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Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Table of Contents -- Foreword -- Preface -- Part one: The problem, the sample and the study -- 1 The problem: a sociological perspective -- 2 The sample and the areas of investigation -- Part two: Studies of epilepsy -- 3 Epilepsy: definitions, incidence, causes and treatment -- 4 The electroencephalograph -- 5 Psychiatric aspects of epilepsy since 1947 -- 6 Epilepsy and psychosis -- 7 Temporal lobe epilepsy and psychiatric disorder -- 8 Epileptic equivalents -- 9 Epilepsy and crime -- 10 Drugs and personality disorder in epileptic children -- 11 Epilepsy, brain damage and the hyperkinetic syndrome in children -- 12 Body build and personality disorder in epilepsy -- 13 The social environment of the epileptic -- 14 The problem of prejudice against the epileptic -- 15 The study of interaction -- Part three: Results and hypotheses -- 16 The categorization of behaviour -- 17 A controlled study -- 18 Epileptic fits and behaviour disorder -- 19 Environmental hazards and behaviour disorder -- 20 Brain injury, the evidence from the EEG and behaviour disorder in epileptic children -- 21 The hyperactive group -- 22 Parental attitudes and behaviour -- 23 The epileptic child and the school -- 24 The integration of medical, social and educational agencies in the treatment of the epileptic child -- 25 A genetic hypothesis -- 26 Residual areas -- 27 An interaction hypothesis -- 28 A parametric study of the data -- 29 Conclusion: the integration of sociology, psychology and biology -- Bibliography -- Index.

Cover -- Contents -- List of Figures and Tables -- Acknowledgements -- 1 The relevance of child and adolescent psychology to social work -- Key learning outcomes -- Introduction -- The importance of child and adolescent psychology to social work -- Relationship-based practice in working with children and families -- The role of psychological knowledge in social work practice -- Inter-agency working -- Book outline -- Summary -- Further resources -- 2 Emotional development and attachment -- Key learning outcomes -- Introduction -- Theoretical perspectives on emotional development -- Nature and nurture in emotional development -- Voice of the child: Les -- Emotional development and attachment -- Theoretical perspectives on attachment: Attachment theory -- Voice of the child: Kerry, ex-foster child -- What is attachment and how is it developed? -- How is the quality of attachment relationship measured? -- Voice of the child: Kerry, ex-foster child -- Attachment and influences on attachments across the lifespan -- Influences of early attachments through the lifespan -- Childhood -- Adolescence -- Romantic relationships -- Attachment continuity -- Attachment and culture -- Interconnectedness of developmental dimensions: Emotional development and disabled children -- Summary -- Further resources -- 3 Cognitive development -- Key learning outcomes -- Introduction -- Theoretical perspectives in understanding cognitive development -- Piaget's stage theory of cognitive development -- Vygotsky's socio-cultural theory -- Parents and carers with learning disabilities -- Summary -- Further resources -- 4 Social development: From childhood to adolescence -- Key learning outcomes -- Introduction -- Adolescence: 'Storm and stress'? -- Brain and cognitive development -- Attachment in adolescence: From parents to peers -- Cross-cultural perspectives on adolescence.

1. Basic principles underlying pupil development and learning -- 2. Learning support strategies -- 3. Learning styles -- 4. Pupils with additional needs -- 5. Managing behaviour for learning -- 6. Establishing effective working relationships with pupils and colleagues -- 7. Self-esteem, motivation and independent learners.

In den zurückliegenden 10 Jahren wurden durch zahlreiche Studien neue Erkenntnisse bereitgestellt, deren Berücksichtigung bei der Beantwortung der seit Beginn dieses Jahres auch in der Bundesrepublik Deutschland erneut kontrovers diskutierten Frage nach den Zusammenhängen zwischen mütterlicher Berufstätigkeit, früher außerfamilialer Betreuung und kindlicher Entwicklung nützlich und, soweit man dabei Bezug auf die Forschung nimmt, sogar unerläßlich ist. Folgende Forschungsschwerpunkte standen in den letzten zehn Jahren im Mittelpunkt des Interesses: (1) Wechselwirkungen zwischen familialen Variablen, Tagesbetreuung und kindlicher Entwicklung, (2) die Rahmenbedingungen, unter denen außerfamiliale Betreuung von Kleinkindern organisiert wird, (3) Zusammenhänge zwischen außerfamilialer Betreuung und emotionaler, sozialer und intellektueller Entwicklung des Kindes. Im folgenden wird auf diese drei Fragenkomplexe kurz eingegangen und anschließend auf die Notwendigkeit alternativer, komplexerer Erklärungsmodelle hingewiesen. (TL2)