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Books > Social sciences > Psychology > Child & developmental psychology
This volume continues the tradition of the Life-Span Development
Series, presenting overviews of research programs on a variety of
developmental topics. Research and theory in life-span development
have given increased attention to the issues of constancy and
change in human development and to the opportunities for, and
constraints on, plasticity in structure and function across life.
Acknowledging the need for and existence of interconnection between
age and developmental periods, it focuses on conditions for
possibly discontinuous development that emerge at later periods.
Contributors to this series are sensitive to the restrictive
consequences of studying only specific age periods, such as old
age, infancy, or adolescence. Each scholar attempts to relate the
facts about one age group to similar facts about other age groups,
and to move toward the study of transformation of characteristics
and processes over the life span.
The question of what types of children are most influenced by -- or can best benefit from -- television is a recurrent theme in the scientific literature as well as a frequently raised issue for pediatric associations, educators, and parent/citizen groups concerned about the welfare and advancement of young children. To effectively address this question, this book focuses on a wide variety of children with highly divergent cognitive abilities, social skills, and educational capacities -- that is, those labeled as emotionally disturbed, learning disabled, mentally retarded, and intellectually gifted. These children not only possess characteristics that place them at the greatest risk with regard to television's negative impact, but also in a position to most benefit from the purposeful use of the medium at home and in the classroom. Combining literature from the fields of mass communication, developmental psychology, and special education, the authors present a comprehensive analysis of television and its "forgotten audience." Practical implications and applications in the home and school are also extracted from research findings making this volume a valuable resource for students, educators, and researchers in the fields of communication and special education, and for the parents and teachers of exceptional children.
Research on the topic of parent beliefs, or parent cognition, has
increased tremendously since the original publication of this
volume in 1985. For this revised second edition, the editors sought
to reflect some of the new directions that research on parent
cognition has taken. By offering a greater variety of topics, it
gives evidence of the intellectual concerns that now engage
researchers in the field and testifies to the expanding scope of
their interests. Although a unique collection because it reflects
the diversity that exists among major researchers in the field, it
evinces a common theme -- that the ideas parents have regarding
their children and themselves as parents have an impact on their
actions. This emphasis on parents' ideas shifts the focus on
sources of family influence to ideas or beliefs as determinants of
family interactions. The implication of this way of thinking for
practitioners is that it suggests the shift to ideas and thoughts
from behavior and attitudes.
These companion volumes bring together research and theoretical work that addresses the relations between social context and the development of children. They allow for the in-depth discussion of a number of vital metatheoretical, theoretical, and methodological issues that have emerged as a result of increased investigation in these areas. For example: Which methodological and statistical procedures are appropriate and applicable to studies of social context and processes of development? Should the nature of social context be reconceptualized as something more than different levels of some social independent variable? Are theories of development that do not consider social context incomplete? Will the increasingly finer definitions of social context lead to extreme situationism and contextualism? As developmental theory and investigation continues to address relationships between social and cognitive development, it becomes increasingly important that issues concerning social context be elaborated and discussed.
Reviewing the history, causes and methods of identifying and evaluating ADD students, Dr Parker provides information about ADD for teachers, guidance counsellors, school psychologists and educational administrators interested in practical ways to help students with ADD in schools.
The fourth volume based on the annual University of Miami symposia
on stress and coping, this new addition to the series is the first
to focus on developmental and clinical stressors during infancy and
childhood. While developmental stressors such as early separation
and stranger anxiety, novelty stress, and fear-evoked personal
distress, arise during normal development, clinical stressors
result from certain conditions that are relatively common in
infancy and early childhood such as premature birth and respiratory
disease.
These two companion volumes provide a comprehensive review and
critical evaluation of the major DSM-III and DSM-III-R child
disorders. Their major goal is to provide diagnostic and assessment
guidelines that are based on scientific literature in specific
clinical domains. Each chapter contains a discussion of the
historical background of a particular diagnosis, definitional
issues, a critical but selective review of the literature
addressing the diagnosis in question, proposed changes in the
diagnostic criteria based on the available literature, and proposed
assessment models and methods based on the designated criteria.
Given the scientific bases for many of these discussions of
diagnostic criteria, these two volumes will serve professionals and
graduate students in a wide variety of fields: clinical child
psychology, child psychiatry, pediatrics, pediatric and school
psychology, special education, social work, and other child mental
health specialties.
This volume celebrates the 50th anniversary of the famous and
influential work of Jean Piaget and Alina Szeminska, "The Child's
Conception of Number." It is a tribute to those two authors as well
as to the entire Geneva school that pioneered the genetic study of
cognitive structures in children. Dealing with the process of the
child's construction of the notion of number -- a very important
subject for the child as well as for the teacher, the researcher,
and the practicing psychologist -- it summarizes the progress that
has been made and outlines new research directions in this area.
