Human Development and Performance Throughout the Lifespan / Edition 1

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Human Development & Performance Throughout the Lifespan, 2nd Edition is ideal for occupational therapy, physical therapy, and other rehabilitation disciplines. It provides a broad, occupation-based viewpoint of development and performance throughout all life stages with an emphasis on the factors that influence daily participation and optimal performance of desired daily life tasks. The authors use a life course conceptual model as an organizational foundation for clinical reasoning to help readers understand how to implement the activity- and participation-based goals and outcomes for therapy. Written by an occupational therapist and a physical therapist, the book incorporates chapters by leading experts in human development, giving users cutting-edge information and a wide range of perspectives. By integrating information from the International Classification of Function and Disability (ICF) with a developmental life-task perspective, the book gives both newcomers and experienced professionals an essential, contemporary frame of reference.
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Product Details

  • ISBN-13: 9780766842601
  • Publisher: Cengage Learning
  • Publication date: 8/27/2004
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 480
  • Sales rank: 766,597
  • Product dimensions: 8.70 (w) x 11.00 (h) x 1.00 (d)

Meet the Author

Anne Frances Cronin has practiced occupational therapy with children and families for more than 30 years. She received her bachelor's degree in occupational therapy from the University of Missouri and a doctorate in Medical Sociology from the University of Florida. Currently, Anne is an Associate Professor at West Virginia University and involved in inter-professional teaching involving students from occupational therapy, physical therapy, and speech language pathology. Anne has also been involved in professional occupational therapy activities at state, national, and international levels. Anne's initial work in occupational therapy was with adolescents and adults with severe developmental disabilities. It was this work that led to her passion in supporting a life course viewpoint in clinical reasoning. Anne has worked at in-patient, outpatient, and public school settings providing occupational therapy interventions to children and youth. In recent years Anne's clinical focus has been in the area of behavioral medicine with research interests in the areas of cognitive rehabilitation, autism interventions, and support for self-regulation for children with behavioral challenges. In this text, Anne has sought to offer a broad occupation-based viewpoint of life-course development with careful attention to the factors that influence daily participation and optimal performance of desired daily life tasks. Anne is grateful for the support of the Division of Occupational Therapy at West Virginia University for allowing a sabbatical to develop this completely revised second edition.The continuing support of her family and colleagues has made it possible for her to continue to grow both personally and professionally.

Mary Beth's work in physical therapy has centered on adults and children with neurologic problems. In particular, her work emphasizes the importance of environment as a contextual factor in promoting optimal life course development. The emergence and adoption of life course theory as a model for health care practice (see new Chapter Two) is a perfect example of how internal and external environmental contextual factors impact the ability of individuals to participate in meaningful life roles. More recently, Dr. Mandich has been involved in conceptualizing models of health that involve physical and occupational therapy as key elements of the professional team. There has been a reciprocal relationship in writing this text. On the one hand, there is dissemination of information to the reader; however, as an author, I feel the writing of this material has helped me grow in understanding and appreciation of the human experience across the lifespan. In addition, there has been the opportunity to review new science in the area of genomics and fetal development (revised Chapter 8). My colleague and co-author, Dr. Anne Cronin, has been a treasured source of professional collaboration during her tenure at West Virginia University. I feel that we model a collaborative, interprofessional perspective in our approach to content in our teaching and in our scholarly writing.

