Engagement occurs as traumatic stress influences school-based behaviors
Psychoeducation . | Assessment . | Individualized Support . |
---|---|---|
Conduct psychoeducational conversations with all students on the impact of traumatic exposure across developmental domains: social, emotional, cognitive, and academic | Informal process accompanying psychoeducation that leads to the identification of students requiring further, more intensive support | One-on-one counseling related to student's adverse experience Engagement occurs as traumatic stress influences school-based behaviors |
Note: ALIVE = Animating Learning by Integrating and Validating Experience.
The classroom is a place traditionally dedicated to academic pursuits; however, it also serves as an indicator of trauma's impact on cognitive functioning evidenced by poor grades, behavioral dysregulation, and social turbulence. ALIVE practitioners conduct weekly trauma-focused dialogues in the classroom to normalize conversations addressing trauma, to recruit and rehearse more adaptive cognitive skills, and to engage in an insight-oriented process ( Sajnani et al., 2014 ).
Using a parable as a projective tool for identification and connection, the model helps students tolerate direct discussions about adverse experiences. The ALIVE practitioner begins each academic year by telling the parable of a woman named Miss Kendra, who struggled to cope with the loss of her 10-year-old child. Miss Kendra is able to make meaning out of her loss by providing support for schoolchildren who have encountered adverse experiences, serving as a reminder of the strength it takes to press forward after a traumatic event. The intention of this parable is to establish a metaphor for survival and strength to fortify the coping skills already held by trauma-exposed middle school students. Furthermore, Miss Kendra offers early adolescents an opportunity to project their own needs onto the story, creating a personalized figure who embodies support for socioemotional growth.
Following this parable, the students’ attention is directed toward Miss Kendra's List, a poster that is permanently displayed in the classroom. The list includes a series of statements against adolescent maltreatment, comprehensively identifying various traumatic stressors such as witnessing domestic violence; being physically, verbally, or sexually abused; and losing a loved one to neighborhood violence. The second section of the list identifies what may happen to early adolescents when they experience trauma from emotional, social, and academic perspectives. The practitioner uses this list to provide information about the nature and impact of trauma, while modeling for students and staff the ability to discuss difficult experiences as a way of connecting with one another with a sense of hope and strength.
Furthermore, creating a dialogue about these issues with early adolescents facilitates a culture of acceptance, tolerance, and understanding, engendering empathy and identification among students. This fostering of interpersonal connection provides a reparative and differentiated experience to trauma ( Hartling & Sparks, 2008 ; Henderson & Thompson, 2010 ; Johnson & Lubin, 2015 ) and is particularly important given the peer-focused developmental tasks of early adolescence. The positive feelings evoked through classroom-based conversation are predicated on empathic identification among the students and an accompanying sense of relief in understanding the scope of trauma's impact. Furthermore, the consistent appearance of and engagement by the ALIVE practitioner, and the continual presence of Miss Kendra's list, effectively counters traumatically informed expectations of abandonment and loss while aligning with a public health model that attends to the impact of trauma on a regular, systemwide basis.
Participatory and Somatic Indicators for Informal Assessment during the Psychoeducation Component of the ALIVE Intervention
Participatory . | Somatic . |
---|---|
Attempting to the conversation | A disposition |
Subtle forms of | Bodily of somatic activation |
A in specific dialogue around certain trauma types | Physical displays of or |
, functions as a physical form of avoidance |
Participatory . | Somatic . |
---|---|
Attempting to the conversation | A disposition |
Subtle forms of | Bodily of somatic activation |
A in specific dialogue around certain trauma types | Physical displays of or |
, functions as a physical form of avoidance |
Notes: ALIVE = Animating Learning by Integrating and Validating Experience. Examples are derived from authors’ clinical experiences.
In addition to behavioral symptoms, the content of conversation is considered. All practitioners in the ALIVE program are mandated reporters, and any content presented that meets criteria for suspicion of child maltreatment is brought to the attention of the school leadership and ALIVE director. According to Johnson (2012) , reports of child maltreatment to the Connecticut Department of Child and Family Services have actually decreased in the schools where the program has been implemented “because [the ALIVE program is] catching problems well before they have risen to the severity that would require reporting” (p. 17).
The following demonstrates a middle school classroom psychoeducation session and assessment facilitated by an ALIVE practitioner (the first author). All names and identifying characteristics have been changed to protect confidentiality.
Ms. Skylar's seventh grade class comprised many students living in low-income housing or in a neighborhood characterized by high poverty and frequent criminal activity. During the second week of school, I introduced myself as a practitioner who was here to speak directly about difficult experiences and how these instances might affect academic functioning and students’ thoughts about themselves, others, and their environment.
After sharing the Miss Kendra parable and list, I invited the students to share their thoughts about Miss Kendra and her journey. Tyreke began the conversation by wondering whether Miss Kendra lost her child to gun violence, exploring the connection between the list and the story and his own frequent exposure to neighborhood shootings. To transition a singular connection to a communal one, I asked the students if this was a shared experience. The majority of students nodded in agreement. I referred the students back to the list and asked them to identify how someone's school functioning or mood may be affected by ongoing neighborhood gun violence. While the students read the list, I actively monitored reactions and scanned for inattention and active avoidance. Performing both active facilitation of discussion and monitoring students’ reactions is critical in accomplishing the goals of providing quality psychoeducation and identifying at-risk students for intervention.
After inspection, Cleo remarked that, contrary to a listed outcome on Miss Kendra's list, neighborhood gun violence does not make him feel lonely; rather, he “doesn't care about it.” Slumped down in his chair, head resting on his crossed arms on the desk in front of him, Cleo's body language suggested a somatized disengagement. I invited other students to share their individual reactions. Tyreke agreed that loneliness is not the identified affective experience; rather, for him, it's feeling “mad or scared.” Immediately, Greg concurred, expressing that “it makes me more mad, and I think about my family.”
Encouraging a variety of viewpoints, I stated, “It sounds like it might make you mad, scared, and may even bring up thoughts about your family. I wonder why people have different reactions?” Doing so moved the conversation into a phase of deeper reflection, simultaneously honoring the students’ voiced experience while encouraging critical thinking. A number of students responded by offering connections to their lives, some indicating they had difficulty identifying feelings. I reflected back, “Sometimes people feel something, but can't really put their finger on it, and sometimes they know exactly how they feel or who it makes them think about.”
I followed with a question: “How do you think it affects your schoolwork or feelings when you're in school?” Greg and Natalia both offered that sometimes difficult or confusing thoughts can consume their whole day, even while in class. Sharon began to offer a related comment when Cleo interrupted by speaking at an elevated volume to his desk partner, Tyreke. The two began to snicker and pull focus. By the time they gained the class's full attention, Cleo was openly laughing and pushing his chair back, stating, “No way! She DID!? That's crazy”; he began to stand up, enlisting Tyreke in the process. While this disruption may be viewed as a challenge to the discussion, it is essential to understand all behavior in context of the session's trauma content. Therefore, Cleo's outburst was interpreted as a potential avenue for further exploration of the topic regarding gun violence and difficulties concentrating. In turn, I posed this question to the class: “Should we talk about this stuff? I wonder if sometimes people have a hard time tolerating it. Can anybody think of why it might be important? Sharon, I think you were saying something about this.” While Sharon continued to share, Cleo and Tyreke gradually shifted their attention back to the conversation. I noted the importance of an individual follow-up with Cleo.
Natalia jumped back in the conversation, stating, “I think we talk about stuff like this so we know about it and can help people with it.” I checked in with the rest of the class about this strategy for coping with the impact of trauma exposure on school functioning: “So it sounds like these thoughts have a pretty big impact on your day. If that's the case, how do you feel less worried or mad or scared?” Marta quickly responded, “You could talk to someone.” I responded, “Part of my job here is to be a person to talk to one-on-one about these things. Hopefully, it will help you feel better to get some of that stuff off your chest.” The students nodded, acknowledging that I would return to discuss other items on the list and that there would be opportunities to check in with me individually if needed.
On reflection, Cleo's disruption in the discussion may be attributed to his personal difficulty emotionally managing intrusive thoughts while in school. This clinical assumption was not explicitly named in the moment, but was noted as information for further individual follow-up. When I met individually with Cleo, Cleo reported that his cousin had been shot a month ago, causing him to feel confused and angry. I continued to work with him individually, which resulted in a reduction of behavioral disruptions in the classroom.
In the preceding case example, the practitioner performed a variety of public health tasks. Foremost was the introduction of how traumatic experience may affect individuals and their relationships with others and their role as a student. Second, the practitioner used Miss Kendra and her list as a foundational mechanism to ground the conversation and serve as a reference point for the students’ experience. Finally, the practitioner actively monitored individual responses to the material as a means of identifying students who may require more support. All three of these processes are supported within the public health framework as a means toward assessment and early intervention for early adolescents who may be exposed to trauma.
