Emergent patterns in the development of young children's object play.

The present study set out to examine developments in object play in a contemporary sample of 289 typically developing children from 8- to 60-months of age. The value of object play centers on developments in object knowledge and mental representation, along with the developmental processes of decentration, substitution, and agency. The early play studies focused on one or another of these aspects of development, and generally for the age group 12-36 months.

Neural and psychophysiological correlates of social communication development: Evidence from sensory processing, motor, cognitive, language and emotional behavioral milestones across infancy.

This article presents a literature review focusing on the neural and psychophysiological correlates associated with social communication development in infancy. Studies presenting evidence on infants' brain activity and developments in infant sensory processing, motor, cognitive, language, and emotional abilities are described in regard to the neuropsychophysiological processes underlying the emergence of these specific behavioral milestones and their associations with social communication development. Studies that consider specific age-related characteristics across the infancy period are presented.

Neurosciences of infant mental health development: recent findings and implications for counseling psychology.

This article is about the neural correlates of infant mental health and their correspondences to social emotional development. These correspondences are organized in terms of the definition of infant mental provided by Zero to Three (2001), centered on infants' capacities regarding the experience and expression of emotions, interpersonal relationships, and learning. We conclude with implications of these correspondences for counseling psychology-namely, working with children's caregivers to maximize children's healthy social and emotional development.

Voices of the five doctoral training councils in psychology: seeking common ground on Combined-Integrated doctoral training in psychology.

Doctoral training programs in psychology are accredited by the American Psychological Association in four areas: Clinical, Counseling, School, and Combined-Integrated (C-I) psychology. Each area of doctoral preparation in psychology has its own council, which represents its interests within the field and to external constituents. Despite the fact that Combined-Integrated training programs have existed since the mid-1970s, the Consortium representing this area's interests only formed in the past two years.