Abnormal Child and Adolescent Psychology / Edition 7

Abnormal Child and Adolescent Psychology / Edition 7

by Rita Wicks-Nelson
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Abnormal Child and Adolescent Psychology / Edition 7

With a balanced, accessible approach, this text presents theoretical and methodological issues, detailed descriptions of childhood behavior disorders, clinical and research data, and the most up-to-date coverage of treatment.

With its new design, enhancing the book's organization and clarity, an increase in case material, and the most up-to-date references, Behavior Disorders of Childhood, Fifth Edition will challenge students' comprehension and heighten their interest.

Product Details

ISBN-13: 2900132359787
Publisher: Pearson
Publication date: 03/28/2008
Series: MySearchLab Series for Psychology Series
Edition description: Older Edition
Pages: 576
Product dimensions: 6.50(w) x 1.50(h) x 9.50(d)

Table of Contents

(Note: all chapters end with a summary.)
1. Introduction.

Defining the Discipline: What is Disordered Behavior? Determining the Extent of Disorders of Youth. Developmental Level and Onset of Disorders. Gender Differences: Who is at Greater Risk? Historical Influences. Current Themes and Emphases.

2. The Developmental Context.
What Is Development? Normal Development as a Context for Behavioral Dysfunction. How Development Occurs: Multifactor, Integrative Models. Conceptualizing Developmental Influences. Risk and Resiliency. Change and Continuity in Behavior Disorders. Developmental Psychopathology and Other Approaches.

3. Approaches to Understanding and Treating Childhood Behavior Disorders.
Taking Different Perspectives. Biological Influences. The Psychodynamic Perspective. The Behavioral/Social Learning Perspective. Cognitive Influences. A Systems Approach. Modes of Treatment.

4. Research: Its Role and Methods.
The Nature of Science. Basic Methods of Research. Qualitative Research Methods. Cross-Sectional, Longitudinal, Sequential Strategies. Risk Research. Epidemiologic Research. Ethical Issues.

5. Classification and Assessment.
Classification and Diagnosis. Assessment.

6. Anxiety Disorders.
An Introduction to Internalizing Disorders. Definition and Classification of Anxiety Disorders. Specific Phobias. Separation Anxietyand School Refusal. Generalized Anxiety Disorder. Panic Attacks and Panic Disorder. Reactions to Traumatic Events. Obsessive-Compulsive Disorder. Etiology of Anxiety Disorders.

7. Depression and Problems in Peer Relations.
Child and Adolescent Depression. Problems in Peer Relationships.

8. Conduct Disorders.
Description and Classification. Epidemiology. Developmental Course. Etiology. Assessment. Treatment.

9. Attention Deficit Hyperactivity Disorder.
Historical Background. Current Classification and Diagnosis. Primary Clinical Characteristics. Associated Characteristics. DSM-IV Subtypes of ADHD. Conceptualized of ADHD. ADHD and Co-Occuring Disorders. Epidemiology. Etiology. Developmental Course and Outcome. Assessment. Treatment.

10. Mental Retardation.
Definition and Classification. Epidemiology. The Nature of Tested Intelligence. The Nature of Adaptive Functioning. Etiology. Learning and Cognitive Characteristics. Social Characteristics and Behavior Problems. Family Reactions and Adjustments. Assessment. Treatment. Education. Deinstitutionalization and Integration into the Community.

11. Language and Learning Disabilities.
Historical Background and Definition. Language Disabilities. Learning Disabilities. Psychosocial and Behavior Problems of LLD. Motivational Factors in LLD. Etiology of LLD. Developmental Course and Outcome of LLD. Assessment for LLD. Treatment Approaches to LLD. Educational Issues and LLD.

12. Autism and Schizophrenia.
Historic Link of Autism and Schizophrenia. Autistic Disorder. Schizophrenia.

13. Disorders of the Basic Physical Functions.
Disordering of Eating. Disorders of Elimination. Sleep Disorders.

14. Psychological Factors Affecting Medical Condition.
Historical Context. Asthma. Adjustment to Chronic Illness. Psychological Influences on Medical Treatment. The Dying Child.

15. Evolving Concerns for Youth.
Prevention. Families in Transition. Maltreatment of Youth. Mental Health and Foster Care Services for Youth. Youth in the Global Society.

Name Index.
Subject Index.


The preparation of this fifth edition of Behavior Disorders of Childhood provides us an opportunity to step back and examine again the progress that has been made in understanding behavioral disorders of youth. Although interest in and emphases on specific topics have changed over time, the march of progress certainly continues. In roughly one hundred years, the study of young people and their wellbeing has moved from relative ignorance to considerable knowledge about human development in general and behavioral disorder more specifically. During the lifetime of this text we have been fortunate to participate in a challenging and exciting field of study. We have tried in this fifth edition to continue to capture the search for understanding of the behavioral problems experienced by youth and to convey both what is known and what is yet to be known.

