ABSTRACT
In the original edition of this chapter, the focus was on the various theories related to development as well as the in²uence of trauma or illness on the developmental process. For the second edition, the goals are to provide a rational theoretical basis, which will allow inferences to be drawn to assist the life care planner working with children and adolescents, regarding cognitive and psychosocial development. ’is chapter considers the various theories regarding the development of cognition and psychosocial development in the child. Additionally, it addresses, in a rudimentary way, the impact of some of the more abnormal developmental in²uences. ’e e•ects of neurological trauma are considered in relation to the e•ect on the developing child. In many instances of prenatal, perinatal, or postnatal trauma, the full e•ects are not apparent for a number of years. ’e same can be said of the e•ects of trauma and illness that occur somewhat later in development. For example, the child who sustains a traumatic brain injury at age 2 or, for that matter, age 10, may not exhibit the full negative e•ects of the injury until they reach maturity. In these cases, the child may fail to develop, cognitively, behaviorally, and psychosocially, as expected.
