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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
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.
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 Children's 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, paediatrician's 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 Children's Hospital and f at the Women's Place Center for Reproductive Psychiatry, the Pavilion for Women, at the same hospital in Houston, Texas. She has a Master's in Social Work and a Master's 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-Morales's areas of interest include working with mothers and infants, women's perinatal mental health, and working with immigrant families.
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 Today's Schools.- Chapter 27. Alternative Approaches to Early Childhood Education.
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