It is gratifying that classroom use of the first edi- has published 13 textbooks and specializes in re-<br >tion of this textbook was sufficient to justify the search design, mental retardation, and public pol-<br >preparation of a revised version. The second edi- icy issues. Thus we each contribute somewhat dif-<br >tion offers updated and expanded coverage in a ferent perspectives on childhood psychological<br >number of areas and presents the most recent the- problems. Together, we represent the views of re-<br >ories and research developments. As before, the searchers, teachers, and practitioners in diverse<br >book is a text for courses on child psychopathol- fields.<br >ogy, abnormal child psychology, exceptional and Our shared commitment is to a level-headed,<br >maladjusted children, child adjustment and behav- rational approach to the study and treatment of<br >ior problems, and educational psychology. Some children s problems, based on the best, most de-<br >familiarity with introductory psychology or child finitive research available. This means that we<br >psychology provides a helpful background for the give greater weight to replicated findings from<br >use of this text, but is not absolutely essential, well-controlled research studies of the origin, na-<br >Throughout the book, we have attempted to avoid ture, prognosis, and treatment of behavior disor-<br >unnecessary technical terms when possible and to ders than to more subjective clinical case studies,<br >concentrate on clear and straightforward expla- while recognizing that the latter also prove infor-<br >nations. As a further aid to students, unfamiliar mative. This book reflects our belief that in addi-<br >key terms are defined at the beginning of each tion to sensitive clinical observations, probing and<br >chapter. Students should read these brief defini- objective research is the best means for under-<br >tions before beginning a chapter, and should re- standing children s disturbances and ultimately for<br >view them afterward to ensure that they under- treating and preventing them. Inevitably, a re-<br >stand the material, search orientation favors some theories and treat-<br > This book s coverage and orientation ref~iects m~nts over others that are less empirically based.<br >the varied professional backgrounds of the au- For example, social learning theory and behavior<br >thors. Donna Gelfand was trained as a clinical psy- therapy have particularly lent themselves to rig-<br >chologist and later specialized in developmental orous research scrutiny. However, no contempo-<br >psychology. She first taught psychology at San rary theory or type of treatment is completely suc-<br >Jose State University, and for many years has cessful or free from flaws, and even the most<br >taught at the University of Utah. William (Bill) Jen- seemingly misguided have some strengths. We<br >son earned a master s degree in experimental aim for good, impartial scholarship rather than fa-<br >psychology and a Ph.D. in child psychology. Fob voritism to any particular orientation. We have<br >lowing postdoctoral training in clinical psychology, tried conscientiously to present all schools of<br >he directed a child and family treatment unit of a thought accurately and fairly, and to criticize each<br >community mental health program. He is now a according to objective criteria.<br >faculty member in educational psychology at the Users of the first edition will note that this re-<br >University of Utah. Clifford Drew teaches in the vision covers most of the original topics, but in a<br >special education and the educational psychology modified order. Instructors can assign chapters in<br >departments at the University of Utah, where he any order they prefer, but will find that for users <br >
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Understanding Child Behavior Disorders: An Introduction to Child Psychopathology 2024 pdf epub mobi 電子書 下載
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Understanding Child Behavior Disorders: An Introduction to Child Psychopathology 2024 pdf epub mobi 電子書 下載