Students are seen for individualized support if they display significant externalizing or internalizing trauma-related behavior. Students are either self-referred; referred by a teacher, administrator, or staff member; or identified by an ALIVE practitioner. Following the principle of immediate engagement based on emergent traumatic material, individual sessions are brief, lasting only 15 to 20 minutes. Using trauma-centered psychotherapy ( Johnson & Lubin, 2015 ), a brief inquiry addressing the current problem is conducted to identify the trauma trigger connected to the original harm, fostering cognitive discrimination. Conversation about the adverse experience proceeds in a calm, direct way focusing on differentiating between intrusive memories and the current situation at school ( Sajnani et al., 2014 ). Once the student exhibits greater emotional regulation, the ALIVE practitioner returns the student to the classroom in a timely manner and may provide either brief follow-up sessions for preventive purposes or, when appropriate, refer the student to more regular, clinical support in or out of the school.
The following case example is representative of the brief, immediate, and open engagement with traumatic material and encouragement of cognitive discrimination. This intervention was conducted with a sixth grade student, Jacob (name and identifying information changed to ensure confidentiality), by an ALIVE practitioner (the second author).
I found Jacob in the hallway violently shaking a trash can, kicking the classroom door, and slamming his hands into the wall and locker. His teacher was standing at the door, distressed, stating, “Jacob, you need to calm down and go to the office, or I'm calling home!” Jacob yelled, “It's not fair, it was him, not me! I'm gonna fight him!” As I approached, I asked what was making him so angry, but he said, “I don't want to talk about it.” Rather than asking him to calm down or stop slamming objects, I instead approached the potential memory agitating him, stating, “My guess is that you are angry for a very good reason.” Upon this simple connection, he sighed and stopped kicking the trash can and slamming the wall. Jacob continued to demonstrate physical and emotional activation, pacing the hallway and making a fist; however, he was able to recount putting trash in the trash can when a peer pushed him from behind, causing him to yell. Jacob explained that his teacher heard him yelling and scolded him, making him more mad. Jacob stated, “She didn't even know what happened and she blamed me. I was trying to help her by taking out all of our breakfast trash. It's not fair.”
The ALIVE practitioner listens to students’ complaints with two ears, one for the current complaint and one for affect-laden details that may be connected to the original trauma to inquire further into the source of the trigger. Affect-laden details in case example 2 include Jacob's anger about being blamed (rather than toward the student who pushed him), his original intention to help, and his repetition of the phrase “it's not fair.” Having met with Jacob previously, I was aware that his mother suffers from physical and mental health difficulties. When his mother is not doing well, he (as the parentified child) typically takes care of the household, performing tasks like cooking, cleaning, and helping with his two younger siblings and older autistic brother. In the past, Jacob has discussed both idealizing his mother and holding internalized anger that he rarely expresses at home because he worries his anger will “make her sick.”
I know sometimes when you are trying to help mom, there are times she gets upset with you for not doing it exactly right, or when your brothers start something, she will blame you. What just happened sounds familiar—you were trying to help your teacher by taking out the garbage when another student pushed you, and then you were the one who got in trouble.
Jacob nodded his head and explained that he was simply trying to help.
I moved into a more detailed inquiry, to see if there was a more recent stressor I was unaware of. When I asked how his mother was doing this week, Jacob revealed that his mother's health had deteriorated and his aunt had temporarily moved in. Jacob told me that he had been yelled at by both his mother and his aunt that morning, when his younger brother was not ready for school. I asked, “I wonder if when the student pushed you it reminded you of getting into trouble because of something your little brother did this morning?” Jacob nodded. The displacement was clear: He had been reminded of this incident at school and was reacting with anger based on his family dynamic, and worries connected to his mother.
My guess is that you were a mix of both worried and angry by the time you got to school, with what's happening at home. You were trying to help with the garbage like you try to help mom when she isn't doing well, so when you got pushed it was like your brother being late, and then when you got blamed by your teacher it was like your mom and aunt yelling, and it all came flooding back in. The problem is, you let out those feelings here. Even though there are some similar things, it's not totally the same, right? Can you tell me what is different?
Jacob nodded and was able to explain that the other student was probably just playing and did not mean to get him into trouble, and that his teacher did not usually yell at him or make him worried. Highlighting this important differentiation, I replied, “Right—and fighting the student or yelling at the teacher isn't going to solve this, but more importantly, it isn't going to make your mom better or have your family go any easier on you either.” Jacob stated that he knew this was true.
I reassured Jacob that I could help him let out those feelings of worry and anger connected to home so they did not explode out at school and planned to meet again. Jacob confirmed that he was willing to do that. He was able to return to the classroom without incident, with the entire intervention lasting less than 15 minutes.
In case example 2, the practitioner was available for an immediate engagement with disturbing behaviors as they were happening by listening for similarities between the current incident and traumatic stressors; asking for specific details to more effectively help Jacob understand how he was being triggered in school; providing psychoeducation about how these two events had become confused and aiding him in cognitively differentiating between the two; and, last, offering to provide further support to reduce future incidents.
Germane to the practice of school social work is the ability to work flexibly within a public health model to attend to trauma within the school setting. First, we suggest that a primary implication for school social workers is not to wait for explicit problems related to known traumatic experiences to emerge before addressing trauma in the school, but, rather, to follow a model of prevention-assessment-intervention. School social workers are in a unique position within the school system to disseminate trauma-informed material to both students and staff in a preventive capacity. Facilitating this implementation will help to establish a tone and sharpened focus within the school community, norming the process of articulating and engaging with traumatic material. In the aforementioned classroom case example, we have provided a sample of how school social workers might work with entire classrooms on a preventive basis regarding trauma, rather than waiting for individual referrals.
Second, in addition to functional behavior assessments and behavior intervention plans, school social workers maintain a keen eye for qualitative behavioral assessment ( National Association of Social Workers, 2012 ). Using this skill set within a trauma-informed model will help to identify those students in need who may be reluctant or resistant to explicitly ask for help. As called for by Walkley and Cox (2013) , we suggest that using the information presented in Table 1 will help school social workers understand, identify, and assess the impact of trauma on early adolescent developmental tasks. If school social workers engage on a classroom level in trauma psychoeducation and conversations, the information in Table 3 may assist with assessment of children and provide a basis for checking in individually with students as warranted.
Third, school social workers are well positioned to provide individual targeted, trauma-informed interventions based on previous knowledge of individual trauma and through widespread assessment ( Walkley & Cox, 2013 ). The individual case example provides one way of immediately engaging with students who are demonstrating trauma-based behaviors. In this model, school social workers engage in a brief inquiry addressing the current trauma to identify the trauma trigger, discuss the adverse experience in a calm but direct way, and help to differentiate between intrusive memories and the current situation at school. For this latter component, the focus is on cognitive discrimination and emotional regulation so that students can reengage in the classroom within a short time frame.
Fourth, given social work's roots in collaboration and community work, school social workers are encouraged to use a systems-based approach in partnering with allied practitioners and institutions ( D'Agostino, 2013 ), thus supporting the public health tenet of establishing and maintaining a link to the wider community. This may include referring students to regular clinical support in or out of the school. Although the implementation of a trauma-informed program will vary across schools, we suggest that school social workers have the capacity to use a public health school intervention model to ecologically address the psychosocial and behavioral issues stemming from trauma exposure.
As increasing attention is being given to adverse childhood experiences, a tiered approach that uses a public health framework in the schools is necessitated. Nevertheless, there are some limitations to this approach. First, although the interventions outlined here are rooted in prevention and early intervention, there are times when formal, intensive treatment outside of the school setting is warranted. Second, the ALIVE program has primarily been implemented by ALIVE practitioners; the results from piloting this public health framework in other school settings with existing school personnel, such as school social workers, will be necessary before widespread replication.
The public health framework of prevention-assessment-intervention promotes continual engagement with middle school students’ chronic exposure to traumatic stress. There is a need to provide both broad-based and individualized support that seeks to comprehensively ameliorate the social, emotional, and cognitive consequences on early adolescent developmental milestones associated with traumatic experiences. We contend that school social workers are well positioned to address this critical public health issue through proactive and widespread psychoeducation and assessment in the schools, and we have provided case examples to demonstrate one model of doing this work within the school day. We hope that this article inspires future writing about how school social workers individually and systemically address trauma in the school system. In alignment with Walkley and Cox (2013) , we encourage others to highlight their practice in incorporating trauma-informed, school-based programming in an effort to increase awareness of effective interventions.
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Case studies: disorders of childhood and adolescence, learning objectives.
