Abstract
Researchers and clinicians often find themselves speaking different languages. For the clinician, group averages and significant statistical effects pale in comparison to the unique histories of individual children and significant therapeutic effects. For the researcher, narrative accounts of therapeutic progress, case summaries, and clinical impressions often represent sources of frustration rather than sources of insight. As a result, the boundary between developmental research and clinical-child practice has remained rather impermeable for some time. However, during the 1980s increasing numbers of clinical-child and developmental psychologists have called for greater freedom of movement between these two domains.
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Shirk, S.R. (1988). Introduction. In: Shirk, S.R. (eds) Cognitive Development and Child Psychotherapy. Perspectives in Developmental Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3635-6_1
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DOI: https://doi.org/10.1007/978-1-4899-3635-6_1
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