The book is a compilation of the work of the foremost international
researchers in this area and includes a wide spectrum of viewpoints
and schools of thought. It also introduces several new authors from
Europe, including students of Piaget, to the American academic
community.
One of developmental psychology's central concerns is the
identification of specific "milestones" which indicate what
children are typically capable of doing at different ages. Work of
this kind has a substantial impact on the way parents, educators,
and service-oriented professionals deal with children; and,
therefore one might expect that developmentalists would have come
to some general agreement in regard to the ways they assess
children's abilities. However, as this volume demonstrates, the
field appears to suffer from a serious lack of consensus in this
area.
All settings where disturbed children spend time, such as camps or residential schools, are periodically faced with crisis situations. Methods for dealing with these crises and for counseling the children involved are continually needed. Crisis Intervention in Residential Treatment is both a demonstration of how essential Fritz Redl's treatment concepts remain today and a tribute to his genius. The authors bring order and reason to the quest for better ways to understand and respond to confrontation and aggression in residential treatment settings. They provide practical and successful strategies to cope with these situations and prevent them from occurring. By exploring and expanding some of Redl's most important theories and practices, the authors encourage a new generation of child care workers to find the same stimulation and satisfaction in his work as his original followers found. The contributors, each deeply affected and influenced in his or her own way by Redl, provide not only a moving tribute to a great child care worker and innovator, but also a rejuvenation of some of the most valued ideas in the field.Sharing Redl's concern for daily practice with very difficult youngsters, this understanding book focuses on the action setting and the development of theory from practice, not the application of theory to practice. By concentrating on such topics as the use of life space interviewing, aggression and counter-aggression in staff, and the contrast of interpersonal and ecological perspectives with current "get tough" approaches, Crisis Intervention in Residential Treatment is an eminently useful guide for everyone dealing with children in group settings. Psychiatrists, psychologists, social workers, teachers, and residential personnel will all learn effective ways of coping with and preventing crisis situations.
This book presents a current, interdisciplinary perspective on
language requisites from both a biological/comparative perspective
and from a developmental/learning perspective. Perspectives
regarding language and language acquisition are advanced by
scientists of various backgrounds -- speech, hearing, developmental
psychology, comparative psychology, and language intervention. This
unique volume searches for a rational interface between findings
and perspectives generated by language studies with humans and with
chimpanzees. Intended to render a reconsideration as to the essence
of language and the requisites to its acquisition, it also provides
readers with perspectives defined by various revisionists who hold
that language might be other than the consequence of a mutation
unique to humans and might, fundamentally, not be limited to
speech.
The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the "state of the art" in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an area of scholarly activity in its own right. Spanning many professional domains, there is a striking variety of issues and topics surveyed: anthropology, biology, economics, education, philosophy, psychology, psychiatry, sociology, social work, and more. By bringing together work on diverse topics, the editors have fostered a mutually-beneficial exchange not only between alternative approaches and perspectives, but also between "applied" and "pure" research interests. The Theory volume presents current and ongoing theoretical advances focusing on new developments or substantive refinements and revisions to existing theoretical frameworks. The Research volume summarizes and interprets the findings of specific, theory-driven, research programs; reviews research in areas that have generated substantial empirical findings; describes recent developments in research methodology/techniques; and reports research on new and emerging issues. The Application volume describes a diverse array of intervention projects - educational, clinical, organizational, and the like. Each chapter includes a summary report of results and findings, conceptual developments, and emerging issues or topics. Since the contributors to this publication are active theorists, researchers, and practitioners, it may serve to define directions that will shape the emerging literature in the field.
Lichtenberg collates and summarizes recent findings about the first two years of life in order to examine their implications for contemporary psychoanalysis. He explores the implications of these data for the unfolding sense of self, and then draws on these data to reconceptualize the analytic situation and to formulate an experiential account of the therapeutic action of analysis.
Bringing together the latest research from world-leading academics, this edited volume is an authoritative resource on the psycholinguistic study of language production, exploring longstanding concepts as well as contemporary and emerging theories. Hartsuiker and Strijkers affirm that although language production may seem like a mundane everyday activity, it is in fact a remarkable human accomplishment. This comprehensive text presents an up-to-date overview of the key topics in the field, providing important theoretical and empirical challenges to the traditional and accepted modal view of language production. Each chapter explores in detail a different aspect of language production, covering traditional methods including written and signed production alongside emerging research on joint action production. Emphasising the neurobiological underpinnings of language, chapter authors showcase research that moves from a monologue-only approach to one that that considers production in more ecologically valid circumstances. Written in an accessible and compelling style, Language Production is essential reading for students and researchers of language production and psycholinguistics, as well as anyone that wishes to learn more about the fascinating topic of how humans produce language.
