Description
Book SynopsisMartin 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.
''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.'' Thomas H. Ollendick
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'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.' Thomas H. Ollendick, PhD, University Distinguished Professor, Virginia Tech
'Professor 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.' William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry
"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" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8
"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'." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004
Table of ContentsPreface xii
Introduction 1
From childhood to adolescence 1
Parenthood 1
Concepts of normality and abnormality 2
Age- and stage-related tasks 11
Crises of development 12
The developmental history 13
Part I: Typical Development Where the Journey Begins the Intrauterine Stages and Perinatal Period
Introduction 17
Chapter 1 The First Steps 19
Conception: the beginning of life 19
Genetic variation and influence 22
The genotype 26
The human genome project 26
Similarities and differences in individuals and groups 28
Progress from conception to birth 30
Summary of prenatal events: times after conception 39
Unanswered questions 42
Chapter 2 The Perinatal Period 44
Anticipation of the birth 44
Fads and fashions 45
The birth: labour and delivery 47
The mother and postnatal infant care 51
Maternal bonding theory 54
Bonding to the unborn baby 56
The competent infant 57
Parenting 58
Siblings 59
Environmental influences 60
Representational models of the infant 62
Part II: Typical Development Infancy
Introduction 63
The first relationship 63
The development of sociability 65
Crying and smiling as ‘social communication’ 65
The nature of attachment 67
Internal representations and selfhood 71
Development of self–other awareness 72
Chapter 3 Early Childhood: The Pre-School Stage Infant Growth and Development 75
Physical development 75
The nervous system 78
The brain growth spurt 78
The brain and communication 80
Growth of the brain 81
Biological basis of personality 83
Sleeping patterns 85
Feeding behaviour 89
Chapter 4 Perceptual, Motor and Language Development 90
Perceptual development 90
Vision and fine motor movement 91
Motor development 94
The proactive brain 99
Speech and language development 100
Part III: Typical Development Adaptation and Learning
Introduction 107
Adjustment and adaptation 107
Cultural influences 109
The family environment 110
Childcare practices 110
Maternal privation and deprivation 111
The father’s role 113
Divorce 116
Adoption 119
Surrogate parenting 120
Learning theory 120
Models of learning 122
The adaptive role of fear 127
Generalized anxiety 129
Chapter 5 Early Childhood: The Pre-School Stage Socialization and Cognitive Development 131
Socialization and self-control 131
Learning and identification: social and moral awareness 132
Social cognition 134
Social compliance 135
The development of aggressive behaviour 137
Sex-role (gender) identity 139
Socializing tasks 141
Cognitive development 145
Play 151
Theory of mind 153
Chapter 6 Middle and Late Childhood the School-Going Child 156
Developing a new individuality 156
Rules and values 158
Expectations of parents 159
Social skills and friendships 160
Exchange theory 162
Siblings: the longest lasting relationships 163
Chapter 7 Adolescence: Leaving Childhood Behind 164
The changes of puberty 164
The end of childhood 166
Adolescent sexuality 171
Identity and self-image 173
The ending of puberty 176
Part IV: Atypical Development the Hazardous Route
Introduction 177
Issues of assessment, definition and measurement 177
The journey begins again: prenatal influences 178
Genetic influences: inherited abnormalities 179
Chromosomal abnormalities 180
Genetic accidents 183
Patterns of genetic transmission 184
Prenatal, antenatal and neonatal screening 187
Behavioural genetics 187
Neuropsychological causation 188
Chapter 8 The Perilous First Journey the Inhospitable Environment 189
Maternal stress and inherited abnormalities 189
Biological adversity 190
Teratogens 191
Chapter 9 The Hazardous Perinatal Period the Atypical Route 195
The Apgar test 195
Survival repertoire 197
Birth complications 198
Prematurity 199
Birth trauma 205
Anoxia 206
Parental attachment to atypical infants 208
Stillbirth and infant death 211
Chapter 10 Early Childhood Atypical Physical, Sensory and Motor Development 213
Physical disorders and disabilities 213
Congenital physical anomalies 218
Abnormalities of haemoglobin 219
Impairments of vision 219
Impairments of hearing 221
Motor impairments 222
Impairments of speech and language 225
Executive functions of the brain 229
Neurological damage 230
Tics and Tourette’s syndrome 232
Head injuries 233
Chapter 11 The Pre-School Child Atypical Behaviour 236
The authoritative parent 236
Socialization 237
Assertive/commanding behaviour in young children 239
Adverse temperamental attributes 239
The ‘difficult’ child 241
Oppositional defiant disorder 242
Developmental (physical) task problems 244
Chapter 12 The School-Going Child Atypical Behaviour 252
Educational failure 252
Insecurity based problems 253
Reactive attachment disorder 254
Peer group problems 255
Rejection 256
Social skills problems 256
Selective mutism 257
School refusal 257
Attention deficit and hyperactivity at school 260
Severe (profound) learning disabilities 263
Specific learning disabilities 263
Dyslexia 265
Part V: Atypical Development Mental Health and Mental Illness
Introduction 269
Positive mental health 269
Mental illness 270
Chapter 13 Adolescence: Unsocial and Antisocial Behaviour 275
Prejudice 275
Risky sexual activity 278
Drug use and abuse 280
Antisocial behaviour: conduct disorders 281
Attention deficit hyperactivity disorder 284
Bullying 291
Delinquency 291
Personality disorder 293
Moral development 294
Chapter 14 Psychological and Psychiatric Disorders 296
Mental health problems 296
Anxiety states 299
Phobic anxiety 301
Panic attacks 305
Agoraphobia 306
Obsessive–compulsive disorder 308
Depression (affective disorder) 309
Schizophrenia 315
Part VI: Atypical Development Children with Special Needs
Introduction 321
Defining need 321
Developmental disability 321
The child who is ill 323
Child protection 324
Chapter 15 Pervasive Developmental Difficulties
Early to Late Childhood and Adolescence 325
Intellectual (learning) disability 325
Classification of intellectual impairment 328
Pervasive developmental disorders 333
The autistic continuum 333
Asperger syndrome/disorder 347
Anorexia nervosa 348
Chapter 16 When a Child is Ill 357
Chronic illness 357
Implications of acute and chronic illness 361
Serious illness (hospitalization) 363
Development of the concept of death 363
Ethical issues 368
Chapter 17 Child Abuse and Maltreatment 371
Physical abuse 372
Emotional abuse 373
Child sexual abuse 373
Epilogue 381
Appendix I: False and True Beliefs 383
Appendix II: Measurement of Intelligence 385
References and Bibliography 388
Index 411
