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E-grāmata: Human Growth and Development in Children and Young People: Theoretical and Practice Perspectives

Contributions by , Contributions by , Contributions by (University of East Anglia), Contributions by , Contributions by , Contributions by (Stavanger University), Contributions by , Contributions by , Contributions by , Contributions by
  • Formāts: 360 pages
  • Izdošanas datums: 20-May-2020
  • Izdevniecība: Policy Press
  • Valoda: eng
  • ISBN-13: 9781447337430
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Human Growth and Development in Children and Young People: Theoretical and Practice PerspectivesPalielināt
  • Formāts: 360 pages
  • Izdošanas datums: 20-May-2020
  • Izdevniecība: Policy Press
  • Valoda: eng
  • ISBN-13: 9781447337430
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Unparalleled in its coverage of concepts and themes, this textbook uses insights from across sociology, psychology, criminology and other areas of expertise to show how children and young people negotiate crucial challenges and transitions in their lives.



It considers a wide range of theories, issues and practice dimensions and clearly shows how they connect, with fresh insights on topics including mental health, bereavement and disability in children. Foregrounding cultural diversity as a crucial dimension of sensitive practice and placing an emphasis on thinking critically and practicing reflectively throughout, this book also:



includes helpful chapter introductions, summaries and annotated further readings;



features a range of case studies, linking theory to practice;



provides active learning exercises, enabling you to apply and consolidate learning.



With a companion volume that addresses human growth and development in adults, this is an invaluable tool for students as well as a useful refresher resource for experienced practitioners.

Recenzijas

An invaluable text for students and professionals. Importantly, a holistic approach to working with children and their families is emphasised in order to analyse and reflect upon important issues. Kim Holt, Northumbria University "Human growth and development in children and young people has highly relevant and useful content that I would recommend to everyone working with the development of children and young people to read" European Journal of Social Work Brings together a fascinating range of new psychological, sociological and spiritual knowledge about how children develop into adulthood and applies this to practice in highly original ways. Students and practitioners across human service professions will find it enormously valuable. Harry Ferguson, University of Birmingham "Presents complex ideas and theories in an accessible way for social work students, promoting clear links between theories and their application to practice." Eleni Skoura-Kirk, University of Kent "Infused with pedagogical tools of case studies, reflection points, and reflective questions, this text ensures readers are able to apply the material to real-life situations and explore the relevance to the readers own practice." Barbra Teater, City University of New York

