Perceptual Stability Among Youthful Offenders

Bullying Beyond the Schoolyard

Preventing and Responding to Cyberbullying

Sameer Hinduja, Justin W. Patchin

The #1 cyberbullying prevention book just got better! Cyberbullying occurs when three components intersect: teens, technology, and trouble. This perfect storm of elements manifests as harassment, humiliation, and hate that can follow a child everywhere. Drawing on the authors’ own extensive research, this groundbreaking eye-opening resource incorporates the personal voices of youth affected by or involved in cyberbullying, while helping readers understand the causes and consequences of online aggression. Since 2007, school leaders, teachers, and parents have relied on the bestselling and award-winning first edition of Bullying Beyond the Schoolyard for practical strategies to address cyberbullying. Now in its second edition, this essential guide is completely updated with new research and evolving best practices for prevention and response, including: Summaries of recent legal rulings related to teens and technology, and their implications Discussion of the responsibilities of school personnel, and how that translates to policy and programming Guidance on how educators, parents, students, and law enforcement can work individually and collectively to prevent and respond to cyberbullying Useful "breakout boxes" highlighting strategies you can implement Practical resources, including an assessment instrument, scenarios, and staff development questions Written in an accessible and informal tone by leading experts in the field, this must-have book provides the tools to prevent and respond to cyberbullying in your school community. "This is an excellent resource that clears up much of the confusion and sometimes hysteria generated in the media on cyberbullying. It provides prudent and do-able strategies from crafting policies, to investigating and responding to incidents. Most importantly, it provides the right mindset and philosophy for helping schools prevent the problem in the first place and for empowering all members of the school community to work together. Policymakers, administrators, teachers, parents, and students would all benefit from the knowledge contained in this book." - Jim Dillon, Author of No Place for Bullying (Corwin, 2012) and Director of the Center for Leadership and Bullying Prevention, Measurement Incorporated "In a society that is grappling with the ramifications of the rapid pace of technological advancement, cyberbullying has emerged as a serious issue in education. This book provides real-life scenarios, timely data, and best practices to help school leaders protect the children and adolescents in their schools. All educators will find these resources useful in detecting and preventing cyberbullying and ensuring the safety of students." -Gail Connelly, Executive Director, National Association of Elementary School Principals

School Climate 2.0

Preventing Cyberbullying and Sexting One Classroom at a Time

Sameer Hinduja, Justin W. Patchin

Empower students and staff to prevent cyberbullying and sexting When students receive hurtful, threatening, or sexually explicit electronic messages, it affects their ability to concentrate on schoolwork. Renowned cyberbullying experts Sameer Hinduja and Justin W. Patchin connect the off-campus, high-tech behaviors of teens to the school environment and provide educators with a road map for developing a positive school climate that counteracts cyberbullying and sexting. Specific strategies include: Building a sense of community Peer mentoring Social norming Data-driven action plans Youth grassroots campaigns Multi-pronged policy and programming approaches by adults Included are real-life stories that help illustrate the research and a companion website with everything you need to bully-proof your school.

Bullying Today

Bullet Points and Best Practices

Justin W. Patchin, Sameer Hinduja

Cutting-edge strategies—ready when you need them. Before bullying surfaces in your school, you need to be ready. This book is organized so you can find the answers you need to make meaningful changes in the way you prevent and respond to bullying. The authors know the challenges educators face. Here they’ve distilled nearly 15 years of research into bite-sized chapters, with strategies and real-world examples to put ideas into action. You’ll learn: How to distinguish bullying from other hurtful behaviors The connection between cyberbullying and in-person bullying Responses that work—and ones that don’t Prevention strategies to put in place now

The Family Context of Childhood Delinquency

Justin W. Patchin

Patchin reviews the empirical and theoretical research on family relationships and delinquent behavior and examines the efficacy of intervention targeting serious and violent young offenders between the ages of 10 and 13. Because parents are an important influence in adolescent development at this age, Patchin argues that interventions targeting young populations must incorporate family-based programming that seeks to improve the familial environment. To this end, he maintains that youth involved in an intervention at this developmental stage must be kept in their families if possible. His analysis investigates the way in which family bonds and structures and family-focused intervention and community-based programming are associated with delinquency desistance among childhood offenders.

