   This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on:            EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale.        The role of EI across clinical disorders.        Training professionals and staff to apply EI in the workplace.        Relationships between EI and educational outcomes.        Uses of EI in sports psychology.        The cross-cultural relevance of EI.         As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52455705837841,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52455706558737,"sku":"NLS9781441946928","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781441946928.jpg?v=1759375105"},{"product_id":"handbook-of-psychosocial-characteristics-of-exceptional-children-book-vicki-l-schwean-9781441933096","title":"Handbook of Psychosocial Characteristics of Exceptional Children","description":"Research has documented the reciprocal effects of  exceptionality and secondary psychosocial and behavioral  characteristics. This in-depth handbook examines the categories of  exceptionality most often described in educational, behavioral, and  health practices. 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After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications.   This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on:            EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale.        The role of EI across clinical disorders.        Training professionals and staff to apply EI in the workplace.        Relationships between EI and educational outcomes.        Uses of EI in sports psychology.        The cross-cultural relevance of EI.         As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52533636792593,"sku":"NLS9780387883694","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52735199379729,"sku":"NIN9780387883694","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780387883694.jpg?v=1760665583"},{"product_id":"psychosocial-skills-and-school-systems-in-the-21st-century-book-anastasiya-a-lipnevich-9783319680361","title":"Psychosocial Skills and School Systems in the 21st Century","description":"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.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52533811937553,"sku":"NLS9783319680361","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319680361.jpg?v=1760666373"},{"product_id":"human-intelligence-and-medical-illness-book-r-grant-steen-9781441900913","title":"Human Intelligence and Medical Illness","description":"As critics will note, psychometric tests are deeply flawed. Person-to-person differences in performance on a psychometric test are not informative about many things of great interest. An intelligence quotient (IQ) cannot characterize creativity or w- dom or artistic ability or other forms of specialized knowledge. An IQ test is simply an effort to assess an aptitude for success in the modern world, and individual scores do a mediocre job of predicting individual successes. In the early days of psychology, tests of intelligence were cobbled together with little thought as to validity; instead, the socially powerful sought to validate their power and the prominent to rationalize their success. In recent years, we have ob- ated many of the objections to IQ that were so forcefully noted by Stephen Jay Gould in The Mismeasure of Man. Nevertheless, IQ tests are still flawed and those flaws are hereby acknowledged in principle. Yet, in the analysis that follows, individual IQ test scores are not used; rather, average IQ scores are employed. In many cases - though not all - an average IQ is calculated from a truly enormous sample of people. The most common circ- stance for such large-scale IQ testing is an effort to systematically sample all men of a certain age, to assess their suitability for service in the military. Yet, it is useful and prudent to retain some degree of skepticism about the ability of IQ tests to measure individual aptitudes.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52535977345297,"sku":"NLS9781441900913","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781441900913.jpg?v=1760672763"},{"product_id":"emotional-intelligence-in-education-book-kateryna-v-keefer-9783319906317","title":"Emotional Intelligence in Education","description":"This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications.  It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from collegesuccess and youth career readiness to EI training for future educators and organizational leaders.    Topics featured in this book include:        Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness.  Implications of preschoolers’ emotional competence for future success in the classroom.  Understanding EI in individuals with exceptionalities.  Applications of school-based EI and SEL programs in North America and Europe.  Policy recommendations for social-emotional development in schools, colleges and universities.  Developing emotional, social, and cognitive competencies in managers during an MBA program.  Emotional intelligence training for teachers.  Cross-cultural perspective on EI and emotions.                   Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy.  Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52537714278673,"sku":"NLS9783319906317","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783319906317.jpg?v=1760679235"},{"product_id":"resilience-in-children-adolescents-and-adults-book-sandra-prince-embury-9781493951680","title":"Resilience in Children, Adolescents, and Adults","description":"Resilience in Children, Adolescents, and Adults: Translating Research into Practice recognizes the growing need to strengthen the links between theory, assessment, interventions, and outcomes to give resilience a stronger empirical base, resulting in more effective interventions and strength-enhancing practice. This comprehensive volume clarifies core constructs of resilience and links these definitions to effective assessment. Leading researchers and clinicians examine effective scales, questionnaires, and other evaluative tools as well as instructive studies on cultural considerations in resilience, resilience in the context of disaster, and age-appropriate interventions.    Key coverage addresses diverse approaches and applications in multiple areas across the lifespan. Among the subject areas covered are:    - Perceived self-efficacy and its relationship to resilience. - Resilience and mental health promotion in the schools. - Resilience in childhood disorders. - Critical resources for recovering from stress. - Diversity, ecological, and lifespan issues in resilience. - Exploring resilience through the lens of core self-evaluation.    Resilience in Children, Adolescents, and Adults is an important resource for researchers, clinicians and allied professionals, and graduate students in such fields as clinical child, school, and developmental psychology, child and adolescent psychiatry, education, counseling psychology, social work, and pediatrics.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52543194988817,"sku":"NLS9781493951680","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781493951680.jpg?v=1760689847"},{"product_id":"partner-violence-book-zeev-winstok-9781461445678","title":"Partner Violence","description":"As domestic violence continues to be a focus of social and psychological concern, two basic contradictory viewpoints endure: one rooted in male power dynamics, the other maintaining that both genders use and are victimized by violence. Although both sides have their merits, neither has adequately answered the crucial question: What causes conflict to escalate into violence?  