{"product_id":"typical-and-atypical-development-9780631234654","title":"Typical and Atypical Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMartin Herbert''s latest book 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. Herbert 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.\u003cbr\u003e \u003cp\u003e''Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology.'' \u003ci\u003eThomas H. Ollendick\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'Although many have attempted to write a developmentally based book on child and adolescent behavior problems, few have achieved this lofty and elusive goal. Professor Herbert does so, however. He nicely bridges the gap or, some would say, chasm between developmental psychology, educational psychology, and clinical child and adolescent psychology. Throughout this volume, he weaves a rich tapestry of typical (i.e., normal) development and development 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 time has come.' \u003ci\u003eThomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech\u003c\/i\u003e \u003cbr\u003e \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e'\u003c\/i\u003eProfessor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross-cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide-mémoire to all working with children.' \u003ci\u003eWilliam Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Martin Herbert provides comprehensive and interesting coverage of a core area of psychology - along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I'm sure students will find it a useful resource\" \u003ci\u003eDr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, 'it is a volume whose time has come'.\" \u003ci\u003eIngrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. \u003cp\u003eIntroduction:.\u003c\/p\u003e \u003cp\u003eFrom Childhood to Adolescence.\u003c\/p\u003e \u003cp\u003eParenthood.\u003c\/p\u003e \u003cp\u003eConcepts of Normality and Abnormality.\u003c\/p\u003e \u003cp\u003eAge- and Stage-Related Tasks.\u003c\/p\u003e \u003cp\u003eCrises of Development.\u003c\/p\u003e \u003cp\u003eThe Developmental History.\u003c\/p\u003e \u003cp\u003ePart I: Typical Development:.\u003c\/p\u003e \u003cp\u003eWhere the Journey Begins.\u003c\/p\u003e \u003cp\u003eThe Intrauterine Stages and Perinatal Period.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. The First Steps:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConception: The Beginning of Life.\u003c\/p\u003e \u003cp\u003eGenetic Variation and Influence.\u003c\/p\u003e \u003cp\u003eThe Genotype.\u003c\/p\u003e \u003cp\u003eThe Human Genome Project.\u003c\/p\u003e \u003cp\u003eSimilarities and Differences in Individuals and Groups.\u003c\/p\u003e \u003cp\u003eProgress from Conception to Birth.\u003c\/p\u003e \u003cp\u003eSummary of Prenatal Developments.\u003c\/p\u003e \u003cp\u003eUnanswered Questions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. The Perinatal Period :.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAnticipation of the Birth.\u003c\/p\u003e \u003cp\u003eFads and Fashions.\u003c\/p\u003e \u003cp\u003eThe Birth: Labour and Delivery.\u003c\/p\u003e \u003cp\u003eThe Mother and Postnatal Infant Care.\u003c\/p\u003e \u003cp\u003eMaternal Bonding Theory.\u003c\/p\u003e \u003cp\u003eBonding to the Unborn Baby.\u003c\/p\u003e \u003cp\u003eThe Competent Infant.\u003c\/p\u003e \u003cp\u003eParenting.\u003c\/p\u003e \u003cp\u003eSiblings.\u003c\/p\u003e \u003cp\u003eEnvironmental Influences.\u003c\/p\u003e \u003cp\u003eRepresentational Models of the Infant.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Typical Development:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInfancy.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eThe First Relationship.\u003c\/p\u003e \u003cp\u003eThe Development of Sociability.\u003c\/p\u003e \u003cp\u003eCrying And Smiling as Social Communication.\u003c\/p\u003e \u003cp\u003eThe Nature of Attachment.\u003c\/p\u003e \u003cp\u003eInternal Representations and Selfhood.\u003c\/p\u003e \u003cp\u003eDevelopment of Self--other Awareness.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Early Childhood: The Pre-School Stage:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInfant Growth and Development.\u003c\/p\u003e \u003cp\u003ePhysical Development.\u003c\/p\u003e \u003cp\u003eThe Nervous System.\u003c\/p\u003e \u003cp\u003eThe Brain Growth Spurt.\u003c\/p\u003e \u003cp\u003eThe Brain and Communication.\u003c\/p\u003e \u003cp\u003eBiological Basis of Personality.\u003c\/p\u003e \u003cp\u003eSleeping Patterns.\u003c\/p\u003e \u003cp\u003eFeeding Behaviour.