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We are most pleased to present Volume 3 of Developmental-Behavioral
Disorders: Selected Topics, designed to serve as a companion for
standard reference textbooks that address cogent issues in
developmental pedi atrics. Periodic publications such as Selected
Topics and theme-related articles, as well as continuing education
programs, attempt to supple ment in a timely fashion the rapidly
changing knowledge base in devel opmental-behavioral pediatrics.
These media are important as forums for enhancing the quality of
clinical practice, teaching skills, and re search activities. The
need is critical for periodically disseminating and updating
information about issues in developmental medicine, in as much as
this field of study continues to expand at a meteoric pace. During
the past several decades, developmental medicine has been
recognized as a defined subspecialty in pediatrics. The spectrum of
problems encompassed by this discipline is relatively broad and at
times clinically overwhelming. The ultimate goal of preventing
delays, disor ders, and/or dysfunctions from becoming chronic
handicapping condi tions has, by volume per se, created clinical
dilemmas for pediatric health care providers. There are numerous
facets of providing efficient and effective care, which in the
field of developmental-behavioral pediatrics are often exaggerated
impediments to the delivery of services by pri mary health care
specialists, e. g., time, clinical skills, need for inter
disciplinary management, medical-legal responsibilities, financial
reim bursements. These issues, as well as clinical problems, are
still very much part of the information base to be disseminated to
concerned pro fessionals."
"Child development" has always been a traditional component of well
child care and a particular area of interest for pediatricians,
child neu rologists, and psychologists. However, it was not until
the early 1960s that children with developmental disabilities (i.
e. , chronic handicapping disorders) became a major focus of public
and professional attention. During this period, children with
"special needs" were dramatically catapulted into the limelight and
"exceptional" became the buzzword of the day. Public and
professional awareness of these issues reached new peaks and
recognition of the potential psychosocial impairments of chil dren
with developmental disabilities created national anxiety. A variety
of factors contributed to an unprecedented societal advocacy for
chil dren with developmental problems: (1) a national concern
generated by President Kennedy'S particular interest in mental
retardation; (2) in creased activity and visibility of parent
advocacy/lobbying groups (e. g. , the Association for Children with
Learning Disabilities); (3) the enact ment of federal legislation
designed to protect the rights of the handi capped (e. g. ,
PL94-142); and (4) the popularization of developmental behavioral
disabilities by the various communications media. Cumulatively
these events precipitated a redefinition of the real mean ing of
"comprehensive health care for children," resulting in an empha sis
on the child's neurodevelopmental, educational, psychological, and
social needs. For the pediatrician, a myriad of new management
respon sibilities were mandated, in addition to the traditional
health care con cerns.
All traits were not created equal. -WORCHEL AND COOPER (1983, p.
180) This book reports the findings from extensive cross-cultural
studies of the relative importance ofdifferent psychological traits
in 20 countries and the relative favorability of these traits in a
subset of 10 countries. While the work is devoted primarily to
professionals and advanced students in the social sciences, the
relatively nontechnical style - ployed should make the book
comprehensible to anyone with a general grasp of the concepts and
strategies ofempirical behavioral science. The project grew out of
discussions between the first author and third author while the
latter was a graduate student at Wake Forest University, U.S.A., in
1990. The third author, a native of Chile, was studying
person-descriptive adjectives composing the stereotypes -
sociatedwiththe Chilean aboriginal minority knownas Mapuche (Saiz
&Williams, 1992). Asweexaminedthe adjectives usedinthisstudy,
it was clear that they differed in favorability and also on another
dim- sionwhichwe latertermed "psychologicalimportance," i.e., the
degree to which adjectives reflected more "central," as opposed to
more "- ripheral,"personality characteristics. More important
descriptors were those which seemed more informative or diagnostic
ofwhat a person "wasreally like"and, hence, might be ofgreater
significance in und- standing and predicting an individual's
behavior.
All traits were not created equal. -WORCHEL AND COOPER (1983, p.
180) This book reports the findings from extensive cross-cultural
studies of the relative importance ofdifferent psychological traits
in 20 countries and the relative favorability of these traits in a
subset of 10 countries. While the work is devoted primarily to
professionals and advanced students in the social sciences, the
relatively nontechnical style - ployed should make the book
comprehensible to anyone with a general grasp of the concepts and
strategies ofempirical behavioral science. The project grew out of
discussions between the first author and third author while the
latter was a graduate student at Wake Forest University, U.S.A., in
1990. The third author, a native of Chile, was studying
person-descriptive adjectives composing the stereotypes -
sociatedwiththe Chilean aboriginal minority knownas Mapuche (Saiz
&Williams, 1992). Asweexaminedthe adjectives usedinthisstudy,
it was clear that they differed in favorability and also on another
dim- sionwhichwe latertermed "psychologicalimportance," i.e., the
degree to which adjectives reflected more "central," as opposed to
more "- ripheral,"personality characteristics. More important
descriptors were those which seemed more informative or diagnostic
ofwhat a person "wasreally like"and, hence, might be ofgreater
significance in und- standing and predicting an individual's
behavior.