Jake was born at full term and was described as a quiet baby. In the first three months of his life, his mother became worried as he was unresponsive to cuddles and hugs. He also never cried. He has no friends and, on occasions, he has been victimized by bullying at school and in the community. His father is 44 years old and describes having had a difficult childhood; he is characterized by the family as indifferent to the children’s problems and verbally violent towards his wife and son, but less so to his daughters. The mother is 41 years old, and describes herself as having a close relationship with her children and mentioned that she usually covers up for Jake’s difficulties and makes excuses for his violent outbursts. [1]
During his stay (for two and a half months) in the inpatient unit, Jake underwent psychiatric and pediatric assessments plus occupational therapy. He took part in the unit’s psycho-educational activities and was started on risperidone, two mg daily. Risperidone was preferred over an anti-ADHD agent because his behavioral problems prevailed and thus were the main target of treatment. In addition, his behavioral problems had undoubtedly influenced his functionality and mainly his relations with parents, siblings, peers, teachers, and others. Risperidone was also preferred over other atypical antipsychotics for its safe profile and fewer side effects. Family meetings were held regularly, and parental and family support along with psycho-education were the main goals. Jake was aided in recognizing his own emotions and conveying them to others as well as in learning how to recognize the emotions of others and to become aware of the consequences of his actions. Improvement was made in rule setting and boundary adherence. Since his discharge, he received regular psychiatric follow-up and continues with the medication and the occupational therapy. Supportive and advisory work is done with the parents. Marked improvement has been noticed regarding his social behavior and behavior during activity as described by all concerned. Occasional anger outbursts of smaller intensity and frequency have been reported, but seem more manageable by the child with the support of his mother and teachers.
In the case presented here, the history of abuse by the parents, the disrupted family relations, the bullying by his peers, the educational difficulties, and the poor SES could be identified as additional risk factors relating to a bad prognosis. Good prognostic factors would include the ending of the abuse after intervention, the child’s encouragement and support from parents and teachers, and the improvement of parental relations as a result of parent training and family support by mental health professionals. Taken together, it appears that also in the case of psychiatric patients presenting with complex genetic aberrations and additional psychosocial problems, traditional psychiatric and psychological approaches can lead to a decrease of symptoms and improved functioning.
Kelli may benefit from a course of comprehensive behavioral intervention for her tics in addition to psychotherapy to treat any comorbid depression she experiences from isolation and bullying at school. Psychoeducation and approaches to reduce stigma will also likely be very helpful for both her and her family, as well as bringing awareness to her school and those involved in her education.
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National Research Council (US) and Institute of Medicine (US) Forum on Adolescence; Kipke MD, editor. Adolescent Development and the Biology of Puberty: Summary of a Workshop on New Research. Washington (DC): National Academies Press (US); 1999.
Over the last two decades, the research base in the field of adolescent development has undergone a growth spurt. Knowledge has expanded significantly. New studies have allowed more complex views of the multiple dimensions of adolescence, fresh insights into the process and timing of puberty, and new perspectives on the behaviors associated with the second decade of life. At the same time, the field's underlying theoretical assumptions have changed and matured.
Researchers of human development have consistently observed that the second decade of life is a time of dramatic change: a period of rapid physical growth, endocrine (hormone) changes, cognitive development and increasing analytic capability; emotional growth, a time of self-exploration and increasing independence, and active participation in a more complex social universe. For much of this century, scientists and scholars studying adolescence tended to assume that the changes associated with adolescence were almost entirely dictated by biological influences. It has been viewed as a time of storm and stress, best contained or passed through as quickly as possible. Adolescence , a 1904 book by G. Stanley Hall, typified this standpoint. It was Hall who popularized the notion that adolescence is inevitably a time of psychological and emotional turmoil (Hall, 1904). Half a century later, psychoanalytic writers including Anna Freud accepted and augmented Hall's emphasis on turmoil (Petersen, 1988). Even today, "raging hormones" continue to be a popular explanation for the lability, aggression, and sexual activity associated with adolescence (Litt, 1995). Intense conflict between adolescents and their parents is often considered an unavoidable consequence of adolescence (Petersen, 1988). However, this assumption is not supported by scientific evidence. The assumption that turmoil and conflict are inevitable consequences of the teenage years may even have prevented some adolescents from receiving the support and services they needed.
Research is now creating a more realistic view of adolescence. Adolescence continues to be seen as a period of time encompassing difficult developmental challenges, but there is wider recognition that biology is only one factor that affects young people's development, adjustment, and behavior. In fact, there is mounting evidence that parents, members of the community, service providers, and social institutions can both promote healthy development among adolescents and intervene effectively when problems arise.
The study of adolescence is now becoming an increasingly sophisticated science. Thanks to powerful new research tools and other scientific and technological advances, today's theories of adolescent development are more likely to be supported by scientific evidence than in the past. Indeed, there has been sufficient research to allow a reassessment of the nature of adolescent development. At the same time, there is greater recognition that neither puberty nor adolescence can be understood without considering the social and cultural contexts in which young people grow and develop, including the familial and societal values, social and economic conditions, and institutions that they experience. This research has contributed the following to our understanding of adolescence:
There is now greater recognition that young people can move through the adolescent years without experiencing great trauma or getting into serious trouble; most young people do. Although adolescence can certainly be a challenging span of years, individuals negotiate it with varying degrees of difficulty, just as they do other periods of life. Moreover, when problems do arise during adolescence they should not be considered as "normal"—i.e., that the adolescent will grow out of it—nor should they be ignored (Petersen, 1988).
Over the past 50 years, studies conducted in North America and Europe have documented that only about a quarter of the adolescent population is at high risk for, or more vulnerable to, a wide range of psychosocial problems (Carnegie Corporation of New York, 1995). These adolescents are not believed to be at increased risk because of biological or hormonal changes associated with puberty, but rather from a complex interaction among biological, environmental, and social factors. Indeed, as discussed by Anne Petersen, there is mounting evidence that most biological changes interact with a wide range of contextual, psychological, social, and environmental factors that affect behavior (Buchanan et al., 1992; Susman, 1997, see also Brooks-Gunn et al., 1994). Researchers are also concluding that behaviors associated with adolescence, including some high risk behaviors, are influenced by the social milieu (Brooks-Gunn and Reiter, 1990). Studies show that, in contrast to children and adults, the most common causes of mortality among adolescents are associated with social, environmental, and behavioral factors rather than genetic, congenital, or biological diseases. Indeed, many of today's adolescents are using alcohol and other drugs, engaging in unprotected sexual intercourse, and are both victims and perpetrators of violence, which puts them at increased risk for a wide range of developmental and health-related problems, including morbidity and mortality. It is important to note that the leading causes of morbidity and mortality among adolescents are entirely preventable. Although relatively small, a significant number of adolescents also experience morbidity and mortality associated with genetic and congenital disorders (such as cystic fibrosis, muscular dystrophy, cerebral palsy), cancer, and infectious diseases that affect their development, behavior, and well-being.
In the past, researchers tended to conduct research designed to examine the impact of hormones on adolescent behavior. While this work continues, there is now an appreciation for the complex reciprocal relationship and interaction between biological and social environments, and the interaction between these environments and adolescent behavior (Graber et al., 1997).
Although the study of adolescence is becoming more sophisticated in nature, researchers also recognize that the current knowledge base on adolescent development and behavior is quite limited. The research conducted to date has predominately been descriptive in nature, relied on cross-sectional data, and been unidimensional in focus. Indeed, few research studies have successfully considered the multiple factors that collectively influence adolescent development. As discussed by Iris Litt, there is now a growing appreciation that new research is needed, including research that employs longitudinal designs; characterizes developmental changes associated with the onset of puberty well before the age of 8; and seeks to characterize growth and development across the life span—i.e., from infancy to adolescence, young adulthood, adulthood, and the senior years. Studying these developmental stages in isolation from one another provides only a partial and incomplete picture.
Use of more rigorous research methods has improved the reliability and validity of the measurement techniques used, and consequently the ability to document the multifaceted dimensions of growth and maturation during adolescence. For example, the development of radioimmunoassay methodology in the late 1960s, and the considerable refinement of that process over the decades, have made it possible to study the hormones that control reproductive maturation. The development of neuroimaging technology in the 1970s created exciting new opportunities for studying brain development; these techniques include more sensitive, easy-to-use hormone assay technology and new brain imaging technologies, allowing insight into brain development and function. Moreover, longitudinal studies are increasingly being designed to characterize the interaction among genetic, biological, familial, environmental, social, and behavioral factors (both risk and protective in nature) among children and adolescents. For example, a valuable new source of data that has the potential to significantly advance the knowledge base of physiological and behavioral development among adolescents is the National Longitudinal Study of Adolescent Health (called Add Health). From the collection of longitudinal data, it will be possible to examine how the timing and tempo of puberty influences social and cognitive development among teenagers. This dataset will also permit analyses to examine how family-, school-and individual-level risk and protective factors are associated with adolescent health and morbidity (e.g., emotional health, violence, substance use, sexuality).
