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An Applied Psychologist's Initiation to the Study of Gifted
Children My interest in the subject matter of this book, the peer
relations of gifted children, intensified enormously as result of
my' involvement with one gifted child during my days as a school
psychologist. At that time, I served a number of schools in a
prosperous suburb. I spent most of my time working with children
with behavioral and learning disorders. I received very few
requests to assist gifted youngsters and their teachers, perhaps
because, at that point, I was not very sensitive to their needs.
One autumn I was involved in something from which I derived a great
deal of satisfaction-helping the teachers of a very advanced
retarded boy with Down's syndrome maintain himself in a regular
first-grade class. In retrospect, the achievements of this student,
Jeff, would have justified my calling him exceptionally bright,
given the limits of his endowment. I was interrupted from my
observation of Jeff's success in class by a phone call from another
school, one to which I had not previously been summoned. I was
asked to discuss the case of an intellectually gifted child who was
bored, moody, difficult, and disliked by those around him.
This textbook covers the classification, causes, treatment and
prevention of psychological disorders in the infant through the
adolescent years. Chapters balance the social and historical
context of psychopathology with the physiological roots of abnormal
behavior, leading students to a comprehensive understanding of
child psychopathology. The book is totally up-to-date, including
coverage of the DSM-5 and criticisms of it. In four parts, this
textbook describes the empirical bases of child psychopathology as
well as the practice of child psychologists, outlining the
classification and causes of disorders in addition to methods of
assessment, intervention and treatment. Students will be able to
evaluate the treatments used by professionals and debunk popular
myths about atypical behavior and its treatment. Complementing the
lively writing style, text boxes, clinical case studies and
numerous examples from international cultures and countries add
context to chapter material. Study questions, diagrams and a
glossary offer further learning support.
This textbook covers the classification, causes, treatment and
prevention of psychological disorders in the infant through the
adolescent years. Chapters balance the social and historical
context of psychopathology with the physiological roots of abnormal
behavior, leading students to a comprehensive understanding of
child psychopathology. The book is totally up-to-date, including
coverage of the DSM-5 and criticisms of it. In four parts, this
textbook describes the empirical bases of child psychopathology as
well as the practice of child psychologists, outlining the
classification and causes of disorders in addition to methods of
assessment, intervention and treatment. Students will be able to
evaluate the treatments used by professionals and debunk popular
myths about atypical behavior and its treatment. Complementing the
lively writing style, text boxes, clinical case studies and
numerous examples from international cultures and countries add
context to chapter material. Study questions, diagrams and a
glossary offer further learning support.
This book responds to the absence of a comprehensive consideration
of the implications of culture for children's peer relationships.
Although research in this field has burgeoned in recent years,
cultural issues have often been overlooked. The chapters tap such
issues as the impact of social circumstances and cultural values on
peer relationships, culturally prescribed socialization patterns
and processes, emotional experience and regulation in peer
interactions, children's social behaviors in peer interactions,
cultural aspects of friendships, and peer influences on social and
school adjustment in cultural context. The authors incorporate into
their discussions findings from research programs using multiple
methodologies, including both qualitative (e.g., interviewing,
ethnographic and observational) and quantitative (e.g., large scale
surveys, standardized questionnaires) approaches, based on a wide
range of ages of children in cultures from East to West and from
South to North (Asia, South America, the Mid-East, Southern Europe,
and ethnic groups in the US).
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