Emotional Development In Atypical Children
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| Author | : Michael Lewis |
| Publisher | : Psychology Press |
| Total Pages | : 299 |
| Release | : 2014-03-05 |
| Genre | : Psychology |
| ISBN | : 1317779363 |
Early emotional development, emotional regulation, and the links between emotion and social or cognitive functioning in atypically developing children have not received much attention. This lack is due in part to the priorities given to the educational and therapeutic needs of these children. Yet an understanding of the basic emotional processes in children with atypical development can only serve to promote more effective strategies for teaching and intervening in the lives of these children and their families and may contribute to our understanding of basic emotional processes as well. When referring to "emotions," the editors mean some complex set of processes or abilities, whether or not the topic is normal or atypical development. Specifically, they use the term "emotion" to refer to at least three things -- emotional expressions, emotional states, and emotional experiences. The focus of this volume, these three aspects of emotional life are affected by socialization practices, maturational change, and individual biological differences including, in this case, differences in children as a function of disability. Contributors examine the development of emotions in children with organic or psychological disorders as well as those in compromised social contexts making this volume of prime importance to developmental, clinical, and social psychologists, educators, and child mental health experts.
| Author | : Michael Lewis |
| Publisher | : Psychology Press |
| Total Pages | : 306 |
| Release | : 2014-03-05 |
| Genre | : Psychology |
| ISBN | : 1317779355 |
Early emotional development, emotional regulation, and the links between emotion and social or cognitive functioning in atypically developing children have not received much attention. This lack is due in part to the priorities given to the educational and therapeutic needs of these children. Yet an understanding of the basic emotional processes in children with atypical development can only serve to promote more effective strategies for teaching and intervening in the lives of these children and their families and may contribute to our understanding of basic emotional processes as well. When referring to "emotions," the editors mean some complex set of processes or abilities, whether or not the topic is normal or atypical development. Specifically, they use the term "emotion" to refer to at least three things -- emotional expressions, emotional states, and emotional experiences. The focus of this volume, these three aspects of emotional life are affected by socialization practices, maturational change, and individual biological differences including, in this case, differences in children as a function of disability. Contributors examine the development of emotions in children with organic or psychological disorders as well as those in compromised social contexts making this volume of prime importance to developmental, clinical, and social psychologists, educators, and child mental health experts.
| Author | : Rita Eichenstein PhD |
| Publisher | : Penguin |
| Total Pages | : 274 |
| Release | : 2015-04-07 |
| Genre | : Family & Relationships |
| ISBN | : 0399171762 |
Finalist for a Books for a Better Life Award A pediatric neuropsychologist presents strategies to help parents of special-needs children navigate the emotional challenges they face. As diagnosis rates continue to rise for autism, ADHD, learning disabilities, and other developmental differences, parents face a maze of medical, psychological, and educational choices – and a great deal of emotional stress. Many books address children’s learning or behavior problems and advise parents what they can do to help their kids, but until Not What I Expected: Help and Hope for Parents of Atypical Children there were no books that explain what the parents are going through - and how they can cope with their own emotional upheaval – for their own sake, and for the wellbeing of the whole family. With compassion, clarity, and an emphasis on practical solutions, Dr. Rita Eichenstein's Not What I Expected: Help and Hope for Parents of Atypical Children walks readers through the five stages of acceptance (similar to the stages of grief, but modified for parents of special-needs kids). Using vivid anecdotes and suggestions, she helps readers understand their own emotional experience, nurture themselves in addition to their kids, identify and address relationship wounds including tension in a marriage and struggles with children (special-needs and neurotypical), and embrace their child with acceptance, compassion and joy.
| Author | : Stephen von Tetzchner |
| Publisher | : Routledge |
| Total Pages | : 1258 |
| Release | : 2018-10-26 |
| Genre | : Psychology |
| ISBN | : 1317585186 |
Child and Adolescent Psychology provides an accessible and thorough introduction to human development by integrating insights from typical and atypical development. This integration cements understanding since the same processes are involved. Knowledge about atypical development informs the understanding of typical development, and knowledge about typical development is a necessary basis for understanding atypical development and working with children with disorders. Based on international research, and informed by biological, social and cultural perspectives, the book provides explanations of developmental phenomena, with a focus on how children and adolescents at different age levels actually think, feel and act. Following a structure by topic, with chronological developments within each chapter, von Tetzchner presents and contrasts the major theoretical ideas in developmental psychology and discusses their implications for different aspects of development. He also integrates information about sensory, physical and cognitive disabilities and the main emotional and behavioral disorders of childhood and adolescence, and the developmental consequences of these disabilities and disorders. Child and Adolescent Psychology is accompanied by online resources for lecturers and students to enhance the book, including essay questions for each chapter, Powerpoint slides and multiple-choice questions. The book and companion website will prove invaluable to developmental psychology students.
