Zusammenfassung
Explores how individual differences among people affects the need for early intervention to prevent psychological problems or at least to begin treating them as soon as possible. The 28 studies discuss temperament, birth weight, chronic illness, environmental considerations, assessment, and medical

Inhalt

Part i introduction; 1: Introduction; 2: Biographical sketch of alexander thomas and stella chess; Part ii individual differences as risk factors: temperament; 3: Temperament: changing concepts and implications; 4: Inhibited and uninhibited temperaments; 5: Temperament risk factors for type a behavior pattern in adolescents; 6: Temperament, siblings, and the development of relationships; 7: Is temperament an important contributor to schooling outcomes in elementary school? modeling effects of temperament and scholastic ability on academic achievement; 8: Temperament research and practical implications for clinicians; Part iii individual differences as risk factors: development, birth weight, and chronic illness; 9: Variations, deviations, risks, and uncertainties in human development; 10: Conditions of risk for maldevelopment: prematurity; 11: Chronic illness as a psychological risk factor in children; Part iv environmental settings and their interactions with individual differences; 12: Temperament and the developmental niche; 13: Kids in context: temperament in cross-cultural perspective; 14: Temperament and cultural diversity; 15: Variations in cultural influences in hawaii; Part v goodness of fit: theoretical issues; 16: Explorations of the goodness-of-fit model in early adolescence; 17: Genetics and individual differences: how chess and thomas shaped developmental thought; 18 interface of nature and nurture in the family; Part vi issues in assessment of individual differences; 19 Assessment of individual differences in the temperament of children: evaluation of interactions; Part vii prevention and intervention strategies in the medical setting; 20: Specific prevention and intervention strategies used to accommodate individual needs of newborn infants; 21 specific uses of temperament data in pediatric behavioral interventions; 22: Developing temperament guidance programs within pediatric practice; Part viii prevention and intervention strategies in the day care and school setting; 23: Seeing the child in child care: day care, individual differences, and social policy; 24: Temperament and teachers' views of teachability; Part ix prevention and intervention strategies in the community setting; 25: The temperament program: community-based prevention of behavior disorders in children; 26: Parent support groups; Part x conclusions; 27: Advocacy for the health of the public; 28: Summary and conclusions: a promising opportunity for better prevention and intervention