{"product_id":"child-psychology-and-psychiatry-9781119170198","title":"Child Psychology and Psychiatry","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAn authoritative, up-to-date guide for psychologists, psychiatrists, pediatricians and other professionals working with vulnerable and at-risk children\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eChild Psychology and Psychiatry, Third Edition\u003c\/i\u003e is an indispensable resource for psychologists and psychiatrists in training, as well as experienced clinicians who want to stay abreast of important recent developments in the field. Comprehensive in coverage and much broader in scope than competing titles, its clear, concise entries and abundance of illustrations and visual aids make it easy for busy professionals and interns to quickly absorb and retain key information.\u003c\/p\u003e \u003cp\u003eWritten by expert clinicians and researchers in a wide range of disciplines within or relevant to the fields of normal and abnormal childhood development, \u003ci\u003eChild Psychology and Psychiatry \u003c\/i\u003eincludes contributions from clinical psychologists, neuropsychologists, child psychiatrists, pediatricians, speech pathologists, and developmental ps\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eNotes on Contributors xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 Developing Competencies\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1a: Contextual Influences Upon Social and Emotional Development 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Family and Systemic Influences 3\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eBarbara Maughan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFamily Relationships and Parenting 3\u003c\/p\u003e \u003cp\u003eParent and Family Characteristics 5\u003c\/p\u003e \u003cp\u003eSibling Relationships 5\u003c\/p\u003e \u003cp\u003eChanging Family Patterns 6\u003c\/p\u003e \u003cp\u003eParental Separation and Divorce 6\u003c\/p\u003e \u003cp\u003eChildcare and Schooling 6\u003c\/p\u003e \u003cp\u003eWider Social and Environmental Influences 7\u003c\/p\u003e \u003cp\u003ePoverty and Social Disadvantage 7\u003c\/p\u003e \u003cp\u003eNeighbourhood and Community Contexts 8\u003c\/p\u003e \u003cp\u003eMultiple Stressors 8\u003c\/p\u003e \u003cp\u003eReferences 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Child Development and Cultural Considerations in Clinical Practice 11\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRuma Bose and Sanjida Sattar\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 11\u003c\/p\u003e \u003cp\u003eDevelopmental Niche and Eco-Cultural Pathways 11\u003c\/p\u003e \u003cp\u003eChildhood and Parenting Across Cultures 12\u003c\/p\u003e \u003cp\u003eInfancy 12\u003c\/p\u003e \u003cp\u003eDevelopmental Stages 12\u003c\/p\u003e \u003cp\u003eAttachment 12\u003c\/p\u003e \u003cp\u003eParental Involvement in Play and Learning 13\u003c\/p\u003e \u003cp\u003eMiddle Childhood 13\u003c\/p\u003e \u003cp\u003eAdolescence 14\u003c\/p\u003e \u003cp\u003eCulture and Disability 14\u003c\/p\u003e \u003cp\u003eEthnicity and Mental Health 14\u003c\/p\u003e \u003cp\u003eConclusion 15\u003c\/p\u003e \u003cp\u003eReferences 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Neurobehavioural Development in Infancy: The Buffering and Transducing Role of the Mother\/Caretaker–Infant Dyad 17\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eCindy H. Liu and Ed Tronick\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 17\u003c\/p\u003e \u003cp\u003eInfant Neurobehavioural Capacities 17\u003c\/p\u003e \u003cp\u003eCulture 18\u003c\/p\u003e \u003cp\u003eMutual Regulation and Buffer–Transducer Models 20\u003c\/p\u003e \u003cp\u003eConclusion 21\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Genetic and Biological Influences 25\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDavid H. Skuse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 25\u003c\/p\u003e \u003cp\u003eHow Many Genes Are There? 