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Author: Katherine Wareham
Publisher: Routledge
ISBN: 0429882491
Category : Education
Languages : en
Pages : 304
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Book Description
Theory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the TALKABOUT series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others’ thoughts and feelings based on their behaviour, as well as to adapt behaviour in order to competently manage social situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind. Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress from simple concepts to more complex skills Opportunities for skills to be practised and recapped Fully photocopiable and downloadable resources Packed full of flexible activities to suit different levels and ages, this is a vital resource for educators and therapists looking to support children and young people with poor theory of mind as they develop the skills necessary to create positive interactions.
Author: Katherine Wareham
Publisher: Routledge
ISBN: 0429882491
Category : Education
Languages : en
Pages : 304
Get Book Here
Book Description
Theory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the TALKABOUT series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others’ thoughts and feelings based on their behaviour, as well as to adapt behaviour in order to competently manage social situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind. Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress from simple concepts to more complex skills Opportunities for skills to be practised and recapped Fully photocopiable and downloadable resources Packed full of flexible activities to suit different levels and ages, this is a vital resource for educators and therapists looking to support children and young people with poor theory of mind as they develop the skills necessary to create positive interactions.
Author: Alex Kelly
Publisher: Routledge
ISBN: 0429763425
Category : Education
Languages : en
Pages : 346
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Book Description
Alex Kelly’s internationally renowned Talkabout books are a series of practical workbooks designed to develop the self-awareness, self-esteem and social skills of people with special needs. This core manual in the Talkabout series provides fully adaptable session plans, activities and games to focus on four key areas of social skills: Body Language, The Way We Talk, Conversations and Assertiveness. Now in its second edition, this revised version of the Talkabout manual has been edited for US professionals, with a foreword by Nancy Tarshis and Debbie Meringolo (Altogether Social LLC, New York). Contents includes: A social skills assessment and intervention planning tool to help identify the individual needs of each client or group Over 60 structured activities, with a focus on body language, paralinguistic features, conversation and assertiveness 25 group cohesion activities to help facilitate productive group sessions Suitable for Speech and Language Pathologists, Teachers, Social Workers, Child Psychologists and School Counsellors, the photocopiable resources within this volume are suitable for use with children, adolescents and adults in small groups or individually.
Author: Karen Bartsch
Publisher: Oxford University Press
ISBN: 0195344839
Category : Philosophy
Languages : en
Pages : 245
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Book Description
What, exactly, do children understand about the mind? And when does that understanding first emerge? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these questions and much more by taking a probing look at what children themselves have to tell us about their evolving conceptions of people and their mental lives. By examining more than 200,000 everyday conversations (sampled from ten children between the ages of two and five years), the authors advance a comprehensive "naive theory of mind" that incorporates both early desire and belief-desire theories to trace childhood development through its several stages. Throughout, the book offers a splendidly written account of extensive original findings and critical new insights that will be eagerly read by students and researchers in developmental psychology, cognitive psychology, philosophy, and psycholinguistics.
Author: Kirstina Ordetx
Publisher: Jessica Kingsley Publishers
ISBN: 1849058970
Category : Psychology
Languages : en
Pages : 118
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Book Description
This book provides an innovative, easy-to-follow curriculum for teaching children with autism spectrum disorders to relate to and interact with others successfully by developing basic Theory of Mind skills. Containing twelve lesson plans and 220 cut-out-and-keep cards, it is an essential resource for teachers and other education professionals.
Author: Professor Henry M. Wellman
Publisher: Oxford University Press
ISBN: 0199334935
Category : Psychology
Languages : en
Pages : 377
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Book Description
Developmental psychologists coined the term "theory of mind" to describe how we understand our shifting mental states in daily life. Over the past twenty years researchers have provided rich, provocative data showing that from an early age, children develop a sophisticated and consistent "theory of mind" by attributing their desires, beliefs, and emotions to themselves and to others. Remarkably, infants barely a few months old are able to attend closely to other humans; two-year-olds can articulate the desires and feelings of others and comfort those in distress; and three- and four-year-olds can talk about thoughts abstractly and engage in lies and trickery. This book provides a deeper examination of how "theory of mind" develops. Building on his pioneering research in The Child's Theory of Mind (1990), Henry M. Wellman reports on all that we have learned in the past twenty years with chapters on evolution and the brain bases of theory of mind, and updated explanations of theory theory and later theoretical developments, including how children conceive of extraordinary minds such as those belonging to superheroes or supernatural beings. Engaging and accessibly written, Wellman's work will appeal especially to scholars and students working in psychology, philosophy, cultural studies, and social cognition.
