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Adolescent Psychiatry, Volume 10
Developmental and Clinical Studies
Edited by Sherman C. Feinstein and Peter L. Giovacchini
University of Chicago Press, 1983

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Adolescent Psychiatry, Volume 11
Developmental and Clinical Studies
Edited by Max Sugar
University of Chicago Press, 1984

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Adolescent Psychiatry, Volume 12
Developmental and Clinical Studies
Edited by Sherman C. Feinstein, Max Sugar, Aaron H. Esman, John G. Looney, Allan
University of Chicago Press, 1985

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Adolescent Psychiatry, Volume 13
Developmental and Clinical Studies
Edited by Sherman C. Feinstein, Max Sugar, Aaron H. Esman, John G. Looney, Allan
University of Chicago Press, 1986

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Adolescent Psychiatry, Volume 14
Developmental and Clinical Studies
Edited by Sherman C. Feinstein, Aaron H. Esman, John G. Looney, George H. Orvin,
University of Chicago Press, 1987

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Adolescent Psychiatry, Volume 15
Developmental and Clinical Studies
Edited by Sherman C. Feinstein, Aaron H. Esman, John G. Looney, George H. Orvin,
University of Chicago Press, 1988

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Adolescent Psychiatry, Volume 16
Developmental and Clinical Studies
Edited by Sherman C. Feinstein
University of Chicago Press, 1989

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Adolescent Psychiatry, Volume 17
Developmental and Clinical Studies
Edited by Sherman C. Feinstein
University of Chicago Press, 1990

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Adolescent Psychiatry, Volume 7
Developmental and Clinical Studies
Edited by Sherman C. Feinstein and Peter L. Giovacchini
University of Chicago Press, 1979

logo for University of Chicago Press
Adolescent Psychiatry, Volume 8
Developmental and Clinical Studies
Edited by Sherman C. Feinstein and Peter L. Giovacchini
University of Chicago Press, 1981

logo for University of Chicago Press
Adolescent Psychiatry, Volume 9
Developmental and Clinical Studies
Edited by Sherman C. Feinstein and Peter L. Giovacchini
University of Chicago Press, 1982

front cover of Adolescents after Divorce
Adolescents after Divorce
Christy M. Buchanan, Eleanor E. Maccoby, and Sanford M. Dornbusch
Harvard University Press, 1996

When their parents divorce, some children falter and others thrive. This book asks why. Is it the custody arrangement? A parent's new partner? Conflicts or consistency between the two households? Adolescents after Divorce follows children from 1,100 divorcing families to discover what makes the difference. Focusing on a period beginning four years after the divorce, the authors have the articulate, often insightful help of their subjects in exploring the altered conditions of their lives.

These teenagers come from a wide range of backgrounds. Some are functioning well. Some are faring poorly. The authors examine the full variety of situations in which these children find themselves once the initial disruption has passed--whether parents remarry or repartner, how parents relate to each other and to their children, and how life in two homes is integrated. Certain findings emerge--for instance, we see that remarried new partners were better accepted than cohabiting new partners. And when parents' relations are amicable, adolescents in dual custody are less likely than other adolescents to experience loyalty conflicts. The authors also consider the effects of visitation arrangements, the demands made and the goals set within each home, and the emotional closeness of the residential parent to the child.

A gold mine of information on a topic that touches so many Americans, this study will be crucial for researchers, counselors, lawyers, judges, and parents.

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front cover of After High School - What?
After High School - What?
Ralph F. Berdie
University of Minnesota Press, 1954

After High School - What? was first published in 1954. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Whether a high school graduate enters college, goes to work, takes vocational training, or follows any other path open to him is of concern not only to the youth himself but to the nation and its manpower needs. This study throws light on the question of what influences determine the decision for a college education. It is based on information obtained from 25,000 graduating high school seniors in Minnesota, interviews with a sampling of their parents, and a follow-up study to check on how closely the young people followed the plans they indicated in the original survey. The book, a volume in the Minnesota Library on Student Personnel Work, will be helpful to high school and college administrators and counselors.

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front cover of Aged by Culture
Aged by Culture
Margaret Morganroth Gullette
University of Chicago Press, 2003
Americans enjoy longer lives and better health, yet we are becoming increasingly obsessed with trying to stay young. What drives the fear of turning 30, the boom in anti-aging products, the wars between generations? What men and women of all ages have in common is that we are being insidiously aged by the culture in which we live.

In this illuminating book, Margaret Morganroth Gullette reveals that aging doesn't start in our chromosomes, but in midlife downsizing, the erosion of workplace seniority, threats to Social Security, or media portrayals of "aging Xers" and "greedy" Baby Boomers. To combat the forces aging us prematurely, Gullette invites us to change our attitudes, our life storytelling, and our society. Part intimate autobiography, part startling cultural expose, this book does for age what gender and race studies have done for their categories. Aged by Culture is an impassioned manifesto against the pernicious ideologies that steal hope from every stage of our lives.
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front cover of An Alternative History of Hyperactivity
An Alternative History of Hyperactivity
Food Additives and the Feingold Diet
Smith, Matthew
Rutgers University Press, 2011
In 1973, San Francisco allergist Ben Feingold created an uproar by claiming that synthetic food additives triggered hyperactivity, then the most commonly diagnosed childhood disorder in the United States. He contended that the epidemic should not be treated with drugs such as Ritalin but, instead, with a food additive-free diet. Parents and the media considered his treatment, the Feingold diet, a compelling alternative. Physicians, however, were skeptical and designed dozens of trials to challenge the idea. The resulting medical opinion was that the diet did not work and it was rejected.

Matthew Smith asserts that those scientific conclusions were, in fact, flawed. An Alternative History of Hyperactivity explores the origins of the Feingold diet, revealing why it became so popular, and the ways in which physicians, parents, and the public made decisions about whether it was a valid treatment for hyperactivity. Arguing that the fate of Feingold's therapy depended more on cultural, economic, and political factors than on the scientific protocols designed to test it, Smith suggests the lessons learned can help resolve medical controversies more effectively.
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front cover of Apes, Monkeys, Children, and the Growth of Mind
Apes, Monkeys, Children, and the Growth of Mind
Juan Carlos Gomez
Harvard University Press, 2006

What can the study of young monkeys and apes tell us about the minds of young humans? In this fascinating introduction to the study of primate minds, Juan Carlos Gómez identifies evolutionary resemblances—and differences—between human children and other primates. He argues that primate minds are best understood not as fixed collections of specialized cognitive capacities, but more dynamically, as a range of abilities that can surpass their original adaptations.

In a lively overview of a distinguished body of cognitive developmental research among nonhuman primates, Gómez looks at knowledge of the physical world, causal reasoning (including the chimpanzee-like errors that human children make), and the contentious subjects of ape language, theory of mind, and imitation. Attempts to teach language to chimpanzees, as well as studies of the quality of some primate vocal communication in the wild, make a powerful case that primates have a natural capacity for relatively sophisticated communication, and considerable power to learn when humans teach them.

Gómez concludes that for all cognitive psychology’s interest in perception, information processing, and reasoning, some essential functions of mental life are based on ideas that cannot be explicitly articulated. Nonhuman and human primates alike rely on implicit knowledge. Studying nonhuman primates helps us to understand this perplexing aspect of all primate minds.

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