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Perceptual, Motor and Language Development\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003ePerceptual Development.\u003c\/p\u003e \u003cp\u003eVision and Fine Movement.\u003c\/p\u003e \u003cp\u003eMotor Development.\u003c\/p\u003e \u003cp\u003eThe Proactive Brain.\u003c\/p\u003e \u003cp\u003eSpeech and Language Development.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Typical Development:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdaptation and Learning.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eAdjustment and Adaptation.\u003c\/p\u003e \u003cp\u003eCultural Influences.\u003c\/p\u003e \u003cp\u003eThe Family Environment.\u003c\/p\u003e \u003cp\u003eChildcare Practices.\u003c\/p\u003e \u003cp\u003eMaternal Privation and Deprivation.\u003c\/p\u003e \u003cp\u003eThe Father's Role.\u003c\/p\u003e \u003cp\u003eDivorce.\u003c\/p\u003e \u003cp\u003eAdoption.\u003c\/p\u003e \u003cp\u003eSurrogate Parenting.\u003c\/p\u003e \u003cp\u003eLearning Theory.\u003c\/p\u003e \u003cp\u003eModels of Learning.\u003c\/p\u003e \u003cp\u003eThe Adaptive Role of Fear.\u003c\/p\u003e \u003cp\u003eGeneralized Anxiety.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Early Childhood: The Pre-School Stage: Socialization and Cognitive Development\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eSocialization and Self-Control.\u003c\/p\u003e \u003cp\u003eLearning and Identification: Social and Moral Awareness.\u003c\/p\u003e \u003cp\u003eSocial Cognition.\u003c\/p\u003e \u003cp\u003eSocial Compliance.\u003c\/p\u003e \u003cp\u003eThe Development of Aggressive Behaviour.\u003c\/p\u003e \u003cp\u003eSex-Role (Gender) Identity.\u003c\/p\u003e \u003cp\u003eSocializing Tasks.\u003c\/p\u003e \u003cp\u003eCognitive Development.\u003c\/p\u003e \u003cp\u003ePlay.\u003c\/p\u003e \u003cp\u003eTheory of Mind.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Middle and Late Childhood:The School-Going Child\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003eDeveloping a New Individuality.\u003c\/p\u003e \u003cp\u003eRules and Values.\u003c\/p\u003e \u003cp\u003eExpectations of Parents.\u003c\/p\u003e \u003cp\u003eSocial Skills and Friendships.\u003c\/p\u003e \u003cp\u003eExchange Theory.\u003c\/p\u003e \u003cp\u003eSiblings: The Longest Lasting Relationship.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Adolescence: Leaving Childhood Behind\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003eThe Changes of Puberty.\u003c\/p\u003e \u003cp\u003eThe End of Childhood.\u003c\/p\u003e \u003cp\u003eAdolescent Sexuality.\u003c\/p\u003e \u003cp\u003eIdentity and Self-Image.\u003c\/p\u003e \u003cp\u003eThe Ending of Puberty.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Atypical Development: The Hazardous Route:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eIssues Of Assessment, Definition and Measurement.\u003c\/p\u003e \u003cp\u003eThe Journey Begins Again: Prenatal Influences.\u003c\/p\u003e \u003cp\u003eGenetic Influences: Inherited Abnormalities.\u003c\/p\u003e \u003cp\u003eChromosomal Abnormalities.\u003c\/p\u003e \u003cp\u003eGenetic Accidents.\u003c\/p\u003e \u003cp\u003ePatterns of Genetic Transmission.\u003c\/p\u003e \u003cp\u003ePrenatal, Antenatal and Neonatal Screening.\u003c\/p\u003e \u003cp\u003eBehavioural Genetics.\u003c\/p\u003e \u003cp\u003eNeuropsychological Causation.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. The Perilous First Journey: The Inhospitable Environment\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003eMaternal Stress and Inherited Abnormalities.\u003c\/p\u003e \u003cp\u003eBiological Adversity.\u003c\/p\u003e \u003cp\u003eTeratogens.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. The Hazardous Perinatal Period: The Atypical Route\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003eThe Apgar Test.\u003c\/p\u003e \u003cp\u003eSurvival Repertoires.\u003c\/p\u003e \u003cp\u003eBirth Complications.\u003c\/p\u003e \u003cp\u003ePrematurity.\u003c\/p\u003e \u003cp\u003eBirth Trauma.\u003c\/p\u003e \u003cp\u003eAnoxia.\u003c\/p\u003e \u003cp\u003eParental Attachment to Atypical Infants.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Early Childhood: Atypical Physical, Sensory and Motor Development\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003ePhysical Disorders and Disabilities.\u003c\/p\u003e \u003cp\u003eCongenital Physical Anomalies.\u003c\/p\u003e \u003cp\u003eAbnormalities of Haemoglobin.\u003c\/p\u003e \u003cp\u003eImpairments of Vision.\u003c\/p\u003e \u003cp\u003eImpairments of Hearing.\u003c\/p\u003e \u003cp\u003eMotor Impairments.\u003c\/p\u003e \u003cp\u003eImpairments of Speech and Language.\u003c\/p\u003e \u003cp\u003eExecutive Functions of the Brain.