26\u003c\/p\u003e \u003cp\u003eSources of Genomic Variation 28\u003c\/p\u003e \u003cp\u003eMechanisms of Genomic Regulation 29\u003c\/p\u003e \u003cp\u003eMechanisms Influencing Neurodevelopmental Integrity 30\u003c\/p\u003e \u003cp\u003eMeasuring Genetic Susceptibility to Psychiatric Disorders 30\u003c\/p\u003e \u003cp\u003eGene–Environment Interactions 30\u003c\/p\u003e \u003cp\u003eGenome-Wide Association Studies (GWAS) 31\u003c\/p\u003e \u003cp\u003eEpigenetic Variation 32\u003c\/p\u003e \u003cp\u003eFuture of Psychiatric Genetics: Precision Medicine 32\u003c\/p\u003e \u003cp\u003eConclusions 33\u003c\/p\u003e \u003cp\u003eReferences 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1b: General Patterns of Development 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Clinical Evaluation of Development from Birth to 5 Years 39\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAjay Sharma, Tony O’Sullivan and Gillian Baird\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChild Development and Neurodevelopmental Disorders 39\u003c\/p\u003e \u003cp\u003eHistory-Taking 41\u003c\/p\u003e \u003cp\u003eObservation and Interactive Assessment 42\u003c\/p\u003e \u003cp\u003eDevelopmental Domains 42\u003c\/p\u003e \u003cp\u003eGross Motor 42\u003c\/p\u003e \u003cp\u003eVisual Behaviour, Eye–Hand Coordination and Problem-Solving 43\u003c\/p\u003e \u003cp\u003eEarly Visual Behaviour 43\u003c\/p\u003e \u003cp\u003eEye–Hand Co-Ordination 43\u003c\/p\u003e \u003cp\u003eObject Concepts and Relationships 44\u003c\/p\u003e \u003cp\u003eImitating and Copying Cube Models 44\u003c\/p\u003e \u003cp\u003eDrawing 45\u003c\/p\u003e \u003cp\u003eLanguage and Communication 46\u003c\/p\u003e \u003cp\u003ePlay and Social Behaviour 46\u003c\/p\u003e \u003cp\u003eDevelopment of Attention 46\u003c\/p\u003e \u003cp\u003eCognitive Development 46\u003c\/p\u003e \u003cp\u003eClinical Decision-Making and Severity of Developmental Delay 48\u003c\/p\u003e \u003cp\u003ePhysical Examination 49\u003c\/p\u003e \u003cp\u003ePlanning Medical Investigations and Making Diagnosis 50\u003c\/p\u003e \u003cp\u003eFurther Reading 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Emotional Development in the First Year of Life 53\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eHoward Steele\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 53\u003c\/p\u003e \u003cp\u003eInfant Emotional Expression 53\u003c\/p\u003e \u003cp\u003eThe Development of Infant Emotional Expressions 54\u003c\/p\u003e \u003cp\u003eCrying 54\u003c\/p\u003e \u003cp\u003eSmiling or Joy 55\u003c\/p\u003e \u003cp\u003eSurprise, Anger and Sadness 55\u003c\/p\u003e \u003cp\u003eFear 55\u003c\/p\u003e \u003cp\u003eInfant Detection of the Emotional Expressions of Others 56\u003c\/p\u003e \u003cp\u003eThe Interactive Context 57\u003c\/p\u003e \u003cp\u003eReferences 57\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Young People with Learning Disabilities 59\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid Dossetor\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 59\u003c\/p\u003e \u003cp\u003eThe Changing Context 59\u003c\/p\u003e \u003cp\u003eHuman Rights, Equity of Access to Services and Social Inclusion 59\u003c\/p\u003e \u003cp\u003eAssessment and Intervention 60\u003c\/p\u003e \u003cp\u003eQuality of Life, Developmental and Mental Health Factors 60\u003c\/p\u003e \u003cp\u003eChild and Family Factors 63\u003c\/p\u003e \u003cp\u003eEducational and Service Influences 63\u003c\/p\u003e \u003cp\u003eTypes of Intervention 64\u003c\/p\u003e \u003cp\u003eThe Development of Services 65\u003c\/p\u003e \u003cp\u003eConclusion 66\u003c\/p\u003e \u003cp\u003eReferences 67\u003c\/p\u003e \u003cp\u003eInternet Resources 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Language Development 71\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eThomas Klee and Stephanie F. Stokes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eProcesses and Components of Language Development 