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Contexts of Development: A Transactional Approach | |
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Perspectives on Development | |
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The Maturational Perspective | |
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The Transactional Model of Development | |
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Developmental Pathways and Intervention | |
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Attachment as a Context of Development | |
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How Attachment Develops | |
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Functions of Attachment | |
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Patterns of Attachment | |
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Attachment Classifications | |
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Attachment, Class, and Culture | |
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The Universality of Attachment | |
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Attachment and Future Development | |
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Parental Models of Attachment | |
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Attachment Theory and Family Systems Theory | |
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The Attachment Perspective in the Assessment of Young Children | |
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Kelly and Her Mother: A Case Example | |
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Brain Development | |
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Sequence of Brain Development | |
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Early Brain Growth: Synaptogenesis and Myelination | |
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Synaptic Overproduction and Pruning | |
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Plasticity and Experience | |
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Bonding, Attachment, and Brain Development | |
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Mirror Neurons and the Social Brain | |
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Can Parents Build Better Brains? | |
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Risk and Protective Factors Influencing Brain Development | |
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Stress, Trauma, and Brain Development | |
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Early Trauma and Brain Development | |
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Studies of Institutionally Deprived Young Children | |
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Risk and Protective Factors: The Child, Family, and Community Contexts | |
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Research on Risk and Resilience | |
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Protective Factors and Processes | |
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Risk Factors | |
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Conclusion | |
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Summary of Risk and Protective Factors | |
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Analysis of Risk and Protective Factors: Practice Applications | |
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How to Use Risk Factor Analysis | |
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Prediction of Risk: Assessing Current Risk and Protective Factors | |
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Retrospective Analysis of Risk and Protective Factors | |
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The Course of Child Development | |
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A Developmental Lens on Childhood | |
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Barriers to Understanding the Child's Perspective | |
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Dynamics of Developmental Change | |
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Interactions between Maturation and Environment | |
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Thinking Developmentally in Assessment and Intervention | |
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Organization of Developmental Chapters | |
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Infant Development | |
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The Interaction between Maturation and Caregiving | |
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Brain Development: The Importance of Early Experience | |
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Metaphors of Infant-Parent Transactions | |
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Caregivers' Adaptations to Developmental Change | |
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The Neonatal Period: Birth-4 Weeks | |
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Age 1-3 Months | |
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Age 3-6 Months | |
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A Normal Infant and a Competent Parent: A Case Example | |
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Age 6-12 Months | |
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Summary of Infant Development, Birth-12 Months of Age | |
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Practice with Infants | |
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Assessment Issues | |
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Assessment and Brief Interventions with an Infant and Her Family: A Case Example | |
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Observation Exercises | |
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Toddler Development | |
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Physical Development | |
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Attachment and Secure Base Behavior | |
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Cognitive Development | |
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Language and Communication | |
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Symbolic Communication and Play | |
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Regulation of Emotion and Behavior | |
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Moral Development | |
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The Developing Self | |
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Summary of Toddler Development, 1-3 Years of Age | |
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Practice with Toddlers | |
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Assessment | |
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Assessment of Toddler Development: A Case Example | |
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Intervention: Parent-Child Therapy | |
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Parent-Child Therapy with an Abused Toddler: A Case Example | |
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Observation Exercises | |
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Interview Exercises | |
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Preschool Development | |
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Physical Development | |
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Attachment | |
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Social Development | |
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Language Development | |
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Symbolic Communication and Play | |
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Cognitive Development | |
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Regulation of Emotion and Behavior | |
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Moral Development | |
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The Developing Self | |
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Summary of Preschool Development, 3-6 Years of Age | |
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Practice with Preschoolers | |
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Assessment | |
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Child Care Consultation with a Preschool Child: A Case Example | |
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Intervention with Preschoolers: Play Therapy | |
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Using Play in the Treatment of Preschoolers | |
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Medical Treatment as a Developmental Interference | |
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Play Therapy with a Preschool Child: A Case Example | |
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Observation Exercise | |
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Middle Childhood Development | |
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Physical Development | |
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The Transition from Preschool to Middle Childhood | |
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Attachment | |
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Social Development | |
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Language and Communication | |
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Play and Fantasy | |
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Cognitive Development | |
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Self-Regulation | |
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Moral Development | |
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Sense of Self | |
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Toward Adolescence | |
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Summary of Middle Childhood Development, 6-12 Years of Age | |
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Practice with School-Age Children | |
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Assessment | |
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Intervention | |
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Working to Master the Trauma of Repeated Abuse: A Case Example | |
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Using Developmental Strengths: A Case Example | |
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Observation Exercises | |
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Conclusion: Developmental Knowledge and Practice | |
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Applying Practice Knowledge and Skills | |
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Ever-Present Complications in Practice | |
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Intervention and Developmental Outcome | |
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References | |
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Index | |