bluuebunny/crossref_metadata_2025_split huggingface dataset:
Judaism and Marijuana
Authors: Dorff Elliot N. 
Published: April 2010

Abstract
This chapter approaches the issue of marijuana use from a Jewish perspective. The Torah demands that Jews become “a kingdom of priests and a holy nation.” The Jewish tradition uses wine to sanctify holidays and marriages; it does not use marijuana for those purposes. Still, Judaism allows Jews to ingest many things that are not intrinsically holy as part of the effort to fulfill the responsibility to maintain a healthy body, mind and soul, and furthermore, as part of enjoying God's bounty, even when not directly related to matters of health. It further demands that one obey God's commandments, take responsibility for one's actions, and work to create a better world. Whether using marijuana recreationally fits into that Jewish description of the nature and purpose of life depends on what its effects turn out to be. If it decreases pain in dying patients, then one not only may, but must, work to make it legally available to them. Thus, in sum, marijuana in and of itself is not inherently bad or good; it must be judged in terms of its effects in creating a kingdom of priests and a holy nation.
Revisioning Youth Policy on Marijuana and Other Drug Use: Alternatives to Zero Tolerance
Authors: Skager Rodney 
Published: April 2010

Abstract
This chapter examines one of the most controversial issues in recent debates on medical marijuana. It takes a close look at data on teen attitudes and use in California after the passage of medical marijuana laws. Many have asserted that linking marijuana to medical illness could normalize the drug's use in teens' minds, thus suggesting to them that the drug must be harmless. The chapter shows that empirical work does not support the idea, and tells an intriguing tale about how holding dearly to the idea of medical marijuana normalizing teen use, even in the face of contradictory evidence, has led to strange reactions to these data.
Diagnoses, Syndromes, and Criminal Responsibility
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter describes in more detail both the nature of clinical culpability testimony (which has become increasingly imaginative) and the courts’ response to it (which has been very generous, even post-Daubert, except with respect to some types of syndrome testimony). The chapter ends by criticizing this judicial nonchalance to the extent it is explained by inattention to the substantive law of culpability. More specifically, it applies the materiality factor to culpability testimony and finds that many of the more novel claims made by clinicians should be excluded even if they are assumed to be reliable, because they are not responsive to the questions the law asks.
Beyond Relevance
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter concludes the discussion of culpability issues with an examination of the helpfulness and prejudicial impact factors. The helpfulness inquiry should involve a determination of the extent to which clinical testimony challenges lay conceptions of human behavior, by looking at so-called “factor-based incremental validity.” In practice, this requirement would tend to reinforce the admissibility of expert advice proffered by the defense, because that evidence is more likely to rebut lay assumptions that offenders intend the natural consequences of their acts and are sane when they commit crimes. The helpfulness requirement also has implications for the manner in which testimony is expressed. The chapter discusses when experts may use ultimate issue language, concluding that whereas legal conclusions should always be avoided, use of test language (e.g. the M’Naghten wording) should depend on the extent to which the proceeding is adversarial and otherwise structured to enable the fact finder to understand the issues. Finally, the chapter discusses the assessment of prejudicial impact, both on the parties to the dispute and on groups in society that, some have argued, might be pathologized by certain types of culpability testimony.
The Current State of the Science and the Law
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter begins by describing the current state of prediction science, which is improving but is still almost as likely to produce inaccurate judgments as accurate ones. It also makes the crucial distinction between clinical prediction testimony and prediction testimony based on empirically derived probability estimates (which includes not only actuarial prediction testimony but might also encompass testimony based on what has come to be called “structured professional judgment”). The chapter then canvasses judicial decisions concerning the admissibility of prediction testimony, decisions that, despite the high error rates associated with predictions, are even more welcoming than the decisions dealing with expert opinions about culpability. Finally, it presents an evidentiary analysis of prediction testimony with an assessment of its materiality, a concept that raises particularly interesting issues in connection with prediction testimony based on group data and demographic information.
Why Play = Learning: A Challenge for Parents and Educators
Authors: GOLINKOFF ROBERTA MICHNICK , HIRSH-PASEK KATHY , SINGER DOROTHY G. 
Published: April 2010

