Child Development, Third Edition: A Practitioner's Guide / Edition 3

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Overview

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 when development goes awry. It demonstrates effective ways to apply developmental knowledge to clinical assessment and intervention. Vivid case examples, observation exercises, and quick-reference tables facilitate learning.

New to This Edition

Incorporates the latest research on the developing brain, attachment, risk and protective factors, and all domains of development.

Neuroscience information is more fully integrated throughout.

New material on preadolescence, foster care, trauma, and social policy.

Expanded discussions of developmentally appropriate interventions, including new case examples.

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Editorial Reviews

Doody's Review Service
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: This book describes child development from infancy to school-age and its relationship to clinical intervention. It also discusses the impact of trauma, from both biological/developmental and social perspectives. The previous edition was published in 2004.
Purpose: According to the author, the book "describes child development and how it can be applied to practice with children. Beginning practitioners often feel intrigued and perplexed by the behavior of children and wonder what is 'normal.' Developmental knowledge provides a framework for assessing where a child falls within normal expectations and where he or she does not."
Audience: The book is intended for practitioners working with children, and I would add graduate students in clinical psychology, psychiatry, and social work. The author is a lecturer at the University of Michigan who specializes in infant mental health.
Features: The author begins by exploring the interaction between nature and nurture, using Bowlby's attachment theory as the foundation for understanding the parent-child relationship. He also discusses the importance of brain development, along with the effect of stress and trauma on a child and risk and protective factors in various contexts, including the child, family, and community. Part II provides the practical details of development in four age periods: infants (0-12 months), toddlers (12-36 months), preschool (3-6 years), and middle school (7-12 years). Each age period is covered in two chapters, which are organized fairly uniformly. The first chapter, development, covers physical development, attachment, cognitive development, language and communication, play, and the developing self. The second chapter, on practice, covers assessment, intervention, case examples, and observational exercises. It is clear that the author sees the first five years of a child's life as critical, given that he has devoted 326 out of the book's 494 pages to it. Helpful features include tables, figures, case studies, and the observational exercises that end the practice chapters.
Assessment: This book is filled with practical information for both novice therapists and seasoned veterans. The case vignettes help bring the material to life and the observational exercises show readers where to start. It should be on the must-reading list for any graduate student who will be working in a pediatric ward. The third edition is justified by the new information on brain development and social interactions.
From the Publisher
"It is unusual and very valuable to have one book that addresses both normal development from infancy through the school years and how to understand and respond to children in distress. The ideas and intervention guidance are well grounded in current research. This is the only text on development that covers most of what beginning professionals need. I will continue to use the third edition for teaching graduate social workers, infant and early childhood professionals, and psychiatric residents."—Anne R. Gearity, PhD, School of Social Work, University of Minnesota 
 
"This truly indispensable volume can serve as a student text or a reference for working clinicians. Throughout the third edition, Davies has integrated new insights from both the research literature and clinical practice. Rich, detailed case material is used to illustrate the developmental and clinical concepts, and discussions of trauma, attachment and self-regulation are threaded through the entire volume. As a teacher, supervisor, and practicing clinician, I recommend this book most highly. It represents 'evidence-based practice' at its best—clinical work that is deeply imbued with curiosity and soundly embedded in current empirical research on normal and disordered development."—John Sprinson, PhD, Clinical Director, Seneca Center for Children and Families, Oakland, California
 
"Written in warm and accessible language, this book provides an in-depth understanding of child development, with immediate connections to intervention and assessment. Theoretical knowledge is expertly woven into suggestions for practice, making this book highly readable and useful. Davies provides plentiful examples that illustrate his points in a colorful way. I would unhesitatingly choose this book for graduate courses in child development and child psychotherapy."—Lisa Aronson Fontes, PhD, PsyD Program in Clinical Psychology, Union Institute and University 

"Beautifully written, engaging, and rich with real-world case examples, this book traces development from infancy through preadolescence and illustrates how to apply developmental principles in complex clinical situations. I enthusiastically recommend it as a text for a comprehensive course in child development. The book is well organized for teaching and can be geared to beginning or higher-level students. The updated third edition integrates new research findings in areas such as neuroscience, trauma, foster care, and social policy. Davies writes with wisdom, respect, and warmth for children and the challenges they face. This book will enrich the clinical skills of all clinicians who work with children."—Debra A. Katz, MD, ‬‪Director, Child and Adolescent Psychiatry Residency Program, University of Kentucky College of Medicine

From The Critics
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: This book describes child development from infancy to school-age and its relationship to clinical intervention. It also discusses the impact of trauma, from both biological/developmental and social perspectives. The previous edition was published in 2004.
Purpose: According to the author, the book "describes child development and how it can be applied to practice with children. Beginning practitioners often feel intrigued and perplexed by the behavior of children and wonder what is 'normal.' Developmental knowledge provides a framework for assessing where a child falls within normal expectations and where he or she does not.
Audience: The book is intended for practitioners working with children, and I would add graduate students in clinical psychology, psychiatry, and social work. The author is a lecturer at the University of Michigan who specializes in infant mental health.
Features: The author begins by exploring the interaction between nature and nurture, using Bowlby's attachment theory as the foundation for understanding the parent-child relationship. He also discusses the importance of brain development, along with the effect of stress and trauma on a child and risk and protective factors in various contexts, including the child, family, and community. Part II provides the practical details of development in four age periods: infants (0-12 months), toddlers (12-36 months), preschool (3-6 years), and middle school (7-12 years). Each age period is covered in two chapters, which are organized fairly uniformly. The first chapter, development, covers physical development, attachment, cognitive development, language and communication, play, and the developing self. The second chapter, on practice, covers assessment, intervention, case examples, and observational exercises. It is clear that the author sees the first five years of a child's life as critical, given that he has devoted 326 out of the book's 494 pages to it. Helpful features include tables, figures, case studies, and the observational exercises that end the practice chapters.
Assessment: This book is filled with practical information for both novice therapists and seasoned veterans. The case vignettes help bring the material to life and the observational exercises show readers where to start. It should be on the must-reading list for any graduate student who will be working in a pediatric ward. The third edition is justified by the new information on brain development and social interactions.
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Product Details