\u003c\/p\u003e \u003cp\u003eNeurological Damage.\u003c\/p\u003e \u003cp\u003eTics and Tourette's Syndrome.\u003c\/p\u003e \u003cp\u003eHead Injuries.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. The Pre-School Child: Atypical Behavior:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Authoritative Parent.\u003c\/p\u003e \u003cp\u003eSocialization.\u003c\/p\u003e \u003cp\u003eAssertive\/Commanding Behaviour in Young Children.\u003c\/p\u003e \u003cp\u003eAdverse Temperamental Attributes.\u003c\/p\u003e \u003cp\u003eThe ‘Difficult' Child.\u003c\/p\u003e \u003cp\u003eOppositional Defiant Disorder.\u003c\/p\u003e \u003cp\u003eDevelopmental (Physical) Task Problems.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. The School-Going Child: Atypical Behavior\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eEducational Failure.\u003c\/p\u003e \u003cp\u003eInsecurity Based Problems.\u003c\/p\u003e \u003cp\u003eReactive Attention Disorder.\u003c\/p\u003e \u003cp\u003ePeer Group Problems.\u003c\/p\u003e \u003cp\u003eRejection.\u003c\/p\u003e \u003cp\u003eSocial Skills Problems.\u003c\/p\u003e \u003cp\u003eSelective Mutism.\u003c\/p\u003e \u003cp\u003eSchool Refusal.\u003c\/p\u003e \u003cp\u003eAttention Deficit and Hyperactivity at School.\u003c\/p\u003e \u003cp\u003eSevere (Profound) Learning Disabilities.\u003c\/p\u003e \u003cp\u003eSpecific Learning Disabilities.\u003c\/p\u003e \u003cp\u003eDyslexia.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V: Atypical Development: Mental Health and Mental Illness:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePositive Mental Health.\u003c\/p\u003e \u003cp\u003eMental Illness.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Adolescence: Unsocial and Antisocial Behavior:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrejudice.\u003c\/p\u003e \u003cp\u003eRisky Sexual Activity.\u003c\/p\u003e \u003cp\u003eDrug Use and Abuse.\u003c\/p\u003e \u003cp\u003eAntisocial Behaviour: Conduct Disorders.\u003c\/p\u003e \u003cp\u003eAttention Deficit Hyperactivity Disorder.\u003c\/p\u003e \u003cp\u003eBullying.\u003c\/p\u003e \u003cp\u003eDelinquency.\u003c\/p\u003e \u003cp\u003ePersonality Disorder.\u003c\/p\u003e \u003cp\u003eMoral Development.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Psychological and Psychiatric Disorders\u003c\/b\u003e:.\u003c\/p\u003e \u003cp\u003eMental Health Problems.\u003c\/p\u003e \u003cp\u003eAnxiety States.\u003c\/p\u003e \u003cp\u003ePhobic Anxiety.\u003c\/p\u003e \u003cp\u003ePanic Attacks.\u003c\/p\u003e \u003cp\u003eAgoraphobia.\u003c\/p\u003e \u003cp\u003eObsessive–Compulsive Disorder.\u003c\/p\u003e \u003cp\u003eDepression (Affective Disorder).\u003c\/p\u003e \u003cp\u003eSchizophrenia.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI: Atypical Development: Children with Special Needs:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eDefining Need.\u003c\/p\u003e \u003cp\u003eDevelopmental Disability.\u003c\/p\u003e \u003cp\u003eThe Child Who is Ill.\u003c\/p\u003e \u003cp\u003eChild Protection.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Pervasive Developmental Difficulties: Early to Late Childhood and Adolescence.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntellectual (Learning) Disability.\u003c\/p\u003e \u003cp\u003eClassification of Intellectual Impairment.\u003c\/p\u003e \u003cp\u003ePervasive Developmental Disorders.\u003c\/p\u003e \u003cp\u003eThe Autistic Continuum.\u003c\/p\u003e \u003cp\u003eAsperger's Disorder.\u003c\/p\u003e \u003cp\u003eAnorexia Nervosa.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. When a Child is Ill:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eC\u003c\/b\u003ehronic Illness.\u003c\/p\u003e \u003cp\u003eImplications of Acute and Chronic Illness.\u003c\/p\u003e \u003cp\u003eSerious Illness (Hospitalization).\u003c\/p\u003e \u003cp\u003eDevelopment of The Concept of Death.\u003c\/p\u003e \u003cp\u003eEthical Issues.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Child Abuse and Maltreatment:.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical Abuse.\u003c\/p\u003e \u003cp\u003eEmotional Abuse.\u003c\/p\u003e \u003cp\u003eChild Sexual Abuse.\u003c\/p\u003e \u003cp\u003eEpilogue.\u003c\/p\u003e \u003cp\u003eAppendix I: False and True Beliefs.\u003c\/p\u003e \u003cp\u003eAppendix II: Measurement of Intelligence.\u003c\/p\u003e \u003cp\u003eReferences and Bibliography.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403458847063,"sku":"9780631234654","price":108.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631234654.jpg?v=1730483533","url":"https:\/\/bookcurl.com\/products\/typical-and-atypical-development-9780631234654","provider":"Book Curl","version":"1.0","type":"link"}