Enhanced descriptions from Syndetics:

Have you ever considered what atypical development looks like in practice? Or how it occurs? Would you like to know which children are most at risk and why?

In this new and fully updated edition, Janet M. Empson explores what is 'normal' and what is 'atypical' or 'unusual' in children's development. Combining key research with insightful case studies and examples, she examines the processes, circumstances, and conditions associated with developing atypically. This is invaluable reading for both students and professionals involved in child development.

Table of contents provided by Syndetics

• List of Tables (p. xi)
• List of Figures (p. xii)
• About the Authors (p. xiii)
• Acknowledgements (p. xiv)
• Preface (p. xvii)
• Introduction (p. 1)
• 1 Typical and Atypical in Child Development (p. 4)
• Introduction (p. 4)
• 'Typical' and 'atypical' in child development (p. 7)
• Criteria of 'atypicality' in development (p. 10)
• Assessment and diagnosis of disorders in childhood (p. 14)
• Gender differences in diagnosis (p. 16)
• Theoretical approaches which provide an explanation of atypical development (p. 18)
• The developmental psychopathological approach (p. 18)
• Attachment theory (p. 20)
• Social ecological theory (p. 22)
• The transactional approach (p. 24)
• Summary and conclusion (p. 28)
• Recommended reading (p. 29)
• 2 Risk and Resilience, and Atypical Child Development (p. 30)
• Introduction (p. 30)
• Definitions (p. 30)
• Risk (p. 30)
• Protection (from possible effects of exposure to risk) (p. 31)
• Vulnerability and resilience (p. 33)
• Summary (p. 35)
• Developmental aspects (p. 36)
• Age and duration of exposure to risk (p. 36)
• Vulnerability to illness and injury (p. 37)
• Turning points (p. 38)
• Stress in pregnancy and childhood (p. 38)
• Social contexts of risk (p. 43)
• Psychosocial risk (p. 43)
• Socioeconomic risk (p. 46)
• Biological risk (p. 49)
• Promoting resilience (p. 53)
• Conclusion (p. 54)
• Recommended reading (p. 55)
• 3 Child Abuse (p. 56)
• Introduction (p. 56)
• Historical and cultural context (p. 57)
• Definitions (p. 59)
• Frequency of occurrence of abuse (p. 60)
• Forms of abuse (p. 62)
• Physical abuse (p. 62)
• Emotional abuse (p. 65)
• Neglect (p. 68)
• Sexual abuse (p. 70)
• Summary (p. 73)
• Theories of child abuse (p. 74)
• Psychiatric (p. 74)
• Social learning and intergenerational abuse (p. 75)
• Attachment (p. 76)
• Traumagenic theory (p. 77)
• Multifactorial theories (p. 78)
• The ecological-transactional (ET) approach (p. 79)
• Ecological-transactional and attachment approaches combined (p. 80)
• Summary (p. 81)
• The short- and long-term effects of abuse (p. 82)
• Developmental explanations of the effects of child abuse (p. 84)
• Summary (p. 85)
• Conclusion (p. 85)
• Recommended reading (p. 86)
• 4 Emotional and Behavioural Difficulties: Internalizing and Externalizing Disorders (p. 87)
• Introduction: identifying emotional and behavioural difficulties (p. 87)
• Summary (p. 91)
• Types of emotional and behavioural difficulty in children (p. 91)
• Prevalence of mental disorders in children and young people in Great Britain, 2004 (p. 92)
• Disruptive, impulse-control and conduct disorders (DSM-5) (p. 93)
• Conduct disorder (CD) (p. 94)
• Internalizing disorders (p. 104)
• Depressive disorders (p. 104)
• Anxiety disorders (p. 106)
• Aetiology of internalizing disorders (p. 108)
• Summary and conclusion (p. 112)
• Recommended reading (p. 113)
• 5 Genetic and Neurodevelopmental Disorders (p. 114)
• Introduction (p. 114)
• Specific genetic disorder: Williams syndrome (p. 115)
• Autistic Spectrum Disorder (p. 118)
• Intervention (p. 123)
• Aetiology of autism (p. 124)
• Sex differences in Autism Spectrum Disorders (p. 131)
• Attention-deficit/hyperactivity disorder (AD/HD) (p. 134)
• Identification of AD/HD (p. 135)
• Aetiology (p. 137)
• Interventions (p. 140)
• Summary and conclusion (p. 140)
• Recommended reading (p. 141)
• 6 Learning Disabilities (p. 142)
• Introduction (p. 142)
• Diagnosis and prevalence of learning disabilities (p. 143)
• Causes of learning disabilities (p. 149)
• Attitudes towards people with learning difficulties (p. 151)
• Effects on the family of having a child with a learning disability (p. 154)
• Education and children with learning disabilities (p. 157)
• Summary and conclusion (p. 158)
• Recommended reading (p. 159)
• 7 Intervention Approaches (p. 160)
• Introduction to intervention approaches (p. 160)
• The systemic approach (p. 163)
• The behavioural (and cognitive-behavioural) approach (p. 164)
• Intervention programmes (p. 166)
• Assessment (p. 166)
• Programmes (p. 169)
• Behavioural (p. 169)
• Cognitive-behavioural and applied social learning (p. 170)
• Family therapies and psychotherapy (p. 173)
• Current issues (p. 176)
• Medical issues (p. 176)
• Resources (p. 179)
• Summary and conclusion (p. 180)
• Recommended reading (p. 180)
• 8 Social Issues and Atypical Child Development (p. 181)
• Introduction (p. 181)
• Social issues (p. 182)
• Disadvantage and inequality (p. 182)
• Obesity and malnutrition (p. 185)
• The mental health of parents and children (p. 191)
• Aggression and violence (p. 195)
• Social issues, atypical development and theoretical explanations (p. 197)
• Conclusion (p. 199)
• Recommended reading (p. 201)
• Glossary (p. 202)
• References (p. 208)
• Index of Authors (p. 241)
• Subject Index (p. 249)

Author notes provided by Syndetics