Cyberbullying

Identification, Prevention, and Response

Sameer Hinduja, Justin W. Patchin

One of greatest and fastest growing threats to our youth today is cyberbullying. With the explosion of technology and social networking sites on the Internet, bullying has moved from physical confrontation in the schoolyard to a more psychologically damaging experience. Cyberbullying is having a profound impact on students across the globe and educators are scrambling on know how to deal with it. Threatening text messages, unauthorized dissemination of private videos, and Facebook and Formspring postings on social networking sites are just a few of the many ways students are using cell phones and computers to ridicule, humiliate, harass and intimidate one another. Written by respected authorities and authors of Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying, and Co-Directors of the Cyberbullying Research Center, this guide helps educators on the front lines be better equipped to implement strategies that prevent cyberbullying and, if/when it occurs, respond effectively.

Words Wound

Delete Cyberbullying and Make Kindness Go Viral

Justin W. Patchin, Sameer Hinduja

A teen-reviewed guide to cyberbullying draws on preventative expertise to raise awareness about its dangers, counseling victims on strategies for protecting themselves, making their communities safer and raising awareness about Internet privacy. Original.

Age-related Deficits in Perceptual Stability

Senay Aydin

The world's population is ageing, which represents challenges and opportunities concerning different aspects of life. Some older people exhibit various perceptual and cognitive declines, which are related to their inability to construct a stable representation of the external world, it being usually ambiguous and degraded. These declines require thorough research in order to understand their cortical mechanisms. Changes in perceptual stability as a function of ageing were explored in this PhD work using methods of psychophysics, visual evoked potentials, and eye- movement recordings. Specifically studied were attentional control in perceptual rivalry, the ability to construct a stable and efficient internal representation of degraded words and finally, saccadic suppression as an important contributory factor to the underlying perceptual stability of the visual world during saccadic eye movements. Perceptual rivalry, produced by an ambiguous Rubin vase-faces figure, was slower in older people during passive viewing than in young participants. Additionally, older adults, in contrast to young adults, were unable to hold the dominant percept longer than in passive viewing. Using current models of perceptual rivalry and studies of age-related changes in cortical activity, the increased response gain in older adults might be a possible factor leading to prolonged dominance durations in older people during passive viewing as well as impaired ability to hold the dominant percept longer. Visual evoked potentials, elicited by frequency-tagged stimulation, showed that perceptual rivalry under passive viewing caused in both age group suppression of visual evoked potentials to a contrast-modulated pattern. This finding is only true for the vase percept, when the vase percept was not dominant. Thus, the mechanism, underlying perceptual rivalry under passive viewing in early visual cortical areas, could be inhibition of neuronal populations associated with the non-dominant percept, rather than excitation of neuronal populations, corresponding to the dominant percept. Attentional control of holding the dominant percept caused an enhancement of the visual evoked potentials, representing the dominant percept, in young subjects but not in older people. Holding and switching the dominant percept also produced enhancement of gamma activity, recorded with electrodes over the occipital and parietal cortices, only in young adults. These results could be related to age-related deficits in top-down modulated attentional and figure-ground segregation processes. A novel paradigm for recognising words embedded in positional letter noise and a model for estimating internal noise components were developed. Older people showed noise-exclusion deficits when reading normal words and reversed words, but not when reading nonwords. These deficits suggest that older people may experience perceptual instability of words due to inefficient noisy perceptual representations of words. This method has the potential for use as a tool in the clinical testing of noise- exclusion deficits in normal and pathological ageing and in children with reading dysfunctions. Investigation of age-related changes in saccadic suppression revealed for the first time that older adults experienced reduced and delayed saccadic suppression compared to young adults. This could result in perceiving instability of the external world and thus affect their mobility and performance in everyday environments. The results of this thesis provide evidence of age-related deficits in the ability of older people to voluntarily perceive a stable dominant percept during perceptual rivalry, to efficiently exclude positional noise during reading degraded words and to suppress visual information during saccadic eye movements. Although these deficits involve different cortical mechanisms, the underlying cause for them could be related to impairments in inhibitory mechanisms at various cortical processing stages.

