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Child and Adolescent Psychology: Typical and Atypical Development [Mīkstie vāki]

3.80/5 (11 ratings by Goodreads)
(University of Oslo, Norway)
  • Formāts: Paperback / softback, 678 pages, height x width: 246x174 mm, weight: 1500 g, 23 Tables, color; 52 Line drawings, color; 98 Halftones, color
  • Izdošanas datums: 26-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138823392
  • ISBN-13: 9781138823396
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  • Formāts: Paperback / softback, 678 pages, height x width: 246x174 mm, weight: 1500 g, 23 Tables, color; 52 Line drawings, color; 98 Halftones, color
  • Izdošanas datums: 26-Nov-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138823392
  • ISBN-13: 9781138823396
Citas grāmatas par šo tēmu:
Child and Adolescent Psychology provides an accessible and thorough introduction to human development by integrating insights from typical and atypical development. This integration cements understanding since the same processes are involved. Knowledge about atypical development informs the understanding of typical development, and knowledge about typical development is a necessary basis for understanding atypical development and working with children with disorders.

Based on international research, and informed by biological, social and cultural perspectives, the book provides explanations of developmental phenomena, with a focus on how children and adolescents at different age levels actually think, feel and act. Following a structure by topic, with chronological developments within each chapter, von Tetzchner presents and contrasts the major theoretical ideas in developmental psychology and discusses their implications for different aspects of development. He also integrates information about sensory, physical and cognitive disabilities and the main emotional and behavioral disorders of childhood and adolescence, and the developmental consequences of these disabilities and disorders.

Child and Adolescent Psychology is accompanied by online resources for lecturers and students to enhance the book, including essay questions for each chapter, Powerpoint slides and multiple-choice questions. The book and companion website will prove invaluable to developmental psychology students.

Recenzijas

A hugely impressive achievement, offering a broad panoply of understandings of development from a wide diversity of perspectives and disciplines, spanning all the key areas, and forming a comprehensive, detailed and extremely useful text for students and practitioners alike. Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UK

This book provides an extensive overview of the field of developmental psychology. It illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation. The author has written an accessible text which will be of value to undergraduates and postgraduates alike. I can strongly recommend it to all who are keen to learn about this fascinating and rapidly changing field. Dr. John Coleman, PhD, OBE, UK

This book is magnificent. It is an extraordinary blend of depth of scholarship with a lucid, and engaging, writing style. Its coverage is impressive: both thorough and timely. An admirable feature of the book is its skillful presentation of typical and atypical development in each chapter. The book is comprehensive, instructive and inviting. Both new and advanced students will love the coverage of this text, will appreciate its use of headers and enjoy its illustrations. Professor Joseph Campos, University of California, USA

An amazing achievement. Stephen von Tetzchner's volume has an encyclopedic breadth combined with an unerring eye for the central research across developmental psychology, particularly for the period of its explosive growth since the 1960s. It is remarkable for its even-handed representation of the American and European literatures. Both a text and a reference work, this will be the go-to resource for any teacher, researcher or student of the discipline for the foreseeable future. Professor Andy Lock, University of Lisbon, Portugal