Understanding adolescent development requires answers to a number of difficult questions: how do adolescents develop physically, how do their relationships with parents and friends change, how are young people as a group viewed and treated by society, how does adolescence in our society differ from adolescence in other cultures, and how has adolescence and adolescent development changed over the past few decades. A complete understanding of adolescence, and the potential to answer these questions depends on an integrated approach, and involvement of a wide range of disciplines, including but not limited to endocrinology, psychology, sociology, psychiatry, genetics, anthropology, neuroscience, history, and economics. While each discipline offers its own view point regarding adolescence and adolescent development, the field will not be able to successfully answer these questions without integrating the contributions of different disciplines into a coherent and comprehensive viewpoint. Fortunately, studies of puberty are increasingly drawing on and therefore benefiting from the knowledge base of these diverse fields.
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Uploaded by station52.cebu on February 16, 2022
(13 reviews)
Jennifer Paris
Antoinette Ricardo
Dawn Rymond
Alexa Johnson
Copyright Year: 2018
Last Update: 2019
Publisher: College of the Canyons
Language: English
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Learn more about reviews.
Reviewed by Joanne Leary, adjunct faculty, North Shore Community College on 6/9/24
Child Growth and Development is a text that can be seamlessly used to accompany any Child Development Course Pre-birth through Adolescence. The material lays the foundation for understanding development along with the many theorists that paved... read more
Comprehensiveness rating: 5 see less
Child Growth and Development is a text that can be seamlessly used to accompany any Child Development Course Pre-birth through Adolescence. The material lays the foundation for understanding development along with the many theorists that paved the way to notice how genetics, environment, culture, family and experience impact growth and development.
Content Accuracy rating: 4
This text has an emphasis on object and sound development and best practices to support development.
Relevance/Longevity rating: 5
Content includes the latest research and best practices in the field. It gives the reader a sense of what is current in the field and notices current trends.
Clarity rating: 5
The Chapters begin with objectives and an introduction and end with a conclusion of key concepts addressed. Within the Chapters are found material bringing the theory and best practice to life.
Consistency rating: 5
The Chapters begin with objectives and an introduction and end with a conclusion of key concepts addressed. Physical Development, Cognitive Development and Social Emotional Development are covered in-depth for each age group. The format becomes predictable and familiar as the Chapters are read.
Modularity rating: 5
Each Chapter follows a familiar pattern. Each developmental domain within each age category has easy to follow information. The book also includes mini-lectures and powerpoint presentations to support the reading material.
Organization/Structure/Flow rating: 5
The early Chapters are outlined to give background information about the history of Child Development and factors effecting the family before birth. From Chapter 3 through the remainder of the text attention is given chronologically to each age group and developmental domain within each age category through Adolescence.
Interface rating: 5
The organization of the text is both linear and spiraling. Material covered in one Chapter is often seen again in later Chapters with more in-depth information.
Grammatical Errors rating: 5
Throughout the text an effort is clearly made to limit educational jargon and keep the language accessible to all readers.
Cultural Relevance rating: 5
The Chapters include relevant information about current topics, resources and pictures representing the diverse backgrounds of children and families that are in our classrooms and communities.
Child Growth and Development is a text that can be seamlessly used to accompany any Child Development Course Pre-birth through Adolescence. The material lays the foundation for understanding development along with the many theorists that paved the way to notice how genetics, environment, culture, family and experience impact growth and development. The organization of the text is both linear and spiraling. The early Chapters are outlined to give background information about the history of Child Development and factors effecting the family before birth. From Chapter 3 through the remainder of the text attention is given chronologically to each age group and developmental domain within each age category through Adolescence. Physical Development, Cognitive Development and Social Emotional Development are covered in-depth for each age group. The Chapters begin with objectives and an introduction and end with a conclusion of key concepts addressed. Each Chapters also include relevant information about current topics, resources and pictures representing the diverse backgrounds of children and families that are in our classrooms and communities.
Reviewed by Mistie Potts, Assistant Professor, Manchester University on 11/22/22
This text covers some topics with more detail than necessary (e.g., detailing infant urination) yet it lacks comprehensiveness in a few areas that may need revision. For example, the text discusses issues with vaccines and offers a 2018 vaccine... read more
Comprehensiveness rating: 4 see less
This text covers some topics with more detail than necessary (e.g., detailing infant urination) yet it lacks comprehensiveness in a few areas that may need revision. For example, the text discusses issues with vaccines and offers a 2018 vaccine schedule for infants. The text brushes over “commonly circulated concerns” regarding vaccines and dispels these with statements about the small number of antigens a body receives through vaccines versus the numerous antigens the body normally encounters. With changes in vaccines currently offered, shifting CDC viewpoints on recommendations, and changing requirements for vaccine regulations among vaccine producers, the authors will need to revisit this information to comprehensively address all recommended vaccines, potential risks, and side effects among other topics in the current zeitgeist of our world.
Content Accuracy rating: 3
At face level, the content shared within this book appears accurate. It would be a great task to individually check each in-text citation and determine relevance, credibility and accuracy. It is notable that many of the citations, although this text was updated in 2019, remain outdated. Authors could update many of the in-text citations for current references. For example, multiple in-text citations refer to the March of Dimes and many are dated from 2012 or 2015. To increase content accuracy, authors should consider revisiting their content and current citations to determine if these continue to be the most relevant sources or if revisions are necessary. Finally, readers could benefit from a reference list in this textbook. With multiple in-text citations throughout the book, it is surprising no reference list is provided.
Relevance/Longevity rating: 4
This text would be ideal for an introduction to child development course and could possibly be used in a high school dual credit or beginning undergraduate course or certificate program such as a CDA. The outdated citations and formatting in APA 6th edition cry out for updating. Putting those aside, the content provides a solid base for learners interested in pursuing educational domains/careers relevant to child development. Certain issues (i.e., romantic relationships in adolescence, sexual orientation, and vaccination) may need to be revisited and updated, or instructors using this text will need to include supplemental information to provide students with current research findings and changes in these areas.
Clarity rating: 4
The text reads like an encyclopedia entry. It provides bold print headers and brief definitions with a few examples. Sprinkled throughout the text are helpful photographs with captions describing the images. The words chosen in the text are relatable to most high school or undergraduate level readers and do not burden the reader with expert level academic vocabulary. The layout of the text and images is simple and repetitive with photographs complementing the text entries. This allows the reader to focus their concentration on comprehension rather than deciphering a more confusing format. An index where readers could go back and search for certain terms within the textbook would be helpful. Additionally, a glossary of key terms would add clarity to this textbook.
Chapters appear in a similar layout throughout the textbook. The reader can anticipate the flow of the text and easily identify important terms. Authors utilized familiar headings in each chapter providing consistency to the reader.
Modularity rating: 4
Given the repetitive structure and the layout of the topics by developmental issues (physical, social emotional) the book could be divided into sections or modules. It would be easier if infancy and fetal development were more clearly distinct and stages of infant development more clearly defined, however the book could still be approached in sections or modules.
Organization/Structure/Flow rating: 4
The text is organized in a logical way when we consider our own developmental trajectories. For this reason, readers learning about these topics can easily relate to the flow of topics as they are presented throughout the book. However, when attempting to find certain topics, the reader must consider what part of development that topic may inhabit and then turn to the portion of the book aligned with that developmental issue. To ease the organization and improve readability as a reference book, authors could implement an index in the back of the book. With an index by topic, readers could quickly turn to pages covering specific topics of interest. Additionally, the text structure could be improved by providing some guiding questions or reflection prompts for readers. This would provide signals for readers to stop and think about their comprehension of the material and would also benefit instructors using this textbook in classroom settings.
Interface rating: 4
The online interface for this textbook did not hinder readability or comprehension of the text. All information including photographs, charts, and diagrams appeared to be clearly depicted within this interface. To ease reading this text online authors should create a live table of contents with bookmarks to the beginning of chapters. This book does not offer such links and therefore the reader must scroll through the pdf to find each chapter or topic.
No grammatical errors were found in reviewing this textbook.
Cultural Relevance rating: 3
Cultural diversity is represented throughout this text by way of the topics described and the images selected. The authors provide various perspectives that individuals or groups from multiple cultures may resonate with including parenting styles, developmental trajectories, sexuality, approaches to feeding infants, and the social emotional development of children. This text could expand in the realm of cultural diversity by addressing current issues regarding many of the hot topics in our society. Additionally, this textbook could include other types of cultural diversity aside from geographical location (e.g., religion-based or ability-based differences).
While this text lacks some of the features I would appreciate as an instructor (e.g., study guides, review questions, prompts for critical thinking/reflection) and it does not contain an index or glossary, it would be appropriate as an accessible resource for an introduction to child development. Students could easily access this text and find reliable and easily readable information to build basic content knowledge in this domain.
