R.E.P.A.I.R is Recognition, Entry, Process, Awareness, Insight, and Rhythm Enter a Six-Stage Program with your 2- to 6-year-old child to cross the "Bridge of Recovery" and make available a whole new world of hope: Uncover and acknowledge feelings by discovering emotion Build self-esteem and optimism with the "Magic Mirror" Discern healthy and unhealthy messages Learn special games to rebuild courage and optimism Reveal inner states with picture drawing Break free from the confines of false shame Cultivate self-care skills and practices Learn about boundaries and bodies Return to the natural rhythm and flow of life Therapists' Acclaim for the "REPAIR" system "REPAIR for Kids provides a comprehensive, honest and passionate approach for children recovering from sexual abuse. Children will benefit from this book, and be encouraged to continue on their recovery journey." -Jill Osborne, Ed.S, author of Sam Feels Better Now "I wish I had had something like this a long time ago for my sad and shamed 'little girl' within. I can't think of anything I'd change. You have covered it all and with wonderful sensitivity, perfect timing and terrific repair exercises. I love the cartoons and the colorfulness of your book as well." -Marcelle Taylor, MFT "I found this book to be well thought out and written, and one that would be helpful for any child who has known the pain of sexual abuse. I wish a caring adult had shared this book with my siblings and myself, it would have helped ease our pain and sorrow." -Michael Skinner, musician and child mental health advocate Learn more about this revolutionary system at www.TheLamplighters.org The Growing With Love series from Loving Healing Press www.Lovinghealing.com JNF053170 Juvenile Nonfiction: Social Issues - Sexual Abuse FAM001010 Family & Relationships: Abuse - Child Abuse PSY004000 Psychology: Developmental - Child

McKinnon presents a six-stage program to help children ages 6 to 12 recover from incest and childhood sexual abuse.

"This book is chock-full of "tricks of the trade" from the author's 10 years of teaching toddlers. With over 286 activities and ideas that are "right for them" and not watered down preschool-age ideas, this book helps toddlers in fun ways as they develop from 1 to 3 year olds."--Book cover.

This book reports the work of a 20-year collaboration between a multidisciplinary group of clinicians and developmental scientists who have created and investigated a new tool to elicit and analyze children's narratives. This tool is the MacArthur Story Stem Battery, a systematic collection of story beginnings that are referred to as 'stems.' These stems are designed to elicit information from children about their representational worlds. This method is particularly exciting because using it allows developmental psychologists and others to gain information directly from children about their emotional states and what they are able to understand, and in turn, to use this information to explore significant emotional differences among children. This work will appeal to researchers and practitioners in developmental and clinical psychology.

This book provides a microanalysis of the interactions between four children and their parents starting when the children were aged 9 to 13 months and ending when they were 18 months old. It tracks development as an issue for and of interaction. In so doing, it uncovers the details of the organisation of the sequence structure of the interactions, and exposes the workings of language and social development as they unfold in everyday activities. The study begins with a description of pre-verbal children’s sequences of action and then tracks those sequences as linguistic ability increases. The analysis reveals a developing richness and complexity of the sequence structure and exposes a gap in Child Language studies that focus on the children’s and their carers' actions in isolation from their sequential environment. By focusing on the initiating actions of both child and parent, and the response to those actions, and by capturing the details of how both verbal and nonverbal actions are organised in the larger sequences of talk, a more complete picture emerges of how adept the young child is at co-creating meaning in highly organised ways well before words start to surface. The study also uncovers pursuit of a response, and orientation to insufficiency and adequacy of response, as defining characteristics of these early interactions.

This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple interacting factors that lead to socioemotional competence in this pivotal period, covering both typical and atypical development. Presented is innovative research that has yielded compelling insights into toddlers' relationships, emotions, play, communication, prosocial behavior, self-control, autonomy, and attempts to understand themselves and others. The final chapter presents a systematic framework for socioemotional assessment.

Offers a fresh perspective on how conversation analysis can be used to highlight the sophisticated nature of what children actually do when interacting with their peers, parents, and other adults. Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds Includes examples of typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals Encompasses linguistic, psychological and sociological perspectives Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts