Preface |
|
xii | |
Introduction |
|
1 | (1) |
|
From childhood to adolescence |
|
|
1 | (1) |
|
|
1 | (1) |
|
Concepts of normality and abnormality |
|
|
2 | (9) |
|
Age- and stage-related tasks |
|
|
11 | (1) |
|
|
12 | (1) |
|
The developmental history |
|
|
13 | (6) |
PART I: Typical Development Where the Journey Begins The Intrauterine Stages and Perinatal Period |
|
|
|
17 | (2) |
|
|
19 | (25) |
|
Conception: the beginning of life |
|
|
19 | (3) |
|
Genetic variation and influence |
|
|
22 | (4) |
|
|
26 | (1) |
|
|
26 | (2) |
|
Similarities and differences in individuals and groups |
|
|
28 | (2) |
|
Progress from conception to birth |
|
|
30 | (9) |
|
Summary of prenatal events: times after conception |
|
|
39 | (3) |
|
|
42 | (2) |
|
|
44 | (31) |
|
Anticipation of the birth |
|
|
44 | (1) |
|
|
45 | (2) |
|
The birth: labour and delivery |
|
|
47 | (4) |
|
The mother and postantal infant care |
|
|
51 | (3) |
|
|
54 | (2) |
|
Bonding to the unborn baby |
|
|
56 | (1) |
|
|
57 | (1) |
|
|
58 | (1) |
|
|
59 | (1) |
|
|
60 | (2) |
|
Representational models of the infant |
|
|
62 | (1) |
PART II: Typical Development Infancy |
|
|
|
63 | (1) |
|
|
63 | (2) |
|
The development of sociability |
|
|
65 | (1) |
|
Crying and smiling as `social communication' |
|
|
65 | (2) |
|
|
67 | (4) |
|
Internal representations and selfhood |
|
|
71 | (1) |
|
Development of self--other awareness |
|
|
72 | (3) |
|
Early Childhood: The Pre-School Stage Infant Growth and Development |
|
|
75 | (15) |
|
|
75 | (3) |
|
|
78 | (1) |
|
|
78 | (2) |
|
The brain and communication |
|
|
80 | (1) |
|
|
81 | (2) |
|
Biological basis of personality |
|
|
83 | (2) |
|
|
85 | (4) |
|
|
89 | (1) |
|
Perceptual, Motor and Language Development |
|
|
90 | (41) |
|
|
90 | (1) |
|
Vision and fine motor movement |
|
|
91 | (3) |
|
|
94 | (5) |
|
|
99 | (1) |
|
Speech and language development |
|
|
100 | (7) |
PART III: Typical Development Adaptation and Learning |
|
|
|
107 | (1) |
|
Adjustment and adaptation |
|
|
107 | (2) |
|
|
109 | (1) |
|
|
110 | (1) |
|
|
110 | (1) |
|
Maternal privation and deprivation |
|
|
111 | (2) |
|
|
113 | (3) |
|
|
116 | (3) |
|
|
119 | (1) |
|
|
120 | (1) |
|
|
120 | (2) |
|
|
122 | (5) |
|
The adaptive role of fear |
|
|
127 | (2) |
|
|
129 | (2) |
|
Early Childhood: The Pre-School Stage Socialization and Cognitive Development |
|
|
131 | (25) |
|
Socialization and self-control |
|
|
131 | (1) |
|
Learning and identification: social and moral awareness |
|
|
132 | (2) |
|
|
134 | (1) |
|
|
135 | (2) |
|
The development of aggressive behaviour |
|
|
137 | (2) |
|
Sex-role (gender) identity |
|
|
139 | (2) |
|
|
141 | (4) |
|
|
145 | (6) |
|
|
151 | (2) |
|
|
153 | (3) |
|
Middle and Late Childhood The School-Going Child |
|
|
156 | (8) |
|
Developing a new individuality |
|
|
156 | (2) |
|
|
158 | (1) |
|
|
159 | (1) |
|
Social skills and friendships |
|
|
160 | (2) |
|
|
162 | (1) |
|
Siblings: the longest lasting relationships |
|
|
163 | (1) |
|
Adolescence: Leaving Childhood Behind |
|
|
164 | (25) |
|
|
164 | (2) |
|
|
166 | (5) |
|
|
171 | (2) |
|
|
173 | (3) |
|
|
176 | (1) |
PART IV: Atypical Development The Hazardous Route |
|
|
|
177 | (1) |
|
Issues of assessment, definition and measurement |
|
|
177 | (1) |
|
The journey begins again: prenatal influences |
|
|
178 | (1) |
|
Genetic influences: inherited abnormalities |
|
|
179 | (1) |
|
Chromosomal abnormalities |
|
|
180 | (3) |
|
|
183 | (1) |
|
Patterns of genetic transmission |
|
|
184 | (3) |
