Resilience in Children, Volume 1094

ISBN-13: 9781573316439 / Angielski / Miękka / 2007 / 388 str.

Lester; Barry M. Lester; Ann Masten

Opis

How are children who have experienced adversity able to function competently? Why do some children appear to be resilient? These fascinating, complex, and puzzling questions have been studied mostly from a behavioral and psychosocial perspective. Advances in neuroscience provide the opportunity to bring neurobiology to the study of resilience and to ask whether our knowledge of neurobiological processes and mechanisms can contribute to our understanding of resilience. The goals of this volume are to examine both the behavioral-psychosocial and neurobiological aspects of resilience and to help move the field toward a model that integrates these two perspectives. The integration of the behavioral-psychosocial aspects with the -new biology- of resilience will provide an unprecedented understanding of processes of development in atypically and typically developing children and will have profound implications for preventive intervention programs. NOTE: Annals volumes are available for sale as individual books or as a journal. For information on institutional journal subscriptions, please visit www.blackwellpublishing.com/nyas. ACADEMY MEMBERS: Please contact the New York Academy of Sciences directly to place your order (www.nyas.org). Members of the New York Academy of Science receive full-text access to the Annals online and discounts on print volumes. Please visit http: //www.nyas.org/MemberCenter/Join.aspx for more information about becoming a member

Recenzje

"This volume is written for clinicians, particularly those who work with atrisk children or work in pediatric preventive care. It is helpful if the reader has a background in psychological research so he can glean as much information as possible from the articles." ( Metapsychology Online Reviews, February 2009)

Spis treści

Why Resilience? Overview: Barry M. Lester.

Keynote Address: Implications of resilience concepts for scientific understanding: Sir Michael Rutter.

Part I: Behavioral and Psychosocial Processes Child Factors:.

1. Competence and Resilience in Development: Ann S. Masten and Jelena Obradovi .

2. Contributions of Temperament to Buffering and Sensitization Processes in Children s Development: Theodore D. Wachs.

3. Resilience as an Attribute of the Developmental System: Comments on the Papers of Professors Masten and Wachs: Richard M. Lerner.

Part II: Behavioral and Psychosocial Processes Family, Relationship and Broader Environmental Factors:.

4. Risk, Resiliency, and Gene–Environment Interactions in Rhesus Monkeys: Stephen J. Suomi.

5. Social Class and Race Disparities in School Readiness: How Can We Close the Gap.: Jeanne Brooks–Gunn.

6. Response: Edward Z. Tronick.

Part III: Issues:.

7. Conceptual Issues in Studies of Resilience: Past, present, and future research. By Suniya S. Luthar.

8. Biopsychosocial Influences on the Development of Resilience: Arnold Sameroff.

9. Response: To be announced.

Part IV: Behavioral and Psychosocial Processes Prevention:.

10. Adolescents′ Resilience as a Self–regulatory Process: Promising Themes for Linking Intervention with Developmental Science: Thomas J. Dishion and Arin Connell.

11. Promoting Resilience Children and Youth: Preventive Interventions and Their Interface with Neuroscience: Mark T. Greenberg.

12. Prevention Approaches to Enhance Resilience among High–risk Youth: Karol L. Kumpfer.

Part V: Neurobiological Processes Emotion Regulation:.

13. Behavioral Differences in Aggressive Children Linked with Neural Mechanisms of Emotion Regulation: Marc D. Lewis.

14. Discussion of Marc D. Lewis Presentation "Behavioral Differences in Aggressive Children Linked with Neural Mechanisms with Developmental Science" and Michael Davis Presentation "The Role of Opiate Receptors in the Medial Nucleus of the Amygdala (Mea) in Conditioned Fear Measured with Fear Potentiated Startle": Linda C. Mayes.

Part VI: Neurobiological Processes Genetics:.

15. Genetic and Environmental Influences on the Development of Alcoholism: Resilience Versus Risk: Mary–Anne Enoch.

16. Response: Kathleen Ries Merikangas.

Part VII: Neurobiological Processes Neuroendocrine:.

17. Stress and the Adolescent Brain: R. Romeo and Bruce McEwen.

18. Effects of a Therapeutic Intervention for Foster Children on Behavior Problems, Caregiver Attachment, and Stress Regulatory Neural Systems: Philip A. Fisher.

19. Response: Bruce E. Compas.

Part VIII: Neuroscience and Intervention:.

20. Prevention of Pediatric Bipolar Disorder: Integration of Psychosocial and Neurobiological Processes: Kiki Chang.

Part IX: Integration and Wrap–Up:.

21. Roundtable Discussion Moderator: Ann Masten.

22. A Multiple–Levels–of–Analysis Perspective on Resilience: Implications for the Developing Brain and Neural Plasticity: Dante Cicchetti.

23. The Evolutionary Basis of Adaptation in Resilience and Vulnerability: A Response to Cicchetti and Blender: Myron Hofer.

Part X: Poster Papers:.

Clancy Blair.

Zack Boukydis.

Anne Conway.

Feyza Corapei.

J.J. Cutuli.

E. Emory.

M. Fuertes.

J. Ham.

Y. Hestyanti.

K. Kim.

L. LaGasse.

K. Lambert.

A. Miller.

Nomura.

G. Oades–Sese.

J. Obradovic.

K. Rajendran.

V. Shapiro.

S. Sheinkopf.

E. Vanderbilt–Adriance.

Y. Wang

Blurb

How are children who have experienced adversity able to function competently? Why do some children appear to be resilient?

These fascinating, complex, and puzzling questions have been studied mostly from a behavioral and psychosocial perspective. Advances in neuroscience provide the opportunity to bring neurobiology to the study of resilience and to ask whether our knowledge of neurobiological processes and mechanisms can contribute to our understanding of resilience.

The goals of this volume are to examine both the behavioral–psychosocial and neurobiological aspects of resilience and to help move the field toward a model that integrates these two perspectives. The integration of the behavioral–psychosocial aspects with the "new biology" of resilience will provide an unprecedented understanding of processes of development in atypically and typically developing children and will have profound implications for preventive intervention programs.

NOTE: Annals volumes are available for sale as individual books or as a journal. For information on institutional journal subscriptions, please visit www.blackwellpublishing.com/nyas.

ACADEMY MEMBERS: Please contact the New York Academy of Sciences directly to place your order (www.nyas.org). Members of the New York Academy of Science receive full–text access to the Annals online and discounts on print volumes. Please visit www.nyas.org/membership/main.asp for more information about becoming a member.