{"product_id":"typical-and-atypical-development-9780631234678","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\u003e\u003cp\u003ePreface xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFrom childhood to adolescence 1\u003c\/p\u003e \u003cp\u003eParenthood 1\u003c\/p\u003e \u003cp\u003eConcepts of normality and abnormality 2\u003c\/p\u003e \u003cp\u003eAge- and stage-related tasks 11\u003c\/p\u003e \u003cp\u003eCrises of development 12\u003c\/p\u003e \u003cp\u003eThe developmental history 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Typical Development Where the Journey Begins the Intrauterine Stages and Perinatal Period\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 The First Steps 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConception: the beginning of life 19\u003c\/p\u003e \u003cp\u003eGenetic variation and influence 22\u003c\/p\u003e \u003cp\u003eThe genotype 26\u003c\/p\u003e \u003cp\u003eThe human genome project 26\u003c\/p\u003e \u003cp\u003eSimilarities and differences in individuals and groups 28\u003c\/p\u003e \u003cp\u003eProgress from conception to birth 30\u003c\/p\u003e \u003cp\u003eSummary of prenatal events: times after conception 39\u003c\/p\u003e \u003cp\u003eUnanswered questions 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Perinatal Period 44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAnticipation of the birth 44\u003c\/p\u003e \u003cp\u003eFads and fashions 45\u003c\/p\u003e \u003cp\u003eThe birth: labour and delivery 47\u003c\/p\u003e \u003cp\u003eThe mother and postnatal infant care 51\u003c\/p\u003e \u003cp\u003eMaternal bonding theory 54\u003c\/p\u003e \u003cp\u003eBonding to the unborn baby 56\u003c\/p\u003e \u003cp\u003eThe competent infant 57\u003c\/p\u003e \u003cp\u003eParenting 58\u003c\/p\u003e \u003cp\u003eSiblings 59\u003c\/p\u003e \u003cp\u003eEnvironmental influences 60\u003c\/p\u003e \u003cp\u003eRepresentational models of the infant 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Typical Development Infancy\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe first relationship 63\u003c\/p\u003e \u003cp\u003eThe development of sociability 65\u003c\/p\u003e \u003cp\u003eCrying and smiling as ‘social communication’ 65\u003c\/p\u003e \u003cp\u003eThe nature of attachment 67\u003c\/p\u003e \u003cp\u003eInternal representations and selfhood 71\u003c\/p\u003e \u003cp\u003eDevelopment of self–other awareness 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Early Childhood: The Pre-School Stage Infant Growth and Development 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical development 75\u003c\/p\u003e \u003cp\u003eThe nervous system 78\u003c\/p\u003e \u003cp\u003eThe brain growth spurt 78\u003c\/p\u003e \u003cp\u003eThe brain and communication 80\u003c\/p\u003e \u003cp\u003eGrowth of the brain 81\u003c\/p\u003e \u003cp\u003eBiological basis of personality 83\u003c\/p\u003e \u003cp\u003eSleeping patterns 85\u003c\/p\u003e \u003cp\u003eFeeding behaviour 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Perceptual, Motor and Language Development 90\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePerceptual development 90\u003c\/p\u003e \u003cp\u003eVision and fine motor movement 91\u003c\/p\u003e \u003cp\u003eMotor development 94\u003c\/p\u003e \u003cp\u003eThe proactive brain 99\u003c\/p\u003e \u003cp\u003eSpeech and language development 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Typical Development Adaptation and Learning\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdjustment and adaptation 107\u003c\/p\u003e \u003cp\u003eCultural influences 109\u003c\/p\u003e \u003cp\u003eThe family environment 110\u003c\/p\u003e \u003cp\u003eChildcare practices 110\u003c\/p\u003e \u003cp\u003eMaternal privation and deprivation 111\u003c\/p\u003e \u003cp\u003eThe father’s role 113\u003c\/p\u003e \u003cp\u003eDivorce 116\u003c\/p\u003e \u003cp\u003eAdoption 119\u003c\/p\u003e \u003cp\u003eSurrogate parenting 120\u003c\/p\u003e \u003cp\u003eLearning theory 120\u003c\/p\u003e \u003cp\u003eModels of learning 122\u003c\/p\u003e \u003cp\u003eThe adaptive role of fear 127\u003c\/p\u003e \u003cp\u003eGeneralized anxiety 129\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Early Childhood: The Pre-School Stage Socialization and Cognitive Development 