71\u003c\/p\u003e \u003cp\u003eMilestones of Speech and Language Development 73\u003c\/p\u003e \u003cp\u003eDevelopmental Phases 73\u003c\/p\u003e \u003cp\u003eAtypical Language Development 75\u003c\/p\u003e \u003cp\u003eFuture Directions 75\u003c\/p\u003e \u003cp\u003eReferences 75\u003c\/p\u003e \u003cp\u003eInternet Resources 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Development of Social Cognition 77\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eVirginia Slaughter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEarly Social Cognition 77\u003c\/p\u003e \u003cp\u003eSocial Cognition in Preschool and Beyond 78\u003c\/p\u003e \u003cp\u003eIndividual Differences in Social Cognition – Implications\u003c\/p\u003e \u003cp\u003efor Children’s Social Lives 79\u003c\/p\u003e \u003cp\u003eIndividual Differences in Social Cognition – Where Do They Come From? 80\u003c\/p\u003e \u003cp\u003eReferences 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Social and Emotional Development in Middle Childhood 83\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlan Carr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 83\u003c\/p\u003e \u003cp\u003eThe Preschool Years 83\u003c\/p\u003e \u003cp\u003eMiddle Childhood 85\u003c\/p\u003e \u003cp\u003eAdolescence 86\u003c\/p\u003e \u003cp\u003eFactors Contributing to SED 86\u003c\/p\u003e \u003cp\u003ePositive SED 86\u003c\/p\u003e \u003cp\u003eProblematic SED 87\u003c\/p\u003e \u003cp\u003eConsequences of SED Problems in Middle Childhood 87\u003c\/p\u003e \u003cp\u003eAddressing SED Problems 88\u003c\/p\u003e \u003cp\u003eReferences 88\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Social-Cognitive Development During Adolescence 91\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSarah-Jayne Blakemore\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHumans Are Exquisitely Social 91\u003c\/p\u003e \u003cp\u003eThe Social Brain 91\u003c\/p\u003e \u003cp\u003eDevelopment of Mentalizing During Adolescence 91\u003c\/p\u003e \u003cp\u003eOnline Mentalizing Usage is Still Developing in Mid-Adolescence 93\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Promoting Well-being 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Attachment in the Early Years: Theory, Research and Clinical Implications 99\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePasco Fearon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is Attachment? 99\u003c\/p\u003e \u003cp\u003eAttachment Variations and Their Measurement 100\u003c\/p\u003e \u003cp\u003eCauses of Variation in Attachment 100\u003c\/p\u003e \u003cp\u003eAttachment Disorders 103\u003c\/p\u003e \u003cp\u003eConsequences of Variations in Attachment 103\u003c\/p\u003e \u003cp\u003eInterventions 104\u003c\/p\u003e \u003cp\u003ePreventive Interventions 104\u003c\/p\u003e \u003cp\u003eInterventions with Fostered and Adopted Children 104\u003c\/p\u003e \u003cp\u003eConclusions 105\u003c\/p\u003e \u003cp\u003eReferences 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Promoting Infant Mental Health 109\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eChristine Puckering\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhy the Early Years Matter 109\u003c\/p\u003e \u003cp\u003ePregnancy and the Perinatal Period 110\u003c\/p\u003e \u003cp\u003eIntervention 111\u003c\/p\u003e \u003cp\u003eAntenatal and Postnatal Interventions 111\u003c\/p\u003e \u003cp\u003eIntervention During Early Childhood 112\u003c\/p\u003e \u003cp\u003eThe Need for Supportive Services 113\u003c\/p\u003e \u003cp\u003ePrimary Health Care Services 113\u003c\/p\u003e \u003cp\u003eThe Role of Child Mental Health Services 113\u003c\/p\u003e \u003cp\u003eReferences 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Promoting Children’s Well-Being: The Prevention of Depression and Anxiety 117\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePaul Stallard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePrevention 117\u003c\/p\u003e \u003cp\u003eSchool-Based Prevention 119\u003c\/p\u003e \u003cp\u003eDepression Prevention Programmes 119\u003c\/p\u003e \u003cp\u003eAnxiety Prevention Programmes 120\u003c\/p\u003e \u003cp\u003eFuture Developments and Challenges 121\u003c\/p\u003e \u003cp\u003eReferences 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Fostering Resilience in Adolescents 125\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAngela Veale\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 125\u003c\/p\u003e \u003cp\u003eWhat Do We Mean by Resilience? 