Partner Violence: A New Paradigm for Understanding Conflict Escalation adds a third, escalation-focused paradigm to the debate, addressing the limitations of the two dominant perspectives in a comprehensive scholarly approach. This concise yet comprehensive volume examines key gender- and non-gender-related violence issues and sets out a compelling behavioral argument that using violence to control others is a rational choice. Its theoretical and empirical foundations support an in-depth study of escalating aggression in violent relationships, both throughout periods of chronic conflict and in single violent episodes. This analysis promotes a broader and deeper understanding of partner violence, suitable to developing more finely targeted, effective, and lasting interventions.  Among the key topics featured are:  Gender differences in aggressive tendencies. Dominance, control, and violence. Partner violence as planned behavior. The process leading to partner violence. Partner conflict dynamics throughout relationship periods and within conflicts. Gender differences in escalatory intentions.   Partner Violence is an important volume for researchers, graduate students, and clinicians\/professionals across various disciplines, including personality and social psychology, criminology, public health, clinical psychology, sociology, and social work.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52592066625809,"sku":"NLS9781461445678","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781461445678.jpg?v=1761065174"},{"product_id":"resilience-in-children-adolescents-and-adults-book-sandra-prince-embury-9781461449386","title":"Resilience in Children, Adolescents, and Adults","description":"Resilience in Children, Adolescents, and Adults: Translating Research into Practice recognizes the growing need to strengthen the links between theory, assessment, interventions, and outcomes to give resilience a stronger empirical base, resulting in more effective interventions and strength-enhancing practice. This comprehensive volume clarifies core constructs of resilience and links these definitions to effective assessment. Leading researchers and clinicians examine effective scales, questionnaires, and other evaluative tools as well as instructive studies on cultural considerations in resilience, resilience in the context of disaster, and age-appropriate interventions.    Key coverage addresses diverse approaches and applications in multiple areas across the lifespan. Among the subject areas covered are:    - Perceived self-efficacy and its relationship to resilience. - Resilience and mental health promotion in the schools. - Resilience in childhood disorders. - Critical resources for recovering from stress. - Diversity, ecological, and lifespan issues in resilience. - Exploring resilience through the lens of core self-evaluation.    Resilience in Children, Adolescents, and Adults is an important resource for researchers, clinicians and allied professionals, and graduate students in such fields as clinical child, school, and developmental psychology, child and adolescent psychiatry, education, counseling psychology, social work, and pediatrics.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52633726943505,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52633727828241,"sku":"NLS9781461449386","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781461449386.jpg?v=1761865739"},{"product_id":"treating-child-and-adolescent-aggression-through-bibliotherapy-book-zipora-shechtman-9780387097435","title":"Treating Child and Adolescent Aggression Through Bibliotherapy","description":"This unique volume conceptualizes aggression as a symptom of underlying behavioural and emotional problems. 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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.  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In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms.         Topics featured in this handbook include:         ·         A Canadian perspective to mental health literacy and teacher preparation.    ·         The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.    ·         Intervention programs for reducing self-stigma in children and adolescents.     ·         School-based suicide prevention and intervention.    ·         Mindfulness-based programs in school settings.                    ·         Implementing emotional intelligence programs in Australian schools.          The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52656440967441,"sku":"NLS9783030078737","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52760944476433,"sku":"NIN9783030078737","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030078737.jpg?v=1762224667"},{"product_id":"emotional-intelligence-in-education-book-kateryna-v-keefer-9783030080594","title":"Emotional Intelligence in Education","description":"This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. 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Topics featured in this book include:        Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness.  Implications of preschoolers’ emotional competence for future success in the classroom.  Understanding EI in individuals with exceptionalities.  Applications of school-based EI and SEL programs in North America and Europe.  Policy recommendations for social-emotional development in schools, colleges and universities.  Developing emotional, social, and cognitive competencies in managers during an MBA program.  Emotional intelligence training for teachers.  Cross-cultural perspective on EI and emotions.                   Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy.  Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52661208514833,"sku":"NLS9783030080594","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030080594.jpg?v=1762266957"},{"product_id":"mental-health-assessment-prevention-and-intervention-book-jac-jw-andrews-9783030972103","title":"Mental Health Assessment, Prevention, and Intervention","description":"This book presents and integrates innovative ways in which the disciplines of school, clinical, and counseling psychology conceptualize and approach mental health assessment, prevention, and intervention for promoting child and youth well-being. It describes a synthesized model of clinical reasoning across school, clinical, and counseling psychology that demonstrates how decisions are made with respect to assessment, prevention, and intervention across situational contexts to ensure successful outcomes for children and youth. In addition, the volume examines theoretical,empirical, and practical frameworks and methods with respect to addressing the mental health and well-being needs of children and adolescents within and across school, clinical, and counseling psychology disciplines. In addition, the book presents transformative, constructivist, multicultural, innovative, and evidenced-based approaches for working with children and youth as well as their families relative to the identification of mental health concerns, enhanced service system integration, social justice and advocacy.    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