Developmental Social Neuroscience and Childhood Brain Insult

Theory and Practice

Edited by Vicki Anderson and Miriam H. Beauchamp

Hardcovere-bookprint + e-book
Hardcover
June 20, 2012
ISBN 9781462504299
Price: $83.00
398 Pages
Size: 7" x 10"
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e-book
June 1, 2012
ePub ?
Price: $83.00
398 Pages
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print + e-book
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398 Pages
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Synthesizing cutting-edge knowledge from multiple disciplines, this book explores the impact of acquired brain injury and developmental disabilities on children's emerging social skills. The editors present an innovative framework for understanding how brain processes interact with social development in both typically developing children and clinical populations. Key issues in assessment are addressed, including ways to measure both social function and brain function using developmentally sound tools. Balancing theoretical and clinical concerns, the book describes promising interventions for promoting children's adjustment and helping them participate more fully in the social world. Illustrations include six color plates.

“I strongly recommend Developmental Social Neuroscience and Childhood Brain Insult. As I began reading the book, I was pleasantly surprised to find that I was quickly immersed in a theoretical treatise on the very nature of what it means to be social, and how that can go wrong in an entire constellation of ways….A ‘must have’ book for any practicing child neuropsychologist, and I foresee returning to reread various chapters in the near future. The book could also form the syllabus for a fascinating course at a graduate level and will undoubtedly stimulate an explosion of new research seeking to clarify the model.”

Child Neuropsychology


“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

Table of Contents

I. Introduction

1. SOCIAL: A Theoretical Model of Developmental Social Neuroscience, Vicki Anderson and Miriam H. Beauchamp

II. Theoretical Contributions

2. Peer Relations and Social Competence in Childhood, Kenneth H. Rubin, Annie Schulz Begle, and Kristina L. McDonald

3. Brain Development and the Emergence of Social Function, Stephanie Burnett Heyes, Catherine L. Sebastian, and Kathrin Cohen Kadosh

4. Social and Moral Functioning: A Cognitive Neuroscience Perspective, Bradley C. Taber-Thomas and Daniel Tranel

5. Environmental Contributions to the Development of Social Competence: Focus on Parents, Amy E. Root, Paul D. Hastings, and Kari L. Maxwell

III. Assessing Social Function

6. Measuring Social Skills with Questionnaires and Rating Scales, Frank Muscara and Louise Crowe

7. Measuring the Different Components of Social Cognition in Children and Adolescents, Rosée Bruneau-Bhérer, Amélie M. Achim, and Philip L. Jackson

8. Theory-Driven Imaging Paradigms and Social Functions: Implications for Management Strategies, Julian J. Dooley, Stefanie Rosema, and Miriam H. Beauchamp

9. Measurement of Social Participation, Gary Bedell

IV. Disrupted Social Function

10. Theoretical Approaches to Understanding Social Function in Childhood Brain Insults: Toward the Integration of Social Neuroscience and Developmental Psychology, Keith Owen Yeates, Erin D. Bigler, Cynthia A. Gerhardt, Kenneth H. Rubin, Terry Stancin, H. Gerry Taylor, and Kathryn Vannatta

11. Impact of Early Brain Insult on the Development of Social Competence, Vicki Anderson, Stefanie Rosema, Alison Gomes, and Cathy Catroppa

12. Social Development and Traumatic Brain Injury in Children and Adolescents, Gerri Hanten, Harvey S. Levin, Mary R. Newsome, and Randy S. Scheibel

13. Genetic Disorders and Social Problems, Kylie M. Gray and Kim Cornish

14. Pediatric Brain-Injury-Related Psychiatric Disorders and Social Function, Jeffrey E. Max

15. Social Cognition in Autism, Baudouin Forgeot d’Arc and Laurent Mottron

V. Social Interventions

16. Pragmatic Language Impairment after Brain Injury: Social Implications and Treatment Models, Skye McDonald, Lyn S. Turkstra, and Leanne Togher

17. Family-Centered and Parent-Based Models for Treating Socio-Behavioral Problems in Children with Acquired Brain Injury, Damith T. Woods, Cathy Catroppa, and Vicki Anderson

18. Social Anxiety and Its Treatment in Children and Adolescents with Acquired Brain Injury, Cheryl Soo, Robyn L. Tate, and Ronald M. Rapee


About the Editors

Vicki Anderson, PhD, is Director of Psychology at the Royal Children’s Hospital in Melbourne, Australia; Director of Critical Care and Neuroscience Research at the Murdoch Childrens Research Institute; and Professor of Pediatrics and Psychology at the University of Melbourne. Dr. Anderson’s work focuses on the outcomes of developmental and acquired brain disorders in children, particularly traumatic brain injury. She has served on the Board of Governors of the International Neuropsychological Society and is past president of the Australian Society for the Study of Brain Impairment.

Miriam H. Beauchamp, PhD, is Assistant Professor in the Department of Psychology, University of Montréal, Québec, Canada, where she leads the ABCs Developmental Neuropsychology Laboratory. She is also a researcher at the Sainte-Justine Hospital Research Center and Adjunct Professor in the Department of Neurology and Neurosurgery at McGill University. Dr. Beauchamp's work focuses on investigating the environmental, cognitive, and neural substrates of social functioning in children and adolescents using both behavioral and neuroimaging methodologies.

