This book deals with psychotherapeutic life and work at the interface between psychoanalytic theory and institutional reality. It focuses on the set of constraints and pressures which arise as a result of working in institution, and how to deal with them.

Three approaches to analysing talk are introduced by internationally recognised experts: conversation analysis, discursive psychology and critical discourse analysis. The remainder of the book is devoted to applications, theory and method. Both authors from Murdoch University WA.

As a developmental psychologist with a strong interest in children's re sponse to the physical environment, I take particular pleasure in writing a foreword to the present volume. It provides impressive evidence of the con cern that workers in environmental psychology and environmental design are displaying for the child as a user of the designed environment and indi cates a recognition of the need to apply theory and findings from develop mental and environmental psychology to the design of environments for children. This seems to me to mark a shift in focus and concern from the earlier days of the interaction between environmental designers and psy chologists that occurred some two decades ago and provided the impetus for the establishment of environmental psychology as a subdiscipline. Whether because children-though they are consumers of designed environments are not the architect's clients or because it seemed easier to work with adults who could be asked to make ratings of environmental spaces and comment on them at length, a focus on the child in interaction with en vironments was comparatively slow in developing in the field of environ ment and behavior. As the chapters of the present volume indicate, that situation is no longer true today, and this is a change that all concerned with the well-being and optimal functioning of children will welcome.

Institutional Abuse brings together a number of different research studies and accounts of institutional abuse from leading academics and researchers. Public enquiries and court cases concerning institutional abuse in a range of settings have generated considerable media interest and have highlighted the need for preventative strategies and appropriate responses. Four areas of abuse are covered: *the abuse of children *the abuse of adults with mental health problems *the abuse of adults with learning difficulties *the abuse of older people. Each section includes a chapter which reports on users' experiences of abuse and their views as to how institutional abuse can be prevented and survivors' needs met.

Winner of the Christine M. Alder Book Prize in 2015 from the Australian and New Zealand Society of Criminology Historical abuse of children is a worldwide phenomenon. This book assesses the enablers of abuse and the reasons it took so long for officials to respond. It analyzes redress for institutional abuse in two countries, Canada and Australia, using first-hand accounts of survivors' experiences.

Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.

This book provides a comprehensive introduction to theories of development and learning in early childhood and primary education.