A Longitudinal Study of Pragmatic Development among Young Chinese L2 Learners

He Yang

This book contributes to the existing literature on second language (L2) pragmatics in several ways. It expands the empirical scope of L2 pragmatics to young foreign language learners, a population that remains underrepresented in a field largely shaped by research on adult learners. Drawing on a two-year longitudinal study of Chinese primary school students learning English, the book offers a developmental account of children’s pragmatic competence over time. It examines both pragmatic production and pragmatic perception, showing how young learners develop the ability to produce contextually appropriate requests and how their understanding of pragmatic meanings across a range of speech acts evolves in instructed foreign language contexts. This book covers both theoretical foundations and empirical findings, and integrates discussions of ethical and methodological considerations specific to working with children—an area often overlooked in L2 pragmatics research. Teachers and teacher educators will find the findings particularly relevant, as the book offers insights into how pragmatic competence develops in early foreign language learning contexts and what this means for curriculum design and instructional practice. It also serves as a useful resource for researchers and students in applied linguistics, second language acquisition, child language development, and language education, as well as for policymakers concerned with young language learner instruction.

Handbook of Autism and Pervasive Developmental Disorders, Volume 1

Diagnosis, Development, and Brain Mechanisms

Fred R. Volkmar, Sally J. Rogers, Rhea Paul, Kevin A. Pelphrey

The newest edition of the most comprehensive handbook on autism and related disorders Since the original edition was first published more than a quarter of a century ago, The Handbook of Autism and Pervasive Developmental Disorders, Volume 1: Diagnosis, Development, and Brain Mechanisms, has been the most influential reference work in the field of autism and related conditions. The new, updated Fourth Edition takes into account the changes in the disorders' definitions in the DSM-V and ICD-10 that may have profound implications for diagnosis and, by extension, access to services. Along with providing practical clinical advice--including the role of psychopharmacology in treatment—the handbook codifies the ever-expanding current body of research throughout both volumes , offering a wealth of information on the epidemiology of autism and the genetic, environmental, biochemical, social, and neuropathological aspects of the disorder. Volume 1 includes: Information on outcomes in adults with autism spectrum disorders A range of issues and interventions important from infancy, though adolescence and beyond for individuals with autism spectrum disorders Current information about play development, including skills, object play, and interventions Coverage of the state of genetic, biochemical, and neuropathological autism research Chapters on psychopharmacology and medical care in autism and related conditions The new edition includes the relevant updates to help readers stay abreast of the state of this rapidly evolving field and gives them a guide to separate the wheat from the chaff as information about autism proliferates.

Perceptual Cognitive Development

Unknown author

Description unavailable for this volume in the current provider response.

Perceptual and Motor Skills

Unknown author

Description unavailable for this volume in the current provider response.

Recession, Crime and Punishment

Steven Box

We are often told that unemployment is 'no excuse' for committing crimes. It certainly does not follow, as many in government would have use believe, that crime is unrelated to social conditions. Examining a mass of evidence from Great Britain, the United States, Canada and other industrialised countries, Steven Box shows how criminal activity increased with unemployment, poverty and sharpened competition between firms. He demonstrates that corporate as well as individual crime is affected by the experience of recession and that changing pressures and opportunities alter the character and distribution of deviance as well as increasing its incidence. Although deterioration in material circumstances does lead to more crime, however, it does not alone account for the massive increase in prison populations or increasingly repressive systems of social control. These developments, the author argues, flow more from government attempts to restructure the labour force and the natural reaction of minor state officials like judges, police and probation officers to the changing 'logic' of their situations.