Contributors

Amélie M. Achim, PhD, École de Psychologie, Centre de Recherche Université Laval Robert-Giffard, and Département de Psychiatrie et Neurosciences, Faculté de Médecine, Université Laval, Québec, Québec, Canada

Vicki Anderson, PhD, Department of Psychology, Royal Children’s Hospital, and Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Miriam H. Beauchamp, PhD, University of Montréal, Sainte-Justine Hospital Research Center, Montréal, Québec, Canada

Gary Bedell, PhD, OTR, FAOTA, Department of Occupational Therapy, Tufts University, Medford, Massachusetts

Annie Schulz Begle, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Erin D. Bigler, PhD, Department of Psychology, Brigham Young University, Provo, Utah; Department of Psychiatry, University of Utah, Salt Lake City, Utah

Rosée Bruneau-Bhérer, PhD, École de Psychologie, Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale, and Centre de Recherche Université Laval Robert-Giffard, Université Laval, Québec, Québec, Canada

Cathy Catroppa, PhD, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Kim Cornish, PhD, Centre for Developmental Psychiatry and Psychology, School of Psychology and Psychiatry, and Monash Institute for Brain Development and Repair, Monash University, Clayton, Victoria, Australia

Louise Crowe, PhD, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Julian J. Dooley, PhD, Sellenger Centre for Research in Law, Justice and Social Change, School of Law and Justice, Edith Cowan University, Joondalup, Western Australia, Australia

Baudouin Forgeot d’Arc, MD, PhD, Centre de Recherche Fernand Seguin, Hôpital Rivière-des-Prairies, Montréal, Québec, Canada

Cynthia A. Gerhardt, PhD, Department of Pediatrics, The Ohio State University, and Center for Biobehavioral Health, The Research Institute at Nationwide Children’s Hospital, Columbus, Ohio

Alison Gomes, BA(Hons), School of Psychology and Psychiatry, Monash University, Clayton, and Waiora Clinic, Melbourne, Victoria, Australia

Kylie M. Gray, PhD, Centre for Developmental Psychiatry and Psychology, School of Psychology and Psychiatry, and Monash Institute for Brain Development and Repair, Monash Medical Centre, Clayton, Victoria, Australia

Gerri Hanten, PhD, Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, and Department of Psychology, Rice University, Houston, Texas

Paul D. Hastings, PhD, Department of Psychology, University of California–Davis, Davis, California

Stephanie Burnett Heyes, PhD, Department of Brain Repair and Rehabilitation, Institute of Neurology, University College London, London, United Kingdom; Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom

Philip L. Jackson, PhD, École de Psychologie, Centre Interdisciplinaire de Recherche en Réadaptation et Intégration Sociale, and Centre de Recherche Université Laval Robert-Giffard, Université Laval, Québec, Québec, Canada

Kathrin Cohen Kadosh, PhD, Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom

Harvey S. Levin, PhD, Departments of Physical Medicine and Rehabilitation, Neurology, and Neurosurgery, Baylor College of Medicine, Houston, Texas

Jeffrey E. Max, MBBCh, Department of Psychiatry, University of California–San Diego, La Jolla, California, and Rady Children's Hospital, San Diego, California

Kari L. Maxwell, MA, Department of Technology, Learning and Culture, West Virginia University, Morgantown, West Virginia

Kristina L. McDonald, PhD, Department of Psychology, University of Alabama, Tuscaloosa, Alabama

Skye McDonald, PhD, School of Psychology, University of New South Wales, Sydney, New South Wales, Australia

Laurent Mottron, MD, PhD, Centre de Recherche FernandSeguin, Hôpital RivièredesPrairies, Montréal, Québec, Canada

Frank Muscara, DPsych, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Mary R. Newsome, PhD, Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, Texas

Ronald M. Rapee, PhD, Department of Psychology, Centre for Emotional Health, Macquarie University, New South Wales, Sydney, Australia

Amy E. Root, PhD, Department of Technology, Learning and Culture, West Virginia University, Morgantown, West Virginia

Stefanie Rosema, MSc, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Kenneth H. Rubin, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Randy S. Scheibel, PhD, Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, Texas

Catherine L. Sebastian, PhD, Department of Clinical, Educational and Health Psychology and Institute of Cognitive Neuroscience, University College London, London, United Kingdom

Cheryl Soo, PhD, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Terry Stancin, PhD, Departments of Pediatrics and Psychiatry, Case Western Reserve University and MetroHealth Medical Center, Cleveland, Ohio

Bradley C. Taber-Thomas, PhD, Department of Neurology, University of Iowa, Iowa City, Iowa

Robyn L. Tate, PhD, Rehabilitation Studies Unit, Northern Clinical School, University of Sydney, Sydney, New South Wales, Australia

H. Gerry Taylor, PhD, Department of Pediatrics, Case Western Reserve University and Rainbow Babies and Children’s Hospital, Cleveland, Ohio

Leanne Togher, PhD, Discipline of Speech Pathology, Faculty of Health Sciences, University of Sydney, Lidcombe, New South Wales, Australia

Daniel Tranel, PhD, Departments of Neurology and Psychology, University of Iowa, Iowa City, Iowa

Lyn S. Turkstra, PhD, Department of Communicative Disorders, University of Wisconsin, Madison, Wisconsin

Kathryn Vannatta, PhD, Department of Pediatrics, The Ohio State University, and Center for Biobehavioral Health, The Research Institute at Nationwide Children's Hospital, Columbus, Ohio

Damith T. Woods, PhD, Child Neuropsychology, Murdoch Childrens Research Institute, Melbourne, Victoria, Australia

Keith Owen Yeates, PhD, Department of Pediatrics, The Ohio State University, and Center for Biobehavioral Health, The Research Institute at Nationwide Children’s Hospital, Columbus, Ohio

Audience

Neuropsychologists, neuroscientists, developmental psychologists, child clinical psychologists and psychiatrists, rehabilitation specialists, and speech–language pathologists.

Course Use

May serve as a supplemental text in graduate-level courses.