Background
Smith, Peter Kenelm was born on September 23, 1943 in Chichester, Sussex, England. Son of Kenelm Bachelor of Science Smith and Ruth E.B. (Warner) Smith Farrance.
(This book was originally published in 1980. At the time o...)
This book was originally published in 1980. At the time of publication the importance of the preschool years in a child's development and education had been recognised by educationalists, psychologists, and indeed parents, and there was a corresponding commitment to expand and improve nursery and playgroup facilities for preschool children. Yet, despite this recognition, there had been little sustained experimental work designed to examine the effects and importance of resources and their deployment in preschool institutions. The details of Peter Smith and Kevin Connolly's research are set out in full and its implications carefully drawn and related to other work in the field. The authors write with precision and clarity, and their research became required reading for developmental psychologists, educationalists, those interested in the effects of the environment upon behaviour and others involved in the administration and provision of nurseries and playgroups.
http://www.amazon.com/gp/product/0521223318/?tag=2022091-20
http://www.amazon.com/gp/product/B00D8U7LWO/?tag=2022091-20
(Gives a succinct and authoritative account of research in...)
Gives a succinct and authoritative account of research into the nature and extent of bullying in schools, evaluating the success of different approaches to the problem.
http://www.amazon.com/gp/product/0415103738/?tag=2022091-20
http://www.amazon.com/gp/product/B010TSA4LC/?tag=2022091-20
( 'This extraordinarily comprehensive book authored by ...)
'This extraordinarily comprehensive book authored by the leading international authority in the field integrates research, theory and practice on the topic of school bullying. In an already research saturated field Peter Smith’s writing captures the humanity of why this topic strikes such a chord in the community. He reminds us in a thoughtful, practical and caring manner why we must continue to advocate on all levels for those impacted by bullying.' -Professor Phillip T. Slee, Flinders University, Australia 'Understanding School Bullying offers a refreshingly clear account of the wealth of insights gained over a quarter of a century of research. As Smith’s comprehensive review convincingly shows, much has been learned and much of this has been put to good use in improving children’s wellbeing. This is surely essential reading for any researcher concerned with bullying, childhood or life at school.' - Sonia Livingstone, London School of Economics and Political Science, UK, author of Children, Risk and Safety Online 'Peter Smith’s new book will occupy a prominent place on my bookshelf. It provides a thorough and highly readable discussion of the breadth of research on school bullying. Dr. Smith includes discussions of important challenges related to research on this topic along with an excellent review of important studies and findings. This unique volume has influenced my thinking about the direction of my own research. The book will be an invaluable resource for researchers, consumers of research, and others who seek a research-based understanding of this important topic.' - Sheri Bauman, Ph.D., Professor at University of Arizona Bullying involves the repeated abuse of power in relationships. Bullying in schools can blight the lives of victims and damage the climate of the school. Over the last 25 years a burgeoning research program on school bullying has led to new insights into effective ways of dealing with it, as well as new challenges such as the advent of cyberbullying. This new book, by a leading international expert on the topic, brings together the cumulative knowledge acquired and the latest research findings in the area, with a global perspective especially covering research in Europe, North America, Australasia, and Asia. It will appeal to those taking academic courses in psychology, social work, educational psychology, child clinical psychology and psychiatry, and teacher training, but it will also be of interest to parents and teachers.
http://www.amazon.com/gp/product/1847879055/?tag=2022091-20
http://www.amazon.com/gp/product/B00Y34PURC/?tag=2022091-20
( 'This extraordinarily comprehensive book authored by ...)