Preface xiii
1 Developmental psychology
1(18)
The historical roots of developmental psychology
2(1)
Globalization
2(2)
Typical and atypical development
4(1)
Some recurrent issues in developmental psychology
4(2)
Genes, environment and culture
4(1)
Learning and development
5(1)
Continuity and discontinuity
5(1)
Stages
5(1)
Critical and sensitive periods
5(1)
Equifinality and multifinality
6(1)
Process and outcome
6(1)
Multiple levels of analysis
6(1)
Modeling development
6(4)
Main effects
6(1)
Interaction models
7(1)
Transaction models
8(2)
Dynamic systems
10(2)
Cascades
12(1)
Vulnerability, risk, resilience and protection
12(2)
The developmental way of thinking
14(1)
Developmental psychopathology
14(5)
2 Theoretical perspectives
19(20)
The function of developmental theories
19(1)
Psychodynamic psychology
20(3)
Behaviorism
23(2)
Logical constructivism
25(1)
Social constructivism
26(2)
Evolutionary psychology
28(1)
Ethological psychology
29(1)
Ecological psychology
29(3)
Information processing
32(1)
Critical developmental psychology
33(1)
Distinguishing between theories
34(5)
3 Methods of gaining knowledge about children
39(18)
Observations
39(2)
Experiments
40(1)
Some common problems in observing children
41(1)
Questionnaires and interviews
41(1)
Archival research
42(1)
Methodologies
43(3)
Quantitative and qualitative methods
43(1)
Group and case studies
43(1)
Cross-sectional and longitudinal studies
44(1)
Prospective and retrospective studies
45(1)
Cross-cultural studies
46(1)
Special methods for studying infants
46(2)
Habituation and dishabituation
46(1)
Conditioning
46(1)
Visual exploration
47(1)
Physiological reactions
47(1)
Neurophysiological measures
47(1)
The methods are important but difficult to interpret
47(1)
Criteria for research methodology
48(2)
Reliability
48(1)
Validity
49(1)
Assessment
50(3)
Conversations and interviews
50(1)
Observations
50(1)
Tests
50(1)
Checklists
51(1)
Analysis and interpretation
52(1)
Dynamic assessment
52(1)
Response to intervention
52(1)
Ethical considerations
53(4)
4 Child and adolescent disorders
57(16)
Categorization of disorders
57(1)
Classification systems
57(2)
Sensory impairments
58(1)
Visual impairment
58(1)
Hearing impairment
58(1)
Deafblindness
59(1)
Motor impairments
59(1)
Cerebral palsy
59(1)
Spina bifida
59(1)
Developmental coordination disorder
59(1)
Neurodevelopmental disorders
60(3)
Language disorders
60(1)
Learning disorders
61(1)
Intellectual disability
62(1)
Autism spectrum disorders
62(1)
Attention deficit disorders
63(1)
Behavioral and emotional disorders
63(4)
Behavioral disorders
64(1)
Mood disorders
64(1)
Anxiety or fear-related disorders
65(2)
Obsessive-compulsive disorder
67(1)
Eating disorders
67(1)
Trauma and stressor-related disorders
67(1)
Reactive attachment disorder
67(1)
Disinhibited social engagement disorder
68(1)
Post-traumatic stress disorder
68(1)
Addictions
68(1)
Alcohol and substance abuse
68(1)
Internet gaming addiction
69(1)
Internet addiction
69(1)
Acquired disorders
69(1)
Progressive disorders
69(1)
Disorders can be related
69(4)
5 Genes, evolution, heredity and environment
73(18)
Chromosomes and genes
73(1)
Genetic inheritance
74(3)
Dominant and recessive traits
75(1)
Autosomal and sex-linked inheritance
75(1)
Mutation
75(2)
Genetic imprinting
77(1)
Evolution
77(1)
Gene regulation, epigenesis and development
78(2)
Heredity and environment in individual differences
80(7)
Family studies
80(3)
Heritability estimates
83(1)
Gene studies of typical and atypical development
84(3)
Genes and development: Constraints and plasticity
87(4)
6 Stimulation and activity during fetal development
91(12)
Fetal development
91(3)
The biochemical environment
92(2)
Prenatal stimulation
94(2)
Movement and activity
95(1)
Prenatal learning
96(1)
Fetal experiences and later development
96(7)
Maternal emotional states
98(5)
7 Brain development
