Titel: Stress, Trauma, and Children's Memory Development: Neurobiological, Cognitive, Clinical, and Legal Perspectives
Herausgegeben von Mark L. Howe, Gail S. Goodman, Dante Cicchetti
OXFORD UNIV PR
1. April 2008 - gebunden - 424 Seiten
Few questions in psychology have generated as much debate as those concerning the impact of childhood trauma on memory. A lack of scientific research to constrain theory has helped fuel arguments about whether childhood trauma leads to deficits that result in conditions such as false memory or lost memory, and whether neurohormonal changes that are correlated with childhood trauma can be associated with changes in memory. Scientists have also struggled with more
theoretical concerns, such as how to conceptualize and measure distress and other negative emotions in terms of, for example, discrete emotions, physiological response, and observer ratings.
To answer these questions, Mark L. Howe, Gail Goodman, and Dante Cicchetti have brought together the most current and innovative neurobiological, cognitive, clinical, and legal research on stress and memory development. This research examines the effects of early stressful and traumatic experiences on the development of memory in childhood, and elucidates how early trauma is related to other measures of cognitive and clinical functioning in childhood. It also goes beyond childhood to both
explore the long-term impact of stressful and traumatic experiences on the entire course of 'normal' memory development, and determine the longevity of trauma memories that are formed early in life.
Stress, Trauma, and Children's Memory Development will be a valuable resource for anyone interested in early experience, childhood trauma, and memory research.
Prologue: Turning science into practice ; PART I. NEUROBIOLOGICAL PERSPECTIVES ; 1. The neurobiology of trauma and memory in children ; 2. Trajectories of neurobehavioural development: The clinical neuroscience of child abuse ; 3. Maltreatment, event-related potentials, and memory ; PART II. COGNITIVE PERSPECTIVES ; 4. Trauma and autobiographical memory functioning: Findings from a longitudinal study of family violence ; 5. Accuracy and specificity of autobiographical memory in childhood trauma victims: Developmental considerations ; 6. Talking about twisters: Analysis of mother-child conversations about a devastating tornado ; 7. Childnre's memory for stressful events: Exploring the role of discrete emotions ; PART III. CLINICAL AND LEGAL PERSPECTIVES ; 8. Pursuing "the truth, the whole truth, and nothing but the truth": Forensic interviews with child victims or witnesses of abuse ; 9. Developmental trends in spontaneous false memory, with implications for the law ; 10. Translating research on children's memory and trauma into practice: Clinical and forensic implications
Mark L. Howe is a Professor of Psychology and a Research Chair in Developmental Psychology at Lancaster University, Lancaster UK. He is also co-director of the Centre for Research in Human Development at Lancaster University. His research concerns children's memory development including children's false memories, autobiographical memory, and long-term retention of information. He is a Fellow of the American Psychological Association as well as the Association for
Gail S. Goodman is Professor of Psychology and Director of the Center for Public Policy Research at the University of California, Davis, and Professor of Forensic Psychology at the University of Oslo, Norway. Her research concerns children's memory development and forensic developmental psychology. She has received many awards for her research, including two Distinguished Contributions awards in 2005 from the American Psychological Association (the Distinguished Contributions to Research in
Public Policy Award, as well as the Distinguished Professional Contributions to Applied Research Award). She obtained her Ph.D. in Developmental Psychology from UCLA and conducted postdoctoral research at the University of Denver and the Universite Rene Descartes in Paris, France.
Dante Cicchetti is McKnight Presidential Chair of Child Psychology in the Institute of Child Development and in the Department of Psychiatry, University of Minnesota. He also is Professor of Psychology at the University of Minnesota. From 1985 to 2005, he directed the Mt. Hope Family Center at the University of Rochester. He has published 30 books including volumes on developmental psychopathology, child development, emotional development, Down syndrome, attachment beyond infancy, self
development, risk and protective factors in the development of psychopathology, neurodevelopment and psychopathology, and stress and development.
"This book is amazing, bringing together research with issues of practice to provide a treasure of usable knowledge that will help create better practice and improve future research. The outstanding editors and authors provide lucid reviews of research findings and connect them directly to key practical issues about trauma, stress, and memory. This book demonstrates emphatically how careful research can shape and inform practice for courts, parents, teachers, and clinicians." --Kurt Fischer, Charles Bigelow Professor of Education and Director, Mind, Brain, and Education Program, Harvard University
"This is a superb volume. It is remarkably broad in scope, including both basic research on the neurobiological correlates of trauma and memory, and applied research on best practice in child interviewing. At the same time, it does not sacrifice depth for breadth, with the leading researchers in their respective fields providing quite comprehensive reviews of the most recent literature. Researchers will better understand how their work might translate into practice, and practitioners can update their understanding of the theory underlying evidence-based approaches." --Thomas D. Lyon, Judge Edward J. and Ruey L. Guirado Chair in Law and Psychology, University of Southern California
"A must read for anyone who seeks to understand how adverse childhood experiences, from natural disasters to child abuse, are experienced and remembered, and how those memories affect our development. As foremost experts in the field, the editors lay a foundation for decision-making in social work, counseling, psychology, medicine, law, and law enforcement informed by the latest findings in neuroscience and human development. Practitioners, students, educators, policy-makers, and researchers alike will gain a rich understanding of the intricacies, underpinnings, and diverse viewpoints in the field not available elsewhere in the literature."----Karen J. Saywitz, Department of Pedia