Abstract
Imagine a world in which children are encouraged to parrot answers, to fill in the blanks, and to not go beyond the facts. There is little time for play; the focus is on memorization of the “facts”. Indeed, play is viewed as a waste of time when more important “work”, the work of memorizing and parroting, could be done. As the pressure on children in school increases, paradoxically their ability to relax and just have fun through play is being restricted. This book confronts the prevailing popular “fact” that play is immaterial to children's development and instead argues that play is crucial to children's emotional health and it prepares them for school. Play offers both social and cognitive advantages for children and the adults they will become. This book challenges parents and educators to promote the value of play in children's learning.
Standards, Science, and the Role of Play in Early Literacy Education
Authors: CHRISTIE JAMES F. , ROSKOS KATHLEEN A. 
Published: April 2010

Abstract
Play is being shunted aside in early childhood programs in favor of more direct forms of instruction that address the new “pre-K basics” of language, early literacy, and numeracy skills. Although play was once seen as a key promoter of child development, administrators, policy makers, and some teachers increasingly regard play as a waste of instructional time with no clear benefits for high-priority cognitive outcomes, such as prereading skills. This chapter shows how play can help in achieving excellent early literacy instruction for all children — instruction that encompasses research evidence, strong standards, and play in the early childhood classroom. The role of play in a standards-based context is examined and its potential to assist children to meet more rigorous early literacy expectations is discussed, along with relationships between the “science of play” and the “science of early literacy”, noting the overlap between these two complex areas of preschool development and learning, and making the case for research-based connections between play and core literacy skills.
Make-Believe Play: Wellspring for Development of Self-Regulation
Authors: BERK LAURA E. , MANN TRISHA D. , OGAN AMY T. 
Published: April 2010

Abstract
The early childhood years are a crucial time for the development of self-regulation — an array of complex mental capacities that includes impulse and emotion control, self-guidance of thought and behavior, planning, self-reliance, and socially responsible behavior. Self-regulation is also essential for children to meet the academic and social requirements of school. The human need for complex, flexible regulatory systems that can cope with a wide array of environmental conditions means that the development of self- regulation begins early, takes place over an extended time period, and requires substantial external support. Early childhood is also the “high season” of imaginative play, when make-believe evolves from simple imitative acts into elaborate plots involving complex coordination of roles. This chapter presents wide-ranging evidence that pretense is pivotal in children's advancing mastery over their own thinking, emotions, and behavior. The data are based on the sociocultural theory of Russian developmental psychologist Lev Vygotsky, who viewed social experiences such as make-believe play as prime catalysts of development.
Computer as Paintbrush: Technology, Play, and the Creative Society
Authors: RESNICK MITCHEL 
Published: April 2010

Abstract
In recent years, a growing number of educators and psychologists have expressed concern that computers are stifling children's learning and creativity and engaging children in mindless interaction and passive consumption. They have a point: today, many computers are used in that way. But that should not be the case. This chapter presents an alternate vision of how children might use computers more like paintbrushes and less like television, opening new opportunities for children to playfully explore, experiment, design, and invent. Illustrative examples are presented to provoke a rethinking of the roles that computers can play in children's lives: as a form of edutainment that promotes playful learning.
Pretend Play and Emotion Learning in Traumatized Mothers and Children
Authors: HAIGHT WENDY , BLACK JAMES , OSTLER TERESA , SHERIDAN KATHRYN 
Published: April 2010

Abstract
Pretend play is a context that facilitates learning. It facilitates children's learning about emotions, adults' learning about children, and children's and adults' learning together. Indeed, pretend play, a subcategory of play in which actions, objects, and persons are transformed or treated non-literally, has long been recognized as pivotal in facilitating early social and emotional development. Through pretend play, young children can express and communicate their emerging concerns and interpretations of the social and cultural world. Children's pretend play also allows adults to learn about children. When children and adults pretend together, they may spontaneously interpret emotionally important issues as they naturally emerge during everyday life. Yet, little is known about the roles of spontaneous, everyday pretend play with parents in children's emerging interpretations of stressful events. This chapter presents pilot data exploring the pretend play of mothers and children from high-risk families who have experienced recent trauma.
Play and Autism: Facilitating Symbolic Understanding
Authors: PREISSLER MELISSA ALLEN 
Published: April 2010