103(20)
Methods of studying the brain
103(1)
Brain structure
104(1)
The brain and experience
105(1)
Brain development
106(7)
Prenatal development
106(2)
Brain development in childhood
108(2)
Brain development in adolescence
110(1)
Specialization
110(2)
The brain functions as a whole
112(1)
Early and later plasticity
113(2)
Critical and sensitive periods
114(1)
Gender differences
115(1)
Brain organization and atypical development
116(1)
Stimulating development
117(6)
8 Perceptual development
123(26)
Two theoretical explanations
123(2)
Piaget's constructivism
123(1)
Gibson's ecological theory
123(1)
Comparison between the two theories
124(1)
Vision
125(11)
Early development of vision
125(6)
Later development of the visual sense
131(2)
Pictorial competence
133(2)
Visual impairment
135(1)
Hearing
136(6)
Early perception of sound
137(1)
Localization
137(1)
The development of hearing throughout childhood and adolescence
138(1)
Hearing impairment
138(1)
Deafblindness
139(1)
Development of musical skills
140(2)
Other senses
142(1)
Smell
142(1)
Taste
143(1)
Intermodal perception
143(6)
9 Motor development
149(16)
From action systems to complex actions
150(1)
Gross motor development
151(1)
Early development
151(1)
Further gross motor development
152(1)
Development of fine motor skills
152(2)
Early development
152(2)
Further development of fine motor skills
154(1)
Fine and gross motor skills are related
154(2)
Individual and cultural differences
156(1)
Theories of motor development
156(1)
Maturation
156(1)
Dynamic models
156(1)
Primary movement patterns, variation and selection
157(1)
Development of drawing
157(2)
Atypical motor development
159(6)
10 Theories of cognitive development
165(28)
Domains, modules and activities
165(2)
Modules
165(1)
Activities
166(1)
Embodiment
166(1)
Logical constructivism
167(8)
Cognitive structure
167(1)
The development process
167(1)
Stages
168(4)
Status of the standard theory
172(2)
The new theory
174(1)
Information processing
175(4)
The developmental process
176(2)
Connectionism
178(1)
Status of the information-processing tradition
179(1)
Nativism
179(2)
Strong nativism
179(1)
Weak nativism
180(1)
Status of nativism
181(1)
Social constructivism
181(7)
Development
182(3)
Development of leading activities
185(2)
Individual and social exploration
187(1)
Status of social constructivism
188(1)
Disparity and integration
188(5)
11 Attention, memory and executive function
193(24)
Attention
193(3)
Attention in the first year of life
193(1)
Attention development during childhood and adolescence
194(1)
Attention in atypical development
195(1)
Memory
196(14)
Memory in infancy
196(1)
The development of memory during childhood and adolescence
197(3)
Memory and language
200(2)
Scripts
202(1)
Autobiographical memory
202(3)
Memories of negative and traumatic events
205(1)
Childhood amnesia
205(1)
False memories
206(2)
Memory and atypical development
208(1)
Children as witnesses
208(2)
Executive functions
210(7)
Executive functions and atypical development
212(5)
12 Conceptual development and reasoning
217(24)
Early conceptions of space, time and causality
217(7)
Space
217(4)
Time
221(1)
Causality
222(2)
Object concepts
224(1)
Theories of object categorization
224(9)
Early categorization of objects
227(3)
Conceptual development in childhood and adolescence
230(3)
Reasoning
233(4)
Analogical reasoning
233(1)
Logical and pragmatic reasoning
234(3)
Dialectical reasoning
237(1)
Atypical development
237(4)
13 Mind understanding
241(22)
Visual perspective
241(2)
Two levels of visual perspective-taking
241(1)
The three mountain task
242(1)
Private speech
243(2)
Early understanding of desires and beliefs
245(8)
Desires
245(1)
Beliefs
245(3)
Very early understanding of others' beliefs
248(1)
Theoretical explanations
249(2)
Pretense and lies
251(2)
Further development of mind understanding