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Table of Contents

Preface xi
Contributing Authors xv
Contributors: Case Studies and "Speaking of ..." xvii
Part 1 Human Performance
Chapter 1 Human Performance, Function, and Disablement
Introduction 4
International Classification of Functioning and Disability (ICF) 4
Domains of Human Performance 5
Human Development 6
Domains of Human Function 8
Models of Function and Disability 9
Clinical Frames of Reference 12
Summary 13
Chapter 2 Theoretical Framework for Human Performance
Introduction 16
Classification of Theory 16
Affective Domain 17
Cognitive Domain 22
Psychomotor Domain 28
Continuous Multi-Domain: Behaviorism 31
Summary 34
Chapter 3 Mental Functions and Learning across the Lifespan
Introduction 38
Specific Mental Functions 39
Global Mental Functions 43
Learning 47
Motor Learning 49
Social Learning 50
Summary 51
Chapter 4 Culture and Development
Introduction 56
Definition of Terms 56
Cultural Influence on Development 61
Contrasting Cultural Characteristics 62
Poverty and Development 66
Summary 68
Chapter 5 Lifespan Communication
Introduction 72
Communication 72
Speech 72
Voice 73
Language 73
Theories of Language Development 75
Prelinguistic Development 77
Language Development 79
Communication Disorders 81
Language Impairment 82
Summary 84
Part 2 Lifestage Characteristics
Chapter 6 Prenatal Development
Introduction 92
Overview 92
Prenatal Classification Systems 93
Embryonic Development 100
Fetal Development 106
Summary 110
Chapter 7 The Newborn
Introduction 115
The Term Infant 115
Environmental and Family Issues 129
Gender and Cultural Issues 130
The At-Risk Infant 130
The Preterm Infant 132
Summary 135
Chapter 8 Infancy
Introduction 140
Physiologic Change and Growth over the 1st Year 140
The 1st Year of Life: An Overview 141
Early Infancy: Birth to 3 Months--An Overview 143
Middle Infancy: 4-6 Months--An Overview 147
Late Infancy: 7-9 Months--An Overview 152
Infancy Transition: 10-12 Months--An Overview 155
Importance of Developmental Sequence 159
Summary 160
Chapter 9 Family and Disability Issues through Infancy
Introduction 165
Family Systems 165
Family Life Cycle Theory 169
Parent/Caregiver-and-Child Relationships 170
Families at Risk 172
Families and the "Less Than Perfect" Newborn 173
Summary 174
Chapter 10 Development in the Preschool Years
Introduction 177
Body Structures and Functions: Motor Characteristics 178
Sensory Characteristics 183
Development of Self-Care Skills 186
School-Readiness Skills 187
Asynchronous Development 193
Summary 194
Chapter 11 Middle Childhood and School
Introduction 199
Body Functions and Structures 199
Sensory Characteristics 201
Activities and Participation 203
School Function 205
Play and Playfulness 209
Summary 212
Chapter 12 Adolescent Development
Defining the Period of "Adolescence" 216
Developmental Challenges 217
Adolescent Physical Development 217
Adolescent Cognitive Development 222
Adolescent Psychological and Social Domains of Development 223
Contexts for Adolescent Development 226
Major Areas of Occupation 227
Play and Leisure 231
Vocational and Career Development 232
Paid Work by Younger Adolescents 233
Paid Work by Older Adolescents 233
Volunteer Work 234
Social Participation by Younger Adolescents 234
Summary 239
Chapter 13 Family and Disablement Issues Throughout Childhood
Developmental Differences and the Family 247
Family Responses to Diagnosis of Developmental Disability 248
Common Developmental Disabilities 249
Theory of Transformed Parenting 251
Family Health and Well-Being 252
Parent-to-Parent Support 255
Health-Care Providers 256
Early Intervention 257
Special Education 257
Social Participation 258
Summary 259
Chapter 14 Transitions to Adult Life
Introduction 264
The Challenge of Defining the Transition to Adulthood 264
Physical Development and Health 265
Self-Care in the Transition Years 268
Cultural Differences versus Individual Differences 268
Theoretical Perspectives on Transition to Adulthood 269
Cognitive Development and Role of Executive Cognitive Functions 270
The Leaving-Home Transition 271
Issues of Intimacy During Transition to Adulthood 275
Summary 279
Chapter 15 Adulthood
Introduction 285
Physiologic Changes in Adulthood 285
Middle Adulthood 288
Occupational Performance in Adulthood 292
Work and Productivity 292
Play and Leisure 293
Self-Care 294
Environmental Contexts 298
Summary 300
Chapter 16 Aging
Introduction 307
Successful Aging 309
Physiologic Characteristics of Aging 309
Cognitive Characteristics of Aging 317
Psychosocial Changes Associated with Aging 320
Family Life and Social Support Networks 320
Areas of Occupation 322
Summary 324
Chapter 17 Family and Disablement in Adulthood
The Experience of Illness and Disease in Adulthood 333
The Disablement Process in Adulthood 334
Living with a Disabled Family Member 336
Family Caregivers 338
Areas of Occupation 339
The World of Work: Issues for Persons with Disabilities 340
Self-Advocacy: An Empowerment Tool 342
Summary 342
Part 3 Special Topics in Human Performance
Chapter 18 Environmental Contexts
Introduction 349
Physical Environment 349
Natural Environment and Human-Made Changes to Environment 352
Support and Relationships 354
Attitudes 355
Services, Systems, and Policies 356
Summary 358
Chapter 19 Wellness and Health Promotion
Introduction 361
ICF Model for Health and Wellness 361
Healthy People 2010 361
Physical Activity 362
Overweight and Obesity 364
Smoking and Tobacco Product Use 365
Substance Abuse 366
Responsible Sexual Behavior 367
Mental Health and Emotional Issues 367
Injury and Violence 368
Immunization 370
Environmental Quality 371
Health-Care Access Issues 371
Summary 372
Chapter 20 Public Policy and Health Care
Introduction 378
The Making of Public Policy 378
Public Policy and Disability 379
Medicare 379
Medicaid 381
Rehabilitation Act 382
Individuals with Disabilities Education Act (IDEA) 382
Americans with Disabilities Act (ADA) 384
Summary 387
Chapter 21 Assessment of Human Performance across the Lifespan
Introduction 391
Purpose of Collecting Information 392
Definitions 392
Planning Information-Gathering Strategies 393
Measurement Instruments 396
Neuromotor Status 397
Age-Related Motor Performance 398
Age-Related Sensory Processing 399
Functional Skills 400
Play and Leisure 401
Individualized Program Planning 402
Summary 403
Glossary 410
Index 435
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  • Posted February 9, 2009

    Easily Referenced

    I like the way this book is laid out. Its very easy to follow from prenatal to geriatric and very detailed with what to expect at what ages. I would recommend this to anyone interested in development.

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