Оглавление
Jean-Pascal Assailly. Child Psychology
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Child Psychology. Developments in Knowledge and Theoretical Models
Preface
1. Interdisciplinary Themes
1.1. The question of prediction
1.1.1. Prediction before birth. 1.1.1.1. “To be born or not to be born”, “Not to be born at all is best..." (chorus of Oedipus at Colonus)
1.1.1.2. Predicting adult problems from childhood
1.2. Development concepts
1.2.1. How can we study development? The methodology
1.2.1.1. Studies with a prenatal onset: the EDEN study (study of pre- and postnatal determinants of child development and health)
1.2.1.2. Studies from birth. 1.2.1.2.1. The ELFE Study (French longitudinal study since childhood)
1.2.1.2.2. The EPIPAGE 2 Study (epidemiological study on low-gestational-age infants)
1.2.1.2.3. The 1958 British National Child Development Study
1.2.1.2.4. The “Lifeways Cross-Generation Cohort” Study in the Republic of Ireland
1.2.1.3. Studies from childhood. 1.2.1.3.1. The Millennium Study
1.2.1.3.2. The CABLE (Childhood and Adolescent Behaviors in Long-term Evolution) Study
1.2.1.3.3. The Bergen Study
1.2.1.4. Studies from adolescence: the ABCD (Adolescent Brain Cognitive Development) Study
1.2.2. The issue of experimental mortality and retention
1.3. To what extent is a dialog or coming together possible between developmental psychology and psychoanalysis? Between the observable and the repressed
1.4. Between psychology and epidemiology, developmental psychopathology
1.4.1. The origins and trajectories of adaptation
1.4.2. Mediation and moderation
1.4.3. Resilience
1.4.4. Confounding factors
1.4.5. Genetic factors
1.5. Childhood and culture, anthropological approaches
1.5.1. The phylogenesis of childhood
1.5.2. Theoretical models on the influence of culture on development
1.5.3. Ethnographic approaches and monocultural analyses
1.5.4. The accuracy and/or extent of data
1.6. Childhood and family in history
1.7. Adolescent development and its contemporary evolution
1.7.1. The (psychological and biological) “dual agenda”
1.7.2. Questioning the existence of adolescence
1.7.3. Risk behaviors and rites of passage
1.7.4. The evolution of festive practices
1.7.5. Changes in product consumption
1.8. The family and its contemporary evolution
1.9. Social class, family income and poverty
1.10. Parenting and parenting styles: how do we find the “right balance”?
1.10.1. Knowledge of child behaviors
1.11. Maternal employment in early childhood
1.12. Child care
1.12.1. Child care and emotional and relational development
1.12.2. Child care and language
1.12.3. Child care arrangements, academic success and gender
1.13. Ranking among siblings
1.14. Sibling size
1.15. Twins
1.15.1. Aspects of vulnerability
1.15.2. How can we explain the differences between two monozygotic twins?
1.15.3. The psychological consequences of twinning. 1.15.3.1. On parents
1.15.3.2. Regarding children
2. The Fetus and Fetal Life. 2.1. Conception and medically assisted procreation: children born through medically assisted procreation
2.2. The issue of genetic screening
2.3. Knowledge of the child’s sex
2.4. The sensory and psychological functioning of the fetus
2.4.1. Taste
2.4.2. Sleep
2.5. Stress and maternal psychopathology
2.5.1. Prenatal maternal cortisol
2.6. Prenatal exposures. 2.6.1. Exposure to alcohol
2.6.2. Exposure to tobacco
2.6.3. Pollutants and endocrine disruptors
2.6.4. Exposure to acrylamide
2.6.5. Cadmium exposure
2.6.6. Exposure to caffeine
2.7. Microbiota
3. Perinatal Care and the Infant. 3.1. Perinatal care. 3.1.1. Low birth weight
3.1.2. Prematurity
3.1.2.1. Long-term follow-up of premature babies
3.1.3. Brain changes in mothers
3.1.4. Postpartum depression or the “baby blues”
3.1.5. Self-harm
3.2. The infant stage (0–2 years) 3.2.1. Introduction
3.2.2. The issue of breastfeeding
3.2.3. Taste
3.2.4. Thought before language
3.2.5. Perception
3.2.6. The conception of number
3.2.7. The perception and expression of emotions
3.2.8. The perception of the social world and social cognition
3.2.8.1. The perception of ethnicities
3.2.9. Imitation
3.2.10. The moral sense
4. What’s New in Cognition? 4.1. The child’s brain
4.2. The question of universality
4.3. The theory of mind
