Martin Herbert

Typical and Atypical Development

From Conception to Adolescence

• Gebundenes Buch

Produktbeschreibung

This text provides an interesting and informative account of the child's journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children's development. The first half of the book, discussing normal patterns of growth and development, is cross-referenced to equivalent chapters in the second half, which discuss the atypical route. These connections serve to emphasize the continuities between, and similarities of, children with typical and atypical conditions. Among the difficulties covered are: * Pervasive developmental disorders * Genetic disorders * Physical impairments * Learning difficulties * Brain damage * Emotional and behavioural disorders * Personality disorders. * Physical and mental illnesses The text also deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment.

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 448
• Erscheinungstermin: 13. Dezember 2002
• Englisch
• Abmessung: 242mm x 184mm x 37mm
• Gewicht: 925g
• ISBN-13: 9780631234654
• ISBN-10: 0631234659
• Artikelnr.: 21573344

Autorenporträt

Martin Herbert is Honorary Consultant Clinical Psychologist at the Royal and Devon Exeter Health Care Trust and Emeritus Professor of Clinical Psychology at the University of Exeter.

Inhaltsangabe

Preface.
Introduction:.
From Childhood to Adolescence.
Parenthood.
Concepts of Normality and Abnormality.
Age- and Stage-Related Tasks.
Crises of Development.
The Developmental History.
Part I: Typical Development:.
Where the Journey Begins.
The Intrauterine Stages and Perinatal Period.
Introduction.
1. The First Steps:.
Conception: The Beginning of Life.
Genetic Variation and Influence.
The Genotype.
The Human Genome Project.
Similarities and Differences in Individuals and Groups.
Progress from Conception to Birth.
Summary of Prenatal Developments.
Unanswered Questions.
2. The Perinatal Period :.
Anticipation of the Birth.
Fads and Fashions.
The Birth: Labour and Delivery.
The Mother and Postnatal Infant Care.
Maternal Bonding Theory.
Bonding to the Unborn Baby.
The Competent Infant.
Parenting.
Siblings.
Environmental Influences.
Representational Models of the Infant.
Part II: Typical Development:.
Infancy.
Introduction.
The First Relationship.
The Development of Sociability.
Crying And Smiling as Social Communication.
The Nature of Attachment.
Internal Representations and Selfhood.
Development of Self--other Awareness.
3. Early Childhood: The Pre-School Stage:.
Infant Growth and Development.
Physical Development.
The Nervous System.
The Brain Growth Spurt.
The Brain and Communication.
Biological Basis of Personality.
Sleeping Patterns.
Feeding Behaviour.
4. Perceptual, Motor and Language Development:.
Perceptual Development.
Vision and Fine Movement.
Motor Development.
The Proactive Brain.
Speech and Language Development.
Part III: Typical Development:.
Adaptation and Learning.
Introduction.
Adjustment and Adaptation.
Cultural Influences.
The Family Environment.
Childcare Practices.
Maternal Privation and Deprivation.
The Father's Role.
Divorce.
Adoption.
Surrogate Parenting.
Learning Theory.
Models of Learning.
The Adaptive Role of Fear.
Generalized Anxiety.
5. Early Childhood: The Pre-School Stage: Socialization and Cognitive
Development.
Socialization and Self-Control.
Learning and Identification: Social and Moral Awareness.
Social Cognition.
Social Compliance.
The Development of Aggressive Behaviour.
Sex-Role (Gender) Identity.
Socializing Tasks.
Cognitive Development.
Play.
Theory of Mind.
6. Middle and Late Childhood:The School-Going Child:.
Developing a New Individuality.
Rules and Values.
Expectations of Parents.
Social Skills and Friendships.
Exchange Theory.
Siblings: The Longest Lasting Relationship.
7. Adolescence: Leaving Childhood Behind:.
The Changes of Puberty.
The End of Childhood.
Adolescent Sexuality.
Identity and Self-Image.
The Ending of Puberty.
Part IV: Atypical Development: The Hazardous Route:.
Introduction.
Issues Of Assessment, Definition and Measurement.
The Journey Begins Again: Prenatal Influences.
Genetic Influences: Inherited Abnormalities.
Chromosomal Abnormalities.
Genetic Accidents.
Patterns of Genetic Transmission.
Prenatal, Antenatal and Neonatal Screening.
Behavioural Genetics.
Neuropsychological Causation.
8. The Perilous First Journey: The Inhospitable Environment:.
Maternal Stress and Inherited Abnormalities.
Biological Adversity.
Teratogens.
9. The Hazardous Perinatal Period: The Atypical Route:.
The Apgar Test.
Survival Repertoires.
Birth Complications.
Prematurity.
Birth Trauma.
Anoxia.
Parental Attachment to Atypical Infants.
10. Early Childhood: Atypical Physical, Sensory and Motor Development:.
Physical Disorders and Disabilities.
Congenital Physical Anomalies.
Abnormalities of Haemoglobin.
Impairments of Vision.
Impairments of Hearing.
Motor Impairments.
Impairments of Speech and Language.
Executive Functions of the Brain.
Neurological Damage.
Tics and Tourette's Syndrome.
Head Injuries.
11. The Pre-School Child: Atypical Behavior:.
The Authoritative Parent.
Socialization.
Assertive/Commanding Behaviour in Young Children.
Adverse Temperamental Attributes.
The 'Difficult' Child.
Oppositional Defiant Disorder.
Developmental (Physical) Task Problems.
12. The School-Going Child: Atypical Behavior.
Educational Failure.
Insecurity Based Problems.
Reactive Attention Disorder.
Peer Group Problems.
Rejection.
Social Skills Problems.
Selective Mutism.
School Refusal.
Attention Deficit and Hyperactivity at School.
Severe (Profound) Learning Disabilities.
Specific Learning Disabilities.
Dyslexia.
Part V: Atypical Development: Mental Health and Mental Illness:.
Introduction.
Positive Mental Health.
Mental Illness.
13. Adolescence: Unsocial and Antisocial Behavior:.
Prejudice.
Risky Sexual Activity.
Drug Use and Abuse.
Antisocial Behaviour: Conduct Disorders.
Attention Deficit Hyperactivity Disorder.
Bullying.
Delinquency.
Personality Disorder.
Moral Development.
14. Psychological and Psychiatric Disorders:.
Mental Health Problems.
Anxiety States.
Phobic Anxiety.
Panic Attacks.
Agoraphobia.
Obsessive-Compulsive Disorder.
Depression (Affective Disorder).
Schizophrenia.
Part VI: Atypical Development: Children with Special Needs:.
Introduction.
Defining Need.
Developmental Disability.
The Child Who is Ill.
Child Protection.
15. Pervasive Developmental Difficulties: Early to Late Childhood and
Adolescence.
Intellectual (Learning) Disability.
Classification of Intellectual Impairment.
Pervasive Developmental Disorders.
The Autistic Continuum.
Asperger's Disorder.
Anorexia Nervosa.
16. When a Child is Ill:.
Chronic Illness.
Implications of Acute and Chronic Illness.
Serious Illness (Hospitalization).
Development of The Concept of Death.
Ethical Issues.
17. Child Abuse and Maltreatment:.
Physical Abuse.
Emotional Abuse.
Child Sexual Abuse.
Epilogue.
Appendix I: False and True Beliefs.
Appendix II: Measurement of Intelligence.
References and Bibliography.
Index.

