The first half of the book, discussing normal patterns of growth and development, is cross–referenced to equivalent chapters in the second half, which discuss the atypical route. These connections serve to emphasize the continuities between, and similarities of, children with typical and atypical conditions. Among the difficulties covered are:
Pervasive developmental disorders
Emotional and behavioural disorders
Physical and mental illnesses
The text also deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment.
From Childhood to Adolescence.
Concepts of Normality and Abnormality.
Age– and Stage–Related Tasks.
Crises of Development.
The Developmental History.
Part I: Typical Development:.
Where the Journey Begins.
The Intrauterine Stages and Perinatal Period.
1. The First Steps:.
Conception: The Beginning of Life.
Genetic Variation and Influence.
The Human Genome Project.
Similarities and Differences in Individuals and Groups.
Progress from Conception to Birth.
Summary of Prenatal Developments.
2. The Perinatal Period :.
Anticipation of the Birth.
Fads and Fashions.
The Birth: Labour and Delivery.
The Mother and Postnatal Infant Care.
Maternal Bonding Theory.
Bonding to the Unborn Baby.
The Competent Infant.
Representational Models of the Infant.
Part II: Typical Development:.
The First Relationship.
The Development of Sociability.
Crying And Smiling as Social Communication.
The Nature of Attachment.
Internal Representations and Selfhood.
Development of Self––other Awareness.
3. Early Childhood: The Pre–School Stage:.
Infant Growth and Development.
The Nervous System.
The Brain Growth Spurt.
The Brain and Communication.
Biological Basis of Personality.
4. Perceptual, Motor and Language Development:.
Vision and Fine Movement.
The Proactive Brain.
Speech and Language Development.
Part III: Typical Development:.
Adaptation and Learning.
Adjustment and Adaptation.
The Family Environment.
Maternal Privation and Deprivation.
The Father's Role.
Models of Learning.
The Adaptive Role of Fear.
5. Early Childhood: The Pre–School Stage: Socialization and Cognitive Development.
Socialization and Self–Control.
Learning and Identification: Social and Moral Awareness.
The Development of Aggressive Behaviour.
Sex–Role (Gender) Identity.
Theory of Mind.
6. Middle and Late Childhood:The School–Going Child:.
Developing a New Individuality.
Rules and Values.
Expectations of Parents.
Social Skills and Friendships.
Siblings: The Longest Lasting Relationship.
7. Adolescence: Leaving Childhood Behind:.
The Changes of Puberty.
The End of Childhood.
Identity and Self–Image.
The Ending of Puberty.
Part IV: Atypical Development: The Hazardous Route:.
Issues Of Assessment, Definition and Measurement.
The Journey Begins Again: Prenatal Influences.
Genetic Influences: Inherited Abnormalities.
Patterns of Genetic Transmission.
Prenatal, Antenatal and Neonatal Screening.
8. The Perilous First Journey: The Inhospitable Environment:.
Maternal Stress and Inherited Abnormalities.
9. The Hazardous Perinatal Period: The Atypical Route:.
The Apgar Test.
Parental Attachment to Atypical Infants.
10. Early Childhood: Atypical Physical, Sensory and Motor Development:.
Physical Disorders and Disabilities.
Congenital Physical Anomalies.
Abnormalities of Haemoglobin.
Impairments of Vision.
Impairments of Hearing.
Impairments of Speech and Language.
Executive Functions of the Brain.
Tics and Tourette's Syndrome.
11. The Pre–School Child: Atypical Behavior:.
The Authoritative Parent.
Assertive/Commanding Behaviour in Young Children.
Adverse Temperamental Attributes.
The Difficult' Child.
Oppositional Defiant Disorder.
Developmental (Physical) Task Problems.
12. The School–Going Child: Atypical Behavior.
Insecurity Based Problems.
Reactive Attention Disorder.
Peer Group Problems.
Social Skills Problems.
Attention Deficit and Hyperactivity at School.
Severe (Profound) Learning Disabilities.
Specific Learning Disabilities.
Part V: Atypical Development: Mental Health and Mental Illness:.
Positive Mental Health.
13. Adolescence: Unsocial and Antisocial Behavior:.
Risky Sexual Activity.
Drug Use and Abuse.
Antisocial Behaviour: Conduct Disorders.
Attention Deficit Hyperactivity Disorder.
14. Psychological and Psychiatric Disorders:.
Mental Health Problems.
Obsessive Compulsive Disorder.
Depression (Affective Disorder).
Part VI: Atypical Development: Children with Special Needs:.
The Child Who is Ill.
15. Pervasive Developmental Difficulties: Early to Late Childhood and Adolescence.
Intellectual (Learning) Disability.
Classification of Intellectual Impairment.
Pervasive Developmental Disorders.
The Autistic Continuum.
16. When a Child is Ill:.
Implications of Acute and Chronic Illness.
Serious Illness (Hospitalization).
Development of The Concept of Death.
17. Child Abuse and Maltreatment:.
Child Sexual Abuse.
Appendix I: False and True Beliefs.
Appendix II: Measurement of Intelligence.
References and Bibliography.
′Professor Herbert summarizes very complicated material in a succinct, authoritative and accessible manner. He successfully integrates findings from biology, genetics, developmental and clinical psychology and places them within an appropriate cross–cultural context. This forms the basis for evidence based practice in the 21st century and is an invaluable aide–mémoire to all working with children.′ William Yule, PhD, Professor of Applied Child Psychology, University of London Institute of Psychiatry
"Martin Herbert provides comprehensive and interesting coverage of a core area of psychology – along with definition and discussion of the less core, more clinical aspects of the subject ... This is an intriguing combination of student textbook and descriptive handbook that will interest undergraduate and postgraduate alike, both in psychology and the more clinical areas of study. I′m sure students will find it a useful resource" Dr Rowan Myron, University of Hull, The Psychologist, August 2003, Vol 16, No.8
"Martin Herbert succeeds in this volume, as he has in many earlier volumes, in presenting complex material and issues in an understandable and authoritative manner. This is no mean feat, and is achieved with an elegant and engaging style ... Throughout the book Herbert skilfully succeeds in addressing issues of clinical and educational psychology and interweaving these with developmental, social and cognitive psychology ... Students and their teachers from a range of programmes will find this book invaluable as a resource: nurse, teacher, psychologist, and other medical professionals will benefit from possessing the book as a source book which provides infomation on a wide range of developmental problems. At a time when there is an increasing interest in, and concern with, the development of children and young people and the ways in which the environment in its widest sense can influence development, this book transcends the traditional distinction between nature and nurture and provides a clinically sensitive and academically authoritative account of normal and atypical development. As stated by Thomas Ollendick on the back cover, ′it is a volume whose time has come′." Ingrid Lunt, Journal of Child Psychology and Psychiatry, Vol. 45, No. 6, September 2004