Abstract
Autism is a pervasive developmental disorder characterized by impairments in three discrete domains: communication, social abilities, and imagination (resulting in repetitive interests and behavior). Autism spectrum disorder (ASD) is now considered a national epidemic and has been expanded to include autism, Asperger's syndrome, pervasive developmental disorder not otherwise specified, and the rarer Rett's syndrome and child disintegrative disorder. The primary form of treatment for autistic children is educational therapy, combined with other specific therapies as needed (for example, physical, occupational, speech and language). The most frequently implemented educational treatment with consistent proven results is behavioral therapy, in which the principles of operant conditioning are applied to teach new skills across a broad domain. One increasingly recognized and legitimate component of therapeutic interventions involves play, because play skills are staggeringly different in children with ASD than in typically developing children. This chapter discusses the link between symbolic play and symbolic language, precursors to symbolic understanding, and play-based intervention designed to enhance autistic children's social skills.
Epilogue: Learning to Play and Learning Through Play
Authors: SINGER JEROME L. 
Published: April 2010

Abstract
This book has examined whether children's obvious enjoyment of play is a pleasant pastime with little significance for effective cognitive and social skill development, or whether play can be viewed as an intrinsic learning process, actually a critical method for learning. It provided a thought-provoking review of the way the government call for the No Child Left Behind program and its legislative implementation led many early childhood educators to emphasize drill-based literacy instruction even in preschool settings. Many preschool directors have therefore cut the time commitment for play as a part of children's early experience. This closing chapter establishes a broader context for the role of play in child development and discusses play as a critical feature of childhood adaptation.
Violent Video Game Effects on Children and Adolescents
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
Violent video games are increasingly popular, raising concerns by parents, researchers, policy makers, and informed citizens about potential harmful effects. Chapter 1 describes the history of violent games and their explosive growth. Chapter 2 discusses research methodologies, how one establishes causality in science, and prior research on violent television, film, and video games. Chapter 3 presents the General Aggression Model, focusing on how media violence increases aggression and violence in both short and long-term contexts. Important scientific questions are answered by three new studies. Chapter 4 reports findings from a laboratory experiment: even children's games with cartoonish violence increased aggression in children and college students. Chapter 5 reports findings from a survey study of high school students: frequent violent game play leads to an angry and hostile personality and to frequent aggression and violence. Chapter 6 reports findings from the first longitudinal study video game effects: elementary school children who frequently played violent games early in the school year became more verbally and physically aggressive, and less helpful. Chapters 7 and 8 compare a host of risk factors for development of aggression, and find video game effects to be quite important. Chapter 9 describes the role of scientific findings in public policy, industry responses to scientific findings, and public policy options. Chapter 10 recommends that public policy debates acknowledge the harmful effects of violent video games on youth, and urges a more productive debate about whether and how modern societies should act.
Violent Video Games: Background and Overview
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter presents a brief history of violent video games, youth exposure to such games, and an overview of things to come. Although video games emerged in the 1970s, it wasn't until the 1990s that extremely violent games came of age. A few researchers began exploring potential harmful effects in the 1980s, but it was the rash of school shootings that began in the late 1990s that attracted the attention of the general public. Over time, the use of violent video games by children and adolescents has increased in several ways. Although boys are still more likely to play violent games than girls, the gap is closing. Boys still play more hours per week than girls, but the amount of time spent on violent games appears to be increasing for all subgroups. A brief overview of the developmental approach used in the rest of the book is also presented.
3 The General Aggression Model
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter presents the General Aggression Model in detail, and shows how it can be used to understand developmental processes and a risk and resilience approach to human aggression. Briefly, the model shows how factors in the immediate situation (such as being insulted while in front of friends, and having just played a violent video game) combine with factors that people bring with them to the situation (such as positive attitudes towards using aggression, impulsive personality, and a habit of taking slights too personally) to produce an internal set of aggression-related thoughts and feelings that are likely to yield aggressive behavior. The model also shows how repeated life experiences of a variety of kinds can lead to the development of an aggressive personality. The chapter concludes with a section on how the General Aggression Model can be used to understand and predict effects of media violence on the development of aggressive behavior and aggressive personality.
5 Study 2: Correlational Study With High School Students
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter presents Study 2, which examined the correlations between measures of video game violence exposure and aggressive behaviors among high school students, and included several important control variables. As expected, adolescents who play a greater amount of violent video games hold more pro-violent attitudes, have more hostile personalities, are less forgiving, believe violence to be more typical, and behave more aggressively in their everyday lives. Even after statistically controlling for sex, total screen time, aggressive beliefs, and attitudes, playing violent video games was still a significant predictor of heightened physically aggressive behavior and violent behavior. These effects occurred for both boys and girls. Furthermore, the more time high-school students spend playing video games, the poorer their school performance.
6 Study 3: Longitudinal Study With Elementary School Students
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
430 third- to fifth-grade children were followed across a school year to see whether children who play more violent video games early in the school year have changed to become more aggressive by the end of the school year. Researchers measured the children themselves, their peers, and their teachers. They found that both the amount and content of video games matter. The amount of game play was a significant predictor of later poor school performance. Playing violent games increased hostile attribution bias (perceiving the world as a mean place), increased verbal and physical aggression, and decreased pro-social behaviors (as measured by peers and teachers). The effects were reduced (but not eliminated) if parents set limits on the amount and content of screen media for their children.
8 New Findings and Their Implications
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter focuses on the new findings and how they relate to a host of theoretical issues. Study 1 found that even games that are designed for children can cause significant short-term increases in aggression if they contain scenes in which the main character has to harm other game characters. Study 2 found that habitual exposure to violent video games is strongly associated with a wide range of aggressive behavior, including verbal aggression, moderate forms of physical aggression, and even violent behavior. Study 3 showed that amount of violent video game play early in the school year predicts an increase in physical aggression later in the school year. The studies also found evidence that total screen time (not just violent) leads to poorer school performance. They also showed that when parents are actively involved in their children's video game choices and play times, the effects of violent games may be reduced. Finally, the studies showed that the harmful effects of violent video games are somewhat larger than the harmful effects of TV.
Adolescents, Media, and the Law
Authors: Levesque Roger J. R. 
Published: April 2010

