Journal Guide

This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental theories; research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.

Mind, Brain, and Education (MBE) publishes peer-reviewed articles concerned with brain and behavioral issues relevant to the broad field of education. Edited by an editorial board internationally recognized scholars and practitioners from the variety of disciplines represented in the field of mind, brain and education. MBE provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education.

Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.MCA is organized into four distinct sections; the relative weights of each will change somewhat from issue to issue. Section 1 features articles of general theoretical or empirical importance that go through a regular peer review process. Section 2 includes symposia that are built around a central article or book addressing important theoretical themes. Commentaries are invited from scholars from different intellectual traditions and cultural contexts. Section 3 contains informal communications or renderings in alternative genres, such as work-in-progress reports, summaries of e-mail discussions, poetry, and more. Section 4 includes book reviews and shorter book notes.Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous refereesPublication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness: clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions: alleviation of personal and societal suffering: the nature and foundations of mindfulness: mechanisms of action: and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression

Since 1935 this series has presented in-depth research studies and significant findings in child development and its related disciplines. Each issue consists of a single study or a group of papers on a single theme, accompanied usually by commentary and discussion. Like all Society for Research in Child Development (SRCD) publications, the Monographs enable development specialists from many disciplines to share their data, techniques, research methods, and conclusions. A subscription to the Monographs series also includes a full subscription (6 issues) to Child Development, the flagship journal of the SRCD, and Child Development Perspectives, the newest journal from the SRCD. Please click here to visit the.

Retrouvez dans chaque numéro les rubriques suivantes :- ActualitésToute l'actualité sur la profession, la santé, la prévention et la législation concernant l'enfant et son environnement ; la définition d'un mot des professionnels de la petite enfance.Un " échos d'Europe "; proposé trimestriellement par l'association Le Furet, reflet des préoccupations professionnelles de nos voisins.- SociétéDes faits de société, des sujets d'actualité...- PsychologieL'analyse de sujets précis tel que la bientraitance ou la pédagogie à suivre dans une situation donnée par exemple, tout en restant accessible à tous.- DossierDes thèmes de réflexion abordés sous plusieurs angles : théorique, pédagogique ou juridique.- PratiqueDes repères pratiques, des idées nouvelles pour susciter la réflexion personnelle ou d'équipe.- GuideToutes les informations pour la gestion de votre formation et de votre carrière : nouveaux produits, agenda, livres, offres d'emploi et de formation.- EN NOUVEAUTÉSChaque mois, une fiche " Éveil "; à conserver, pour découvrir de nouvelles activités ludiques à réaliser avec les tout-petits. Classées par thème, elles suivent le calendrier des évènements et des saisons.

Organ of the 'Société française de psychiatrie de l'enfant et de l'adolescent', Neuropsychiatrie de l'enfance et de l'adolescence tackles all fields of child-adolescent psychiatry and offers a link between field and clinical work.As a reference and training tool for students and practitioners, the journal publishes original papers in child psychiatry as well as book reviews and conference reports.Each issue also offers a calendar of the main events dealing with the speciality.

New Directions for Child and Adolescent Development is a quarterly thematic multidisciplinary journal dedicated to new perspective and scholarship in the field of child and adolescent development. Each issue/volume in the series is a completely self-contained, fully indexed edited collection of articles focusing on one specific topic.

La revue de tou(te)s les orthophonistesOrtho magazine est une revue professionnelle qui s'adresse à tou(te)s les orthophonistes, en formation ou en exercice : cabinet, hôpital, ou institution.Le reflet de la diversité des pratiques orthophoniquesOrtho magazine se situe à la croisée de la médecine, de la psychologie et de la pédagogie, et couvre tout le champ de l'orthophonie. Cette revue indépendante est ouverte à tous les courants de pensée et à toutes les pratiques orthophoniques.Une revue de référenceOrtho magazine est ouvert aux savoirs confirmés, comme aux démarches en devenir. Grâce à la curiosité et au dynamisme d'un Comité de rédaction composé de professionnels d'horizons divers, la revue est le creuset d'une réflexion professionnelle de qualité.Un outil d'information et de formation continueOrtho magazine s'appuie sur des expériences de terrain et privilégie la rencontre et l'échange, sans se départir de la rigueur éditoriale qu'exerce le Comité de rédaction.Ortho magazine suit également au plus près l'actualité socio-professionnelle et scientifique nécessaire à l'information des orthophonistes.Thèmes des dossiers traités en 2004- Le corps à claire-voix- L'enseignement de la lecture- Le paiement, comptes et décomptes- Le jeu pour grandir- Orthodontie, une rééducation de la tÊte aux pieds- Le B.A. BA du bébéThèmes des dossiers traités en 2005- Mathématiques et langage, aux frontières du sens- Dysphagie, une rééducation à investir- Du babillage aux premiers mots- La dyspraxie, 1/2- La dyspraxie, 2/2- Les groupes thérapeutiques

Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are invited. The journal also publishes notices of books and other publications or media representations relevant to a scientific approach to parenting. Departments Parenting: Science and Practice has five main departments: Inquiries about prospective submissions to any department should be addressed to the Editor (email: Marc_H_Bornstein@nih.gov). * Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance theory and the empirical base in the field of parenting studies are sought, and all modes of empirical research are invited: experimental, observational, ethnographic, textual, interpretive, and survey. * Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. (Published reviews are sometimes accompanied by a small number of solicited commentaries from specialists in parenting as well as in allied fields.) * Statements. Statements provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should not exceed 3,000 words in length. * Tutorials. Parenting publishes occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application. * Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant material to the Editor. Additional Features Thematic Issues Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series. Media Notices Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, Web sites, and other media that concern themselves with parenting studies and childcare practices. Send relevant material to the Editor. Audience Parenting: Science and Practice will appeal to scholars and practitioners in psychology, human development, family science, clinical practice, social work, education, pediatrics, psychiatry, sociology, anthropology, demography, biology, and related disciplines. Articles published in Parenting: Science and Practice will be meaningful to parents and students as well as researchers. Monographs in Parenting To accompany the journal, Monographs in Parenting publishes authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Send inquiries about potential submissions to the Monographs in Parenting series to the Editor. Monographs in Parenting published to date: John G. Borkowski, Sharon Landesman Ramey, and Marie Bristol-Power. Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development (2002). Marc H. Bornstein and Robert H. Bradley. Socioeconomic Status, Parenting, and Child Development (2003). Ariel Kalil and Tome DeLeire. Family Investments in Children's Potential: Resources and Behaviors that Promote Children's Success (2004). Philip A. Cowan, Carolyn Pape Cowan, Jennifer Ablow, Vanessa Kahen Johnson, and Jeffrey R. Measelle. The Family Context of Parenting in Children's Adaptation to School (2005). Tom Luster and Lynn Okagaki. Parenting: An Ecological Perspective (2e) (2005). Marc H. Bornstein and Linda Cote. Acculturation and Parent-Child Relationships (2006). Femmie Juffer, Marian J. Bakermans-Kranenburg, and Marinus H. van Ijzendoorn. Promoting Positive Parenting: An Attachment-Based Intervention (2007). Marc H. Bornstein. Parenting: Essential Readings (in preparation). Peer Review Policy: All papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Membership of the National Association for Pastoral Care in Education includes a subscription to Pastoral Care in Education. To become a member complete the membership form for 2011.Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development is directed at all teachers, professionals, researchers and academics who are concerned with the personal, social development, education and care of all pupils across the curriculum. The journal tackles important contemporary issues such as current developments in the curriculum - citizenship, health, social and moral education; managing behaviour; whole school approaches; school structures; as well as issues of care - school exclusion, bullying and emotional development. Approaches to personal/social education; pastoral care and the counselling and care of students all come within its remit.Contributions are encouraged which include analysis of existing practice, methods and programmes; critical discussions and accounts of new ideas and methods; developments and controversial issues; reports on research. The Editor also welcomes proposals for special issues.Book ReviewsAnyone who has a book they wish to review or who wishes their own publication to be reviewed should contact the Book Review Editor, Max Biddulph, via email at: Max.Biddulph@nottingham.ac.uk. A date for submitting reviews will be negotiable with the Book Review Editor. Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and NAPCE make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and NAPCE and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and NAPCE.Peer Review Policy:All articles in this journal have undergone rigorous peer review based on initial editor screening and anonymized refereeing by two anonymous referees from a panel of international scholars and researchers. The editorial board are used and other scholars who have expertise in the appropriate areas.

Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States. Finally, it includes topics that are linked to the social and organizational context in which formal and informal education take place.The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of PJE may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers.Unsolicited proposals for special issues--including designation of participating scholars and an outline of articles--will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. PJE has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry. In all cases, the Editor and the Editorial Board will ensure that each issue is carefully reviewed and its articles will comprise a high-quality contribution to understanding and practice.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Person-Centered and Experiential Psychotherapies seeks to create a dialogue among different parts of the person-centered and experiential tradition, to support, inform, and challenge each other and to stimulate their creativity and impact in a broader professional, scientific and political context. The aim of the journal is thus to encourage, and disseminate worldwide, new work on person-centered and experiential therapies, including philosophy, theory, practice, training and research. The journal will not give preference to any parts of the world, nor to any philosophical or theoretical emphases within these approaches, but will instead seek to increase our awareness and appreciation of each other's contributions, maintaining a spirit of inclusiveness to the whole person-centered and experiential field of psychotherapy and counseling.

Personal Relationships, first published in 1994, is an international, interdisciplinary journal that promotes scholarship in the field of personal relationships using a wide variety of methodologies and throughout a broad range of disciplines, including psychology, sociology, communication studies, anthropology, family studies, child development, social work, and gerontology. The subject matter and approach of Personal Relationships will be of interest to researchers, teachers, and practitioners. Manuscripts examining a wide range of personal relationships, including those between romantic or intimate partners, spouses, parents and children, siblings, classmates, coworkers, neighbors, and friends are welcome. Typically published work focuses on attributes of individual partners in personal relationships (e.g., personality factors or social positions as influences on relationship outcomes) at all stages of the life course, interactive relationship processes (i.e., behavioral, affective, or cognitive), the internal structure of dyads and networks, and relationships in social contexts (e.g., families, workplaces, historical periods, cultures). In addition to original qualitative or quantitative research, theoretical or methodological contributions, integrative reviews, meta-analyses, comparative or historical studies, and critical assessments of the status of the field are welcome as submissions.