125\u003c\/p\u003e \u003cp\u003eAgency in Resilience 126\u003c\/p\u003e \u003cp\u003eMobilizing Social Networks to Foster Coping and Resilience 126\u003c\/p\u003e \u003cp\u003eImplications for Policy and Practice 127\u003c\/p\u003e \u003cp\u003eMobilizing Resilience: An Illustrative Example 127\u003c\/p\u003e \u003cp\u003eSummary of the Project 127\u003c\/p\u003e \u003cp\u003eImplementing the Project 129\u003c\/p\u003e \u003cp\u003eConclusion 130\u003c\/p\u003e \u003cp\u003eReferences 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Sexual Orientation, Sexual Health and Gender Dysphoria 133\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJustin Wakefield\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 133\u003c\/p\u003e \u003cp\u003eSexual Orientation 133\u003c\/p\u003e \u003cp\u003eDefining Sexual Orientation and Its Importance in Clinical Evaluation 133\u003c\/p\u003e \u003cp\u003eAn Overview of the Literature Relating Sexual Orientation and Mental Health 134\u003c\/p\u003e \u003cp\u003eUnderstanding the Associations Between Sexual\u003c\/p\u003e \u003cp\u003eOrientation and Mental Health 134\u003c\/p\u003e \u003cp\u003eIntervening to Prevent Adverse Mental Health Outcomes 134\u003c\/p\u003e \u003cp\u003eSexual Health 135\u003c\/p\u003e \u003cp\u003eThe Influence of Mental Health on Sexual Behaviour 135\u003c\/p\u003e \u003cp\u003eThe Influence of Mental Health Treatment on Sexual Behaviour 136\u003c\/p\u003e \u003cp\u003eClinical Implications 136\u003c\/p\u003e \u003cp\u003eGender Dysphoria 136\u003c\/p\u003e \u003cp\u003eDiagnostic Issues 136\u003c\/p\u003e \u003cp\u003eEpidemiology 136\u003c\/p\u003e \u003cp\u003eAetiology 137\u003c\/p\u003e \u003cp\u003eClinical Management in Childhood 137\u003c\/p\u003e \u003cp\u003eClinical Management in Adolescence 137\u003c\/p\u003e \u003cp\u003eNon-specialist care 137\u003c\/p\u003e \u003cp\u003eSpecialist Care 138\u003c\/p\u003e \u003cp\u003eSummary 138\u003c\/p\u003e \u003cp\u003eReferences 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Child Users of Online and Mobile Technologies – Risks, Harms and Intervention 141\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter K. Smith and Sonia Livingstone\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAggressive Risks: Cyber-Aggression and Cyberbullying 142\u003c\/p\u003e \u003cp\u003eSexual Risks: Pornography, Sexting, Stranger Danger 142\u003c\/p\u003e \u003cp\u003eTrends Over Time 143\u003c\/p\u003e \u003cp\u003eThe Harm Associated with Mobile and Online Risk 144\u003c\/p\u003e \u003cp\u003eAggressive Risks and Harm 144\u003c\/p\u003e \u003cp\u003eSexual Risks and Harm 145\u003c\/p\u003e \u003cp\u003eFactors that Increase Risk of Harm or Protect Against Them 145\u003c\/p\u003e \u003cp\u003eInterventions 145\u003c\/p\u003e \u003cp\u003eChallenges to Research 145\u003c\/p\u003e \u003cp\u003ePolicy Implications 146\u003c\/p\u003e \u003cp\u003eReferences 146\u003c\/p\u003e \u003cp\u003eInternet Resources 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 The Impact of Trauma, Loss and Maltreatment\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3a: Trauma and Loss 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Children Bereaved by Parent or Sibling Death 151\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLinda Dowdney\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChildren’s Understanding of Death 151\u003c\/p\u003e \u003cp\u003eHow Children Express Grief 151\u003c\/p\u003e \u003cp\u003eEarly Childhood 151\u003c\/p\u003e \u003cp\u003eMiddle Childhood 152\u003c\/p\u003e \u003cp\u003eAdolescence 152\u003c\/p\u003e \u003cp\u003eResilience and Positive Outcomes in Bereaved Children 152\u003c\/p\u003e \u003cp\u003ePsychopathology in Bereaved Children 152\u003c\/p\u003e \u003cp\u003eProlonged Complex Bereavement 153\u003c\/p\u003e \u003cp\u003eHypothalamic–Pituitary–Adrenal Axis (HPA) Dysregulation 153\u003c\/p\u003e \u003cp\u003eWhat Influences Child Outcome? 