* Provides very accessible coverage of a complex topic. * Includes a wealth of open-ended activities, practical strategies and case studies. * Blends together theory and practice to increase the knowledge, understanding, skills and confidence of early years practitioners. * Covers a range of hot topics, considering how poverty, adversity, and mental health, all affect the developing child.
Understanding and Healing Emotional Trauma is an interdisciplinary book which explores our current understanding of the forces involved in both the creation and healing of emotional trauma. Through engaging conversations with pioneering clinicians and researchers, Daniela F. Sieff offers accessible yet substantial answers to questions such as: What is emotional trauma? What are the causes? What are its consequences? What does it mean to heal emotional trauma? and How can healing be achieved? These questions are addressed through three interrelated perspectives: psychotherapy, neurobiology and evolution. " Psychotherapeutic perspectives" take us inside the world of the unconscious mind and body to illuminate how emotional trauma distorts our relationships with ourselves and with other people (Donald Kalsched, Bruce Lloyd, Tina Stromsted, Marion Woodman). "Neurobiological perspectives" explore how trauma impacts the systems that mediate our emotional lives and well-being (Ellert Nijenhuis, Allan Schore, Daniel Siegel). And e"volutionary perspectives" contextualise emotional trauma in terms of the legacy we have inherited from our distant ancestors (James Chisholm, Sarah Blaffer Hrdy, Randolph Nesse). Transforming lives affected by emotional trauma is possible, but it can be a difficult process. The insights shared in these lively and informative" "conversations can support and facilitate that process.This book will therefore be a valuable resource for psychotherapists, psychologists, counsellors and other mental health professionals in practice and training, and also for members of the general public who are endeavouring to find ways through their own emotional trauma. In addition, because emotional trauma often has its roots in childhood, this book will also be of interest and value to parents, teachers and anyone concerned with the care of children."
This volume is concerned with elucidating similarities and
differences in enculturation processes that help to account for the
ways in which individuals in different cultures develop. Each
chapter reviews a substantive parenting topic, describes the
relevant cultures (in psychological ethnography, rather than from
an anthropological stance), reports on the parenting-in-culture
results, and discusses the significance of cross-cultural
investigation for understanding the parenting issue of interest.
Specific areas of study include environment and interactive style,
responsiveness, activity patterns, distributions of social
involvement with children, structural patterns of interaction, and
development of the social self. Through exposure to a wide range of
diverse research methods, readers will gain a deeper appreciation
of the problems, procedures, possibilities, and profits associated
with a truly comparative approach to understanding human growth and
development.
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
This book is a result of a study group that met to discuss the
child's theory of mind. A topic whose effects span cognitive,
language, and social development, it may bring a unifying influence
to developmental psychology. New studies in this area acknowledge
children's conceptions of intention and belief, as well as
intention and belief themselves, and consider the explanations they
provide for children's developing abilities. The contributors to
this important volume examine several aspects of the child's theory
of mind, and present significant research findings on the theory
itself and how it changes and develops for each child. Discussions
of the utility of a theory of mind to the child, and to
developmental psychologists trying to understand children, are
provided. Finally, new explanations are offered for how children
acquire a theory of mind in the first place.
The theory of information integration provides a unified, general
approach to the three disciplines of cognitive, social, and
developmental psychology. Each of these volumes illustrates how the
concepts and methods of this experimentally-grounded theory may be
productively applied to core problems in one of these three
disciplines.
The papers presented in this volume seek to illuminate
relationships among the cognitive style of field dependence-
independence and biological, psychological, and sociocultural
aspects of human functioning across the life span. The book begins
by addressing fundamental issues concerning the role of cognitive
style in human development. The remainder of the text treats
cognitive style in relation to biological, psychological, and
sociocultural functioning. Also included is a summary of directions
for future research.
This volume is the result of a symposium titled "Constructivist Approaches to Atypical Development and Developmental Psychopathology." What emerges from the work included here is a record of innovative extensions, refinements, and applications of the concept of constructivism. The chapters not only demonstrate the compatibility of constructivism with investigations of atypicality, but also the generation of a constructivist perspective for a wide array of problems in developmental psychology.
This book offers empirically based approaches to assessment, treatment, and prevention of certain childhood disorders encountered by psychologists and other practitioners in child clinical and pediatric psychology settings. In so doing, it views disorders from a developmental and health psychology perspective that emphasizes prevention of problems as well as positive coping strategies. Traditional topics such as autism and childhood depression are addressed, as are topics that have only recently emerged in the psychological literature. These include childhood diabetes, headaches, psychological aspects of teenage pregnancy, and early development of substance abuse.
This book, the third in a series on the life course, has
significance in today's world of research, professional practice,
and public policy because it symbolizes the gradual reemergence of
power in the social sciences. Focusing on "self-directedness and
efficacy" over the life course, this text addresses the following
issues: |
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