List of figures and tables
ix
Notes on contributors x
Acknowledgements xiii
Introduction 1(8)
Jonathan Parker
Sara Ashencaen Crabtree
PART I Introducing the theory
9(122)
1 Traditional approaches to human growth and development
11(20)
Jonathan Parker
Introduction
11(1)
Background and context
12(1)
Key theories and thinkers
13(1)
An overview of biophysical development
14(3)
Towards alternatives: systems and behaviour
17(1)
Social learning theories and development
18(8)
Respondent or classical conditioning
18(2)
Operant or instrumental conditioning
20(1)
Various elements of operant conditioning
21(2)
Modelling or imitative learning
23(3)
Conclusion
26(5)
Making it real: applications to practice
26(5)
2 Psychoanalytic approaches
31(20)
Stephen Briggs
Introduction
31(1)
Background and context
32(3)
Theories and theorists
35(6)
Psychoanalytic development
38(3)
Infant-carer relationships
41(3)
Holding
41(1)
Container-contained
41(2)
Subjectification (or subjectivation)
43(1)
Applications in practice
44(3)
Conclusion
47(4)
3 Cognitive theories and cognitive development
51(16)
Margarete Parrish
Introduction
51(1)
History and development of the theories and models
52(1)
Key thinkers and theories
52(10)
Jean Piaget
52(3)
LevVygotsky
55(1)
George Kelly
56(1)
Albert Bandura
57(2)
Martin Seligman
59(2)
Albert Ellis
61(1)
Aaron Beck
61(1)
Place within contemporary human service practice
62(2)
Conclusion
64(3)
Critical perspectives and thinking
64(3)
4 Social construction and emotional development
67(18)
Jo Finch
Introduction
67(1)
The social construction of childhood
67(3)
The concept of personality
70(3)
Personality development
73(1)
Emotional development
74(2)
Identity
76(1)
Assessing children and young people's needs
77(1)
Social policy and children's emotional development
78(1)
Prevent
79(1)
Implications for professionals
80(1)
Conclusion
81(4)
5 Critical perspectives
85(20)
Jonathan Parker
Introduction
85(1)
Background and context
86(1)
History and development of the theories and models
87(3)
Central theories important to a critical approach
90(7)
Systems thinking
91(1)
Labelling
91(1)
Symbolic interactionism
92(1)
Postmodern thought
92(1)
Feminism
93(1)
Racism
94(1)
Disablism
95(2)
Criticality, cultural relativism and the precarity of theories of development
97(2)
Critical perspectives within contemporary human service practice
99(1)
Conclusion
100(5)
6 Moral, spiritual and existential development
105(26)
Wilfred McSherry
Alison Rodriguez
Joanna Smith
Introduction
105(1)
Background and context
106(1)
A bio-psycho-social-spiritual model
107(4)
Defining spirituality
108(3)
Key theories and theorists
111(3)
Developing spiritually cognitive and moral reasoning
114(3)
Environmental factors that stimulate development and growth
117(6)
Conclusion
123(8)
PART II Specific developmental issues
131(94)
7 An introduction to the principles of attachment theory
133(20)
Cabriele Schafer
Introduction
133(1)
The development of attachment theory
133(3)
Attachments as working models of self and others
136(1)
Mary Ainsworth
137(3)
The Strange Situation Procedure
139(1)
Differences in attachment patterns
140(3)
Secure attachment (Attachment type Code B)
140(1)
Anxious ambivalent attachment (Attachment type Code C)
140(1)
Anxious avoidant or insecure avoidant attachment (Attachment type Code A)
141(1)
Disorganised/disoriented attachment (Attachment type Code D
141(2)
Reactive attachment disorder
143(2)
Temperament and attachment
145(1)
Conclusion
146(7)
8 Young people's transition to adulthood
153(18)
Nick Frost
Melanie Watts
Introduction
153(1)
Background and context
153(2)
Key theories and thinkers
155(10)
Being a young person: from `child' to `adult'
155(2)
Living contexts: families and alternative contexts
157(2)
Gender, sex and sexuality
159(2)
Friends and relationships
161(2)
Living in a connected world: the role of social media
163(1)
Mental health and well-being
164(1)
Making it real: applying knowledge to practice
165(2)
Conclusion
167(4)
9 Developmental and life course criminology
171(20)
Richard Heslop
Jonathan Parker
Introduction
171(1)
Background and context
172(2)
Key theories and thinkers
174(2)
The 18th-century philosophers
175(1)
Positivism
175(1)
More recent theories
176(1)
Life course and developmental criminology
176(5)
The importance of family, attachments and bonds
181(1)
School
182(2)
Friends, peers and forming relationships
184(1)
The social environment
185(1)
Transitions to young adulthood
185(1)
Making it real: applying knowledge to practice
186(1)
Conclusion
186(5)
10 Loss and bereavement in childhood
191(16)
Sue Taplin
Introduction
191(1)
Background and context
192(1)
Children's perceptions of death
193(4)
Post-traumatic growth and resilience in children
197(1)
Developing resilience: the provision of specialist support
197(2)
Supporting children and young people in bereavement
199(3)
Conclusion
202(5)
11 Culture and coming of age: the example of Muslims in Britain
207(18)
Sara Ashencaen Crabtree
Introduction
207(1)
Background and context
208(1)
The Muslim family
209(4)
Transitions
211(1)
Stigma
212(1)
Understanding and using relevant concepts, principles and theorisation
213(6)
Piety in Islam
214(1)
Social inequality and oppression
215(1)
Understanding Islamophobia
216(1)
Gender normativity and Islam
217(2)
Negotiating transition successfully
219(1)
Conclusion
220(5)
PART III Professional practice
225(110)
12 Impacts of child maltreatment: critical considerations
227(22)
Lisa Bunting
Introduction
227(1)
Background and context
227(2)
Impact of child maltreatment on development
229(3)
Physical and cognitive development
229(1)
Social and emotional development
230(2)
Critically evaluating the literature
232(4)
Mechanisms underpinning the impact of maltreatment
236(1)
The neurobiology of attachment
236(1)
Critical considerations
237(5)
Implications for social workers
242(1)
Conclusion
243(6)
13 Substitute care: moving into a new family
249(22)
Christine Cocker
Introduction
249(1)
Separation and loss
250(3)
Attachment and resilience
253(3)
Placements
256(5)
The role of the social worker
261(2)
Child development for looked-after children
263(2)
Conclusion
265(6)
14 Working with disabled children and young people
271(18)
Louise Oliver
Sally Lee
Introduction
271(1)
Background and context
272(1)
History and development of theories and models
273(3)
Bio-physical and medical models of disability
273(1)
Social model of disability
273(1)
Affirmative model
274(1)
Latent influences
275(1)
What is disablism?
276(3)
Critical perspectives and thinking
279(4)
Economic well-being
280(1)
Relationships (balancing autonomy and risk)
281(1)
Transitions to adulthood
282(1)
Conclusion
283(6)
15 Mental health and children
289(20)
Elisabeth Willumsen
Siv E.N. Saebjernsen
Atle Ødegird
Introduction
289(1)
Professional contexts
290(1)
Models, approaches and ideas
291(3)
Prevalence and causes of mental health problems
291(2)
Collaborative work in child mental health care
293(1)
Children and young people's participation
294(1)
Service-user involvement and empowerment
295(3)
Children's participation
295(1)
Responsible teams
296(2)
Recognition
298(1)
A model for problem perception and role expectations
298(2)
Practice moving forward
300(2)
Conclusion
302(7)
16 Working with unaccompanied migrant children and young people Seeking Asylum
309(26)
Deborah Hadwin
Curnam Singh
Stephen Cowden
Introduction
309(1)
Background and context
310(1)
What do we mean by 'unaccompanied migrant?
311(2)
Common-sense discourse around asylum seekers
313(1)
The impact of the legislative and social policy framework
314(1)
Assessing individual needs
315(6)
Age assessment
321(1)
National Transfer Scheme
321(3)
Preparing young people for adulthood and beyond
324(4)
Conclusion
328(7)
Index 335
Jonathan Parker is Professor of Society and Social Welfare at Bournemouth University.









Sara Ashencaen Crabtree is Professor of Social and Cultural Diversity at Bournemouth University.
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