Author: Julian Jaynes
Publisher: Houghton Mifflin Harcourt
ISBN: 0547527543
Category : Psychology
Languages : en
Pages : 580
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Book Description
National Book Award Finalist: “This man’s ideas may be the most influential, not to say controversial, of the second half of the twentieth century.”—Columbus Dispatch At the heart of this classic, seminal book is Julian Jaynes's still-controversial thesis that human consciousness did not begin far back in animal evolution but instead is a learned process that came about only three thousand years ago and is still developing. The implications of this revolutionary scientific paradigm extend into virtually every aspect of our psychology, our history and culture, our religion—and indeed our future. “Don’t be put off by the academic title of Julian Jaynes’s The Origin of Consciousness in the Breakdown of the Bicameral Mind. Its prose is always lucid and often lyrical…he unfolds his case with the utmost intellectual rigor.”—The New York Times “When Julian Jaynes . . . speculates that until late in the twentieth millennium BC men had no consciousness but were automatically obeying the voices of the gods, we are astounded but compelled to follow this remarkable thesis.”—John Updike, The New Yorker “He is as startling as Freud was in The Interpretation of Dreams, and Jaynes is equally as adept at forcing a new view of known human behavior.”—American Journal of Psychiatry
Author: Pierre Bayard
Publisher: Bloomsbury Publishing USA
ISBN: 1596917148
Category : Literary Criticism
Languages : en
Pages : 129
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Book Description
In this delightfully witty, provocative book, literature professor and psychoanalyst Pierre Bayard argues that not having read a book need not be an impediment to having an interesting conversation about it. (In fact, he says, in certain situations reading the book is the worst thing you could do.) Using examples from such writers as Graham Greene, Oscar Wilde, Montaigne, and Umberto Eco, he describes the varieties of "non-reading"-from books that you've never heard of to books that you've read and forgotten-and offers advice on how to turn a sticky social situation into an occasion for creative brilliance. Practical, funny, and thought-provoking, How to Talk About Books You Haven't Read-which became a favorite of readers everywhere in the hardcover edition-is in the end a love letter to books, offering a whole new perspective on how we read and absorb them.
Author: Alex Kelly
Publisher: Routledge
ISBN: 1351701568
Category : Education
Languages : en
Pages : 244
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Book Description
Talkabout for Teenagers is a comprehensive program of professional resources to help you deliver group sessions on social and relationship skills for teenagers with social, emotional or behavioral difficulties. The program follows the Talkabout hierarchy, building self-awareness and self-esteem first, then moving on to non-verbal communication, talking, friendship and assertiveness. Features: a social skills assessment framework enables you to evaluate a young person's social skills and identify where to start work; the huge range of activities, group discussions and handouts for each level of the program mean that you have everything you need to deliver a successful social skills curriculum; group cohesion activities help you to ensure that all participants benefit fully from attending your group sessions. Suitable for Speech and Language Pathologists, Teachers, Social Workers, Child Psychologists and School Counselors, Talkabout for Teenagers has been thoroughly updated and edited for a US audience. "This next installment of a proven social communication skills curriculum series does not disappoint! The straightforward writing, clear protocols for assessment and practical guidance are exactly what busy teachers and therapists need to help them plan and implement social learning lessons for students." (From the foreword by Debbie Meringolo MA, MS and Nancy Tarshis MA, MS, CCC/SLP of Social Thinking).
Author: Peter Carruthers
Publisher: Oxford University Press, USA
ISBN: 0199685142
Category : Philosophy
Languages : en
Pages : 454
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Book Description
Do we have introspective access to our own thoughts? Peter Carruthers challenges the consensus that we do: he argues that access to our own thoughts is always interpretive, grounded in perceptual awareness and sensory imagery. He proposes a bold new theory of self-knowledge, with radical implications for understanding of consciousness and agency.
Author: Scott A. Miller
Publisher: Psychology Press
ISBN: 1136334580
Category : Education
Languages : en
Pages : 258
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Book Description
This is the first book to provide a comprehensive review of the burgeoning literature on theory of mind (TOM) after the preschool years and the first to integrate this literature with other approaches to the study of social understanding. By highlighting the relationship between early and later developments, the book provides readers with a greater understanding of what we know and what we still need to know about higher-order TOM. Although the focus is on development in typical populations, development in individuals with autism and in older adults is also explored to give readers a deeper understanding of possible problems in development. Examining the later developments of TOM gives readers a greater understanding of: Developments that occur after the age of 5. Individual differences in rate of development and atypical development and the effects of those differences. The differences in rate of mastery which become more marked, and therefore more informative, with increased age. What it means to have a “good theory of mind.” The differences between first- and second- order theory of mind development in preschoolers, older children, adolescents, and adults. The range of beliefs available to children at various ages, providing a fuller picture of what is meant by “understanding of belief.” After the introduction, the literature on first-order developments during the preschool period is summarized to serve as a backdrop for understanding more advanced developments. Chapter 3 is devoted to the second-order false belief task. Chapters 4 and 5 introduce a variety of other measures for understanding higher-level forms of TOM thereby providing readers with greater insight into other cognitive and social developmental outcomes. Chapter 6 discusses the relation between children’s TOM abilities and other aspects of their development. Chapters 7 and 8 place the work in a historical context. First, the research on the development of social and mental worlds that predated the emergence of TOM is examined. Chapter 8 then provides a comparative treatment of the two literatures and how they complement one another. Ideal as a supplement in graduate or advanced undergraduate courses in theory of mind, cognitive development, or social development taught in psychology and education. Veteran researchers will also appreciate this book‘s unique synthesis of this critical research.