'This extraordinarily comprehensive book authored by the leading international authority in the field integrates research, theory and practice on the topic of school bullying. In an already research saturated field Peter Smith’s writing captures the humanity of why this topic strikes such a chord in the community. He reminds us in a thoughtful, practical and caring manner why we must continue to advocate on all levels for those impacted by bullying.' -Professor Phillip T. Slee, Flinders University, Australia 'Understanding School Bullying offers a refreshingly clear account of the wealth of insights gained over a quarter of a century of research. As Smith’s comprehensive review convincingly shows, much has been learned and much of this has been put to good use in improving children’s wellbeing. This is surely essential reading for any researcher concerned with bullying, childhood or life at school.' - Sonia Livingstone, London School of Economics and Political Science, UK, author of Children, Risk and Safety Online 'Peter Smith’s new book will occupy a prominent place on my bookshelf. It provides a thorough and highly readable discussion of the breadth of research on school bullying. Dr. Smith includes discussions of important challenges related to research on this topic along with an excellent review of important studies and findings. This unique volume has influenced my thinking about the direction of my own research. The book will be an invaluable resource for researchers, consumers of research, and others who seek a research-based understanding of this important topic.' - Sheri Bauman, Ph.D., Professor at University of Arizona Bullying involves the repeated abuse of power in relationships. Bullying in schools can blight the lives of victims and damage the climate of the school. Over the last 25 years a burgeoning research program on school bullying has led to new insights into effective ways of dealing with it, as well as new challenges such as the advent of cyberbullying. This new book, by a leading international expert on the topic, brings together the cumulative knowledge acquired and the latest research findings in the area, with a global perspective especially covering research in Europe, North America, Australasia, and Asia. It will appeal to those taking academic courses in psychology, social work, educational psychology, child clinical psychology and psychiatry, and teacher training, but it will also be of interest to parents and teachers.
http://www.amazon.com/gp/product/1847879047/?tag=2022091-20
http://www.amazon.com/gp/product/B00Y34QL02/?tag=2022091-20
( 'This extraordinarily comprehensive book authored by ...)
'This extraordinarily comprehensive book authored by the leading international authority in the field integrates research, theory and practice on the topic of school bullying. In an already research saturated field Peter Smith’s writing captures the humanity of why this topic strikes such a chord in the community. He reminds us in a thoughtful, practical and caring manner why we must continue to advocate on all levels for those impacted by bullying.' -Professor Phillip T. Slee, Flinders University, Australia 'Understanding School Bullying offers a refreshingly clear account of the wealth of insights gained over a quarter of a century of research. As Smith’s comprehensive review convincingly shows, much has been learned and much of this has been put to good use in improving children’s wellbeing. This is surely essential reading for any researcher concerned with bullying, childhood or life at school.' - Sonia Livingstone, London School of Economics and Political Science, UK, author of Children, Risk and Safety Online 'Peter Smith’s new book will occupy a prominent place on my bookshelf. It provides a thorough and highly readable discussion of the breadth of research on school bullying. Dr. Smith includes discussions of important challenges related to research on this topic along with an excellent review of important studies and findings. This unique volume has influenced my thinking about the direction of my own research. The book will be an invaluable resource for researchers, consumers of research, and others who seek a research-based understanding of this important topic.' - Sheri Bauman, Ph.D., Professor at University of Arizona Bullying involves the repeated abuse of power in relationships. Bullying in schools can blight the lives of victims and damage the climate of the school. Over the last 25 years a burgeoning research program on school bullying has led to new insights into effective ways of dealing with it, as well as new challenges such as the advent of cyberbullying. This new book, by a leading international expert on the topic, brings together the cumulative knowledge acquired and the latest research findings in the area, with a global perspective especially covering research in Europe, North America, Australasia, and Asia. It will appeal to those taking academic courses in psychology, social work, educational psychology, child clinical psychology and psychiatry, and teacher training, but it will also be of interest to parents and teachers.
http://www.amazon.com/gp/product/B00K21JKYY/?tag=2022091-20
( At every stage of education, sexual harassment is commo...)
At every stage of education, sexual harassment is common, and often considered a rite of passage for young people. It's not unusual for a girl to hear "Hey, Shorty!" on a daily basis as she walks down the hall or comes into the school yard, followed by a sexual innuendo, insult, come-on, or assault. But when teenagers are asked whether they experience this in their own lives, most of them say it's not happening. Girls for Gender Equity, a nonprofit organization based in New York City, has developed a model for teens to teach one another about sexual harassment. How do you define it? How does it affect your self-esteem? What do you do in response? Why is it so normalized in schools, and how can we as a society begin to address these causes? Geared toward students, parents, teachers, policy makers, and activists, this book is an excellent model for building awareness and creating change in any community. Founded by Joanne Smith, Girls for Gender Equity is a nonprofit organization based in Brooklyn committed to the physical, psychological, social, and economic development of urban girls.
http://www.amazon.com/gp/product/1558616691/?tag=2022091-20
( 'This extraordinarily comprehensive book authored by ...)