AbstractThere is much controversy about the dangers of a free media when it comes to children and adolescents. Many believe that this constitutional right should be amended, altered, or revoked entirely in order to prevent the young from being negatively influenced. Graphic violence, sexual content, and the depiction of cigarette smoking have all come under fire as being unacceptable in media that is geared toward adolescents, from television and movies to magazines and advertising. Yet not much has been written about the developmental science behind these ideas, and what effects a free media really has on adolescents. This book presents a synthesis of all current knowledge about the developmental effects of a free media on adolescents. The author first presents a full analysis of research studies into the media's effects on adolescents in four key areas: sexuality, violence, smoking, and body image. All findings are assessed within the context of normal adolescent development. The author then discusses how this knowledge can be used to inform current standards for the regulation of free speech with regard to adolescents. Both legal restrictions and less formal regulatory bodies (schools, parent groups, etc.) are reviewed in order to present a full picture of the ways in which a free media is constrained to protect adolescents' development.
Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students
Authors: Pianta Robert C. , Allen Joseph P. 
Published: April 2010

Abstract
This chapter describes how teachers' social and instructional interactions with students affect their learning and social development, and how a professional development intervention can improve the quality of these interactions. Three particularly important classroom processes are described: supportive relationships between teachers and students; supports for autonomy; and relevance to youth's everyday lives. A teacher professional-development (My Teaching Partner) that targets these classroom processes for improvement is described, as well as a well-validated measure of them (the Classroom Assessment Scoring System, or CLASS).
Classroom Settings as Targets of Intervention and Research
Authors: Jones Stephanie M. , Brown Joshua L. , Aber J. Lawrence 
Published: April 2010

Abstract
This chapter focuses on the classroom context as a primary setting for positive youth development. It highlights the theory and evaluations of two programs that aim to promote caring classroom communities and positive youth development through a focus on teachers' professional development and the implementation of a social and emotional learning (SEL) curriculum. It begins with a discussion of the programs' theory of change, which emphasizes the role of teachers' own SEL skills and everyday interactions with colleagues and students in promoting a positive and effective classroom climate and, ultimately, positive youth development. This discussion is followed by a description of a theory of the classroom setting as a dynamic system of four interconnected elements related to positive youth development. Each of these domains is reviewed including its research base, examples of intervention activities, and assessment tools used in the research.