Caregiving Across the Lifespan

Most scholars do not consider the long-term nature of caregiving, but rather focus on a specific developmental period (e.g., old age) or a specific disability (e.g., cancer). Yet the most important lessons about caregiving may occur at any age, regardless of disabilities or other limitations.  Caregiving is a lifelong process. It begins in a mother’s womb, continues throughout the lifespan, and ends after death. Caregiving Across the Lifespan emphasizes caregiving as a process that occurs throughout one’s life. It discusses infant care, the developmental needs of children and adolescents, the many caregiving issues in adulthood and mid-life, and finally end-of-life care and bereavement.Key coverage includes:Examining caregiving issues across a developmental perspective.Caregiving from infancy through early childhood through end of life.Mid-life and multigenerational bonds and responsibilities.Caregiver identity in older adults.Family caregiving at the end of life.This must-have volume offers a wealth of insights and ideas for researchers, practitioners, and graduate students across the caregiving fields, including psychology, social work, public health, geriatrics and gerontology, and medicine as well as public and education policy makers.

From the reviews:“This book does a good job of addressing the major issues facing caregivers from a developmental perspective. … It is easy to read, and the editors and contributors are experts in the field. Both professionals and the general public will benefit from the information in this book.” (Gary B. Kaniuk, Doody’s Book Reviews, May, 2013)

Ronda C. Talley, PhD, MPH, is Professor of Psychology at Western Kentucky University.  Dr. Talley’s professional experience includes providing national leadership on caregiving issues and organizational development as Executive Director of the Rosalynn Carter Institute for Caregiving and the National Quality Caregiving Coalition; working with federal government groups to promote caregiving issues as Associate Director of Legislation, Policy, and Planning/Health Scientist for the Centers for Disease Control and Prevention, U.S. Department of Health and Human Services, in Atlanta, GA; and promoting the science and practice of psychology in the schools as Associate Executive Director of Education and Director of School Policy and Practice at the American Psychological Association in Washington, DC. Dr. Talley taught ethics and legal issues in school psychology at the University of Maryland, College Park, and clinical, counseling, and school psychology students at Spalding University in Louisville, KY. Prior to that time, Dr. Talley worked a teacher of students with special needs and school administrator for almost 20 years in the Jefferson County (KY) Public Schools where she supervised a multi-disciplinary private practice. Dr. Talley received the Outstanding Alumni Award from Indiana University and the Jack Bardon Distinguished Service Award from the Division of School Psychology of the American Psychological Association. She serves on the national board of the American Association of Caregiving Youth, the Indiana University School of Education Board of Visitors, and the Western Kentucky University National Alumni Advisory Board. Dr. Talley is Editor-in-Chief of the Springer CARE book series on diverse caregiving issues. Rhonda J. V. Montgomery, PhD, holds the Helen Bader Endowed Chair in Applied Gerontology at the University of Wisconsin-Milwaukee where she is a professor in the School of Social Welfare and in the Department of Sociology. Over her career Dr. Montgomery has served as Principal or Co-Principal Investigator for more than 40 funded regional and national studies focused on public policy, the role of family, and the role of staff in providing long term care. Most recently, Dr. Montgomery completed two multi-site randomized trials to assess the impact of a comprehensive care management protocol (Tailored Caregiver Assessment and Referral (TCARE®) for working with family caregivers.