'This extraordinarily comprehensive book authored by the leading international authority in the field integrates research, theory and practice on the topic of school bullying. In an already research saturated field Peter Smith’s writing captures the humanity of why this topic strikes such a chord in the community. He reminds us in a thoughtful, practical and caring manner why we must continue to advocate on all levels for those impacted by bullying.' -Professor Phillip T. Slee, Flinders University, Australia 'Understanding School Bullying offers a refreshingly clear account of the wealth of insights gained over a quarter of a century of research. As Smith’s comprehensive review convincingly shows, much has been learned and much of this has been put to good use in improving children’s wellbeing. This is surely essential reading for any researcher concerned with bullying, childhood or life at school.' - Sonia Livingstone, London School of Economics and Political Science, UK, author of Children, Risk and Safety Online 'Peter Smith’s new book will occupy a prominent place on my bookshelf. It provides a thorough and highly readable discussion of the breadth of research on school bullying. Dr. Smith includes discussions of important challenges related to research on this topic along with an excellent review of important studies and findings. This unique volume has influenced my thinking about the direction of my own research. The book will be an invaluable resource for researchers, consumers of research, and others who seek a research-based understanding of this important topic.' - Sheri Bauman, Ph.D., Professor at University of Arizona Bullying involves the repeated abuse of power in relationships. Bullying in schools can blight the lives of victims and damage the climate of the school. Over the last 25 years a burgeoning research program on school bullying has led to new insights into effective ways of dealing with it, as well as new challenges such as the advent of cyberbullying. This new book, by a leading international expert on the topic, brings together the cumulative knowledge acquired and the latest research findings in the area, with a global perspective especially covering research in Europe, North America, Australasia, and Asia. It will appeal to those taking academic courses in psychology, social work, educational psychology, child clinical psychology and psychiatry, and teacher training, but it will also be of interest to parents and teachers.
http://www.amazon.com/gp/product/1847879055/?tag=2022091-20
(It is widely believed that people have privileged and aut...)
It is widely believed that people have privileged and authoritative access to their own thoughts, and many theories have been proposed to explain this supposed fact. The Opacity of Mind challenges the consensus view and subjects the theories in question to critical scrutiny, while showing that they are not protected against the findings of cognitive science by belonging to a separate "explanatory space." The book argues that our access to our own thoughts is almost always interpretive, grounded in perceptual awareness of our own circumstances and behavior, together with our own sensory imagery (including inner speech). In fact our access to our own thoughts is no different in principle from our access to the thoughts of other people, utilizing the conceptual and inferential resources of the same "mindreading" faculty, and relying on many of the same sources of evidence. Peter Carruthers proposes and defends the Interpretive Sensory-Access (ISA) theory of self-knowledge. This is supported through comprehensive examination of many different types of evidence from across cognitive science, integrating a diverse set of findings into a single well-articulated theory. One outcome is that there are hardly any kinds of conscious thought. Another is that there is no such thing as conscious agency. Written with Carruthers' usual clarity and directness, this book will be essential reading for philosophers interested in self-knowledge, consciousness, and related areas of philosophy. It will also be of vital interest to cognitive scientists, since it casts the existing data in a new theoretical light. Moreover, the ISA theory makes many new predictions while also suggesting constraints and controls that should be placed on future experimental investigations of self-knowledge.
http://www.amazon.com/gp/product/0199596190/?tag=2022091-20
(In the book, Leadership, Violence and School Climate: Cas...)
In the book, Leadership, Violence and School Climate: Case Studies in Creating Non-Violent Schools, three important themes are emphasized namely, democratic leadership, violence and school climate. The authors point out how schools can reverse their reactionary stance to violence, and become pro-active through the practice of democratic principles.
http://www.amazon.com/gp/product/1475801718/?tag=2022091-20
(It is widely believed that people have privileged and aut...)
It is widely believed that people have privileged and authoritative access to their own thoughts, and many theories have been proposed to explain this supposed fact. The Opacity of Mind challenges the consensus view and subjects the theories in question to critical scrutiny, while showing that they are not protected against the findings of cognitive science by belonging to a separate "explanatory space." The book argues that our access to our own thoughts is almost always interpretive, grounded in perceptual awareness of our own circumstances and behavior, together with our own sensory imagery (including inner speech). In fact our access to our own thoughts is no different in principle from our access to the thoughts of other people, utilizing the conceptual and inferential resources of the same "mindreading" faculty, and relying on many of the same sources of evidence. Peter Carruthers proposes and defends the Interpretive Sensory-Access (Isa) theory of self-knowledge. This is supported through comprehensive examination of many different types of evidence from across cognitive science, integrating a diverse set of findings into a single well-articulated theory. One outcome is that there are hardly any kinds of conscious thought. Another is that there is no such thing as conscious agency. Written with Carruthers' usual clarity and directness, this book will be essential reading for philosophers interested in self-knowledge, consciousness, and related areas of philosophy. It will also be of vital interest to cognitive scientists, since it casts the existing data in a new theoretical light. Moreover, the Isa theory makes many new predictions while also suggesting constraints and controls that should be placed on future experimental investigations of self-knowledge.
http://www.amazon.com/gp/product/0199685142/?tag=2022091-20
(Provides information about school violence, including the...)