|
Prenatal, antenatal and neonatal screening |
|
|
187 | (1) |
|
|
187 | (1) |
|
Neuropsychological causation |
|
|
188 | (1) |
|
The Perilous First Journey The Inhospitable Environment |
|
|
189 | (6) |
|
Maternal stress and inherited abnormalities |
|
|
189 | (1) |
|
|
190 | (1) |
|
|
191 | (4) |
|
The Hazardous Perinatal Period The Atypical Route |
|
|
195 | (18) |
|
|
195 | (2) |
|
|
197 | (1) |
|
|
198 | (1) |
|
|
199 | (6) |
|
|
205 | (1) |
|
|
206 | (2) |
|
Parental attachment to atypical infants |
|
|
208 | (3) |
|
Stillbirth and infant death |
|
|
211 | (2) |
|
Early Chidhood Atypical Physical, Sensory and Motor Development |
|
|
213 | (23) |
|
Physical disorders and disabilities |
|
|
213 | (5) |
|
Congenital physical anomalies |
|
|
218 | (1) |
|
Abnormalities of haemoglobin |
|
|
219 | (1) |
|
|
219 | (2) |
|
|
221 | (1) |
|
|
222 | (3) |
|
Impairments of speech and language |
|
|
225 | (4) |
|
Executive functions of the brain |
|
|
229 | (1) |
|
|
230 | (2) |
|
Tics and Tourette's syndrome |
|
|
232 | (1) |
|
|
233 | (3) |
|
The Pre-School Child Atypical Behaviour |
|
|
236 | (16) |
|
|
236 | (1) |
|
|
237 | (2) |
|
Assertive/commanding behaviour in young children |
|
|
239 | (1) |
|
Adverse temperamental attributes |
|
|
239 | (2) |
|
|
241 | (1) |
|
Oppositional defiant disorder |
|
|
242 | (2) |
|
Developmental (physical) task problems |
|
|
244 | (8) |
|
The School-Going Child Atypical Behaviour |
|
|
252 | (23) |
|
|
252 | (1) |
|
Insecurity based problems |
|
|
253 | (1) |
|
Reactive attachment disorder |
|
|
254 | (1) |
|
|
255 | (1) |
|
|
256 | (1) |
|
|
256 | (1) |
|
|
257 | (1) |
|
|
257 | (3) |
|
Attention deficit and hyperactivity at school |
|
|
260 | (3) |
|
Severe (profound) learning disabilities |
|
|
263 | (1) |
|
Specific learning disabilities |
|
|
263 | (2) |
|
|
265 | (4) |
PART V: Atypical Development Mental Health and Mental Illness |
|
|
|
269 | (1) |
|
|
269 | (1) |
|
|
270 | (5) |
|
Adolescence: Unsocial and Antisocial Behaviour |
|
|
275 | (21) |
|
|
275 | (3) |
|
|
278 | (2) |
|
|
280 | (1) |
|
Antisocial behaviour: conduct disorders |
|
|
281 | (3) |
|
Attention deficit hyperactivity disorder |
|
|
284 | (7) |
|
|
291 | (1) |
|
|
291 | (2) |
|
|
293 | (1) |
|
|
294 | (2) |
|
Psychological and Psychiatric Disorders |
|
|
296 | (29) |
|
|
296 | (3) |
|
|
299 | (2) |
|
|
301 | (4) |
|
|
305 | (1) |
|
|
306 | (2) |
|
Obsessive--compulsive disorder |
|
|
308 | (1) |
|
Depression (affective disorder) |
|
|
309 | (6) |
|
|
315 | (6) |
PART VI: ATypical Development Children with Special Needs |
|
|
|
321 | (1) |
|
|
321 | (1) |
|
|
321 | (2) |
|
|
323 | (1) |
|
|
324 | (1) |
|
Pervasive Developmental Difficulties Early to Late Childhood and Adolescence |
|
|
325 | (32) |
|
Intellectual (learning) disability |
|
|
325 | (3) |
|
Classification of intellectual impairment |
|
|
328 | (5) |
|
Pervasive developmental disorders |
|
|
333 | (1) |
|
|
333 | (14) |
|
Asperger syndrome/disorder |
|
|
347 | (1) |
|
|
348 | (9) |
|
|
357 | (14) |
|
|
357 | (4) |
|
Implications of acute and chronic illness |
|
|
361 | (2) |
|
Serious illness (hospitalization) |
|
|
363 | (1) |
|
Development of the concept of death |
|
|
363 | (5) |
|
|
368 | (3) |
|
Child Abuse and Maltreatment |
|
|
371 | (10) |
|
|
372 | (1) |
|
|
373 | (1) |
|
|
373 | (8) |
Epilogue |
|
381 | (2) |
Appendix I: False and True Beliefs |
|
383 | (2) |
Appendix II: Measurement of Intelligence |
|
385 | (3) |
References and Bibliography |
|
388 | (23) |
Index |
|
411 | |