Download Child and Adolescent Mental Health: Theory and Practice by Margaret Thompson, Christine Hooper, Michael Cooper, PDF

By Margaret Thompson, Christine Hooper, Michael Cooper, Christine M. Hooper

Baby and Adolescent psychological health and wellbeing is an introductory guide perfect for any expert operating with little ones, kids and their households within the box of kid and adolescent psychological wellbeing and fitness. It balances transparent theoretical rationalization with illustrative case histories to offer the textual content a different sensible concentration. The ebook covers the entire middle points of kid and adolescent psychological healthiness, beginning with the history to emotional and behavioural difficulties, types and instruments for evaluation and remedy ahead of interpreting the explicit difficulties encountered in kids, older young children and children.

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Extra resources for Child and Adolescent Mental Health: Theory and Practice (Hodder Arnold Publication)

Sample text

Bolwby also defined ‘emotional bond’ as entailing a representation in the internal organisation of the individual that is persistent, specific, significant and where there is a wish for contact and distress, when separated. Finally he defined attachment bond as the emotional bond that is activated when the infant is in distress or under threat. In other words: a child’s attachment figure is that person to whom he/she runs, when under threat. The importance of this theory, set out in these terms, is that it sets the ground for objective observation and experimentation and opens the intangible bond between mothers and infants to empirical inquiry.

In the nineties, however, the emphasis that was put in educational circles on objective testing and narrowly defined success, created the need for an alternative view that included other factors that were long known to affect educational achievements. Some educationalists and educational psychologists have come to regard emotional development as part of the educational task, and emotional literacy as the way in which schools can help children © Copyright Edward Arnold (Publishers) Ltd Emotional development and emotional literacy 27 achieve this.

Specific • • • • • • Identify numbers of children in need in their area. Provide day care as appropriate. Have regard to ethnicity. Provide accommodation where there is no parent, or parent cannot provide care. g. voluntary organisations. Provide, for children in their families: advice, guidance, counselling; occupational, cultural, social, recreational activities; home help; facilities so they can make use of services; assistance with holidays. • For children living away from home but not ‘looked after’: take steps to enable them to live with their families, or promote contact with families’.

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