4.4. Metacognition
4.5. Mirror neurons
4.6. Embodied cognition
4.7. The issue of programming, “starter kits”, neuroplasticity and the need for an integrative approach
4.7.1. Starter kits
4.8. Vygotsky and the zone of proximal development model
4.9. Contributions from the mother and father
4.10. Intelligence, its definition and measurements
4.10.1. The cerebral locations of intelligence
4.10.2. Intelligence and mortality
4.11. The question of the “drop in level” of French children
4.12. Children with high potential (“giftedness”)
4.13. Learning disabilities, the “dys” disorders
4.14. Creativity
4.15. Moral development
4.16. Language
4.16.1. Bilingualism
5. Attachment
5.1. The concept of attachment
5.2. The biological bases and correlates of attachment
5.2.1. Oxytocin
5.3. The mother’s response to the need for attachment
5.3.1. Mothers of “secure” children
5.3.2. Mothers of “insecure avoidant” children
5.3.3. Mothers of “insecure ambivalent or resistant” children
5.3.4. Mothers of “disorganized” children
5.4. The father and attachment
5.5. The concordance between attachment types
5.6. Paternal behavior
5.7. Sibling attachment
5.8. Attachment to objects
5.9. Attachment and child care
5.10. Attachment disorders. 5.10.1. Internalized and externalized disorders
5.10.2. Attachment as a transmission factor between maternal and child psychopathology
5.10.3. Attachment and alexithymia
5.10.4. Attachment and developmental disorders
5.11. Attachment, the individual and the family
5.11.1. Family styles
5.11.2. The place in the sibling group
5.12. The character (or temperament) of the individual
5.13. Attachment and the child’s gender
5.14. Attachment in adolescence
5.14.1. The question of puberty
5.14.2. From attachment to autonomy
5.14.3. The fate of internal operating models from adolescence onwards
5.14.4. Maternal and paternal transmission pathways
5.15. Attachment and the Internet
5.16. Attachment and risk taking
5.17. Attachment and addictions
5.18. Attachment and transgression
5.19. Attachment, antisocial behavior and hyperactivity
6. The Differences between Boys and Girls, Gender and Stereotypes
6.1. Developmental data
6.2. Mathematics, spatial skills and stereotypes
6.3. Risk taking, risk perception and stereotypes
7. Health, Disease and Mortality. 7.1. Health behaviors
7.2. The issue of vaccination
7.2.1. Why is there a refusal to vaccinate?
7.3. The age 4 health check
7.4. Laterality
7.5. Child size
7.6. Vision and myopia
7.7. Physical activity
7.8. Eating behavior
7.8.1. Eating behavior problems
7.8.2. Risk factors for eating disorders
7.9. Anorexia
7.10. Obesity
7.10.1. Attachment security
7.10.2. Temperament
7.10.3. The mother’s mental health
7.10.4. Self-regulation
7.10.5. Other directions and implications for obesity prevention
7.11. Sleep. 7.11.1. During childhood
7.11.1.1. The internal clock
7.11.1.2. To sleep in the parents’ bed or not?
7.11.1.3. To let the child cry during bedtime or not?
7.11.2. In adolescence
7.11.2.1. Sleep in childhood and fatigue in adolescence
7.12. Dreaming
7.13. Consumption of psychoactive products
7.13.1. Predicting addiction to alcohol or cannabis
7.14. Children’s road safety. 7.14.1. Changes in their mobility and security
7.14.2. Intergenerational transmission of accidents, offences and driving styles
7.15. Emotions, emotional development and emotional intelligence
7.15.1. Fear and anxiety
7.15.1.1. General psychology of fear
7.15.1.2. Differential psychology of fear about the level of feeling fear
7.15.2. Emotional intelligence
7.15.3. Anxiety and depression
7.15.4. Stress and burnout at school
7.16. Hyperactivity
7.16.1. The consequences of ADHD. 7.16.1.1. Social skills
7.16.1.2. Aggression
7.16.1.3. Overweight
7.17. Suicide
7.17.1. Modes of suicide
7.17.2. Geographic disparities
7.17.3. The sociological paradox of suicide
7.18. Autism. 7.18.1. Warning signs
7.18.2. Comorbidity
7.19. Mortality
7.19.1. Children under one year of age
7.19.2. Children aged one to four years
7.19.3. Children aged five to nine years
7.19.4. Children aged 10–14 years
7.19.5. Children between 15 and 19 years of age
8. Socialization and Antisociality. 8.1. Lying
8.2. Lying in parents
8.3. Antisociality. 8.3.1. Phylogeny and ontogeny of equality, hierarchy and dominance
