Rent 9781606239094 | Child Development, Third Edition; A Practitioner's Guide | Douglas Davies, MSW, PhD, School of Social Work, University of Michigan, Ann Arb @knetbooks.com

Summary Table of Contents Author Biography

This widely used professional development resource and course text provides an engaging overview of developmental theory and research, with a focus on what practitioners need to know. The author explains how children's trajectories are shaped by transactions among early relationships, brain development, and the social environment. Developmental processes of infancy, toddlerhood, the preschool years, and middle childhood are described. The book shows how children in each age range typically behave, think, and relate to others, and what happens w... MORE

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Contexts of Development: A Transactional Approach
Perspectives on Development	p. 3
The Maturational Perspective	p. 3
The Transactional Model of Development	p. 4
Developmental Pathways and Intervention	p. 4
Attachment as a Context of Development	p. 7
How Attachment Develops	p. 8
Functions of Attachment	p. 8
Patterns of Attachment	p. 11
Attachment Classifications	p. 12
Attachment, Class, and Culture	p. 19
The Universality of Attachment	p. 21
Attachment and Future Development	p. 21
Parental Models of Attachment	p. 24
Attachment Theory and Family Systems Theory	p. 28
The Attachment Perspective in the Assessment of Young Children	p. 29
Kelly and Her Mother: A Case Example	p. 30
Brain Development	p. 39
Sequence of Brain Development	p. 40
Early Brain Growth: Synaptogenesis and Myelination	p. 40
Synaptic Overproduction and Pruning	p. 42
Plasticity and Experience	p. 43
Bonding, Attachment, and Brain Development	p. 43
Mirror Neurons and the Social Brain	p. 45
Can Parents Build Better Brains?	p. 46
Risk and Protective Factors Influencing Brain Development	p. 47
Stress, Trauma, and Brain Development	p. 49
Early Trauma and Brain Development	p. 51
Studies of Institutionally Deprived Young Children	p. 56
Risk and Protective Factors: The Child, Family, and Community Contexts	p. 60
Research on Risk and Resilience	p. 60
Protective Factors and Processes	p. 61
Risk Factors	p. 65
Conclusion	p. 101
Summary of Risk and Protective Factors	p. 103
Analysis of Risk and Protective Factors: Practice Applications	p. 105
How to Use Risk Factor Analysis	p. 105
Prediction of Risk: Assessing Current Risk and Protective Factors	p. 106
Retrospective Analysis of Risk and Protective Factors	p. 116
The Course of Child Development
A Developmental Lens on Childhood	p. 127
Barriers to Understanding the Child's Perspective	p. 127
Dynamics of Developmental Change	p. 129
Interactions between Maturation and Environment	p. 129
Thinking Developmentally in Assessment and Intervention	p. 130
Organization of Developmental Chapters	p. 130
Infant Development	p. 131
The Interaction between Maturation and Caregiving	p. 131
Brain Development: The Importance of Early Experience	p. 132
Metaphors of Infant-Parent Transactions	p. 132
Caregivers' Adaptations to Developmental Change	p. 133
The Neonatal Period: Birth-4 Weeks	p. 134
Age 1-3 Months	p. 137
Age 3-6 Months	p. 142
A Normal Infant and a Competent Parent: A Case Example	p. 147
Age 6-12 Months	p. 149
Summary of Infant Development, Birth-12 Months of Age	p. 160
Practice with Infants	p. 163
Assessment Issues	p. 164
Assessment and Brief Interventions with an Infant and Her Family: A Case Example	p. 168
Observation Exercises	p. 183
Toddler Development	p. 185
Physical Development	p. 186
Attachment and Secure Base Behavior	p. 186
Cognitive Development	p. 192
Language and Communication	p. 193
Symbolic Communication and Play	p. 200
Regulation of Emotion and Behavior	p. 203
Moral Development	p. 209
The Developing Self	p. 215
Summary of Toddler Development, 1-3 Years of Age	p. 222
Practice with Toddlers	p. 225
Assessment	p. 225
Assessment of Toddler Development: A Case Example	p. 230
Intervention: Parent-Child Therapy	p. 244
Parent-Child Therapy with an Abused Toddler: A Case Example	p. 247
Observation Exercises	p. 249
Interview Exercises	p. 250
Preschool Development	p. 251
Physical Development	p. 252
Attachment	p. 254
Social Development	p. 256
Language Development	p. 262
Symbolic Communication and Play	p. 267
Cognitive Development	p. 270
Regulation of Emotion and Behavior	p. 279
Moral Development	p. 287
The Developing Self	p. 294
Summary of Preschool Development, 3-6 Years of Age	p. 300
Practice with Preschoolers	p. 304
Assessment	p. 304
Child Care Consultation with a Preschool Child: A Case Example	p. 305
Intervention with Preschoolers: Play Therapy	p. 310
Using Play in the Treatment of Preschoolers	p. 312
Medical Treatment as a Developmental Interference	p. 313
Play Therapy with a Preschool Child: A Case Example	p. 315
Observation Exercise	p. 326
Middle Childhood Development	p. 327
Physical Development	p. 328
The Transition from Preschool to Middle Childhood	p. 329
Attachment	p. 334
Social Development	p. 336
Language and Communication	p. 344
Play and Fantasy	p. 347
Cognitive Development	p. 350
Self-Regulation	p. 358
Moral Development	p. 365
Sense of Self	p. 367
Toward Adolescence	p. 378
Summary of Middle Childhood Development, 6-12 Years of Age	p. 380
Practice with School-Age Children	p. 384
Assessment	p. 384
Intervention	p. 393
Working to Master the Trauma of Repeated Abuse: A Case Example	p. 398
Using Developmental Strengths: A Case Example	p. 406
Observation Exercises	p. 414
Conclusion: Developmental Knowledge and Practice	p. 415
Applying Practice Knowledge and Skills	p. 416
Ever-Present Complications in Practice	p. 417
Intervention and Developmental Outcome	p. 419
References	p. 421
Index	p. 481
Table of Contents provided by Ingram. All Rights Reserved.

Douglas Davies, MSW, PhD, is Lecturer at the School of Social Work, University of Michigan. He is an infant mental health specialist whose clinical articles focus on intervention with toddlers and parents, traumatized children, and child cancer survivors. Dr. Davies's current practice is devoted to reflective supervision of mental health clinicians and child care consultants, consultation to agencies, and training of clinicians on topics in child development and child therapy. He was inducted into the National Academies of Practice as a distinguished social work practitioner and is a recipient of the Selma Fraiberg Award from the Michigan Association for Infant Mental Health.

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