This 1966 paperback edition of a publication which first appeared in 1963 has by now been widely reviewed as a worthy contribution to the sociological study of deviant behavior. Its current appearance as a paperback is a testimonial both to the quality of the work and to the prominence of deviant behavior in this generation. In general the author places deviance in perspective, identifies types of deviant behavior, considers the role of rule makers and enforcers, and some of the problems in studying deviance. In addition, he develops a sequential model of deviance relying on the concept of career, a concept originally developed in studies of occupations. In his study of a particular kind of deviance, the use of marihuana, the author posits and tests systematically an hypothesis about the genesis of marihuana use for pleasure. The hypothesis traces the sequence of changes in individual attitude

Outsiders Studies in the Sociology of Deviance.

Eager to Learn: Educating Our Preschoolers

Introduction Harry Daniels, Michael Cole and James V. Wertsch Part I. Vygotsky in Context: 1. Vygotsky in context: 1900-35 Rene van der Veer 2. Vygotsky's demons David Bakhurst 3. An interesting resemblance: Vygotksy, Mead and American pragmatism Anne Edwards 4. Vygotsky, Mead, and the new sociocultural studies of identity Dorothy Holland and William Lachicotte, Jr 5. Vygotsky on thinking and speaking Vera P. John-Steiner Part II. Readings of Vygotsky: 6. Terminology in L. S. Vygotsky's writing Boris Meshcheryakov 7. Mediation James V. Wertsch 8. Vygotsky and culture Michael Cole and Natalia Gajdamaschko 9. Thought and word: the approaches of L. S. Vygotsky and G. G. Shpet Vladamir Zinchenko 10. The development of children's conceptual relation to the world with focus on concept in pre-school children's activity Mariane Hedegaard 11. Inside and outside the Zone of Proximal Development: an eco-functional reading of Vygotsky Amelia Alvarez and Pablo del Rio Part III. Applications of Vygotsky's Work: 12. Pedagogy Harry Daniels 13. Sociocultural theory and education of children with special needs: from defectology to remedial pedagogy Alex Kozulin and Boris Gindis 14. Putting Vygotsky to work: the change laboratory as an application of double stimulation Yrjo Engestrom.

The Cambridge Companion to Vygotsky

Attempts to profile terrorists have failed resoundingly, leaving behind a poor (and unfair) impression of the potential for a sound psychological contribution to understanding the terrorist However, recent work in the area has delivered promising and exciting starting points for a conceptual development in understanding the psychological process across all levels of terrorist involvement Involvement in terrorism is a complex psychosocial process that comprises at least three seemingly distinct phases: becoming involved, being involved—synonymous with engaging in unambiguous terrorist activity—and disengaging (which may or may not result in subsequent de-radicalization) A critical implication of these distinctions is the recognition that each of them may contain unique, or phase-specific, implications for counterterrorism An argument is made for greater consideration of the disengagement phase with a clearer role for psychological research to inform and enhance practical counterterrorism operations

From Profiles to Pathways and Roots to Routes: Perspectives from Psychology on Radicalization into Terrorism

Though widely used by academics and policy-makers in the context of the ‘war on terror’, the concept of radicalization lacks clarity. This article shows that while radicalization is not a myth, its meaning is ambiguous and the major controversies and debates that have sprung from it are linked to the same inherent ambiguity. The principal conceptual fault-line is between notions of radicalization that emphasize extremist beliefs (‘cognitive radicalization’) and those that focus on extremist behavior (‘behavioural radicalization’). This ambiguity explains the differences between definitions of radicalization; it has driven the scholarly debate, which has revolved around the relationship between cognition and behavior; and it provides the backdrop for strikingly different policy approaches—loosely labeled ‘European’ and ‘Anglo-Saxon’—which the article delineates and discusses in depth. Rather than denying its validity, the article calls on scholars and policy-makers to work harder to understand and embrace a concept which, though ambiguous, is likely to dominate research and policy agendas for years to come.

