Details

The Wiley Handbook of Developmental Psychology in Practice

Implementation and Impact
Wiley Blackwell Handbooks of Developmental Psychology 1. Aufl.

von: Kevin Durkin, H. Rudolph Schaffer
139,99 €
Verlag:	Wiley-Blackwell
Format:	EPUB
Veröffentl.:	16.12.2015
ISBN/EAN:	9781119095668
Sprache:	englisch
Anzahl Seiten:	552

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Beschreibungen

Titelbeschreibung

An authoritative new work exploring the themes of communication and implementation of research within developmental psychology – a scientific field with extensive real world value in addressing problems faced by individuals, families and services <ul> <li>Brings together the insights of a stellar group of contributors with personal experience translating developmental psychology research into practice</li> <li>Accessibly structured into sections exploring family processes and child rearing practices; educational aspects; and clinical applications</li> <li>Goes beyond traditional reviews of literature in the field to report on practical implementation of research findings, including the challenges faced by authors</li> <li>Serves as an invaluable resource for developmental psychologists, practitioners working in the field of child development, and policymakers working on issues affecting children and families</li> </ul>

Inhaltsverzeichnis

Notes on Contributors x In Memoriam xviii Part I Family Processes and Child Rearing Practices 1 1 On Giving Away Developmental Psychology 3 Kevin Durkin and H. Rudolph Schaffer 2 The Role of Popular Literature in Influencing Parents' Behavior 22 Penelope Leach 3 Opportunities and Obstacles in Giving Away Research on Marital Conflict and Children 53 E. Mark Cummings, W. Brad Faircloth, Patricia M. Schacht, Kathleen P. McCoy, and Alice C. Schermerhorn 4 Implementing a Preventive Parenting Program with Families of Young Children: Challenges and Solutions 79 Angela D. Moreland and Jean E. Dumas 5 Parenting Information and Advice and the Mass Media 100 Matthew R. Sanders and Rachel Calam 6 Children of Lesbian and Gay Parents: Reflections on the Research–Policy Interface 121 Charlotte J. Patterson and Rachel H. Farr 7 Child Care at the Nexus of Practice, Policy, and Research 143 Christina Hardway and Kathleen McCartney 8 Teenage Childbearing in the United States: Do Our Programs and Policies Reflect Our Knowledge Base? 171 Anne Martin and Jeanne Brooks?]Gunn Part II Educational Aspects 201 9 The Trials and Tribulations of Changing How Reading is Taught in Schools: Synthetic Phonics and The Educational Backlash 203 Rhona S. Johnston and Joyce E. Watson 10 Giving Away Early Mathematics: Big Math for Little Kids Encounters the Complex World of Early Education 222 Herbert P. Ginsburg and Barbrina B. Ertle 11 Toward a Truly Democratic Civics Education 264 Charles C. Helwig and Shaogang Yang 12 Research and Practice in the Study of School Bullying 290 Peter K. Smith 13 Promoting Pedestrian Skill Development in Young Children: Implementation of a National Community?]Centered Behavioral Training Scheme 311 James A. Thomson 14 Researcher–Practitioner Partnerships in the Development of Intervention to Reduce Prejudice Among Children 341 Lindsey Cameron and Adam Rutland Part III Clinical Aspects 367 15 What Do We Know and Why Does It Matter? The Dissemination of Evidence?]Based Interventions for Child Maltreatment 369 Dante Cicchetti, Sheree L. Toth, Wendy J. Nilsen, and Jody Todd Manly 16 Language Impairment and Adolescent Outcomes 407 Gina Conti?]Ramsden and Kevin Durkin 17 Translating Models of Adolescent Problem Behavior into Effective Intervention: Trials, Tribulations and Future Directions 440 Thomas J. Dishion and Miwa Yasui 18 Giving Knowledge about Children's Mental Health Away: Challenges and Opportunities 467 Janice Cooper and Jane Knitzer Author Index 497 Subject Index 520

Autorenportrait

H. Rudolph Schaffer is Emeritus Professor of Psychology at the University of Strathclyde, Glasgow, and has written extensively on various aspects of child development. His recent publications for Blackwell include Introducing Child Psychology. He is also editor of the journal Social Development. Kevin Durkin is Professor of Psychology at the University of Strathclyde, having previously held a Chair at the University of Western Australia. He has written a large number of journal articles and books, including the bestselling Blackwell title Developmental Social Psychology. He is editor of First Language journal. His current work is focused on young people and the media, language acquisition and problem behaviour in adolescence.

Back cover copy

"Giving away psychology" is a phrase that was coined nearly 40 years ago to draw attention to the fact that psychological research has accumulated a considerable body of knowledge that is potentially useful in the real world and that ought therefore be passed on to practitioners and policy makers. This applies especially to developmental psychology, in that much of what academics have found out could well be of considerable benefit for children and young people and therefore of interest to clinicians, teachers, social workers, family lawyers and governmental and other agencies concerned with health, welfare and educational matters. Increasingly over the last few decades academics have therefore drawn attention to the implications of their work for a wide range of remedial and preventive purposes. Applied Developmental Psychology has now become a discipline in its own right, with a society, journals and postgraduate courses specifically devoted to it. Much of this is in the USA but is to be found in other countries too. Despite this, however, the "giving away" process has met with only partial success, in that much potentially useful knowledge has not been implemented. As several writers have pointed out, there is still a considerable schism between what has been learned about development and the implementation of our science. This is a concern that needs to be confronted. One answer to this problem lies in the underlying assumption that giving away is simply a matter of knowledgeable academics passing on their findings to ignorant practitioners, who will then unhesitatingly abandon their previous ways of doing things and adopt whatever new ideas they have been told about. Thus many research reports end up with a section on the implications of the work for intervention, but with no attention given to how the findings can be implemented. However, simply publicizing and, hopefully, communicating research results, is only part of the story; their implementation is another. This too needs to be considered, and it is noteworthy that in the last few years a number of authors have started to draw attention to the importance of also taking into account the particular perspectives of the potential recipients. Recipients, that is, often operate according to different values, rules and priorities from those in which academics operate, and there is growing acknowledgment of the need to learn about and respect this difference. Accordingly, this handbook will set out to describe and analyse what happens when researchers present professionals in the field (practitioners and policy makers) with the fruits of their studies. Its aim is to investigate both the opportunities and obstacles involved. It highlights the need for researchers not just to stop short at giving an account of potentially useful findings, offering these on a take-or-leave basis, but also to give thought to the task of actually putting research into practice. In particular, it confronts the problems that practitioners face in accepting what may seem to researchers to be the obvious conclusions of their findings.