8.3.2. The construction of the notion of transgression
8.3.3. The Lacanian vision of antisociality: the child between the real, the imaginary and the symbolic
8.3.4. Self-control
8.3.5. Antisocial behavior and its determinants
8.4. Abuse. 8.4.1. Introduction
8.4.2. Cultural factors
8.4.3. Meta-analyses
8.4.4. Very long-term effects
8.4.5. Historical developments
8.4.6. Mistreatment, sexual abuse and traffic accidents
8.5. Sexual abuse
8.6. Exposure to domestic violence
8.6.1. Consequences for the physical health of children and adolescents
8.6.2. Consequences for the cognitive and academic development of children and adolescents
8.6.3. Consequences for child development according to the environmental context
8.7. Foster care
8.7.1. Longitudinal/retrospective approach
8.8. Parental usage of psychoactive substances
8.9. Discord and separation of parents
8.9.1. Discord between parents
8.9.2. The negative effects of discord
8.9.3. Family (re)composition
8.9.4. Divorce and its effects
8.9.5. Children of divorce and children of bereavement
8.9.6. Blended families and single-parent households
8.9.7. The issue of joint custody
8.9.7.1. The moderators
8.9.8. Conclusion
8.10. Peer influence
8.10.1. The selection phenomenon
8.10.2. Peer influence and peer rejection
8.10.3. Peer influence and identification
8.10.4. The question of popularity and its two faces
8.10.5. Parent–peer interactions
9. Activities and Leisure
9.1. Play: from act to thought
9.2. Sports activities: Homo Ludens… Citius, Altius, Fortius… Bread and games…
9.2.1. Sports: health behavior or risk behavior, social or antisocial?
9.3. The digital child and the issue of screens
9.3.1. The determinants of early exposure to screens
9.3.2. Mobile digital screens
9.3.3. The consequences of screen use for children. 9.3.3.1. Intellectual skills
9.3.3.2. Language acquisition
9.3.3.3. Attention and concentration skills
9.3.3.4. Academic performance
9.3.3.5. The relationship with time
9.3.3.6. Social risks
9.3.3.7. Harassment
9.3.3.8. The construction of empathy
9.3.3.9. Hyperactivity
9.3.3.10. Health risks
9.3.4. To conclude on screens
9.3.5. Recommendations regarding screens
9.4. Video games
9.5. The use of telephones
9.5.1. The telephone and the mother–infant relationship: “Hello, Mommy’s texting… Hello, Mommy, it hurts…”
9.5.2. Telephone addiction
9.6. Social networks (TikTok, Snapchat, Facebook, Instagram, etc.)
9.6.1. The importance of the visual: selfies/selfie ecstasy
9.7. Music
10. Emerging Issues. 10.1. Children living in same-sex parent families
10.2. Homeless children
10.3. Migrants
10.4. Children of military personnel
10.5. Disaster psychology (wars, bombings, tsunamis, earthquakes)
10.5.1. Attacks
10.5.2. The children of Aceh (the tsunami)
10.6. Political influences
10.6.1. Children, citizenship and politics
10.7. The environment (neighborhood, nature, city)
10.7.1. The neighborhood
10.7.2. Contact with nature
10.7.3. Urban planning
10.8. Cyberbullying
10.9. Covid-19
Conclusion
C.1. Awareness of the early influences (positive and negative) of the prenatal and postnatal (fetal, microbiota) environments
C.2. Early development of certain perceptual and cognitive skills
C.3. New concepts in the field of cognition
C.3.1. The theory of mind
C.3.2. Metacognition
C.3.3. Mirror neurons
C.3.4. Embodied cognition
C.4. The need to develop an integrative approach
C.5. A spiral causality produced by interactions
C.6. At the heart of self-endangerment: the lack of sensitivity to loss
C.7. Gender differences, gender and stereotypes
C.8. The family environment, again and always
C.8.1. Extending the attachment domain
C.8.2. The family, a gatekeeper and a kite
C.8.3. Transmission between reproduction and resilience
C.8.4. The trade-off between risk and protection
C.8.5. Major structural changes
C.9. Historical developments
C.9.1. On the increase
C.9.2. In decline
C.9.3. Remaining stable
C.10. New research themes generated by societal developments
Appendix. Definitions of Some Concepts Used in this Book. A.1. Phylogenesis/ontogenesis
A.2. Factor/marker
A.3. Epigenetic factors
A.4. Externalized and internalized behavioral disorders
References
Index. A, B
C, D
E, F
G, H
I, J
L, M
O, P
R, S
T, Z
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