This edition of Behavior Disorders of Childhood largely follows in the footsteps of its predecessors. Designed as a relatively comprehensive introduction to the field of behavior disorders of childhood and adolescence, it includes central issues, theoretical and methodological underpinnings, descriptions and discussions of disorders and common problems, clinical information and research data, assessment, and treatment approaches. As is usually the case for a work of this kind, space limitation demands some selectivity of content.

Three major themes, or predilections, continue to be woven throughout the text. Their importance has stood the test of time. The first is a developmental psychopathology approach and the assumption that understanding developmental context can contribute much to understanding behavioralproblems of youth. This perspective is articulated in early chapters and guides the presentation of material regarding the specific disorders discussed in subsequent chapters.

Obvious throughout the book is the view that behavioral problems are the result of transactions among variables. With few if any exceptions, behavior stems from multiple influences and their continuous interactions. The influences of biological structure and function, genetic transmission, cognition, social and emotional factors, family, peers, social class and community, ethnicity/race, culture, and situational settings can be expected to come into play.

Our third bias is toward empirical approaches and the theoretical frameworks that rely heavily on the scientific method. We believe that the complexity of human behavior calls for systematic conceptualization and observation, data collection, and hypothesis testing. The results of research thus are a critical component of virtually all chapters. Also recognized in this text is that problems of the young are intricately tied to broad social and cultural values and practices regarding issues such as poverty, ethnicity/race, and gender, as well as standards for behavior, conceptualizations of dysfunction, and treatment. Many of these issues are incorporated into discussions throughout the text, including poverty's effects, gender differences, the impact of parental divorce and child maltreatment, the ethics of research, the use of medications in treating children, and educational inclusion. Discussions of such topics often make clear the importance of research in informing social and ethical choices.

The text is not formally broken into sections, but it will be apparent that the first five chapters present a broad overview of the field, including basic concepts, historical context, developmental context and influences, theoretical perspectives, research methodology, classification/diagnosis, and approaches to treatment. All of these chapters draw heavily on the psychological literature, and they also show the multidisciplinary nature of the study of the problems of youth. We assume that most readers will have some background in psychology, but we have made an effort to serve those who may have relatively limited background and experience.

Chapters 6 through 14 discuss specific behavior disorders: anxiety, depression, conduct problems, attention deficit-hyperactivity, specific learning disorders, mental retardation, autism, and schizophrenia, to name major categories. Definition and description, prevalence, developmental course and outcome, causal hypotheses, assessment, and intervention are discussed in varying detail. The chapters are similar but not identical in organization, reflecting what is currently of most interest and what is best established. Chapter 15, the closing chapter, focuses on evolving concerns for youth, including the need for and progress being made in preventing behavioral disorders.

To those of you familiar with the previous edition of this text, we draw attention to specific changes that have been made in this edition. Chapter 2 describes the developmental psychopathology approach and select developmental topics, and Chapter 3 is devoted to risks and influences on development. These changes reflect a fresh emphasis on the developmental context of behavioral disorders rather than a dramatic change of content. The overview of treatment now appears in Chapter 5. Chapter 7 is completely devoted to mood disorders, with peer influences discussed in several chapters throughout the text. Finally, the ordering of the chapters on language/learning disorders and mental retardation has been reversed. Mental retardation now precedes discussion of autism/schizophrenia, all of which are among the most pervasive, severe, and continuing problems of youth.

The thoughtful evaluations and suggestions of the following reviewers are much appreciated: Lee A. Rosen, Colorado State University; Lawrence Lewandowski, Syracuse University; Mary Ellen Fromuth, Middle Tennessee State University; Harriet Cobb, James Madson University; Cheryl A. Nolte, George Mason University; Rick Medlin, Stetson University; Emily Davidson, Texas A & M University; Debra Schweisow, Creighton University; Matthew Paradise, UNC Greensboro; Jennifer Lento, University of San Diego; Janine Wanlass, Westminster College; and Daniel Graybill, Illinois State University.

We would like to extend our sincere thanks to Susan Chalmers and Alta Nate Colwell-Hosley, both of whom helped with portions of this edition. We particularly acknowledge the multiple and dedicated efforts of Melissa Them. Her work in locating and helping to generate material for this volume, and in otherwise facilitating the preparation of the manuscript, was invaluable. And continuing thanks to Sara and Daniel for their caring, support, and patience.

Finally, we note that the order of authorship was originally decided by a flip of the coin to reflect our equal contributions. In all of our work we have shared equally.

Rita Wicks-Nelson
Allen C. Israel

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