Reviewed by Caroline Taylor, Instructor, Virginia Tech on 12/30/21
Each chapter is comprehensively described and organized by the period of development. Although infancy and toddlerhood are grouped together, they are logically organized and discussed within each chapter. One helpful addition that would largely... read more
Each chapter is comprehensively described and organized by the period of development. Although infancy and toddlerhood are grouped together, they are logically organized and discussed within each chapter. One helpful addition that would largely contribute to the comprehensiveness is a glossary of terms at the end of the text.
From my reading, the content is accurate and unbiased. However, it is difficult to confidently respond due to a lack of references. It is sometimes clear where the information came from, but when I followed one link to a citation the link was to another textbook. There are many citations embedded within the text, but it would be beneficial (and helpful for further reading) to have a list of references at the end of each chapter. The references used within the text are also older, so implementing updated references would also enhance accuracy. If used for a course, instructors will need to supplement the textbook readings with other materials.
This text can be implemented for many semesters to come, though as previously discussed, further readings and updated materials can be used to supplement this text. It provides a good foundation for students to read prior to lectures.
This text is unique in its writing style for a textbook. It is written in a way that is easily accessible to students and is also engaging. The text doesn't overly use jargon or provide complex, long-winded examples. The examples used are clear and concise. Many key terms are in bold which is helpful to the reader.
For the terms that are in bold, it would be helpful to have a definition of the term listed separately on the page within the side margins, as well as include the definition in a glossary at the end.
Each period of development is consistently described by first addressing physical development, cognitive development, and then social-emotional development.
This text is easily divisible to assign to students. There were few (if any) large blocks of texts without subheadings, graphs, or images. This feature not only improves modularity but also promotes engagement with the reading.
The organization of the text flows logically. I appreciate the order of the topics, which are clearly described in the first chapter by each period of development. Although infancy and toddlerhood are grouped into one period of development, development is appropriately described for both infants and toddlers. Key theories are discussed for infants and toddlers and clearly presented for the appropriate age.
There were no significant interface issues. No images or charts were distorted.
It would be helpful to the reader if the table of contents included a navigation option, but this doesn't detract from the overall interface.
I did not see any grammatical errors.
This text includes some cultural examples across each area of development, such as differences in first words, parenting styles, personalities, and attachments styles (to list a few). The photos included throughout the text are inclusive of various family styles, races, and ethnicities. This text could implement more cultural components, but does include some cultural examples. Again, instructors can supplement more cultural examples to bolster the reading.
This text is a great introductory text for students. The text is written in a fun, approachable way for students. Though the text is not as interactive (e.g., further reading suggestions, list of references, discussion points at the end of each chapter, etc.), this is a great resource to cover development that is open access.
Reviewed by Charlotte Wilinsky, Assistant Professor of Psychology, Holyoke Community College on 6/29/21
This text is very thorough in its coverage of child and adolescent development. Important theories and frameworks in developmental psychology are discussed in appropriate depth. There is no glossary of terms at the end of the text, but I do not... read more
This text is very thorough in its coverage of child and adolescent development. Important theories and frameworks in developmental psychology are discussed in appropriate depth. There is no glossary of terms at the end of the text, but I do not think this really hurts its comprehensiveness.
Content Accuracy rating: 5
The citations throughout the textbook help to ensure its accuracy. However, the text could benefit from additional references to recent empirical studies in the developmental field.
It seems as if updates to this textbook will be relatively easy and straightforward to implement given how well organized the text is and its numerous sections and subsections. For example, a recent narrative review was published on the effects of corporal punishment (Heilmann et al., 2021). The addition of a reference to this review, and other more recent work on spanking and other forms of corporal punishment, could serve to update the text's section on spanking (pp. 223-224; p. 418).
The text is very clear and easily understandable.
Consistency rating: 4
There do not appear to be any inconsistencies in the text. The lack of a glossary at the end of the text may be a limitation in this area, however, since glossaries can help with consistent use of language or clarify when different terms are used.
This textbook does an excellent job of dividing up and organizing its chapters. For example, chapters start with bulleted objectives and end with a bulleted conclusion section. Within each chapter, there are many headings and subheadings, making it easy for the reader to methodically read through the chapter or quickly identify a section of interest. This would also assist in assigning reading on specific topics. Additionally, the text is broken up by relevant photos, charts, graphs, and diagrams, depending on the topic being discussed.
This textbook takes a chronological approach. The broad developmental stages covered include, in order, birth and the newborn, infancy and toddlerhood, early childhood, middle childhood, and adolescence. Starting with the infancy and toddlerhood stage, physical, cognitive, and social emotional development are covered.
There are no interface issues with this textbook. It is easily accessible as a PDF file. Images are clear and there is no distortion apparent.
I did not notice any grammatical errors.
Cultural Relevance rating: 4
This text does a good job of including content relevant to different cultures and backgrounds. One example of this is in the "Cultural Influences on Parenting Styles" subsection (p. 222). Here the authors discuss how socioeconomic status and cultural background can affect parenting styles. Including references to specific studies could further strengthen this section, and, more broadly, additional specific examples grounded in research could help to fortify similar sections focused on cultural differences.
Overall, I think this is a terrific resource for a child and adolescent development course. It is user-friendly and comprehensive.
Reviewed by Lois Pribble, Lecturer, University of Oregon on 6/14/21
This book provides a really thorough overview of the different stages of development, key theories of child development and in-depth information about developmental domains. read more
This book provides a really thorough overview of the different stages of development, key theories of child development and in-depth information about developmental domains.
The book provides accurate information, emphasizes using data based on scientific research, and is stated in a non-biased fashion.
The book is relevant and provides up-to-date information. There are areas where updates will need to be made as research and practices change (e.g., autism information), but it is written in a way where updates should be easy to make as needed.
The book is clear and easy to read. It is well organized.
Good consistency in format and language.
It would be very easy to assign students certain chapters to read based on content such as theory, developmental stages, or developmental domains.
Very well organized.
Clear and easy to follow.
I did not find any grammatical errors.
General content related to culture was infused throughout the book. The pictures used were of children and families from a variety of cultures.
This book provides a very thorough introduction to child development, emphasizing child development theories, stages of development, and developmental domains.
Reviewed by Nancy Pynchon, Adjunct Faculty, Middlesex Community College on 4/14/21
Overall this textbook is comprehensive of all aspects of children's development. It provided a brief introduction to the different relevant theorists of childhood development . read more
Overall this textbook is comprehensive of all aspects of children's development. It provided a brief introduction to the different relevant theorists of childhood development .
Most of the information is accurately written, there is some outdated references, for example: Many adults can remember being spanked as a child. This method of discipline continues to be endorsed by the majority of parents (Smith, 2012). It seems as though there may be more current research on parent's methods of discipline as this information is 10 years old. (page 223).
The content was current with the terminology used.
Easy to follow the references made in the chapters.
Each chapter covers the different stages of development and includes the theories of each stage with guided information for each age group.
The formatting of the book makes it reader friendly and easy to follow the content.
Very consistent from chapter to chapter.
Provided a lot of charts and references within each chapter.
Formatted and written concisely.
Included several different references to diversity in the chapters.
There was no glossary at the end of the book and there were no vignettes or reflective thinking scenarios in the chapters. Overall it was a well written book on child development which covered infancy through adolescents.
Reviewed by Deborah Murphy, Full Time Instructor, Rogue Community College on 1/11/21
The text is excellent for its content and presentation. The only criticism is that neither an index nor a glossary are provided. read more
Comprehensiveness rating: 3 see less
The text is excellent for its content and presentation. The only criticism is that neither an index nor a glossary are provided.
The material seems very accurate and current. It is well written. It is very professionally done and is accessible to students.
This text addresses topics that will serve this field in positive ways that should be able to address the needs of students and instructors for the next several years.
Complex concepts are delivered accurately and are still accessible for students . Figures and tables complement the text . Terms are explained and are embedded in the text, not in a glossary. I do think indices and glossaries are helpful tools. Terminology is highlighted with bold fonts to accentuate definitions.
Yes the text is consistent in its format. As this is a text on Child Development it consistently addresses each developmental domain and then repeats the sequence for each age group in childhood. It is very logically presented.
Yes this text is definitely divisible. This text addresses development from conception to adolescents. For the community college course that my department wants to use it is very adaptable. Our course ends at middle school age development; our courses are offered on a quarter system. This text is adaptable for the content and our term time schedule.
This text book flows very clearly from Basic principles to Conception. It then divides each stage of development into Physical, Cognitive and Social Emotional development. Those concepts and information are then repeated for each stage of development. e.g. Infants and Toddler-hood, Early Childhood, and Middle Childhood. It is very clearly presented.
It is very professionally presented. It is quite attractive in its presentation .
I saw no errors
The text appears to be aware of being diverse and inclusive both in its content and its graphics. It discusses culture and represents a variety of family structures representing contemporary society.