  • ISBN-13: 9781606239094
  • Publisher: Guilford Publications, Inc.
  • Publication date: 8/5/2010
  • Series: Social Work Practice with Children and Families Series
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 494
  • Sales rank: 262,570
  • Product dimensions: 6.20 (w) x 9.30 (h) x 1.10 (d)

Meet the Author

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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Table of Contents

Part I Contexts of Development: A Transactional Approach

Introduction to Part I Perspectives on Development 3

The Maturational Perspective 3

The Transactional Model of Development 4

Developmental Pathways and Intervention 4

Chapter 1 Attachment as a Context of Development 7

How Attachment Develops 8

Functions of Attachment 8

Patterns of Attachment 11

Attachment Classifications 12

Attachment, Class, and Culture 19

The Universality of Attachment 21

Attachment and Future Development 21

Parental Models of Attachment 24

Attachment Theory and Family Systems Theory 28

The Attachment Perspective in the Assessment of Young Children 29

Kelly and Her Mother: A Case Example 30

Chapter 2 Brain Development 39

Sequence of Brain Development 40

Early Brain Growth: Synaptogenesis and Myelination 40

Synaptic Overproduction and Pruning 42

Plasticity and Experience 43

Bonding, Attachment, and Brain Development 43

Mirror Neurons and the Social Brain 45

Can Parents Build Better Brains? 46

Risk and Protective Factors Influencing Brain Development 47

Stress, Trauma, and Brain Development 49

Early Trauma and Brain Development 51

Studies of Institutionally Deprived Young Children 56

Chapter 3 Risk and Protective Factors: The Child, Family, and Community Contexts 60

Research on Risk and Resilience 60

Protective Factors and Processes 61

Risk Factors 65

Conclusion 101

Appendix 3.1 Summary of Risk and Protective Factors 103

Chapter 4 Analysis of Risk and Protective Factors: Practice Applications 105

How to Use Risk Factor Analysis 105

Prediction of Risk: Assessing Current Risk and Protective Factors 106

Retrospective Analysis of Risk and Protective Factors 116

Part II The Course of Child Development

Introduction to Part II A Developmental Lens on Childhood 127

Barriers to Understanding the Child's Perspective 127

Dynamics of Developmental Change 129

Interactions between Maturation and Environment 129

Thinking Developmentally in Assessment and Intervention 130

Organization of Developmental Chapters 130

Chapter 5 Infant Development 131

The Interaction between Maturation and Caregiving 131

Brain Development: The Importance of Early Experience 132

Metaphors of Infant-Parent Transactions 132

Caregivers' Adaptations to Developmental Change 133

The Neonatal Period: Birth-4 Weeks 134

Age 1-3 Months 137

Age 3-6 Months 142

A Normal Infant and a Competent Parent: A Case Example 147

Age 6-12 Months 149

Appendix 5.1 Summary of Infant Development, Birth-12 Months of Age 160

Chapter 6 Practice with Infants 163

Assessment Issues 164

Assessment and Brief Interventions with an Infant and Her Family: A Case Example 168

Observation Exercises 183

Chapter 7 Toddler Development 185

Physical Development 186

Attachment and Secure Base Behavior 186

Cognitive Development 192

Language and Communication 193

Symbolic Communication and Play 200

Regulation of Emotion and Behavior 203

Moral Development 209

The Developing Self 215

Appendix 7.1 Summary of Toddler Development, 1-3 Years of Age 222

Chapter 8 Practice with Toddlers 225

Assessment 225

Assessment of Toddler Development: A Case Example 230

Intervention: Parent-Child Therapy 244

Parent-Child Therapy with an Abused Toddler: A Case Example 247

Observation Exercises 249

Interview Exercises 250

Chapter 9 Preschool Development 251

Physical Development 252

Attachment 254

Social Development 256

Language Development 262

Symbolic Communication and Play 267

Cognitive Development 270

Regulation of Emotion and Behavior 279

Moral Development 287

The Developing Self 294

Appendix 9.1 Summary of Preschool Development, 3-6 Years of Age 300

Chapter 10 Practice with Preschoolers 304

Assessment 304

Child Care Consultation with a Preschool Child: A Case Example 305

Intervention with Preschoolers: Play Therapy 310

Using Play in the Treatment of Preschoolers 312

Medical Treatment as a Developmental Interference 313

Play Therapy with a Preschool Child: A Case Example 315

Observation Exercise 326

Chapter 11 Middle Childhood Development 327

Physical Development 328

The Transition from Preschool to Middle Childhood 329

Attachment 334

Social Development 336

Language and Communication 344

Play and Fantasy 347

Cognitive Development 350

Self-Regulation 358

Moral Development 365

Sense of Self 367

Toward Adolescence 378

Appendix 11.1 Summary of Middle Childhood Development, 6-12 Years of Age 380

Chapter 12 Practice with School-Age Children 384

Assessment 384

Intervention 393

Working to Master the Trauma of Repeated Abuse: A Case Example 398

Using Developmental Strengths: A Case Example 406

Observation Exercises 414

Chapter 13 Conclusion: Developmental Knowledge and Practice 415

Applying Practice Knowledge and Skills 416

Ever-Present Complications in Practice 417

Intervention and Developmental Outcome 419

References 421

Index 481

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