Topics presented include: the role of autorelaxation and mental
imagery in developmental pediatrics; graduates of the neonatal
intensive care unit; self-destructive behaviors in children and
adolescents; office screening for communication disorders; child
and adolescent depression; television's impa
Ferdinand Jacob Lindheimer is known as the 'father of Texas
botany.' While he was not the first botanist to collect plants for
scientific examination in Texas, his collections are credited with
helping botanists around the world to understand the nature,
extent, and significance of the diversity of plants in the state.
In partnership with Asa Gray of Harvard University, Lindheimer
spent eight years collecting Texas plants to distribute to a list
of paying subscribers - including places like the British Museum,
the Royal Botanic Gardens at Kew, and the Smithsonian Institution.
Today, no fewer than 362 plant names are based, at least in part,
on Lindheimer collections, and 65 plants have been named in his
honor. Lindheimer was a founding settler of New Braunfels, raising
his family on the banks of the Comal River while he continued to
collect and ship plant specimens. He was 'elected' as the first
editor of the Neu-Braunfelser Zeitung (still published today as the
Herald-Zeitung), and served from 1852 to 1872. He wrote a number of
articles for the Zeitung on topics ranging from plants, climate,
and agriculture to Texas Indian affairs, optimism, and teaching
schoolchildren. In the last year of Lindheimer's life, one of his
students worked with him to collect an assortment of his essays and
articles from the Zeitung. In 1879, the collection was published as
AufsUEtze und Abhandlungen von Ferdinand Lindheimer im Texas
(Essays and Articles of Ferdinand Lindheimer in Texas). John E.
Williams now offers the first English translation of these essays,
which provides valuable insight into the natural and cultural
history of Texas.
John E. Williams and Deborah L. Best have done the field a
considerable service by systematically collecting and carefully
analyzing a very large set of cross-cultural data concerning
sex-trait stereotypes. --Jacob O. Sines, review in Archives of
Sexual Behavior Measuring Sex Stereotypes provides a unique
exploration of contemporary sex stereotypes--and the degree to
which they prevail in different cultures. The authors surpass all
previous studies in three important areas: their data covers 30
nations; they test both children and adults; and they examine their
findings from three theoretical perspectives, namely effective
meanings, ego states, and psychological needs. After uncovering and
describing a surprising array of pancultural sex stereotypes, the
authors analyze their practical implications. New to this edition
are summaries of additional studies--all conducted since the
publication of the first edition--which employ the authors' sex
stereotype assessment methods. In addition, new adult sex
stereotype data for Singapore and Portugal have been added, along
with comparison variable data for these two countries. The
culture-specific definitions of masculinity and femininity
originally reported in the first edition of this book have now been
used as the basis for its companion volume, Sex and Psyche. Both
the new companion volume and the revised edition of this book are
so closely related that readers with a serious interest in one will
also wish to read the second. Professionals and students in gender
studies, psychology, cross-cultural studies, family studies, and
sociology will find these impressive volumes indispensable.
I. Introduction: General Issues in Developmental Disorders.- 1
State of the World's Children: Developmental-Behavioral Disorders
in a Global Context.- 1. Introduction.- 2. Children in History.- 3.
Children Today.- 4. Recent Nutrition Data.- 5. Children Tomorrow.-
6. Conclusions.- References.- 2 PL 99-457: A New Challenge and
Responsibility for Physicians.- 1. Introduction.- 2. Physician
Involvement.- 2.1. Identification.- 2.2. Medical Evaluation.- 2.3.
Communication with the IFSP Team.- 2.4. Family Support.- 2.5.
Participation in the IFSP Process.- 2.6. Advocacy.- 3. Barriers to
Physician Involvement.- 4. Overcoming Barriers.- Selected
Readings.- 3 An Ethical Issue in Developmental Pediatrics: Analysis
and Discussion of a Case History.- Case History-S. L., a Newborn
with Partial Trisomy-13.- Reference.- Selected Readings:
Ethical-Legal Issues.- 4 A Physician's Primer of Developmental and
Psychologic Test Instruments.- 1. Introduction.- 2. Possible
Developmental Delay.- 2.1. Developmental (Cognitive/Motor) Delay.-
2.2. Language Delay.- 2.3. Behavioral/Adaptive Delays.- 3. Cases
Involving Suspected Developmental Delay.- 4. Difficulties in School
Performance.- 4.1. Intelligence.- 4.2. Academic Achievement.- 4.3.
