| |
| |
| |
| Contexts of Development: A Transactional Approach | |
| |
| |
| Introduction to Part I: Perspectives on Development | |
| |
| |
| The Maturational Perspective | |
| |
| |
| The Transactional Model of Development | |
| |
| |
| Developmental Pathways and Intervention | |
| |
| |
| |
| Attachment as a Context of Development | |
| |
| |
| How Attachment Develops | |
| |
| |
| Functions of Attachment | |
| |
| |
| Patterns of Attachment | |
| |
| |
| Attachment Classifications | |
| |
| |
| Attachment, Class, and Culture | |
| |
| |
| The Universality of Attachment | |
| |
| |
| Attachment and Future Development | |
| |
| |
| Parental Models of Attachment | |
| |
| |
| Attachment Theory and Family Systems Theory | |
| |
| |
| The Attachment Perspective in the Assessment of Young Children | |
| |
| |
| Kelly and Her Mother: A Case Example | |
| |
| |
| |
| Brain Development | |
| |
| |
| Sequence of Brain Development | |
| |
| |
| Early Brain Growth: Synaptogenesis and Myelination | |
| |
| |
| Synaptic Overproduction and Pruning | |
| |
| |
| Plasticity and Experience | |
| |
| |
| Bonding, Attachment, and Brain Development | |
| |
| |
| Can Parents Build Better Brains? | |
| |
| |
| Risk and Protective Factors Influencing Brain Development | |
| |
| |
| Stress, Trauma, and Brain Development | |
| |
| |
| Early Trauma and Brain Development | |
| |
| |
| Studies of Institutionally Deprived Young Children | |
| |
| |
| |
| Risk and Protective Factors: The Child, Family, and Community Contexts | |
| |
| |
| Research on Risk and Resilience | |
| |
| |
| Protective Factors and Processes | |
| |
| |
| Risk Factors | |
| |
| |
| Conclusion | |
| |
| |
| |
| Summary of Risk and Protective Factors | |
| |
| |
| |
| Analysis of Risk and Protective Factors: Practice Applications | |
| |
| |
| How to Use Risk Factor Analysis | |
| |
| |
| Prediction of Risk: Assessing Current Risk and Protective Factors | |
| |
| |
| Retrospective Analysis of Risk and Protective Factors | |
| |
| |
| Exercise: Assessment of Risk and Protective Factors | |
| |
| |
| |
| The Course of Child Development | |
| |
| |
| Introduction to Part II: A Developmental Lens on Childhood | |
| |
| |
| Barriers to Understanding the Child's Perspective | |
| |
| |
| Dynamics of Developmental Change | |
| |
| |
| Interactions between Maturation and Environment | |
| |
| |
| Thinking Developmentally in Assessment and Intervention | |
| |
| |
| Organization of Developmental Chapters | |
| |
| |
| |
| Infant Development | |
| |
| |
| The Interaction between Maturation and Caregiving | |
| |
| |
| Brain Development: The Importance of Early Experience | |
| |
| |
| Metaphors of Infant-Parent Transactions | |
| |
| |
| Caregivers' Adaptations to Developmental Change | |
| |
| |
| The Neonatal Period: Birth-4 Weeks | |
| |
| |
| Age 1-3 Months | |
| |
| |
| Age 3-6 Months | |
| |
| |
| A Normal Infant and a Competent Parent: A Case Example | |
| |
| |
| Age 6-12 Months | |
| |
| |
| |
| Summary of Infant Development, Birth-12 Months of Age | |
| |
| |
| |
| Practice with Infants | |
| |
| |
| Assessment Issues | |
| |
| |
| Assessment and Brief Intervention with an Infant and Her Family: A Case Example | |
| |
| |
| The First Two Home Visits: Learning about the Family | |
| |
| |
| The Next Two Home Visits | |
| |
| |
| Office Sessions: Videotaping and Interpretive Sessions | |
| |
| |
| Discussion | |
| |
| |
| Observation Exercises | |
| |
| |
| |
| Toddler Development | |
| |
| |
| Physical Development | |
| |
| |
| Attachment and Secure Base Behavior | |
| |
| |
| Cognitive Development | |
| |
| |
| Language and Communication | |
| |
| |
| Symbolic Communication and Play | |
| |
| |
| Regulation of Affect and Behavior | |
| |
| |
| Moral Development | |
| |
| |
| The Developing Self | |
| |
| |
| |
| Summary of Toddler Development, 1-3 Years of Age | |
| |
| |
| |
| Practice with Toddlers | |
| |
| |
| Assessment | |
| |
| |
| Assessment of Toddler Development: A Case Example | |
| |
| |
| Intervention: Parent-Child Therapy | |
| |
| |
| Parent-Child Therapy with an Abused Toddler: A Case Example | |
| |
| |
| Observation Exercises | |
| |
| |
| Interview Exercise | |
| |
| |
| |
| Preschool Development | |
| |
| |
| Physical Development | |
| |
| |
| Attachment | |
| |
| |
| Social Development | |
| |
| |
| Language Development | |
| |
| |
| Symbolic Communication and Play | |
| |
| |
| Cognitive Development | |
| |
| |
| Regulation of Affect and Behavior | |
| |
| |
| Moral Development | |
| |
| |
| The Developing Self | |
| |
| |
| |
| Summary of Preschool Development, 3-6 Years of Age | |
| |
| |
| |
| Practice with Preschoolers | |
| |
| |
| Assessment | |
| |
| |
| Child Care Consultation with a Preschool Child: A Case Example | |
| |
| |
| Intervention with Preschoolers: Play Therapy | |
| |
| |
| Using Play in the Treatment of Preschoolers | |
| |
| |
| Medical Treatment as a Developmental Interference | |
| |
| |
| Play Therapy with a Preschool Child: A Case Example | |
| |
| |
| Observation Exercise | |
| |
| |
| |
| Middle Childhood Development | |
| |
| |
| Physical Development | |
| |
| |
| The Transition from Preschool to Middle Childhood | |
| |
| |
| Attachment | |
| |
| |
| Social Development | |
| |
| |
| Language and Communication | |
| |
| |
| Play and Fantasy | |
| |
| |
| Cognitive Development | |
| |
| |
| Self-Regulation | |
| |
| |
| Moral Development | |
| |
| |
| Sense of Self | |
| |
| |
| Overview of Developmental Progress in Middle Childhood | |
| |
| |
| |
| Summary of Middle Childhood Development, 6 to 11 or 12 Years of Age | |
| |
| |
| |
| Practice with School-Age Children | |
| |
| |
| Assessment | |
| |
| |
| Intervention | |
| |
| |
| Working to Master the Trauma of Repeated Abuse: A Case Example | |
| |
| |
| Using Developmental Strengths: A Case Example | |
| |
| |
| Observation Exercises | |
| |
| |
| |
| Conclusion: Developmental Knowledge and Practice | |
| |
| |
| Applying Practice Knowledge and Skills | |
| |
| |
| Ever-Present Complications in Practice | |
| |
| |
| Intervention and Developmental Outcome | |
| |
| |
| References | |
| |
| |
| Index | |