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Editorial Reviews
From the Publisher
"This book is a gold mine for professionals working in the burgeoning field of preschool mental health! Beginning with a rich overview of normative social, emotional, and cognitive development, the book continues with state-of-the-science chapters on the signs, symptoms, and probable causes of mental disorders that arise in the early years. Within a solid developmental framework that acknowledges the multiple forces that shape children's mental health, leading researchers and clinicians shine light on proven and promising practices in assessment and intervention, as well as unanswered questions and current controversies. My hope is that this excellent resource will be used not only by mental health practitioners, but also by the policymakers who determine whether or not young children and their families get the help they need in order to develop optimal mental health."--Martha Farrell Erickson, PhD, Harris Programs, Center for Early Education and Development, University of Minnesota"In recent years, increased attention has been paid to identifying and understanding mental health problems in preschoolers. This superb volume is a strong testament to the advances that have occurred in both research knowledge and clinical practice. The work represented in this exciting volume will stimulate further growth in our comprehension and treatment of high-risk youngsters. This timely and important volume belongs in the libraries of graduate students and professionals in the fields of clinical psychology, developmental psychopathology, pediatrics, and psychiatry."--Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota
"This volume is an outstanding resource for understanding developmental psychopathology in preschool-aged children. It begins with reviews of normative preschool emotional, social, and cognitive development, and then discusses individual disorders in young children. The final section discusses treatment approaches. The contributors are all established and renowned researchers and clinicians in the preschool developmental area. This volume will be very useful for students of developmental psychology and psychopathology, early childhood mental health trainees and clinicians, and psychiatric residents and practitioners."--Robert J. Harmon, MD, Irving Harris Program in Child Development and Infant Mental Health, Department of Psychiatry, University of Colorado School of Medicine
Journal of Child and Adolescent Psychopharmacology
"A well-written and comprehensive work, appropriate for use by clinicians and trainees in psychiatry, psychology, nursing, and social work. It is also a useful resource for others who work with young children, including early childhood educators and pediatricians. It does an excellent job of pointing out the role of child development in the assessment and treatment of preschool children. Thoughtful and thought provoking, it encourages consultation and collaboration among disciplines."--Journal of Child and Adolescent PsychopharmacologyJournal of Clinical Psychiatry
"A milestone in understanding empirically based features of preschool psychiatric disorders has been reached with the publication of the Handbook of Preschool Mental Health....Comprehensive, clearly written, and very informative."--Journal of Clinical PsychiatryFrom The Critics
Reviewer: Christopher J. Graver, PhD, ABPP-CN(Madigan Healthcare System)Description: This book focuses on mental disorders in children from 2-6 years of age, covering normal emotional, social, and personality development, as well as the conceptualization, diagnosis, and treatment of early-onset disorders in children.
Purpose: It is intended to provide a contemporary reference for mental disorders in early childhood. Experts in the field come together to review current research and provide information on intervention and prevention strategies for children and their families.
Audience: The author indicates the book is intended for psychologists, psychiatrists, pediatricians, social workers, and early childhood educators. The author has research and clinical experience in childhood psychiatric disorders. The contributing authors include recognized leaders in pediatric mental health from major universities across the country.
Features: This book is divided into three sections: 1) Normative Development in the Preschool Period, 2) Mental Disorders Arising in the Preschool Period, and 3) Assessment and Intervention in the Preschool Period. The initial chapters present not only the classic studies on multiple aspects of normal social/emotional development (e.g., attachment theory, theory of mind, etc.), but also incorporate more recent studies that are incisive and enlightening. A thorough review of normal cognitive development is separated into individual cognitive domains. The second section addressing specific disorders is clearly well researched with critical appraisals. These chapters are not lessons in nosology; rather they consider the practical application of our current classification system to preschool age children and the limitations of this system. Each of these chapters includes information on prevalence, other background information (e.g., biological underpinnings), diagnostic considerations, and treatment. The final section begins with a chapter on the neuropsychological assessment of preschool age children and includes helpful suggestions for appropriate instruments. In addition, the table summarizing available studies on psychopharmacology in young children is prodigious.
Assessment: This is a comprehensive review of seminal studies and cutting-edge research on disorders in preschool age children. It contains a wide array of topics that are well researched and presented in a judicious manner. Additionally, there are excellent reviews of empirically supported assessment and intervention approaches. This is one of those rare books that undeniably should be in the library of every pediatric clinician, although it will never spend much time sitting on the shelf.
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Table of Contents
I. Normative Development in the Preschool Period
1. Social Development: Psychological Understanding, Self-Understanding, and Relationships, Ross A. Thompson, Rebecca Goodvin, and Sara Meyer
2. Emotional Competence: Implications for Social Functioning, Susanne A. Denham
3. Cognitive Development, Amy K. Heffelfinger and Christine Mrakotsky
II. Mental Disorders Arising in the Preschool Period
4. Attention-Deficit/Hyperactivity Disorder, Kenneth W. Steinhoff , Mark Lerner, Audrey Kapilinski, Ron Kotkin, Sharon Wigal, Robin Steinberg-Epstein, Tim Wigal, and James M. Swanson
5. Oppositional Defiant Disorder, Carol M. Rockhill, Brent R. Collett, Jon M. McClellan, and Matthew L. Speltz
6. Eating Disorders, Irene Chatoor and Deepa Khushlani
7. Anxiety Disorders, Helen Link Egger and Adrian Angold
8. Posttraumatic Stress Disorder: Clinical Guidelines and Research Findings, Michael S. Scheeringa
9. Sleep Disorders, Melissa M. Burnham, Erika E. Gaylor, and Thomas F. Anders
10. Mood Disorders: Phenomenology and a Developmental Emotion Reactivity Model, Joan L. Luby and Andy C. Belden
11. Attachment Disorders, Brian S. Stafford and Charles H. Zeanah
12. Autism Spectrum Disorders, Somer L. Bishop and Catherine Lord
III. Assessment and Intervention in the Preschool Period
13. Neuropsychological Assessment, Christine Mrakotsky and Amy K. Heffelfinger
14. Psychopharmacology, Joan L. Luby
15. Play Therapy: Integrating Clinical and Developmental Perspectives, Anne Leland Benham and Carol Fisher Slotnick
16. Using Play in Child-Parent Psychotherapy to Treat Trauma, Patricia Van Horn and Alicia F. Lieberman
17. Early Intervention for Autism, Susan Faja and Geraldine Dawson