Theoretical and practice-oriented,Clinical Child and Adolescent Psychology offers a concise, comprehensive, review of the knowledge, concepts and practice of child and adolescent clinical psychology. This fully revised and updated edition of ‘Clinical Child Psychology ’, now incorporates a fuller account of the range of clinical problems of adolescence, together with an expanded account of the major developmental and psychosocial disorders, such as autism, ADHD, and conduct disorder. Each chapter considers a different category of problem or disorder, and covers issues of diagnosis, clinical and developmental features, causes, interventions and outcomes. Now covers adolescence as well as childhood Updated coverage of major developmental disorders Included in the Wiley Series in Clinical Psychology

Frequently cited in scholarly books and journals and praised by students, this book focuses on developmental changes and processes in adolescence rather than on the details and problems of daily life. Major developmental changes associated with adolescence are identified. Noted for its exceptionally strong coverage of cognitive, moral, and social development, this brief, inexpensive book can be used independently or as a supplement to other texts on adolescence. Highlights of the new edition include: expanded coverage of thinking and reasoning. a new chapter on metacognition and epistemic cognition. expanded coverage of controversies concerning the foundations of morality. a new chapter on moral principles and perspective taking. a new chapter on the relation of personal and social identity. a new chapter addressing current controversies concerning the rationality, maturity, and brains of adolescents. more detail on key studies and methodologies and boldfaced key terms and a glossary to highlight and clarify key concepts. Rather than try to cover everything about adolescence at an elementary level, this book presents and builds on the core issues in the scholarly literature, thus encouraging deeper levels of understanding. The book opens with an introduction to the concepts of adolescence, rationality, and development and then explores the three foundational literatures of adolescent development - cognitive development, moral development, and identity formation. The book concludes with a more general account of rationality and development in adolescence and beyond. Appropriate for advanced undergraduate and graduate courses on adolescence or adolescent development offered by departments of psychology, educational psychology, or human development, this brief text is also an ideal supplement for courses on social and/or moral development, cognitive development, or lifespan development. The book is also appreciated by scholars interested in connections across standard topics and research programs. Prior knowledge of psychology is not assumed.

A comprehensive study of human development from conception to adulthood, this book explores the foundations of modern developmental thought, incorporating international research set within a cultural and historical context.

This book, the first in a series of collected works, traces the evolution of Problem Behavior Theory from its inception to its current status as a widely used framework for understanding and addressing risky behavior in youth and young adults. The theory is explored from its beginnings as a study of deviant behavior and alcohol abuse in a tri-ethnic community through its expansion to include psychosocial aspects of development, risk and protective factors, and health behavior in the larger societal context of youth behavior. In its current form, Problem Behavior Theory constitutes an interdisciplinary approach to research personal and societal factors that are involved in both normative and problematic behavior. Chapters highlight the many contributions of the theory to social science and its potential for informing evidence-based intervention and prevention programs for youth and young adults. Topics featured in this book include: The Tri-Ethnic Community Study. The Socialization of Problem Behavior in Youth Study. The Young Adult Follow-up Study. The problem behavior syndrome. The cross-national generality of Problem Behavior Theory. Problem Behavior Theory and adolescent pro-social behavior. The Origins and Development of Problem Behavior Theory is a must-have resource for researchers/professors, clinicians, and related professionals as well as graduate students in social and developmental psychology, criminology/criminal justice, public health, social work, and related disciplines.

The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.

Depending on the definition of this concept that is adopted, adolescence is the narrow threshold or a vast no-man's land that separates adulthood from childhood. In one -physica1ist- view, adolescence begins when secondary sex characters become noticeable and ends when they are fully developed. In another -socio1ogica1- view, adolescence ends when social independence has been gained. It may easily take many years more to span the interval between those two events. In this collection of papers by specialists from various disciplines, physical, psychological and social aspects of adolescence are considered. The book originates from a postgraduate course for medical practitioners, who deal with adolescents, but the range of the papers is such that we hope it may be of value to a much wider readership, including educators and all who are concerned with adolescents. The course was entitled: 'Adolescence: psychological, social and biological aspects', and was held in Leiden in November 1981. It was the fourth in a series of Boerhaave Courses instigated by the Dutch Growth Foundation of available. which a published record has now become Previous titles are 'Somatic growth of the child' (1966), 'De samenstel1ing van het mense1ijk 1ichaam' (1968) (=Human body composition), and 'Normal and abnormal development of brain and behaviour' (1971). VI The detailed programme of the course was planned by Dr. F.J. Bekker, Prof. Dr. J.L. van den Brande, Prof. Dr. W. Everaerd, Prof. A. Th. Schweizer and Prof. Dr. J.J. van der Werff ten Bosch.