This book examines foundational child development theories and research that continue to inform and guide contemporary state-of-the art research and practice. It goes beyond a behavior-only focus to address key child development issues, including emotional life and lived experiences as well as family and sociocultural contexts. The volume details classic neurological and neuropsychological research discoveries and insights that can be adapted and incorporated into current clinical practices with infants, children, and adolescents. In addition, it addresses neurophysiology and its relationship to several aspects of child development, including intersubjectivity, mirror neurons, emotional attunement, and intercorporeity. The book explores various systems of child and adolescent psychotherapy as well as the effects of emotional trauma, risk and protective factors, resilience, and the importance of early intervention and prevention on child development.
Key areas of coverage include
- Human ethology and its impact on understanding of biological biases.
- Specialized intelligence and parent-child interactions from an evolutionary point of view.
- Past and present child psychiatry and psychotherapy concepts and their impact on clinical practice.
- Education and its effects on child development and behavior.
- Children’s cognitive and emotional development research with current clinical implications and uses.
- Parent-infant attachment and its implications.
The Handbook of Child and Adolescent Development and Education is a must-have resource for researchers, professors, and graduate students as well as clinicians and related therapists and professionals in clinical child psychology, child and adolescent psychiatry, pediatrics, developmental psychology, neuropsychology, social work, neurology, school psychology and all related disciplines.
Section I. Neuropsychological and Cognitive Development: Delays and
Deviations.
Chapter
1. Neuropsychological Research in Child and Adolescent
Psychiatry.
Chapter
2. Neurological Assessments and Detection of At-Risk
Children.
Chapter
3. Motor Development, Soft Neurological Signs and Sensory
Integration Issues.
Chapter
4. Neuro-Physiological and Neurobiological
Underpinnings of Empathy, Trust, and Attachment.
Chapter
5. Nativist and
Interactional Theories of Child Development.
Chapter
6. Advances in
Developmental Psychology.
Chapter
7. Early Autism Theory and Research and
Its Current Implications.
Chapter
8. Innovations in Autism Research and
Practice.- Section II. Biological and Relational Roots of Early Human
Development and Early Childhood Interventions.
Chapter
9. Ethology and
Understanding Human Development and Relationships.
Chapter
10. Attachment
Theory and Infant-Parent Psychotherapy.
Chapter
11. Other Contributions to
Work with Infants and Parents.
Chapter
12. Early Research on Childhood
Trauma and Its Relevance in Current Clinical Child and Adolescent Practice.-
Chapter
13. Advances in Research on Childhood Trauma and Its Relevance in
Current Clinical Child and Adolescent Practice.- Section III. Child and
Family Psychotherapy Research and Practices Past and Present.
Chapter
14.
Depth Psychology Schools of Child Psychotherapy and Their Current Usefulness
Chapter
15. Psychoanalytic Child Psychotherapy.
Chapter
16. Alternative
Schools of Psychoanalytic Child Psychotherapy.
Chapter
17. Other European
Advancements in Developmental Psychology and Their Current Usefulness.-
Chapter
18. Systems Theory and Family Therapy Past and Present: Working with
Families at High Psychosocial Risk.
Chapter
19. Other Schools of Family
Therapy and Their Relevance in Current Clinical Practice.
Chapter
20.
Schools of Family Therapy.- Section IV. Risk and Resilience Factors for
Children in Extreme Circumstances: Longitudinal Studies of Psychosocial Risk
and Their Implications.
Chapter
21. Developments in Research and
Interventions for Delinquency.
Chapter
22. Psychosocial Interventions with
Juvenile Delinquents and Street Children.
Chapter
23. Longitudinal Studies
in Child and Adolescent Development and Psychopathology.
Chapter
24.
Foundational Longitudinal Studies and the Implications for Early
Intervention.
Chapter
25. Large Longitudinal Studies and the Implications
for Current and Future Research and Practice in Human Development and
Developmental Psychopathology.- Section V. Foundational Childhood Education
Theory and Research: Implications for the Present and Future of Child
Education.
Chapter
26. Early Educational Views and Their Relevance for
Todays Schools.
Chapter
27. Alternative Approaches to Early Childhood
Education.
J. Martin Maldonado-Duran, M.D., is an infant, child, and adolescent psychiatrist and family therapist. He is Associate Professor of psychiatry at the Menninger Department of Psychiatry, Baylor College and works at the complex care service in the Texas Childrens Hospital. He is also an adjunct professor of infant psychopathology at Kansas State University and a clinical professor at the Kansas University School of Medicine. He was formerly a researcher at the Child and Family Center of the Menninger Clinic for several years. He edited the book Infant and Toddler Mental Health, published by American Psychiatric Press, as well as Clinical Handbook of Transcultural Infant Mental Health and Mind Body Interactions in Child and Adolescent Development, both with Springer. Also, he has co-edited or edited five additional books in Spanish on topics of child and infant mental health. Dr. Maldonado has written numerous papers and book chapters on topics of child development and psychopathology in several countries.
Andrés Jiménez-Gómez, M.D., is a developmental neurologist and an associate professor at the Department of Neurology of Baylor College of Medicine. He is co-editor of Clinical Handbook of Transcultural Infant Mental Health and Mind Body Interactions in Child and Adolescent Development, both with Springer He has written numerous articles and papers on multiple aspects of child neurology, paediatricians education and global health. He is a founding member of AREPA an association of Latin-American Paediatricians that foster the education and exchange of paediatricians in the Americas.
Maria Ximena Maldonado-Morales, MSW, MPH, PhD is a social worker and psychotherapist at Baylor College of Medicine. She is an Adjunct Professor at Smith College, North Hamptom, Massachusetts. Previously she worked at the Emotional Trauma Center at the Texas Childrens Hospital and f at the Womens Place Center for Reproductive Psychiatry, the Pavilion for Women, at the same hospital in Houston, Texas. She has a Masters in Social Work and a Masters in Public Health from the Brown School of Social Work at Washington University in St. Louis. Her PhD is from Smith College. Dr. Maldonado-Morales coedited Clinical Handbook of Transcultural Infant Mental Health with Springer. She has worked with Latino immigrant families in Kansas City and St. Louis, Missouri as a social worker, as well as a middle school teacher in Houston, Texas. Dr. Maldonado-Moraless areas of interest include working with mothers and infants, womens perinatal mental health, and working with immigrant families.
