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Full Description
This book examines foundational child development theories and research that continue to inform and guide contemporary state-of-the art research and practice. It goes beyond a behavior-only focus to address key child development issues, including emotional life and lived experiences as well as family and sociocultural contexts. The volume details classic neurological and neuropsychological research discoveries and insights that can be adapted and incorporated into current clinical practices with infants, children, and adolescents. In addition, it addresses neurophysiology and its relationship to several aspects of child development, including intersubjectivity, mirror neurons, emotional attunement, and intercorporeity. The book explores various systems of child and adolescent psychotherapy as well as the effects of emotional trauma, risk and protective factors, resilience, and the importance of early intervention and prevention on child development.
Key areas of coverage include
Human ethology and its impact on understanding of biological biases.
Specialized intelligence and parent-child interactions from an evolutionary point of view.
Past and present child psychiatry and psychotherapy concepts and their impact on clinical practice.
Education and its effects on child development and behavior.
Children's cognitive and emotional development research with current clinical implications and uses.
Parent-infant attachment and its implications.
The Handbook of Child and Adolescent Development and Education is a must-have resource for researchers, professors, and graduate students as well as clinicians and related therapists and professionals in clinical child psychology, child and adolescent psychiatry, pediatrics, developmental psychology, neuropsychology, social work, neurology, school psychology and all related disciplines.
Contents
Section I. Neuropsychological and Cognitive Development: Delays and Deviations.- Chapter 1. Neuropsychological Research in Child and Adolescent Psychiatry.- Chapter 2. Neurological Assessments and Detection of At-Risk Children.- Chapter 3. Motor Development, Soft Neurological Signs and Sensory Integration Issues.- Chapter 4. Neuro-Physiological and Neurobiological Underpinnings of Empathy, Trust, and Attachment.- Chapter 5. Nativist and Interactional Theories of Child Development.- Chapter 6. Advances in Developmental Psychology.- Chapter 7. Early Autism Theory and Research and Its Current Implications.- Chapter 8. Innovations in Autism Research and Practice.- Section II. Biological and Relational Roots of Early Human Development and Early Childhood Interventions.- Chapter 9. Ethology and Understanding Human Development and Relationships.- Chapter 10. Attachment Theory and Infant-Parent Psychotherapy.- Chapter 11. Other Contributions to Work with Infants and Parents.- Chapter 12. Early Research on Childhood Trauma and Its Relevance in Current Clinical Child and Adolescent Practice.- Chapter 13. Advances in Research on Childhood Trauma and Its Relevance in Current Clinical Child and Adolescent Practice.- Section III. Child and Family Psychotherapy Research and Practices Past and Present.- Chapter 14. Depth Psychology Schools of Child Psychotherapy and Their Current Usefulness
- Chapter 15. Psychoanalytic Child Psychotherapy.- Chapter 16. Alternative Schools of Psychoanalytic Child Psychotherapy.- Chapter 17. Other European Advancements in Developmental Psychology and Their Current Usefulness.- Chapter 18. Systems Theory and Family Therapy Past and Present: Working with Families at High Psychosocial Risk.- Chapter 19. Other Schools of Family Therapy and Their Relevance in Current Clinical Practice.- Chapter 20. Schools of Family Therapy.- Section IV. Risk and Resilience Factors for Children in Extreme Circumstances: Longitudinal Studies of Psychosocial Risk and Their Implications.- Chapter 21. Developments in Research and Interventions for Delinquency.- Chapter 22. Psychosocial Interventions with Juvenile Delinquents and Street Children.- Chapter 23. Longitudinal Studies in Child and Adolescent Development and Psychopathology.- Chapter 24. Foundational Longitudinal Studies and the Implications for Early Intervention.- Chapter 25. Large Longitudinal Studies and the Implications for Current and Future Research and Practice in Human Development and Developmental Psychopathology.- Section V. Foundational Childhood Education Theory and Research: Implications for the Present and Future of Child Education.- Chapter 26. Early Educational Views and Their Relevance for Today's Schools.- Chapter 27. Alternative Approaches to Early Childhood Education.
