Cover image for Violence against children in the family and the community
Title:
Violence against children in the family and the community
Author:
Trickett, Penelope K.
Edition:
First edition.
Publication Information:
Washington, DC : American Psychological Association, [1998]

©1998
Physical Description:
xi, 511 pages ; 26 cm
Language:
English
ISBN:
9781557984807

9781557984920
Format :
Book

Available:*

Library
Call Number
Material Type
Home Location
Status
Central Library HQ784.V55 V48 1998 Adult Non-Fiction Central Closed Stacks
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Summary

Summary

Children in America experience violence in many forms. They are the victims of physical and sexual abuse within their families, they witness battering of and by their parents, and they experience or witness violence in schools and communities. Poor children are especially at risk. Recently, considerable research has accumulated documenting the psychological impact of these different forms of violence on children's development.


Reviews 1

Choice Review

Children in the US suffer from physical or sexual abuse and witness violence at home, at school, and in their neighborhoods. The high rates of violence are increasing, but despite research advances the evidence lacks integration and unifying theory. The result of a 1995 conference on childhood violence, this book emerged to integrate theory and knowledge of violence and how it affects children's lives as an impetus for future knowledge development. The book examines the developmental consequences and multiple causes of violence and knowledge and gaps in prevention and intervention strategies. Researchers highlight the psychobiological affects of sexual abuse and the links among sexual abuse, acting out, and externalizing problems in adolescent and young adult females and males. Links among sexual abuse, low school performance, achievement, and low educational attainment await longitudinal follow-up. Longitudinal knowledge of mechanisms and mediators through which marital violence affects children may suggest improved interventions. Research on prevention and intervention strategies that lead to supportive schools, homes, and neighborhoods are needed. An essential reference for everyone interested in a critical analysis of and future directions for research; upper-division undergraduates and above. S. M. Valente; University of Southern California


Table of Contents

Contributors
Preface
About Harold
Introduction
Part 1 Cross-Cultural Studies of Academic Achievement
1. A Biocultural Model of Academic DevelopmentDavid C. Geary and Carmen O. Hamson and Guo-Peng Chen and Fan Liu and Mary K. Hoard
2. Mathematics Learning and Teaching in the School Context: Reflections From Cross-Cultural ComparisonsShin-Ying Lee
3. Cultural Contexts of Schooling Revisited: A Review of "The Learning Gap" From a Cultural Psychology PerspectiveGiyoo Hatano and Kayoko Inagaki
4. Contexts of AchievementJacqueline J. Goodnow
5. Video Surveys: New Data for the Improvement of Classroom InstructionJames W. Stigler
Part 2 Developmental Aspects of Literacy
6. Learning About the Orthography: A Cross-Linguistic ApproachPeter Bryant and Terezinha Nunes
7. Assessing Young Children's Literacy Strategies and DevelopmentScott G. Paris and Christina E. van Kraayenoord
8. Literacy Retention: Comparisons Across Age, Time, and CultureDaniel A. Wagner
9. Literacy Experiences and the Shaping of CognitionKeith E. Stanovich and Anne E. Cunningham and Richard F. West
Part 3 Developmental Psychology, Social Policy, and Education
10. Japanese Collectivism and EducationHiroshi Azuma
11. Beyond Reform Slogans: Linking Developmental Psychology and Teacher Education ReformFrank B. Murray
12. Applying the Findings of Developmental Psychology to Improve Early Childhood InterventionEdward Zigler and Sally J. Styfco
Chronological List of PublicationsHarold W. Stevenson
Author Index
Subject Index
About the Editors

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