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSocialization and self-control 131\u003c\/p\u003e \u003cp\u003eLearning and identification: social and moral awareness 132\u003c\/p\u003e \u003cp\u003eSocial cognition 134\u003c\/p\u003e \u003cp\u003eSocial compliance 135\u003c\/p\u003e \u003cp\u003eThe development of aggressive behaviour 137\u003c\/p\u003e \u003cp\u003eSex-role (gender) identity 139\u003c\/p\u003e \u003cp\u003eSocializing tasks 141\u003c\/p\u003e \u003cp\u003eCognitive development 145\u003c\/p\u003e \u003cp\u003ePlay 151\u003c\/p\u003e \u003cp\u003eTheory of mind 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Middle and Late Childhood the School-Going Child 156\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeveloping a new individuality 156\u003c\/p\u003e \u003cp\u003eRules and values 158\u003c\/p\u003e \u003cp\u003eExpectations of parents 159\u003c\/p\u003e \u003cp\u003eSocial skills and friendships 160\u003c\/p\u003e \u003cp\u003eExchange theory 162\u003c\/p\u003e \u003cp\u003eSiblings: the longest lasting relationships 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Adolescence: Leaving Childhood Behind 164\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe changes of puberty 164\u003c\/p\u003e \u003cp\u003eThe end of childhood 166\u003c\/p\u003e \u003cp\u003eAdolescent sexuality 171\u003c\/p\u003e \u003cp\u003eIdentity and self-image 173\u003c\/p\u003e \u003cp\u003eThe ending of puberty 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Atypical Development the Hazardous Route\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIssues of assessment, definition and measurement 177\u003c\/p\u003e \u003cp\u003eThe journey begins again: prenatal influences 178\u003c\/p\u003e \u003cp\u003eGenetic influences: inherited abnormalities 179\u003c\/p\u003e \u003cp\u003eChromosomal abnormalities 180\u003c\/p\u003e \u003cp\u003eGenetic accidents 183\u003c\/p\u003e \u003cp\u003ePatterns of genetic transmission 184\u003c\/p\u003e \u003cp\u003ePrenatal, antenatal and neonatal screening 187\u003c\/p\u003e \u003cp\u003eBehavioural genetics 187\u003c\/p\u003e \u003cp\u003eNeuropsychological causation 188\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 The Perilous First Journey the Inhospitable Environment 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMaternal stress and inherited abnormalities 189\u003c\/p\u003e \u003cp\u003eBiological adversity 190\u003c\/p\u003e \u003cp\u003eTeratogens 191\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 The Hazardous Perinatal Period the Atypical Route 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Apgar test 195\u003c\/p\u003e \u003cp\u003eSurvival repertoire 197\u003c\/p\u003e \u003cp\u003eBirth complications 198\u003c\/p\u003e \u003cp\u003ePrematurity 199\u003c\/p\u003e \u003cp\u003eBirth trauma 205\u003c\/p\u003e \u003cp\u003eAnoxia 206\u003c\/p\u003e \u003cp\u003eParental attachment to atypical infants 208\u003c\/p\u003e \u003cp\u003eStillbirth and infant death 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Early Childhood Atypical Physical, Sensory and Motor Development 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical disorders and disabilities 213\u003c\/p\u003e \u003cp\u003eCongenital physical anomalies 218\u003c\/p\u003e \u003cp\u003eAbnormalities of haemoglobin 219\u003c\/p\u003e \u003cp\u003eImpairments of vision 219\u003c\/p\u003e \u003cp\u003eImpairments of hearing 221\u003c\/p\u003e \u003cp\u003eMotor impairments 222\u003c\/p\u003e \u003cp\u003eImpairments of speech and language 225\u003c\/p\u003e \u003cp\u003eExecutive functions of the brain 229\u003c\/p\u003e \u003cp\u003eNeurological damage 230\u003c\/p\u003e \u003cp\u003eTics and Tourette’s syndrome 232\u003c\/p\u003e \u003cp\u003eHead injuries 233\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 The Pre-School Child Atypical Behaviour 236\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe authoritative parent 236\u003c\/p\u003e \u003cp\u003eSocialization 237\u003c\/p\u003e \u003cp\u003eAssertive\/commanding behaviour in young children 239\u003c\/p\u003e \u003cp\u003eAdverse temperamental attributes 239\u003c\/p\u003e \u003cp\u003eThe ‘difficult’ child 241\u003c\/p\u003e \u003cp\u003eOppositional defiant disorder 242\u003c\/p\u003e \u003cp\u003eDevelopmental (physical) task problems 