It is wonderfully researched. It will serve our students well. It is comprehensive and constructed very well. I have enjoyed getting familiar with this text and am looking forward to using it with my students in this upcoming term. The authors have presented a valuable, well written book that will be an addition to our field. Their scholarly efforts are very apparent. All of this text earns high grades in my evaluation. My only criticism is, as mentioned above, is that there is not a glossary or index provided. All citations are embedded in the text.
Reviewed by Ida Weldon, Adjunct Professor, Bunker Hill Community College on 6/30/20
The overall comprehensiveness was strong. However, I do think some sections should have been discussed with more depth read more
The overall comprehensiveness was strong. However, I do think some sections should have been discussed with more depth
Most of the information was accurate. However, I think more references should have been provided to support some claims made in the text.
The material appeared to be relevant. However, it did not provide guidance for teachers in addressing topics of social justice, equality that most children will ask as they try to make sense of their environment.
The information was presented (use of language) that added to its understand-ability. However, I think more discussions and examples would be helpful.
The text appeared to be consistent. The purpose and intent of the text was understandable throughout.
The text can easily be divided into smaller reading sections or restructured to meet the needs of the professor.
The organization of the text adds to its consistency. However, some sections can be included in others decreasing the length of the text.
Interface issues were not visible.
The text appears to be free of grammatical errors.
While cultural differences are mentioned, more time can be given to helping teachers understand and create a culturally and ethnically focused curriculum.
The textbook provides a comprehensive summary of curriculum planing for preschool age children. However, very few chapters address infant/toddlers.
Reviewed by Veronica Harris, Adjunct Faculty, Northern Essex Community College on 6/28/20
This text explores child development from genetics, prenatal development and birth through adolescence. The text does not contain a glossary. However, the Index is clear. The topics are sequential. The text addresses the domains of physical,... read more
This text explores child development from genetics, prenatal development and birth through adolescence. The text does not contain a glossary. However, the Index is clear. The topics are sequential. The text addresses the domains of physical, cognitive and social emotional development. It is thorough and easy to read. The theories of development are inclusive to give the reader a broader understanding on how the domains of development are intertwined. The content is comprehensive, well - researched and sequential. Each chapter begins with the learning outcomes for the upcoming material and closes with an outline of the topics covered. Furthermore, a look into the next chapter is discussed.
The content is accurate, well - researched and unbiased. An historical context is provided putting content into perspective for the student. It appears to be unbiased.
Updated and accurate research is evidenced in the text. The text is written and organized in such a way that updates can be easily implemented. The author provides theoretical approaches in the psychological domains with examples along with real - life scenarios providing meaningful references invoking understanding by the student.
The text is written with clarity and is easily understood. The topics are sequential, comprehensive and and inclusive to all students. This content is presented in a cohesive, engaging, scholarly manner. The terminology used is appropriate to students studying Developmental Psychology spanning from birth through adolescents.
The book's approach to the content is consistent and well organized. . Theoretical contexts are presented throughout the text.
The text contains subheadings chunking the reading sections which can be assigned at various points throughout the course. The content flows seamlessly from one idea to the next. Written chronologically and subdividing each age span into the domains of psychology provides clarity without overwhelming the reader.
The book begins with an overview of child development. Next, the text is divided logically into chapters which focus on each developmental age span. The domains of each age span are addressed separately in subsequent chapters. Each chapter outlines the chapter objectives and ends with an outline of the topics covered and share an idea of what is to follow.
Pages load clearly and consistently without distortion of text, charts and tables. Navigating through the pages is met with ease.
The text is written with no grammatical or spelling errors.
The text did not present with biases or insensitivity to cultural differences. Photos are inclusive of various cultures.
The thoroughness, clarity and comprehensiveness promote an approach to Developmental Psychology that stands alongside the best of texts in this area. I am confident that this text encompasses all the required elements in this area.
Reviewed by Kathryn Frazier, Assistant Professor, Worcester State University on 6/23/20
This is a highly comprehensive, chronological text that covers genetics and conception through adolescence. All major topics and developmental milestones in each age range are given adequate space and consideration. The authors take care to... read more
This is a highly comprehensive, chronological text that covers genetics and conception through adolescence. All major topics and developmental milestones in each age range are given adequate space and consideration. The authors take care to summarize debates and controversies, when relevant and include a large amount of applied / practical material. For example, beyond infant growth patterns and motor milestone, the infancy/toddler chapters spend several pages on the mechanics of car seat safety, best practices for introducing solid foods (and the rationale), and common concerns like diaper rash. In addition to being generally useful information for students who are parents, or who may go on to be parents, this text takes care to contextualize the psychological research in the lived experiences of children and their parents. This is an approach that I find highly valuable. While the text does not contain an index, the search & find capacity of OER to make an index a deal-breaker for me.
The text includes accurate information that is well-sourced. Relevant debates, controversies and historical context is also provided throughout which results in a rich, balanced text.
This text provides an excellent summary of classic and updated developmental work. While the majority of the text is skewed toward dated, classic work, some updated research is included. Instructors may wish to supplement this text with more recent work, particularly that which includes diverse samples and specifically addresses topics of class, race, gender and sexual orientation (see comment below regarding cultural aspects).
The text is written in highly accessible language, free of jargon. Of particular value are the many author-generated tables which clearly organize and display critical information. The authors have also included many excellent figures, which reinforce and visually organize the information presented.
This text is consistent in its use of terminology. Balanced discussion of multiple theoretical frameworks are included throughout, with adequate space provided to address controversies and debates.
The text is clearly organized and structured. Each chapter is self-contained. In places where the authors do refer to prior or future chapters (something that I find helps students contextualize their reading), a complete discussion of the topic is included. While this may result in repetition for students reading the text from cover to cover, the repetition of some content is not so egregious that it outweighs the benefit of a flexible, modular textbook.
Excellent, clear organization. This text closely follows the organization of published textbooks that I have used in the past for both lifespan and child development. As this text follows a chronological format, a discussion of theory and methods, and genetics and prenatal growth is followed by sections devoted to a specific age range: infancy and toddlerhood, early childhood (preschool), middle childhood and adolescence. Each age range is further split into three chapters that address each developmental domain: physical, cognitive and social emotional development.
All text appears clearly and all images, tables and figures are positioned correctly and free of distortion.
The text contains no spelling or grammatical errors.
While this text provides adequate discussion of gender and cross-cultural influences on development, it is not sufficient. This is not a problem unique to this text, and is indeed a critique I have of all developmental textbooks. In particular, in my view this text does not adequately address the role of race, class or sexual orientation on development.
All in all, this is a comprehensive and well-written textbook that very closely follows the format of standard chronologically-organized child development textbooks. This is a fantastic alternative for those standard texts, with the added benefit of language that is more accessible, and content that is skewed toward practical applications.
Reviewed by Tony Philcox, Professor, Valencia College on 6/4/20
The subject of this book is Child Growth and Development and as such covers all areas and ideas appropriate for this subject. This book has an appropriate index. The author starts out with a comprehensive overview of Child Development in the... read more
The subject of this book is Child Growth and Development and as such covers all areas and ideas appropriate for this subject. This book has an appropriate index. The author starts out with a comprehensive overview of Child Development in the Introduction. The principles of development were delineated and were thoroughly presented in a very understandable way. Nine theories were presented which gave the reader an understanding of the many authors who have contributed to Child Development. A good backdrop to start a conversation. This book discusses the early beginnings starting with Conception, Hereditary and Prenatal stages which provides a foundation for the future developmental stages such as infancy, toddler, early childhood, middle childhood and adolescence. The three domains of developmental psychology – physical, cognitive and social emotional are entertained with each stage of development. This book is thoroughly researched and is written in a way to not overwhelm. Language is concise and easily understood.
This book is a very comprehensive and detailed account of Child Growth and Development. The author leaves no stone unturned. It has the essential elements addressed in each of the developmental stages. Thoroughly researched and well thought out. The content covered was accurate, error-free and unbiased.
The content is very relevant to the subject of Child Growth and Development. It is comprehensive and thoroughly researched. The author has included a number of relevant subjects that highlight the three domains of developmental psychology, physical, cognitive and social emotional. Topics are included that help the student see the relevancy of the theories being discussed. Any necessary updates along the way will be very easy and straightforward to insert.
The text is easily understood. From the very beginning of this book, the author has given the reader a very clear message that does not overwhelm but pulls the reader in for more information. The very first chapter sets a tone for what is to come and entices the reader to learn more. Well organized and jargon appropriate for students in a Developmental Psychology class.
This book has all the ingredients necessary to address Child Growth and Development. Even at the very beginning of the book the backdrop is set for future discussions on the stages of development. Theorists are mentioned and embellished throughout the book. A very consistent and organized approach.
This book has all the features you would want. There are textbooks that try to cover too much in one chapter. In this book the sections are clearly identified and divided into smaller and digestible parts so the reader can easily comprehend the topic under discussion. This book easily flows from one subject to the next. Blocks of information are being built, one brick on top of another as you move through the domains of development and the stages of development.