Perceptual/Visual Motor.- 4.4. Attention/Concentration.- 4.5.
Behavioral.- 5. Cases Involving Suspected School Problems.- 6.
Conclusions.- References.- II. Developmental Disorders.- 5 Neonatal
Brain Care: Does Early Developmental Intervention Work?.- 1.
Introduction.- 2. Supplemental Stimulation.- 3. Protection at All
Costs.- 4. Contingency-Based and Developmentally-Based
Interventions.- 5. Summary.- References.- 6 Early Identification of
Cerebral Palsy.- 1. Introduction.- 2. Types of Cerebral Palsy.- 3.
Early Clinical Signs of Cerebral Palsy.- 3.1. Amiel-Tison et al.
(1977).- 3.2. Ellenberg and Nelson (1981).- 3.3. Harris (1987).-
3.4. Research Conclusions.- 4. Summary.- References.- 7 Movement
Disorders and Paroxysmal Behaviors in Children and Adolescents.- 1.
Introduction.- 2. Disorders Characterized by Alteration in the
State of Consciousness and Abnormal Movements.- 2.1. Seizure
Disorders.- 2.2. Pseudoseizures.- 3. Disorders Characterized
Primarily by an Alteration in Consciousness.- 3.1. Syncope Due to
Inadequate Cerebral.- 3.2. Postural Hypotension.- 3.3. Steal
Syndromes.- 3.4. Cardiac Arrhythmias.- 3.5. Breath Holding Spells.-
3.6. Syncope Due to Hypoxia or Hypoglycemia.- 4. Disorders
Characterized Primarily by Abnormal Movements.- 4.1. Disorders
Characterized by Hyperkinesia.- 4.2. Disorders Characterized
Primarily by Abnormalities of Posture and Tone.- 4.3. Disorders
Characterized Primarily by Akinesia.- 5. Other Paroxysmal
Disorders.- 5.1. Rett Syndrome.- 5.2. Mannerisms.- References.- 8
Epilepsy: Implications for Intelligence, Learning, and Behavior.-
1. Introduction.- 2. Epilepsy and Intelligence.- 3. Epilepsy and
Learning Difficulties.- 4. Epilepsy and Childhood Emotional and
Behavioral Disorders.- 4.1. Anticonvulsants and Behavior
Disorders.- 4.2. Temporal Lobe Epilepsy and Psychiatric Disorders.-
5. Summary.- References.- 9 Learning Disabilities: "The Good
News/The Bad News".- 1. Introduction.- 2. Toward a Definition.- 3.
Significant Discrepancy.- 4. Research.- 5. The Future.-
References.- 10 Lessons I've Learned from Learning Disabilities.-
1. Introduction.- 2. Overlooked Learning Disability.- 2.1.
Emotional Disturbance and Underachievement.- 2.2. Headaches and
Fatigue.- 3. Miscellaneous Lessons I Have Learned.- 3.1. "Abnormal
Depth Perception" in a Clumsy Child.- 3.2. Involuntary Movements
with Accompanying Behavioral Upset.- 3.3. Refusal to Speak in an
Anxious Child.- 3.4. Cerebral Palsy with Accompanying Depression.-
3.5. Newly Acquired Perceptual Disorder in an Intelligent Child.-
3.6. Situational Depression with a Well-Controlled Seizure
Disorder.- 3.7. Acute Psychosis with Temporal Lobe Epilepsy.- 3.8.
Declining School Performance and the Misdiagnosis of Seizures.-
3.9. Adolescent Stroke with Com...
"John E. Williams and Deborah L. Best have done the field a considerable service by systematically collecting and carefully analyzing a very large set of cross-cultural data concerning sex-trait stereotypes." --Jacob O. Sines, review in Archives of Sexual Behavior Measuring Sex Stereotypes provides a unique exploration of contemporary sex stereotypes--and the degree to which they prevail in different cultures. The authors surpass all previous studies in three important areas: their data covers 30 nations; they test both children and adults; and they examine their findings from three theoretical perspectives, namely effective meanings, ego states, and psychological needs. After uncovering and describing a surprising array of pancultural sex stereotypes, the authors analyze their practical implications. New to this edition are summaries of additional studies--all conducted since the publication of the first edition--which employ the authors' sex stereotype assessment methods. In addition, new adult sex stereotype data for Singapore and Portugal have been added, along with comparison variable data for these two countries. The culture-specific definitions of masculinity and femininity originally reported in the first edition of this book have now been used as the basis for its companion volume, Sex and Psyche. Both the new companion volume and the revised edition of this book are so closely related that readers with a serious interest in one will also wish to read the second. Professionals and students in gender studies, psychology, cross-cultural studies, family studies, and sociology will find these impressive volumes indispensable.
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