This important text shows how child development theory applies to professionals’ working practice. Considering theories of development throughout the lifespan from the early years through to adolescence, and transitions to adulthood, this resource is essential reading for a range of professionals including social workers, teachers, and health and mental health professionals. The authors build up an integrated picture of the developing world of the child, looking at genetic and biological influences alongside individual psychological, interpersonal, familial, educational and wider community domains. The final part of the book looks specifically at issues for practice, including chapters on communicating with children exercising professional judgement, and planning, interventions and outcomes in children’s services.
Table des matières
Foreword. Acknowledgements. Preface. Part 1. Child development: frameworks, theories and influences. 1. Children, development and ecology. Jane Aldgate, The Open University. 2. Frameworks and theories. Janet Seden, The Open University. 3. Genetic and biological influences. Marian Perkins, The Park Hospital for Children, Oxford. 4. The place of attachment in children’s development. Jane Aldgate and David P.H. Jones, The Open University. 5. Self development. David Quinton, University of Bristol. 6. Socio-genealogical connectedness: knowledge and identity. Kwame Owusu-Bempah, University of Leicester. 7. The influence of parenting and other family relationships. Hedy Cleaver, Royal Holloway College, University of London. 8. The impact of community and environmental factors. Monica Dowling, The Open University, Anna Gupta, Royal Holloway College, University of London, and Jane Aldgate. Part 2. Children developing: early childhood to adolescence. 9. Developmental progression. Wendy Rose, Jane Aldgate and David Jones. 10. Early childhood: zero to four years. Brigid Daniel, University of Dundee. 11. Middle childhood: five to eleven years. Gillian Schofield, University of East Anglia. 12. Adolescence and beyond: twelve years onwards. Susan Bailey, Adolescent Forensic Service, Bolton, Salford and Trafford Mental Health NHS Trust. Part 3. Promoting positive developmental outcomes for children. 13. Direct work with children. Jane Aldgate and Janet Seden. 14. Communicating with children about adverse circumstances. David Jones. 15. Making plans: assessment, intervention and evaluating outcomes. David Jones, Nick Hindley and Paul Ramchandani, The Park Hospital for Children, Oxford. 16. The developing world of the child: children’s perspectives. Wendy Rose. 17. Afterword. Jane Aldgate, David Jones, Wendy Rose and Carole Jeffery. References. List of Contributors. Steering Group. Advisory Group. Index.
A propos de l’auteur
Brigid Daniel is Professor of Social Work at the University of Stirling. She is the co-author of a number of books on child care and protection and has a particular interest in factors that help children to cope with adversity. She was a member of the multi-disciplinary team that carried out a national ministerial review of child protection practice in Scotland.
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