This book starts out with a comprehensive overview in the introduction to child development. From that point forward it is organized into the various stages of development and flows well. As mentioned previously the information is organized into building blocks as you move from one stage to the next.
The text does not contain any significant interface issued. There are no navigation problems. There is nothing that was detected that would distract or confuse the reader.
There are no grammatical errors that were identified.
This book was not culturally insensitive or offensive in any way.
This book is clearly a very comprehensive approach to Child Growth and Development. It contains all the essential ingredients that you would expect in a discussion on this subject. At the very outset this book went into detail on the principles of development and included all relevant theories. I was never left with wondering why certain topics were left out. This is undoubtedly a well written, organized and systematic approach to the subject.
Reviewed by Eleni Makris, Associate Professor, Northeastern Illinois University on 5/6/20
This book is organized by developmental stages (infancy, toddler, early childhood, middle childhood and adolescence). The book begins with an overview of conception and prenatal human development. An entire chapter is devoted to birth and... read more
This book is organized by developmental stages (infancy, toddler, early childhood, middle childhood and adolescence). The book begins with an overview of conception and prenatal human development. An entire chapter is devoted to birth and expectations of newborns. In addition, there is a consistency to each developmental stage. For infancy, early childhood, middle childhood, and adolescence, the textbook covers physical development, cognitive development, and social emotional development for each stage. While some textbooks devote entire chapters to themes such as physical development, cognitive development, and social emotional development and write about how children change developmentally in each stage this book focuses on human stages of development. The book is written in clear language and is easy to understand.
There is so much information in this book that it is a very good overview of child development. The content is error-free and unbiased. In some spots it briefly introduces multicultural traditions, beliefs, and attitudes. It is accurate for the citations that have been provided. However, it could benefit from updating to research that has been done recently. I believe that if the instructor supplements this text with current peer-reviewed research and organizations that are implementing what the book explains, this book will serve as a strong source of information.
While the book covers a very broad range of topics, many times the citations have not been updated and are often times dated. The content and information that is provided is correct and accurate, but this text can certainly benefit from having the latest research added. It does, however, include a great many topics that serve to inform students well.
The text is very easy to understand. It is written in a way that first and second year college students will find easy to understand. It also introduces students to current child and adolescent behavior that is important to be understood on an academic level. It does this in a comprehensive and clear manner.
This book is very consistent. The chapters are arranged by developmental stage. Even within each chapter there is a consistency of theorists. For example, each chapter begins with Piaget, then moves to Vygotsky, etc. This allows for great consistency among chapters. If I as the instructor decide to have students write about Piaget and his development theories throughout the life span, students will easily know that they can find this information in the first few pages of each chapter.
Certainly instructors will find the modularity of this book easy. Within each chapter the topics are self-contained and extensive. As I read the textbook, I envisioned myself perhaps not assigning entire chapters but assigning specific topics/modules and pages that students can read. I believe the modules can be used as a strong foundational reading to introduce students to concepts and then have students read supplemental information from primary sources or journals to reinforce what they have read in the chapter.
The organization of the book is clear and flows nicely. From the table of context students understand how the book is organized. The textbook would be even stronger if there was a more detailed table of context which highlights what topics are covered within each of the chapter. There is so much information contained within each chapter that it would be very beneficial to both students and instructor to quickly see what content and topics are covered in each chapter.
The interface is fine and works well.
The text is free from grammatical errors.
While the textbook does introduce some multicultural differences and similarities, it does not delve deeply into multiracial and multiethnic issues within America. It also offers very little comment on differences that occur among urban, rural, and suburban experiences. In addition, while it does talk about maturation and sexuality, LGBTQ issues could be more prominent.
Overall I enjoyed this text and will strongly consider using it in my course. The focus is clearly on human development and has very little emphasis on education. However, I intend to supplement this text with additional readings and videos that will show concrete examples of the concepts which are introduced in the text. It is a strong and worthy alternative to high-priced textbooks.
Reviewed by Mohsin Ahmed Shaikh, Assistant Professor, Bloomsburg University of Pennsylvania on 9/5/19
The content extensively discusses various aspects of emotional, cognitive, physical and social development. Examples and case studies are really informative. Some of the areas that can be elaborated more are speech-language and hearing... read more
The content extensively discusses various aspects of emotional, cognitive, physical and social development. Examples and case studies are really informative. Some of the areas that can be elaborated more are speech-language and hearing development. Because these components contribute significantly in development of communication abilities and self-image.
Content covered is pretty accurate. I think the details impressive.
The content is relevant and is based on the established knowledge of the field.
Easy to read and follow.
The terminology used is consistent and appropriate.
I think of using various sections of this book in some of undergraduate and graduate classes.
The flow of the book is logical and easy to follow.
There are no interface issues. Images, charts and diagram are clear and easy to understand.
Well written
The text appropriate and do not use any culturally insensitive language.
I really like that this is a book with really good information which is available in open text book library.
About the book.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
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Case studies are articles that typically focus on a single subject, situation, and/or scenario in a real-life/clinical setting. There are different types of case studies, depending on the field.
More about case studies in psychology
For information about case studies in other fields, review the appropriate research guide and/or contact the subject librarian for detailed guidance and help.
Case studies are a unique type of empirical/primary research article. In most empirical/primary research article, the author(s) conduct an experiment. There is a hypothesis, methodology, data is collected and analyzed, which is then used to make conclusions. In case studies, the author(s) will detail one specific situation/scenario that actually occurred. The format may vary depending on the field. More information on empirical studies can be found here and here .
To find case studies in databases, adding the phrase 'case study' to your search is typically the best way. PsycINFO has a limiter to help users find case studies.
Children and Families Policy Research Unit
NIHR Children and Families Policy Research Unit
Helping young people say 'no': the prevalence of risk-taking behaviour and what works to reduce it.
Adolescent years are a notoriously challenging time, as children go through the biggest changes since their first year of life. It's this life stage that presents the greatest risk to future health, with damaging habits most often picked up between the ages of 11 and 19.
Research under the adolescent theme has examined the trends in health risk behaviours and reviewed interventions designed to prevent them, in order to inform UK health policy for this susceptible group.
This case study is for the Adolescence theme.
We have complied a series of publications and case studies to illustrate the type of projects we work on and how we support child health policy-making in England
ISBN: 978-1-118-41644-0
November 2014
Craig W. LeCroy , Elizabeth K. Anthony
A detailed look at how to apply clinical theories to social work practice
Thinking through real-life cases to make connections between theory and practice is a crucial element of social work education. Now in its Second Edition , Case Studies in Child, Adolescent, and Family Treatment contains a wide range of cases described in rich detail by practitioners, scholars, and researchers. Chapters represent contexts and approaches across the social work spectrum, so students will get to glimpse into the clinical experience of a full range of professionals.
With chapter overviews, case sketches, study questions, and references for further study, this book makes an invaluable reference for social work students. Learning by example is the best way to develop the skill of clinical reasoning. Editors Craig W. LeCroy and Elizabeth K. Anthony—two distinguished scholars in the field of social work—have brought together an impressive roster of contributors who add their unique voices and clinical perspectives into their insightful case descriptions. Organized into five thematic sections, Case Studies in Child, Adolescent, and Family Treatment, Second Edition covers the most important areas in social work practice, including:
With the updates in the Second Edition, students will learn the most current lessons in social work practice from a diverse range of scholars, researchers, and practitioners in the field. In contexts ranging from child welfare to homelessness, this book provides the critical thinking skills students need to understand how social work theory applies in clinical environments.
CRAIG W. LECROY is a professor in the School of Social Work at Arizona State University. Professor LeCroy is the author of 10 books, including The Call to Social Work and Human Behavior and the Social Environment , and the recipient of numerous research grants.
ELIZABETH K. ANTHONY is an assistant professor in the School of Social Work at Arizona State University. Dr. Anthony's 30+ publications focus on topics including the prevention mental health conditions among culturally diverse adolescents.
Parents are bombarded by contradictory advice on kids and screens. a huge new study cuts through the noise..
As the parent of a soon-to-be teenager, I can attest that every parent I know is worried about kids and screens .
With headlines constantly blaring about the youth mental health crisis and a parade of experts lining up to suggest technology is at least part of the explanation , basically every parent -- including entrepreneur parents -- is asking themselves, "What's the right approach when it comes to kids and screens?"
Asking this question is obvious. Answering it, unfortunately, isn't.
Most advice out there is based on limited or faulty data, driven by panic, or hotly disputed . But a recent review of more than 100 studies offers parents at least a few data-backed recommendations to stand on.
While a gazillion articles and books with titles like " Have smartphones ruined a generation? " and The Anxious Generation are just a Google away, the experts who write them can't seem to agree on practical advice for parents.