253(2)
Individual and cultural differences
255(1)
Individual differences
255(1)
Cultural differences
255(1)
Atypical development of mind understanding
256(7)
Autism spectrum disorders
256(2)
Other disorders
258(1)
Consequences of problems with mind understanding
258(5)
14 Intelligence
263(22)
Theories of intelligence
263(2)
A triarchic model
264(1)
Multiple intelligences
264(1)
Intelligence tests
265(3)
Standardization
267(1)
Other observations of intelligent action
268(1)
Stability and variation in IQ scores
268(2)
Early prediction
268(2)
Stability and variation in later childhood
270(1)
Nature, nurture and intelligence
270(5)
Genetic variation
270(3)
Environmental factors
273(2)
Gender differences
275(1)
Ethnicity and intelligence
276(1)
Changing norms: The Flynn effect
276(1)
School performance and intelligence
277(1)
Atypical development
277(8)
Intellectual disability
277(2)
Giftedness and talent
279(6)
15 Learning and instruction
285(14)
Types of learning
285(5)
Habituation and conditioning
285(1)
Imitation and observational learning
286(3)
Learning by trial and error, insight and heuristics
289(1)
Two developmental perspectives on education
290(1)
Logical constructivism
290(1)
Social constructivism
290(1)
Cooperation among children
291(1)
Atypical development: Learning disorders
292(3)
Reading and writing disorders
292(2)
Mathematics disorders
294(1)
Learning disorders and mental disorders
295(4)
16 The development of communication and language
299(40)
Early development of communication
299(2)
Joint attention
299(2)
Theories of communicative development
301(1)
Early dialogues
301(1)
Gestures
301(3)
Pointing
302(2)
Symbolic gestures
304(1)
Animal gestures
304(1)
The development of language
304(18)
Main theories
305(3)
The emergence of speech
308(2)
Early word learning
310(3)
The content of children's first words
313(2)
Further growth in vocabulary
315(3)
From single words to sentences
318(4)
Language in use
322(5)
Conversation skills
322(3)
Narratives
325(2)
Child-directed language
327(1)
Gender differences
328(1)
Multilingualism
328(3)
Language in other modalities
331(1)
Sign language
331(1)
Manual signs and graphic symbols for children with severe speech and language impairment
331(1)
Language disorders
332(7)
Language disorders and emotional and behavioral disorders
333(6)
17 Emotions and emotion regulation
339(30)
Emotions
339(1)
Emotion Regulation
340(1)
Cultural differences
340(2)
Main theories of emotional development
342(1)
Early emotional development
343(8)
Emotional expressions
343(4)
Understanding emotional expressions in others
347(1)
Imitation of emotional expressions
348(1)
Emotion regulation
349(2)
Emotional development in childhood and adolescence
351(5)
Self-referential emotions
351(3)
Further emotional development
354(1)
Emotion regulation
355(1)
Emotionality in adolescence
355(1)
The influence of the environment on children's emotions
356(1)
Sensitivity
356(1)
Talking about emotions
357(1)
Reacting to emotions in others
357(3)
Empathy and sympathy
357(1)
Reactions to negative emotions in others
358(1)
Parents with depressive traits
359(1)
Peers
360(1)
Emotional disorders
360(9)
Anxiety disorders
360(3)
Depression
363(1)
Regulation disorders
364(5)
18 Temperament and personality
369(26)
Temperament
369(5)
Measuring temperament
370(1)
Heritability
371(1)
Stability of temperament
371(1)
Temperament and parental behaviour
371(1)
Early temperament and later disorders
372(2)
Personality
374(8)
Personality traits
374(2)
Theories of personality development
376(1)
Freud's theory
376(2)
Erikson's theory
378(1)
McCrae and Costa's five-factor model
379(2)
Behaviorism
381(1)
Cognitive behavior theory
381(1)
The emergence of personality
382(2)
Personality in childhood
383(1)
Personality development in adolescence
384(1)
Factors that affect personality development
384(5)
Heritability
