Home » Psychology, Psychiatry, & Social Work » Neuropsychology & Neuroscience
Developmental Social Neuroscience and Childhood Brain Insult
Theory and Practice

Edited by Vicki Anderson and Miriam H. Beauchamp

398 Pages
Size: 7" x 10"
Hardcover
June 2012
ISBN 978-1-4625-0429-9
Cat. #0429
Price: $80.00 $68.00
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e-Book
June 2012
ISBN 978-1-4625-0466-4
EPUB format
Price: $80.00 $68.00
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“Among the most common and devastating effects of early brain insult are impairments in social perception and cognition. However, the literature on this topic remains scattered and fragmentary. Finally, we have a volume that brings together research on different disorders and from multiple disciplines, within a single, coherent theoretical framework. I highly recommend this book for clinicians, instructors, students, and scientists alike.”

—Mark H. Johnson, PhD, Professor and Director, Centre for Brain and Cognitive Development, Birkbeck College, University of London, United Kingdom


“This informative, innovative volume proposes a framework for understanding how social skills typically develop and why children with brain disorders often have problems in this area. The book addresses both theoretical and practical considerations in conceptualizing and measuring social skills disturbances in children and providing rehabilitative interventions. The developmental social neuroscience perspective introduced here will be valuable for anyone involved in neuropsychological rehabilitation of children with brain disorders.”

—George P. Prigatano, PhD, Newsome Chair, Department of Clinical Neuropsychology, Barrow Neurological Institute


“The editors have put together an authoritative volume at the expanding edge of the exciting new field of developmental social neuroscience. Grounded in Anderson and Beauchamp’s comprehensive theory of the neural, cognitive, and environmental predictors of social skills, the chapters skillfully weave together theory and empirical research on the social consequences of childhood brain insult, with a strong emphasis on assessment and intervention. This fresh, thought-provoking volume will inform my own work and is a terrific resource for researchers, educators, clinicians, and graduate students seeking to integrate neuroscience and social development.”

—Stephanie M. Carlson, PhD, Institute of Child Development, University of Minnesota
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