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.
Table of Contents
(Note: all chapters end with a summary.)
2. The Developmental Context.
3. Approaches to Understanding and Treating Childhood Behavior Disorders.
4. Research: Its Role and Methods.
5. Classification and Assessment.
6. Anxiety Disorders.
7. Depression and Problems in Peer Relations.
8. Conduct Disorders.
9. Attention Deficit Hyperactivity Disorder.
10. Mental Retardation.
11. Language and Learning Disabilities.
12. Autism and Schizophrenia.
13. Disorders of the Basic Physical Functions.
14. Psychological Factors Affecting Medical Condition.
15. Evolving Concerns for Youth.
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.
Allen C. Israel