Rezensionen

'Although many have attempted to write a developmentally based bookon child and adolescent behavior problems, few have achieved thislofty and elusive goal. Professor Herbert does so, however. Henicely bridges the gap or, some would say, chasm betweendevelopmental psychology, educational psychology, and clinicalchild and adolescent psychology. Throughout this volume, he weavesa rich tapestry of typical (i.e., normal) development anddevelopment gone awry. Developmental psychopathology comes alive.His approach is theoretically sophisticated, clinically sensitive,and both engaging and timely. It is, in short, a volume whose timehas come.' Thomas H. Ollendick, PhD, University DistinguishedProfessor, Virginia Tech

'Professor Herbert summarizes very complicated materialin a succinct, authoritative and accessible manner. He successfullyintegrates findings from biology, genetics, developmental andclinical psychology and places them within an appropriatecross-cultural context. This forms the basis for evidence basedpractice in the 21st century and is an invaluable aide-mémoireto all working with children.' William Yule, PhD, Professor ofApplied Child Psychology, University of London Institute ofPsychiatry

"Martin Herbert provides comprehensive and interesting coverageof a core area of psychology - along with definition and discussionof the less core, more clinical aspects of the subject ... This isan intriguing combination of student textbook and descriptivehandbook that will interest undergraduate and postgraduate alike,both in psychology and the more clinical areas of study. I'm surestudents will find it a useful resource" Dr Rowan Myron,University of Hull, The Psychologist, August 2003, Vol 16,No.8

"Martin Herbert succeeds in this volume, as he has in manyearlier volumes, in presenting complex material and issues in anunderstandable and authoritative manner. This is no mean feat, andis achieved with an elegant and engaging style ... Throughout thebook Herbert skilfully succeeds in addressing issues of clinicaland educational psychology and interweaving these withdevelopmental, social and cognitive psychology ... Students andtheir teachers from a range of programmes will find this bookinvaluable as a resource: nurse, teacher, psychologist, and othermedical professionals will benefit from possessing the book as asource book which provides infomation on a wide range ofdevelopmental problems. At a time when there is an increasinginterest in, and concern with, the development of children andyoung people and the ways in which the environment in its widestsense can influence development, this book transcends thetraditional distinction between nature and nurture and provides aclinically sensitive and academically authoritative account ofnormal and atypical development. As stated by Thomas Ollendick onthe back cover, 'it is a volume whose time has come'." IngridLunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6,September 2004