153\u003c\/p\u003e \u003cp\u003eInterventions with Bereaved Children 154\u003c\/p\u003e \u003cp\u003eTheoretical and Cultural Influences 154\u003c\/p\u003e \u003cp\u003eWhat Do Bereaved Children Need? 154\u003c\/p\u003e \u003cp\u003eWhat is Helpful for Parents? 155\u003c\/p\u003e \u003cp\u003eServices for Bereaved Children 155\u003c\/p\u003e \u003cp\u003eThe Role of Professionals 155\u003c\/p\u003e \u003cp\u003eConclusions 157\u003c\/p\u003e \u003cp\u003eReferences 157\u003c\/p\u003e \u003cp\u003eInternet Resources 159\u003c\/p\u003e \u003cp\u003eFor Families 159\u003c\/p\u003e \u003cp\u003eResources for Schools and Teachers 159\u003c\/p\u003e \u003cp\u003eAdvice on Different Faith and Belief Communities 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Stress and Reactions to Stress in Children 161\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid Trickey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReactions 161\u003c\/p\u003e \u003cp\u003eCognitive Model of PTSD 163\u003c\/p\u003e \u003cp\u003eEvidence-Based Interventions 164\u003c\/p\u003e \u003cp\u003eConclusion 165\u003c\/p\u003e \u003cp\u003eReferences 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Children’s Developing Sense of Moral Agency, and the Disruptions Associated with War Exposure 167\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCecilia Wainryb\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Development of Moral Agency 167\u003c\/p\u003e \u003cp\u003eChallenges Posed by Exposure to War 168\u003c\/p\u003e \u003cp\u003eNumb Agency 168\u003c\/p\u003e \u003cp\u003eImbalanced Agency 169\u003c\/p\u003e \u003cp\u003eEssentialized Agency 170\u003c\/p\u003e \u003cp\u003eConclusions 171\u003c\/p\u003e \u003cp\u003eReferences 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3b: Maltreatment 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Child Maltreatment 177\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDanya Glaser\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003eThe Nature of Maltreatment 177\u003c\/p\u003e \u003cp\u003eEpidemiology 177\u003c\/p\u003e \u003cp\u003eSocial and Family Factors 179\u003c\/p\u003e \u003cp\u003eThe Harm to the Child 179\u003c\/p\u003e \u003cp\u003ePsychosocial Development 180\u003c\/p\u003e \u003cp\u003eEducational Progress and Employment 181\u003c\/p\u003e \u003cp\u003eRecognition of Maltreatment and Assessment of Harm and Need 181\u003c\/p\u003e \u003cp\u003eProfessional Response to Child Maltreatment 182\u003c\/p\u003e \u003cp\u003eTreatment and Future Prevention 183\u003c\/p\u003e \u003cp\u003eConclusion 184\u003c\/p\u003e \u003cp\u003eReferences 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 The Neuroscience and Genetics of Childhood Maltreatment 187\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEamon McCrory, Vanessa B. Puetz and Essi Viding\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Impact of Maltreatment on Brain Development 187\u003c\/p\u003e \u003cp\u003eStructural Differences 188\u003c\/p\u003e \u003cp\u003eSubcortical Structures: The Hippocampus and Amygdala 188\u003c\/p\u003e \u003cp\u003eCortical Structures: The Prefrontal Cortex and Cerebellum 188\u003c\/p\u003e \u003cp\u003eCorpus Callosum and Other White Matter Tracts 189\u003c\/p\u003e \u003cp\u003eFunctional Differences 190\u003c\/p\u003e \u003cp\u003eFMRI Studies 190\u003c\/p\u003e \u003cp\u003eEvent-Related Potential (ERP) Studies 190\u003c\/p\u003e \u003cp\u003eThe Role of Genetic Influences 191\u003c\/p\u003e \u003cp\u003eClinical Implications 191\u003c\/p\u003e \u003cp\u003eReferences 192\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 4 Atypical Development in Children and Adolescents 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Autism Spectrum Disorder – An Evolving Construct 197\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eWilliam Mandy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Dimensionality of ASD 198\u003c\/p\u003e \u003cp\u003eThe Fractionation of the Autism Triad 198\u003c\/p\u003e \u003cp\u003eThe End of Asperger’s Disorder 199\u003c\/p\u003e \u003cp\u003eGender Differences in ASD 199\u003c\/p\u003e \u003cp\u003eHigher Social Motivation 200\u003c\/p\u003e \u003cp\u003eDistinct Pattern of Risk for Co-Occurring Conditions 200\u003c\/p\u003e \u003cp\u003eA Better Capacity to Camouflage and Compensate for Autistic Difficulties 200\u003c\/p\u003e \u003cp\u003eConclusions 201\u003c\/p\u003e \u003cp\u003eReferences 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Attention Deficit Hyperactivity Disorder 203\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAntonio Muñoz-Solomando and Anita Thapar\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDefinition 203\u003c\/p\u003e \u003cp\u003eEpidemiology 205\u003c\/p\u003e \u003cp\u003eAetiology 205\u003c\/p\u003e \u003cp\u003eCognitive and Neurobiological Correlates 205\u003c\/p\u003e \u003cp\u003eDiagnostic Assessment 206\u003c\/p\u003e \u003cp\u003eInformation from Parents 206\u003c\/p\u003e \u003cp\u003eChild Information and Observation 207\u003c\/p\u003e \u003cp\u003eReport from School or Other Informants 207\u003c\/p\u003e \u003cp\u003ePhysical Examination 207\u003c\/p\u003e \u003cp\u003eTreatment 207\u003c\/p\u003e \u003cp\u003ePharmacological Intervention 207\u003c\/p\u003e \u003cp\u003eStimulants 208\u003c\/p\u003e \u003cp\u003eNon-Stimulants 209\u003c\/p\u003e \u003cp\u003eOther Medications 209\u003c\/p\u003e \u003cp\u003ePsycho-Social Interventions 210\u003c\/p\u003e \u003cp\u003eSchool Interventions 210\u003c\/p\u003e \u003cp\u003eOther Interventions 210\u003c\/p\u003e \u003cp\u003eClinical Course 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Anxiety Disorders in Children and Adolescents 215\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAaron Vallance and Elena Garralda\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDiagnostic Features 215\u003c\/p\u003e \u003cp\u003eEpidemiology 217\u003c\/p\u003e \u003cp\u003eAetiology 217\u003c\/p\u003e \u003cp\u003eTemperament 217\u003c\/p\u003e \u003cp\u003eGenetic Factors 217\u003c\/p\u003e \u003cp\u003eEnvironmental Factors and Parent–Child Interactions 218\u003c\/p\u003e \u003cp\u003eNeurobiology\/Neuropsychology Factors 218\u003c\/p\u003e \u003cp\u003eRespiratory Dysregulation 219\u003c\/p\u003e \u003cp\u003eAssessment 219\u003c\/p\u003e \u003cp\u003ePrognosis 219\u003c\/p\u003e \u003cp\u003eTreatment 220\u003c\/p\u003e \u003cp\u003eCognitive Behavioural Therapy (CBT) 220\u003c\/p\u003e \u003cp\u003ePharmacotherapy 221\u003c\/p\u003e \u003cp\u003eConclusion 224\u003c\/p\u003e \u003cp\u003eReferences 224\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Childhood Behavioural Disorders 227\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eGraeme Lamb and Ramya Srinivasan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 227\u003c\/p\u003e \u003cp\u003eDiagnostic Classifications and Subtyping 227\u003c\/p\u003e \u003cp\u003eEpidemiology 229\u003c\/p\u003e \u003cp\u003eAetiology 229\u003c\/p\u003e \u003cp\u003ePrevention and Treatment 230\u003c\/p\u003e \u003cp\u003eConclusion 232\u003c\/p\u003e \u003cp\u003eReferences 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Depression and Suicidal Behaviour 235\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJulia Gledhill and Matthew Hodes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 235\u003c\/p\u003e \u003cp\u003eDepressive Disorder 235\u003c\/p\u003e \u003cp\u003eEpidemiology 235\u003c\/p\u003e \u003cp\u003eAetiological Factors 236\u003c\/p\u003e \u003cp\u003eDiagnostic Assessment 