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The standard work on the subject of raising boys!
How do you educate a boy today to become a self-confident and strong personality? This book describes the situation, examines the background and gives advice for a modern boy education at the beginning of the 21st century. The old patterns, according to which boys have to be strong, body-oriented, space-consuming, dominant, no longer apply - but what takes the place of these norms? For example, what kind of conflicts would a boy who shows feelings and "soft sides" get into, where the strongest or coolest still has the say? The book helps parents and educators to orientate themselves in the variety of conflicting role models and norms. It is both a description of the state of affairs and a guide.

ISBN 3-499-61539-8

Are explicit spelling rules the cognitive basis of our writing? Probably not. Rather, we must assume that mental structures are built up which form the basis of spelling competence. How these structures can look like and how they develop is the central question of the book. Moreover, the extensive error-analytical investigation has also made it possible - for the first time in German-language research - to demonstrate different types of learners in terms of cognitive representation and access to orthographic knowledge: one generalizing and one lexical type of speller. Furthermore, a new qualitative analysis tool for spelling errors in the acquisition process is presented.

The book offers an overview of the description, explanation, diagnosis, therapy and prevention of speech development disorders.

The common standardized procedures for the examination of reading difficulties (dyslexia, dyslexia) can contribute to a large extent to the differentiation of problematic reading. However, most of the approaches, which focus mainly on partial performance deficits, cannot be integrated into an overall picture of the affected reading process and ultimately only ever examine partial aspects of the problematic reading process. Or, at the other extreme, conventional reading texts adapted to the age group are used for the qualification of reading performance. Following the attention- and strategy-oriented approach to researching reading difficulties, this thesis examines the diagnostic and therapeutic relevance of the use of artificial, speech-anximated texts as stimulus material in dyslexic children.

This book explains the phenomenon of dyslexia and spelling difficulties and describes in a clear, practical way the diagnosis and criteria for promotion. It takes into account the difficult learning situation of affected children and provides help in coping with it. The author knows about the fears and self-esteem problems of affected children, knows the unwillingness and demotivation. She has experienced with what eagerness these children also approach reading and writing, find joy in it and successfully reduce their difficulties if they are helped in a qualified way.

Obviously, this form of learning disorder is on the rise and so is the helplessness to face it. Under neuro-pedagogical understanding, it is a matter of assessing and "tackling" the child's learning problems (here in connection with arithmetic lessons) from different angles.

ISBN 978-3-86145-272-0

Children with ADD/ADHD, dyslexia or dyscalculia are no less intelligent than others - even if they have problems absorbing and processing the school material correctly. The same applies to children with a language development delay. The difficulties of these children are due to perceptual disorders, namely AVWS (auditory processing and perception disorders) and visual processing disorders. In this book, you can read about how to diagnose these perceptual disorders and which tests you can carry out yourself as a parent. You will also learn which exercises can be used to achieve improvement and how you can put together an individual training program for your child. The chapter on HEG-based neurofeedback (haemoencephalography) has also been included in this updated 3rd edition. It explains the theoretical principles of HEG, how HEG (haemoencephalography) is integrated into psychomotor holistic therapy and describes case examples.

ISBN: 978-3-940-190-92-5

Through the systematic feedback of physiological signals, people can learn to change them in a desired direction. This opens up fascinating treatment options for mental and physical illnesses. "How Effective is Biofeedback?" presents such treatment approaches, addressing topics such as chronic pain conditions, migraine, hypertension, tinnitus, epilepsy, paralysis - but also the use of biofeedback as a supplement in the psychotherapy of mental illnesses such as post-traumatic stress disorder, panic disorders, sleep disorders, depression, or addiction disorders.

In particular, this book provides guidance as to which biofeedback approach has been scientifically validated for which disorder. Additional framework information (e.g., continuing education guidelines, quality assurance measures) is also addressed.

Interested parties: Psychologists, psychiatrists, psychotherapists; all researchers in the field of biofeedback.

ISBN: 978-3-456-84645-3

The authors approach the complex matter of neuro- and sensomotoric maturation in childhood, especially from a special education perspective. In addition to theoretical principles, they present an observation method for the recognition of neuromotor dysfunctions. The authors attach particular importance to the fact that both motoscopic and reaction-inducing procedures are used in the assessment of neuromotor developmental disorders.
In addition, they present a practical concept for the promotion of neuro- and sensorimotor skills, which the authors have been successfully applying for more than 10 years in their special school and in the working group "Help for the Behaviorally Sensitive Child".
The reader is provided with concrete, practice-relevant diagnostic and support possibilities, which can also be deepened in specialist seminars. The current models and approaches in this field are integrated and made accessible to the reader.

1-channel derivation with 1 EEG Z-sensor (integrated impedance check), 1 PP-to-DIN connection cable and all other cables for single-channel EEG derivation (monopolar/bipolar)