| Author | : Janet Empson |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 297 |
| Release | : 2015-09-11 |
| Genre | : MEDICAL |
| ISBN | : 1137302631 |
"The book considers the important issue of what is 'normal' and what is 'atypical' in child development. It examines the main processes involved in developing atypically, as well as the circumstances and conditions associated with it. The second edition is fully updated and features new research, case studies, real-life examples and figures"--
| Author | : Celia A. Brownell |
| Publisher | : Guilford Press |
| Total Pages | : 513 |
| Release | : 2010-06-03 |
| Genre | : Psychology |
| ISBN | : 1606239473 |
This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple interacting factors that lead to socioemotional competence in this pivotal period, covering both typical and atypical development. Presented is innovative research that has yielded compelling insights into toddlers' relationships, emotions, play, communication, prosocial behavior, self-control, autonomy, and attempts to understand themselves and others. The final chapter presents a systematic framework for socioemotional assessment.
| Author | : Rajesh K. Kana |
| Publisher | : Frontiers E-books |
| Total Pages | : 265 |
| Release | : 2014-09-23 |
| Genre | : Autism |
| ISBN | : 2889192822 |
The brain's ability to process information crucially relies on connectivity. Understanding how the brain processes complex information and how such abilities are disrupted in individuals with neuropsychological disorders will require an improved understanding of brain connectivity. Autism is an intriguingly complex neurodevelopmental disorder with multidimensional symptoms and cognitive characteristics. A biological origin for autism spectrum disorders (ASD) had been proposed even in the earliest published accounts (Kanner, 1943; Asperger, 1944). Despite decades of research, a focal neurobiological marker for autism has been elusive. Nevertheless, disruptions in interregional and functional and anatomical connectivity have been a hallmark of neural functioning in ASD. Theoretical accounts of connectivity perceive ASD as a cognitive and neurobiological disorder associated with altered functioning of integrative circuitry. Neuroimaging studies have reported disruptions in functional connectivity (synchronization of activated brain areas) during cognitive tasks and during task-free resting states. While these insights are valuable, they do not address the time-lagged causality and directionality of such correlations. Despite the general promise of the connectivity account of ASD, inconsistencies and methodological differences among studies call for more thorough investigations. A comprehensive neurological account of ASD should incorporate functional, effective, and anatomical connectivity measures and test the diagnostic utility of such measures. In addition, questions pertaining to how cognitive and behavioral intervention can target connection abnormalities in ASD should be addressed. This research topic of the Frontiers in Human Neuroscience addresses “Brain Connectivity in Autism” primarily from cognitive neuroscience and neuroimaging perspectives.
| Author | : Susan D. Calkins |
| Publisher | : Amer Psychological Assn |
| Total Pages | : 261 |
| Release | : 2010 |
| Genre | : Medical |
| ISBN | : 9781433806865 |
Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even suggest that the two components are fully integrated by school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject. This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both processes are clearly necessary for successful regulation of thought and behavior and that children with early adjustment difficulties often have deficits in both types of processing. The second part considers possible neurological and genetic mechanisms for the emotion-cognition link. Finally, the last part explores implications for clinical and educational research, highlighting atypical emotional and cognitive processing and its effect on adjustment in academic and social settings.
| Author | : The St. Petersburg-USA Orphanage Research Team |
| Publisher | : John Wiley & Sons |
| Total Pages | : 300 |
| Release | : 2009-04-27 |
| Genre | : Psychology |
| ISBN | : 1444309692 |
Undertaken at orphanages in Russia, this study tests the role of early social and emotion experience in the development of children. Children were exposed to either multiple caregivers who performed routine duties in a perfunctory manner with minimal interaction or fewer caregivers who were trained to engage in warm, responsive, and developmentally appropriate interactions during routine care. Engaged and responsive caregivers were associated with substantial improvements in child development and these findings provide a rationale for making similar improvements in other institutions, programs, and organizations.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
