This study examined the independent and joint contributions of employees' creativity-relevant personal characteristics and three characteristics of the organizational context—job complexity, suppor...

https://www.jstor.org/stable/pdf/256657.pdf

Employee Creativity: Personal and Contextual Factors at Work

Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process– context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future

/pdf/corporal-punishment-by-parents-and-associated-child-277dj3r5k9.pdf

Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review.

Poor children confront widespread environmental inequities. Compared with their economically advantaged counterparts, they are exposed to more family turmoil, violence, separation from their families, instability, and chaotic households. Poor children experience less social support, and their parents are less responsive and more authoritarian. Low-income children are read to relatively infrequently, watch more TV, and have less access to books and computers. Low-income parents are less involved in their children's school activities. The air and water poor children consume are more polluted. Their homes are more crowded, noisier, and of lower quality. Low-income neighborhoods are more dangerous, offer poorer municipal services, and suffer greater physical deterioration. Predominantly low-income schools and day care are inferior. The accumulation of multiple environmental risks rather than singular risk exposure may be an especially pathogenic aspect of childhood poverty.

Environment of childhood poverty

/pdf/the-environment-of-childhood-poverty-26w5pgnxr6.pdf

The environment of childhood poverty.

Apres une definition du concept de creativite est effectuee une revue de la litterature consacree au developpement de l'innovation dans la reussite professionnelle, mettant l'accent sur l'integration et la reorganisation des structures cognitives

http://psycnet.apa.org/journals/bul/103/1/27.pdf

Creativity syndrome: Integration, application, and innovation.

Partial table of contents: EXTERNALIZING DISORDERS. A Training Program for Parents of Children with Attention--Deficit/Hyperactivity Disorder (A. Anastopoulos). Parent Training Interventions for Sibling Conflict (C. Johnston & W. Freeman). INTERNALIZING DISORDERS. Parent Training for Separation Anxiety Disorder (A. Eisen, et al.). DEVELOPMENTAL DISORDERS. Parent Training for Families of Children with Developmental Disabilities (J. Lutzker & S. Steed). OTHER CHILDHOOD DISORDERS. Parents as Therapists for Children's Food Refusal Problems (K. Budd, et al.). SPECIAL NEEDS PARENTS AND CHILDREN. Parent Training in Moral Context: Prosocial Family Therapy (E. Blechman). Indexes.

Handbook of parent training: Parents as co-therapists for children's behavior problems.

Major Approaches to Play Therapy: Advances and Innovations. Developmental Approaches to Play Therapy. Play Therapy: Special Techniques and Settings. Play Therapy for Specific Childhood Disorders.

Handbook of Play Therapy

DEVELOPMENTAL PLAY ASSESSMENTS. A Scale for Assessing Development of Children's Play (C. Westby). Assessing the Cognitive Ability of Infants and Toddlers Through Play: The Symbolic Play Test (T. Power & J. Radcliffe). Standardized Play Assessment of Infant and Toddler Temperament (A. Matheny). The Play History Interview (K. Taylor, et al.). Transdisciplinary Play-Based Assessment (T. Linder). DIAGNOSTIC PLAY ASSESSMENTS. Kiddie Formal Thought Disorder Rating Scale and Story Game (R. Caplan & T. Sherman). Using Anatomically Detailed Dolls in Interviewing Preschoolers (S. White). Linking Assessment to Intervention for Children with Developmental Disabilities or At-Risk for Developmental Delay: The Developmental Play Assessment (DPA) Instrument (K. Lifter). The Play Observation Kit (POKIT): An Observational Assessment Technique for Young Children (K. Mogford-Bevan). PARENT-CHILD INTERACTION PLAY ASSESSMENTS. Assessing Mother-Infant Interaction in Play (L. Roggman, et al.). Parent-Child Interaction Play Assessment (D. Smith). Assessing Parent-Child Interactions with the Marschak Interaction Method (MIM) (S. Lindaman, et al.). "Going to the Store": An Observational Measure of Parent-Child Interactions for Preschoolers (J. Dumas & P. LaFreniere). FAMILY PLAY ASSESSMENTS. Family System Test (FAST): A Systemic Approach for Family Evaluation in Clinical Practice and Research (T. Gehring & J. Page). Assessing Family Interaction by the Collaborative Drawing Technique (G. Smith). Dynamic Play Approaches in the Observation of Family Relationships (S. Harvey). Assessment of the Child and Family in Play Contexts (G. Stollak, et al.). PEER INTERACTION PLAY ASSESSMENTS. Play Assessment of Peer Interaction in Children (J. Welsh, et al.). Observing for Individual Differences in the Social Interaction Styles of Preschool Children (M. Segal, et al.). Assessing Nonsocial Play in Early Childhood: Conceptual and Methodological Approaches (R. Coplan). Penn Interactive Peer Play Scale: A Parent and Teacher Rating System for Young Children (J. Fantuzzo & V. Hampton). PROJECTIVE PLAY ASSESSMENTS. The MUG and the Teddy Bears' Picnic: Story-telling Techniques for the Assessment of Children's Emotional and Behavioral Problems (N. Mueller). The Family Puppet Technique for Assessing Parent-Child and Family Interaction Patterns (P. Ross). The Use of a Puppet Interview to Understand Children (E. Irwin). The Puppet Sentence Completion Task (S. Knell & K. Beck). Play Assessment of Affect: The Affect in Play Scale (S. Russ, et al.). Indexes.

Play diagnosis and assessment

Play therapy has been the most popular form of child therapy for the past fifty years, but the underlying curative elements have remained mysterious. This pioneering book provides a unique understanding of the process of play therapy.

The Therapeutic Powers of Play

agencies charged with providing intervention for children in care are required to use evidence-based interventions. Historically, play-based interventions have been marginalized, as many in the mental health field discounted the power of play as effective therapeutic treatment. Knowledge of the potential impact of play in child therapy was once reserved for practitioners who used play therapy and the children they served. However, today there is a growing body of research that points to play as an effective, empirically based intervention for children. Empirically Based Play Interventions for Children is a compilation of thirteen chapters that describe the use of play techniques and strategies to meet the needs of children with various psychological and emotional needs. The second edition of this book includes many updates and several entirely new chapters. Like its predecessor, the second edition consists of five sections, each with three chapters—except for the final section which has only one chapter. Each chapter is written by a highly regarded expert on his or her respective play interventions with children. The first section focuses on prevention and features chapters on the Primary Project for early childhood, play-based interventions for children of divorcing parents, and child-centered play therapy for school prevention. The second section addresses play interventions for children with internalizing disorders such as depression, anxiety, or fearfulness. It includes chapters focusing on cognitive-behavioral play therapy for anxiety and depression, play therapy for abused and traumatized children, and Therapy in supporting the therapeutic relationship with silenced children. The therapist as individual recurs as a theme throughout the book: authors provide candid reports of their own personal experiences of distraction and self-doubt in dealing with silences in session. Each chapter concludes with a list of best practices to guide the therapist through implementing the recommended approaches. Clinical educators and supervisors will find this book to be a valuable text to introduce trainees and supervisees to the principles and processes of child psychotherapy. Therapists new to working with children will appreciate the blend of theory and specific suggestions illustrated by engaging clinical examples to promote their understanding of both the content and process of dealing with silence in sessions. The book will also provide experienced therapists with the opportunity to update their knowledge of current best practices in assessing and treating silenced child clients.

Charles E. Schaefer

Papers

Handbook of parent training: Parents as co-therapists for children's behavior problems.

Handbook of Play Therapy

Play diagnosis and assessment

The Therapeutic Powers of Play

Empirically Based Play Interventions for Children