244\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 The School-Going Child Atypical Behaviour 252\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducational failure 252\u003c\/p\u003e \u003cp\u003eInsecurity based problems 253\u003c\/p\u003e \u003cp\u003eReactive attachment disorder 254\u003c\/p\u003e \u003cp\u003ePeer group problems 255\u003c\/p\u003e \u003cp\u003eRejection 256\u003c\/p\u003e \u003cp\u003eSocial skills problems 256\u003c\/p\u003e \u003cp\u003eSelective mutism 257\u003c\/p\u003e \u003cp\u003eSchool refusal 257\u003c\/p\u003e \u003cp\u003eAttention deficit and hyperactivity at school 260\u003c\/p\u003e \u003cp\u003eSevere (profound) learning disabilities 263\u003c\/p\u003e \u003cp\u003eSpecific learning disabilities 263\u003c\/p\u003e \u003cp\u003eDyslexia 265\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V: Atypical Development Mental Health and Mental Illness\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 269\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePositive mental health 269\u003c\/p\u003e \u003cp\u003eMental illness 270\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Adolescence: Unsocial and Antisocial Behaviour 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrejudice 275\u003c\/p\u003e \u003cp\u003eRisky sexual activity 278\u003c\/p\u003e \u003cp\u003eDrug use and abuse 280\u003c\/p\u003e \u003cp\u003eAntisocial behaviour: conduct disorders 281\u003c\/p\u003e \u003cp\u003eAttention deficit hyperactivity disorder 284\u003c\/p\u003e \u003cp\u003eBullying 291\u003c\/p\u003e \u003cp\u003eDelinquency 291\u003c\/p\u003e \u003cp\u003ePersonality disorder 293\u003c\/p\u003e \u003cp\u003eMoral development 294\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Psychological and Psychiatric Disorders 296\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMental health problems 296\u003c\/p\u003e \u003cp\u003eAnxiety states 299\u003c\/p\u003e \u003cp\u003ePhobic anxiety 301\u003c\/p\u003e \u003cp\u003ePanic attacks 305\u003c\/p\u003e \u003cp\u003eAgoraphobia 306\u003c\/p\u003e \u003cp\u003eObsessive–compulsive disorder 308\u003c\/p\u003e \u003cp\u003eDepression (affective disorder) 309\u003c\/p\u003e \u003cp\u003eSchizophrenia 315\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI: Atypical Development Children with Special Needs\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining need 321\u003c\/p\u003e \u003cp\u003eDevelopmental disability 321\u003c\/p\u003e \u003cp\u003eThe child who is ill 323\u003c\/p\u003e \u003cp\u003eChild protection 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Pervasive Developmental Difficulties\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEarly to Late Childhood and Adolescence 325\u003c\/p\u003e \u003cp\u003eIntellectual (learning) disability 325\u003c\/p\u003e \u003cp\u003eClassification of intellectual impairment 328\u003c\/p\u003e \u003cp\u003ePervasive developmental disorders 333\u003c\/p\u003e \u003cp\u003eThe autistic continuum 333\u003c\/p\u003e \u003cp\u003eAsperger syndrome\/disorder 347\u003c\/p\u003e \u003cp\u003eAnorexia nervosa 348\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 When a Child is Ill 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChronic illness 357\u003c\/p\u003e \u003cp\u003eImplications of acute and chronic illness 361\u003c\/p\u003e \u003cp\u003eSerious illness (hospitalization) 363\u003c\/p\u003e \u003cp\u003eDevelopment of the concept of death 363\u003c\/p\u003e \u003cp\u003eEthical issues 368\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Child Abuse and Maltreatment 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical abuse 372\u003c\/p\u003e \u003cp\u003eEmotional abuse 373\u003c\/p\u003e \u003cp\u003eChild sexual abuse 373\u003c\/p\u003e \u003cp\u003eEpilogue 381\u003c\/p\u003e \u003cp\u003eAppendix I: False and True Beliefs 383\u003c\/p\u003e \u003cp\u003eAppendix II: Measurement of Intelligence 385\u003c\/p\u003e \u003cp\u003eReferences and Bibliography 388\u003c\/p\u003e \u003cp\u003eIndex 411 \u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403458781527,"sku":"9780631234678","price":39.85,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631234678.jpg?v=1730483533","url":"https:\/\/bookcurl.com\/products\/typical-and-atypical-development-9780631234678","provider":"Book Curl","version":"1.0","type":"link"}