384(1)
Childhood environment
385(1)
The significance of early experiences
386(3)
Personality development and later disorders
389(1)
Personality development is a transactional process
390(5)
19 Attachment
395(20)
Theoretical perspectives on attachment
395(4)
Ethological theory
396(1)
Primary needs
397(1)
Separation theory
398(1)
The development of attachment
399(2)
Exploration
401(1)
Individual differences in attachment
401(5)
Measures of attachment
402(2)
Attachment and adult sensitivity
404(1)
Temperament
405(1)
Attachment in atypical development
406(1)
Continuity of attachment
406(1)
Cultural differences
407(1)
Attachment and later functioning
408(1)
Attachment-related disorders
409(2)
Attachment theory and social work in practice
411(4)
20 Sibling and peer relations
415(20)
Sibling relationships
415(3)
Siblings with atypical development
418(1)
Peer relations
418(1)
The development of friendship
419(5)
Developing perceptions of friendship
421(1)
Stability of friendships
422(1)
Similarities between friends
422(2)
Enemies
424(1)
Popular and rejected children
424(4)
Social strategies and popularity
425(2)
Friends, popularity and adaptation
427(1)
Adolescent groups
428(1)
Peer relations and later disorders
429(6)
21 Self and identity
435(22)
The beginnings of self-perception
435(1)
Theories of self development
436(5)
Separation-individuation theory
436(1)
Six senses of self
437(3)
Four levels of a representational self
440(1)
Other views on early self-perception
440(1)
Further development of self-perception
441(5)
Self-descriptions
441(2)
Autobiographical narrative
443(1)
Cultural perspectives
443(1)
Self-disclosure
444(1)
Self-evaluation
445(1)
Self-perception in atypical development
446(1)
Self-perception and emotional and behavioral disorders
447(2)
Eating disorders
447(1)
Self-esteem and narcissism
448(1)
Identity formation
449(8)
Ethnic identity
450(7)
22 Moral development
457(16)
Theoretical perspectives
457(7)
Logical constructivism
457(5)
Evolutionary theory
462(1)
Social domain theory
463(1)
The development of moral understanding
464(2)
Morality and emotions
466(1)
Understanding the relationship between morality and emotions
467(1)
Conscience
467(1)
Callous-unemotional traits and psychopathy
468(5)
23 Prosocial and antisocial development
473(18)
Prosocial behavior
473(3)
Development in childhood
473(3)
Development in adolescence
476(1)
Antisocial behavior
476(8)
Prevalence of antisocial behavior
476(1)
Bullying
477(2)
Individual differences in antisocial behavior
479(3)
Pathways to antisocial behavior
482(1)
A social-cognitive model
482(2)
Parenting influences
484(2)
Society and prevention
486(5)
24 Gender development
491(16)
The development of gender understanding
491(3)
Gender identity, stability and constancy
491(1)
Gender roles
492(1)
Gender stereotypes
492(2)
Sex-typing
494(5)
Activity preferences
495(1)
Gender segregated interaction
496(2)
Differential treatment
498(1)
Atypical development
499(2)
Theoretical perspectives on gender-typical behavior
501(6)
25 Play
507(10)
Forms of play
507(1)
Solitary, parallel and group play
508(1)
The development of play
509(2)
Helping children play
510(1)
The functions of play
511(1)
Play in different contexts
512(1)
Play among children with atypical development
513(4)
26 Media and understanding of society
517(14)
Children and adolescents in a media society
517(7)
Extent of media use
517(1)
Parental attitudes and children's media environment
518(1)
Media and learning
519(2)
Prosocial and antisocial effects of media
521(1)
Social media
522(2)
Societal knowledge
524(7)
Economics and social structure
524(1)
Social inequality
525(1)
Becoming citizens
526(5)
27 Toward adulthood
531(2)
Glossary 533(28)
Bibliography 561(110)
Index 671
Stephen von Tetzchner is Professor of Developmental Psychology at the Department of Psychology, University of Oslo, Norway.