Should you forbid social media before 16 as suggested by NYU psychologist and Anxious Generation author Jonathan Haidt ? Or listen to the studies and experts who say taking too active a role in managing your kid's screen time deprives them of the opportunity to learn to manage it themselves?
This confusion is not entirely the experts' fault. As Emily Oster , an economist known for translating complicated research into practical advice for parents, has explained , it is ethically and logistically impossible to design a study that randomly assigns some kids to eight hours a day of TikTok and YouTube and compares them to kids who are forced to go tech-free .
Instead, researchers are forced to observe the real world, which is wildly messy and complicated.
"In the end, I would argue that we learn almost nothing from papers that use data like this," Oster insists.
Still, parents have to make decisions. In the absence of a definitive randomly controlled trial, where can they look for guidance? Individual studies, as Oster notes, might not be worth much, but if you put together a hundred of them and look for consistent results, you can do better.
Which is just what the team behind a new paper published in JAMA Pediatrics did. The researchers combed through 100-plus studies looking at more than 100,000 young children from across the world to find research-backed suggestions for how parents can help smaller kids use screens in ways that promote health and flourishing. They found four:
"The studies we analyzed show that if children and caregivers use screens together (also called co-viewing or co-use), it is beneficial for children's thinking and reasoning skills. It is especially beneficial for their language development," the study co-authors report in The Conversation.
I know from personal experience that asking adults to stomach significant doses of Peppa Pig or Daniel Tiger can be tough. But if you can manage it, the researchers insist asking questions like, "Why did Bluey hide that from Chilli?" or "How do you think Bingo is feeling right now?" can help lead to real-world learning.
This particular study didn't cover tweens and above, who may bristle when you try to sit down and enjoy MrBeast's latest production with them. But it stands to reason that, for this group too, discussing things like the economics of the attention economy and the yawning gap between how people portray themselves online and real life can only be good for their mental health and development.
This isn't earth-shattering advice, but the researchers underline the importance of playing an active role in choosing quality content that is thoughtfully designed for your child's age. Questions parents might ask themselves include:
What age or developmental stage is the content designed for?
Does it promote learning and development?
Does it stimulate imaginative play and creativity in the real world? (My daughter spent literally two years acting out Katy Perry's "Roar" music video with items from her dress-up box, so the definition here might be broader than you think.)
Does the content have positive social messages?
Does it encourage movement, like dancing to music? (Katy Perry scores again.)
"Parents can use trustworthy guides like those from Common Sense Media if they have any doubts," the researchers add.
It's not just children who can have problematic relationships with their screens--so can parents. And your kids notice. So don't just ask yourself what guardrails you need to put on your family's screen time. Ask whether you also need to put some on your own .
"In our study, children had better social skills, behavior and ability to regulate their emotions when parents avoided screen use during interactions and routines like family meals," the researchers report, underlining the obvious: "When parents are distracted, it can affect the quality and quantity of interactions with their child."
Having some random Disney show chattering in the background as you go about your day may seem harmless, but "background TV may divert a child's attention from play and learning. Our research found children had better thinking, reasoning and language abilities when there was less background TV in the home," the researchers warn. So if you're not actively watching it, just switch it off.
This research is aimed at parents of younger children, so it won't answer some of the most burning questions about kids and screens. But Oster offers a framework for thinking though questions about screen time for any age based on the idea of opportunity cost -- what are your kids missing out on because of their screen time?
Unfortunately, though, there is no definitive one-size-fits-all guidance on this thorny issue. Different families and kids need different things. That makes space for a lot of panic headlines about contradictory studies. These particular guidelines might not be comprehensive, but they are at least both actionable and genuinely science-backed.
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According to Johnson (2012), reports of child maltreatment to the Connecticut Department of Child and Family Services have actually decreased in the schools where the program has been implemented "because [the ALIVE program is] catching problems well before they have risen to the severity that would require reporting" (p. 17). Case Example 1
A Case Study about Child Development Lucas is almost four years old and lives with his mom and dad in a house in the country. His father is a train engineer and spends a few days a week on the rails while his mother stays at home as a housewife. Their house sits on a large plot of land surrounded by woods on one side and a cornfield on the other.
Case Study: Jake. An 11-year-old boy, Jake, was referred to an inpatient unit of the Children's Hospital for further diagnostic evaluation and treatment by the pediatric liaison team on call. He was socially isolated at school and in the rural community where he lived. He had behavioral difficulties at home and difficulties in adhering to the ...
Unfortunately, though, only half of the children in the sample got the recommended amount of sleep, just 36 percent had fewer than two hours of screen time and a mere 17 percent engaged in the recommended amount of daily exercise, the researchers found (The Lancet Child & Adolescent Health, Vol. 2, No. 11, 2018).
These developmental stages include the. sensorimotor (0-2 years), preoperational (2-7 years), concrete. operational (7-11 years), and formal operational (11 years+) periods. To today, the stages ...
uring i. fancy and toddlerhood, Jessica was a very active and determined child. Jessica. was breastfed, al. owing her to get the best nutrients possible during infancy. At nine. onths ofage, Jessica was d. agnosed with congenital glaucoma in her left eye. Do. ors surgically placed atube in Jessica's eye.
Objective: This study aims to analyze the effects of social isolation on children's and teenagers' development, with emphasis on the possible impacts over their physical and mental health. Data source: Review of the literature following the standards of PRISMA using the SciELO, LILACS and PubMed databases. The following key-words were used ...
Over the last two decades, the research base in the field of adolescent development has undergone a growth spurt. Knowledge has expanded significantly. New studies have allowed more complex views of the multiple dimensions of adolescence, fresh insights into the process and timing of puberty, and new perspectives on the behaviors associated with the second decade of life. At the same time, the ...
Intended as a companion to child and adolescent counseling texts, it offers counselors-in-training examples of hands-on, concrete, and workable applications that provide opportunities for skill and theory development. These case studies are distinguished by their emphasis on the critical impact of such systemic contexts as family, peers, and ...
interaction between these areas of development. • To examine how different social systems -- school, peer groups, family -- influence the concerns, identity development, thinking, and learning of the growing adolescent. • To apply insights and principles from research on adolescent development and learning to a specific case.
Containing more than 40 cases, with subjects ranging from preschool to high school students, Case Studies in Child and Adolescent Development for Teachers brings developmental issues to life. The reality-based cases address a variety of developmental issues, giving teachers and future teachers the opportunity to think critically about the way development influences the educational environment ...
Behavioral assessment of children -- Case studies, Child development -- Case studies, Classroom management -- Case studies, Classroom environment -- Case studies Publisher Boston, [Mass.] : McGraw-Hill Higher Education Collection internetarchivebooks; printdisabled Contributor Internet Archive Language English Item Size 346.0M
tion to a specific domain of child development. The book begins with a general introduction chapter that provides an overview of culture and major theories that have been used to understand child development and culture, followed by a methods chapter that describes how researchers study child and youth devel-opment in cultural contexts.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social ...
For. EPSY 3303 Child and Adolescent Development. Angelo State University. Spring 2016 Case Study Report. Introduction: This is my second year to be attending Angelo State University, and also my. second year to be living in the town itself. When I came upon this assignment I. immediately knew whom I would choose to observe.
Abstract. Adolescence is a critical stage between childhood and adulthood. Different psychological and sociological theories provide different perspectives in understanding the features and processes of adolescent development. At the same time, these theories reveal some issues and controversies in the study of adolescent development.
Founder, Yale Child Study Center School Development Program . iv. ... Making the Case: Examining Principles from Child and Adolescent Development Research 13 ... The Integration of Child/Adolescent Development in Teacher Preparation Programs at NCATE-Accredited Institutions: Survey Results Appendix A-42 ...
In case studies, the author(s) will detail one specific situation/scenario that actually occurred. The format may vary depending on the field. More information on empirical studies can be found here and here. To find case studies in databases, adding the phrase 'case study' to your search is typically the best way.
Adolescent years are a notoriously challenging time, as children go through the biggest changes since their first year of life. ... We have complied a series of publications and case studies to illustrate the type of projects we work on and how we support child health policy-making in England. The Healthy Child; Healthcare provision; Mental health;
Erikson's psychosocial development is a well-known and sound framework for adolescent development. However, despite its importance in scientific literature, the scarcity of literature reviews on Erikson's theory on adolescence calls for an up-to-date systematization. Therefore, this study's objectives are to understand the extent and nature of published research on Erikson's ...
A detailed look at how to apply clinical theories to social work practice Thinking through real-life cases to make connections between theory and practice is a crucial element of social work education. Now in its Second Edition, Case Studies in Child, Adolescent, and Family Treatment contains a wide range of cases described in rich detail by practitioners, scholars, and researchers. Chapters ...
The researchers combed through 100-plus studies looking at more than 100,000 young children from across the world to find research-backed suggestions for how parents can help smaller kids use ...