Provides information about school violence, including the warning signs, how conflict can be prevented, and peer mediation. Title: School Violence and Conflict Resolution Author: Smith, Marilyn E./ Monteverde, Matthew/ Lily, Henrietta M. Publisher: Rosen Pub Group Publication Date: 2012/08/10 Number of Pages: 48 Binding Type: LIBRARY Library of Congress: 2012003027
http://www.amazon.com/gp/product/1448868912/?tag=2022091-20
(Book by Leaney, Cindy, Wilks, Peter)
Book by Leaney, Cindy, Wilks, Peter
http://www.amazon.com/gp/product/1589527453/?tag=2022091-20
Smith, Peter Kenelm was born on September 23, 1943 in Chichester, Sussex, England. Son of Kenelm Bachelor of Science Smith and Ruth E.B. (Warner) Smith Farrance.
1 child, Benjamin Thomas Finlayson. Bachelor of Arts, University of Oxford, England, 1964. Doctor of Philosophy, Sheffield University, England, 1970.
Lecturer department psychology U. Sheffield, 1974-1983, senior lecturer, 1983-1985, reader, 1985-1991, professor 1991-1995.
Professor department psychology Goldsmith"s College, U. London, 1995. Visiting lecturer Institute Child Development, University of Minnesota, Minneapolis, 1981, visiting research fellow School Education Flinders University, Australia, 1994, School Education Chuo University, Tokyo, 1995.
Lecturer department psychology University Sheffield, 1974-1983, senior lecturer, 1983-1985, reader, 1985-1991, professor, 1991-1995. Professor department psychology Goldsmith's College, University London, since 1995. Visiting lecturer Institute Child Development, University Minnesota, Minneapolis, 1981, visiting research fellow School Education Flinders University, Australia, 1994, School Education Chuo University, Tokyo, 1995.
Visiting research fellow department psychology Keio University, Tokyo, 1999. Visiting research fellow Ballarat University, 2004.
(In the book, Leadership, Violence and School Climate: Cas...)
( 'This extraordinarily comprehensive book authored by ...)
( 'This extraordinarily comprehensive book authored by ...)
( 'This extraordinarily comprehensive book authored by ...)
( 'This extraordinarily comprehensive book authored by ...)
(Gives a succinct and authoritative account of research in...)
(It is widely believed that people have privileged and aut...)
(It is widely believed that people have privileged and aut...)
(Provides information about school violence, including the...)
( At every stage of education, sexual harassment is commo...)
(This book is about play behaviour: what it is, what it is...)
(This book was originally published in 1980. At the time o...)
(Book by Leaney, Cindy, Wilks, Peter)
Author: The Ecology of Preschool Behaviour, 1980, The Psychology of Grandparenthood, 1991, Practical Approaches to Bullying, 1991, School Bullying: Insights and Perspectives, 1994. Editor: Play in Animals and Humans, 1984, Children's Play, 1986, Theories of Theories of Mind, 1996, The Nature of School Bullying, 1999, Violence in Schools, 2003, Bullying in Schools, 2004, The Nature of Play, 2005. Member editorial board British Journal Psychology, 1986-1990, Social Development, since 1991, Children and Society, since 1996, Evolution and Human Behavior, 1997-2000.
Associate editor International Journal Behavioral Development, 1990-1995. European editor Ethology and Sociobiology, 1992-1996. Contributor chapters to books and articles to professional journals.
Fellow British Psychological Society. Member Association Child Psychologists and Psychiatrists, Association for Study Animal Behavior, Society for Research in Child Development, Society for Reproductive and Infant Psychology.
Son of Kenelm Bachelor of Science Smith and Ruth E.B. (Warner) Smith Farrance. Married Christine Clark. Children: James, Samuel Robert.
Married Helen Alexander Cowie. Children: Benjamin Thomas Finlayson. P. Shu Shu; children: Rolland, Edmund.
