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2016:
Regulatory Disorders in Infants
Assessment, Diagnosis, and Treatment
Herausgeber: Cierpka, Manfred

This innovative book discusses current findings on regulatory disorders in infants and offers practical guidelines for diagnosis and intervention. Focusing on core infant and toddler concerns including crying, sleeping, feeding, clinginess, and aggression, it presents a developmental continuum from normal to disturbed behavior regulation and examines science-based strategies for halting this trajectory. Case examples and widely used tools illustrate diverse approaches to assessment and diagnosis, emphasizing nuances of parent-infant interactions and parents‘ reactions that may fail to answer, or may even exacerbate, the child’s distress. And chapters outline counseling and therapy options for infants and parents, so that persistent problems do not become entrenched in children’s future behavior or lead to long-term family dysfunction.

Among the topics covered:
• Approaches to diagnosing regulatory disorders in infants.
• Feeding disorders in infants and young children.
• Developmentally appropriate vs. persistent defiant and aggressive behavior.
• Treatment approaches for regulatory disorders.
• Video and video feedback in counseling and therapy.

Regulatory Disorders in Infants is an essential resource for clinicians and practitioners as well as researchers and graduate students in clinical child and school psychology, pediatrics, social work, psychiatry, and family studies.



The Pebble Class - A program for the musical, non-verbal promotion of children's violence-prevention skills


The Pebble Class, developed by Manfred Cierpka, Klaus Fessmann, Manfred Kniel and Andreas Schick, promotes social and emotional skills via musical, non-verbal means and the way it can contribute to violence prevention. The Pebble Class is a preventive program designed for use in kindergardens and elementary schools. Prevention based on the advancement of child development it is grounded on awareness of the fact that as a special form of communication music profoundly satisfies children’s needs with regard to listening, subjective experience, creativity, and communication, while at the same time exerting a positive influence on their mental/psychological selves. This is especially true for the development of social and emotional skills which takes place largely in the first year of life in the framework of non-verbal dialogue between children and their primary reference persons. In terms of preventive potential, these skills can be advanced if children are able to make up for any deficits they may have in the emotional sector by experiencing music as rhythm, melody, sound, and dynamics.

The pebble class includes 25 lessons of playing with stones. This mainly non-verbal promotion of social-emotional skills can complement the FAUSTLOS curriculum.