The Developing World of the ChildWendy Rose, David P.H. Jones, Jane Aldgate Jessica Kingsley Publishers, 2005年12月20日 - 352页 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. |
目录
| 8 | |
| 10 | |
| 14 | |
Children Developing Early Childhood to Adolescence | 161 |
Promoting Positive Developmental Outcomes for Children | 226 |
Afterword | 312 |
Steering Group | 314 |
Advisory Group | 316 |
List of contributors | 340 |
| 347 | |
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ability able abuse achieve activities adolescence adults approach appropriate areas assessment associated attachment become behaviour capacity caregiving carers Chapter child childhood Children Act 1989 children’s development circumstances concern continuity cultural decisions Department developmental difficulties direct disabled discussed disorder early effects emotional environment evidence example expectations experiences factors feel figure foster framework happened harm identify identity impact important increase individual influence intervention involved issues knowledge learning lives look means mental mother negative opportunities outcomes parents particular patterns person perspective physical play positive possible practice practitioners problems professionals questions range recognised relation relationships responses risk role secure sense sensitive separation significant situation skills social stage stress studies suggests talk theory things thinking turn understanding values workers young
热门引用章节
第33页 - Part a child shall be taken to be in need if (a) he is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him of services by a local authority under this Part; (b) his health or development is likely to be significantly impaired, or further impaired, without the provision for him of such services; or (c) he is disabled.
第11页 - Speak roughly to your little boy, And beat him when he sneezes: He only does it to annoy, Because he knows it teases.
第50页 - a child shall be taken to be in need if — (a) he is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him of services by a local authority under this Part; (b) his health or development is likely to be significantly impaired, or further impaired, without the provision for him of such services; or (c) he is disabled'.
第18页 - Framework for the Assessment of Children in Need and their Families (Department of Health et al., 2000), there are a number of concerns to be addressed.
第24页 - Although some basic needs are universal, there can be a variety of ways of meeting them. Patterns of family life differ according to culture, class and community and these differences should be respected and accepted. There is no one, perfect way to bring up children and care must be taken to avoid value judgements and stereotyping.