The trouble with radicalization

Preface.- Introduction: Child Perspectives and Children's Perspectives.- Changes in the Developmental Ecology of Infants and Young Children.- Scandinavian Mothers in Employment.- School-for-all: a Growing Global Phenomenon. Daycare-for-all: a Scandinavian welfare right.- Conclusion: Changes in Developmental Ecology.- The Welfare Model and Values Facilitating a Child Perspective.- The Scandinavian Welfare Model - a brief introduction.- Children's Health and Well Being in the Scandinavian Welfare States.- The Ethos of Humanization.- Children as Citizens and Child-centredness as a Vital Societal Value.- Child Perspectives without Ideology?.- Curricula of Early Childhood Education and Child Perspectives.- Child Perspectives and Children's Perspectives: distinctions and definitions.- Part I: In Search of Child Perspectives and Children's Perspectives in Childhood Sociology and Developmental Psychology.- Introduction.- In search of child perspectives and children's perspectives in childhood sociology.- Childhood as a social structure.- Children's interpretive reproduction.- The study of 'real children' and the 'experience of being a child'.- The ethnographic, interpretive approach of childhood sociology as child perspectives and children's perspectives?.- Conclusion: child perspectives and children's perspectives in childhood sociologies?.- In search of child perspectives and children's perspectives in contextual-relational developmental psychology.- A child perspective in developmental psychology?.- The child paradigm in contextual-relational developmental psychology.- The phenomenology of contextualism.- A psychological child perspective - criteria and challenges.- The pre-verbal child's intersubjective world - an empirical example.- Conclusion and closing reflections.- Childhood sociology and contextual-relational psychology - common platforms for a child perspective?.- Challenges raised by childhood sociology for developmental psychology -and vice versa.- First period: Parallel processes of redefining childhood, children, and child.- Second period: Integrative redefinition of childhood, children, and child.- Children as intentional, meaning making actors.- The inner psychological space of the self.- Perspectives and future integrative potential.- Part II: A Child Perspective to the Care for Children in Practice.- Introduction.- Fundamental Features Embedded in a Humanistic Dialogical Approach to Children.- Care as a Sensitive Communicative Process: the Primary Circle of Care.- 'Attunement to the attunement of the other...'.- The component of dialogic caring behaviour.- From caring ability to caring processes.- The primary caring cycle.- When Empathic Care is Obstructed.- Children in objectifying, non-child perspective oriented institutions .- When children are negatively defined and stigmatised.- Objectification and abuse.- The dehumanising of 'outsiders'.- The Zone of Intimacy.- Ways in and out the zone of intimacy .- Face-to-face and gaze contact (p) (R) P.- Sensitive touch and bodily contact.- Sympathetic participation in the child's initiatives and activities.- Conditions that Impinge on Empathic Identification.- Beyond the primary cycle of care.- Natural care as opposed to professional help?.- Conclusion: the Ethics of Closeness and the Primary Circle of Care as a Child Perspective Orientation.- the Interpretive Approach to Children.- The interpretive approach as opposed to competence diagnostics.- Reconstruction of how a child interprets the situation.- When misunderstanding becomes a deficit.- The intersubjective space.- Conclusion: an Interpretive Approach to Children's Replies in Diagnostic Tests.- Part III: In Search of the Role of Child Perspectives and Children's Perspectives in Early Childhood Education.- Introduction.- In search of the role of child perspectives and children's perspectives in early childhood education.- How young children learn in early childhood education.-

Child Perspectives and Children's Perspectives in Theory and Practice

In this paper I explore and exemplify the processes through which youngsters become committed insiders of countercultural youth groups and how under-aged (child) soldiers go through a similar proce...

Becoming a Committed Insider

Background: Many parenting programmes lack proper evaluation, especially under community-wide implementation. Objective: Examining the effectiveness of the eight-week International Child Development Programme (ICDP), implemented as a general programme. Methodology: Non-clinical caregivers attending ICDP (N = 141) and a non-attending community comparison group (N = 79) completed questionnaires on parenting, psychosocial functioning, and child difficulties before and after ICDP course. Analyses compare changes in scores for both groups over time. Results: The ICDP group showed more positive attitudes towards child management and reported better child management, improved parental strategies and less impact of child difficulties. Caregivers with low initial scores benefited most. The comparison group showed little change with a significant decrease in scores on the caregiver–child activity scale. Discussion: The results suggest that caregivers in the community who do not show clinical signs or have children ...

/pdf/evaluation-of-the-international-child-development-programme-47ytw4go6m.pdf

Evaluation of the International Child Development Programme (ICDP) as a community-wide parenting programme.

In this paper I am trying to present a view whereby development is seen as cultural and transpersonal ‘tracks of development’ within which individuals have to find their direction. Three different approaches to the analysis of life-tracks are indicated. There are crucial decision points in a person’s development, and a person’s decision-making process at these points is analyzed from the point of view of his or her perception of his or her ‘opportunity situation’—what are the alternatives that are psychologically plausible and available for him or her? (Hundeide, 2003b). This raises the question of positioning and acquiring the critical access skills that give entrance to different life-careers. A major point in this paper is that skills and competencies are contextually contained within what I have described as ‘lifestyle packages’. Certain identity- and style-markings may be important access skills or criteria for getting entrance into certain communities, which again invite and direct the novice into c...

Socio-cultural Tracks of Development, Opportunity Situations and Access Skills:

Barnperspektiv och barnens perspektiv

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