237\u003c\/p\u003e \u003cp\u003eOutcome 237\u003c\/p\u003e \u003cp\u003eManagement 237\u003c\/p\u003e \u003cp\u003eInitial Assessment 237\u003c\/p\u003e \u003cp\u003eTreatment 238\u003c\/p\u003e \u003cp\u003eManaging Associated Co-Morbidity and Risk Factors 238\u003c\/p\u003e \u003cp\u003ePreventing Relapse 238\u003c\/p\u003e \u003cp\u003eSuicidal Behaviour 238\u003c\/p\u003e \u003cp\u003eEpidemiology 238\u003c\/p\u003e \u003cp\u003eAetiological Factors 239\u003c\/p\u003e \u003cp\u003ePredisposing Factors 239\u003c\/p\u003e \u003cp\u003eIndividual 239\u003c\/p\u003e \u003cp\u003eFamily 239\u003c\/p\u003e \u003cp\u003eWider Environment 239\u003c\/p\u003e \u003cp\u003ePrecipitating Factors 239\u003c\/p\u003e \u003cp\u003eRisk Associated with Self-Harm 240\u003c\/p\u003e \u003cp\u003eCourse 240\u003c\/p\u003e \u003cp\u003eManagement 240\u003c\/p\u003e \u003cp\u003eType of Assessment 240\u003c\/p\u003e \u003cp\u003eTreatment 241\u003c\/p\u003e \u003cp\u003ePrevention 241\u003c\/p\u003e \u003cp\u003eReferences 242\u003c\/p\u003e \u003cp\u003e\u003cb\u003e28 Eating Disorders in Adolescence 245\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDasha Nicholls\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDiagnosis and Classification 245\u003c\/p\u003e \u003cp\u003eEpidemiology and Aetiology 246\u003c\/p\u003e \u003cp\u003eManaging Eating Disorders 248\u003c\/p\u003e \u003cp\u003eMedical Aspects 248\u003c\/p\u003e \u003cp\u003ePsychiatric Aspects of Management 250\u003c\/p\u003e \u003cp\u003eKey Messages and Future Directions 251\u003c\/p\u003e \u003cp\u003eReferences 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003e29 Emerging Personality Disorder 255\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eEileen Vizard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDefinitions 255\u003c\/p\u003e \u003cp\u003eTemperament 255\u003c\/p\u003e \u003cp\u003ePersonality 255\u003c\/p\u003e \u003cp\u003eChildhood Personality Traits and Adult Outcomes 255\u003c\/p\u003e \u003cp\u003eRelevant Neuroscience Findings 257\u003c\/p\u003e \u003cp\u003ePersonality Assessment and Personality Disorder\u003c\/p\u003e \u003cp\u003ein Clinical Practice 257\u003c\/p\u003e \u003cp\u003eWhy Assess Childhood Personality? 257\u003c\/p\u003e \u003cp\u003eDiagnostic Issues 258\u003c\/p\u003e \u003cp\u003eConclusions 260\u003c\/p\u003e \u003cp\u003eReferences 261\u003c\/p\u003e \u003cp\u003e\u003cb\u003e30 Literacy Disorders 263\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eValerie Muter and Margaret J. Snowling\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDefinition, Incidence, Persistence and Co-occurrence 263\u003c\/p\u003e \u003cp\u003eAcquiring Literacy Skills 264\u003c\/p\u003e \u003cp\u003eThe Nature of Impairment in Children with Literacy Disorders 264\u003c\/p\u003e \u003cp\u003ePatterns of Impairment from Preschool to Adolescence 265\u003c\/p\u003e \u003cp\u003eAssessing Literacy Disorders 266\u003c\/p\u003e \u003cp\u003eTeaching Children with Literacy Disorders 268\u003c\/p\u003e \u003cp\u003eReferences 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e31 Challenges in Child and Adolescent Obsessive Compulsive Disorder 271\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eElaine Chung, Anup Kharod and Isobel Heyman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe ‘Hidden Problem’ 271\u003c\/p\u003e \u003cp\u003eWhen Do Ordinary Childhood Rituals Become OCD? 272\u003c\/p\u003e \u003cp\u003eAetiology 272\u003c\/p\u003e \u003cp\u003eAssessment of the Young Person with Possible OCD 272\u003c\/p\u003e \u003cp\u003eDifferential Diagnosis and Identifying OCD 272\u003c\/p\u003e \u003cp\u003ePhenomenology of Obsessions and Compulsions 273\u003c\/p\u003e \u003cp\u003eObsessions May Cause More Distress Than Compulsions 273\u003c\/p\u003e \u003cp\u003eCo-Morbidities 273\u003c\/p\u003e \u003cp\u003eTreatment 274\u003c\/p\u003e \u003cp\u003eYoung People Becoming Experts 274\u003c\/p\u003e \u003cp\u003eCognitive Behavioural Therapy 274\u003c\/p\u003e \u003cp\u003eAnxiety 274\u003c\/p\u003e \u003cp\u003eOCD as An ‘Intruder’ 275\u003c\/p\u003e \u003cp\u003eMedication 276\u003c\/p\u003e \u003cp\u003ePrognosis and Ongoing Care 277\u003c\/p\u003e \u003cp\u003eReferences 277\u003c\/p\u003e \u003cp\u003eFurther Reading 279\u003c\/p\u003e \u003cp\u003eInternet Resources 279\u003c\/p\u003e \u003cp\u003e\u003cb\u003e32 Medically Unexplained Symptoms\/Functional Symptoms in Children and Adolescents 281\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eEve McAllister, Laura Markham, Anna Coughtrey and Isobel Heyman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 281\u003c\/p\u003e \u003cp\u003eEpidemiology 282\u003c\/p\u003e \u003cp\u003eFactors Relevant to the Development, Severity and Persistence of FS 282\u003c\/p\u003e \u003cp\u003eCourse of Illness 283\u003c\/p\u003e \u003cp\u003eAssessment 284\u003c\/p\u003e \u003cp\u003eTreatment 285\u003c\/p\u003e \u003cp\u003eEffectiveness of Psychological Treatment 285\u003c\/p\u003e \u003cp\u003ePsychopharmacological Treatment 286\u003c\/p\u003e \u003cp\u003eCurrent Challenges and Future Directions 286\u003c\/p\u003e \u003cp\u003eReferences 288\u003c\/p\u003e \u003cp\u003e\u003cb\u003e33 Paediatric Bipolar Disorder 291\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAnthony James\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 291\u003c\/p\u003e \u003cp\u003eDiagnostic Criteria 291\u003c\/p\u003e \u003cp\u003eDifferential Diagnosis 292\u003c\/p\u003e \u003cp\u003eEpidemiology 293\u003c\/p\u003e \u003cp\u003eAssessment 293\u003c\/p\u003e \u003cp\u003eProdrome and Longitudinal Course 294\u003c\/p\u003e \u003cp\u003eSuicide 294\u003c\/p\u003e \u003cp\u003eTreatment 295\u003c\/p\u003e \u003cp\u003eAcute Phase 295\u003c\/p\u003e \u003cp\u003eTreatment of Depression in Bipolar Disorder 296\u003c\/p\u003e \u003cp\u003eLonger-Term Treatment 296\u003c\/p\u003e \u003cp\u003ePsychological Interventions 296\u003c\/p\u003e \u003cp\u003eReferences 296\u003c\/p\u003e \u003cp\u003e\u003cb\u003e34 Early Intervention in Psychosis 299\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaolo Fusar-Poli and Giulia Spada\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 299\u003c\/p\u003e \u003cp\u003eEarly-Onset Psychosis 299\u003c\/p\u003e \u003cp\u003eThe Psychosis Prodrome 300\u003c\/p\u003e \u003cp\u003eThe Clinical High-Risk State 300\u003c\/p\u003e \u003cp\u003eDetecting the Clinical High-Risk State 300\u003c\/p\u003e \u003cp\u003eThe BS Approach 301\u003c\/p\u003e \u003cp\u003eThe UHR Approach 301\u003c\/p\u003e \u003cp\u003eUsing High-Risk Criteria with Children and Adolescents 303\u003c\/p\u003e \u003cp\u003eTransition to Psychosis 303\u003c\/p\u003e \u003cp\u003eIntervention 304\u003c\/p\u003e \u003cp\u003eFuture Directions 305\u003c\/p\u003e \u003cp\u003eReferences 305\u003c\/p\u003e \u003cp\u003e\u003cb\u003e35 Developmental Language Disorder 307\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eGina Conti-Ramsden and Kevin Durkin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat is Developmental Language Disorder? 307\u003c\/p\u003e \u003cp\u003eWhat Causes DLD? 308\u003c\/p\u003e \u003cp\u003eBiological Bases of DLD: Genetic and Neurobiological Factors 308\u003c\/p\u003e \u003cp\u003eCognitive Bases of DLD: Non-Linguistic and Linguistic Factors 309\u003c\/p\u003e \u003cp\u003eEnvironmental Influences 309\u003c\/p\u003e \u003cp\u003eWhat Types of Language Difficulties Do Children with DLD Have? 309\u003c\/p\u003e \u003cp\u003eDistinctive Features of Language in DLD 310\u003c\/p\u003e \u003cp\u003eDevelopmental Progression of Language Skills in DLD 310\u003c\/p\u003e \u003cp\u003eAssociated Developmental Problems and Outcomes 311\u003c\/p\u003e \u003cp\u003eImplications 311\u003c\/p\u003e \u003cp\u003eReferences 312\u003c\/p\u003e \u003cp\u003eInternet Resources 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003e36 Substance Misuse in Young People 315\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eK. A. H. Mirza, Roshin M. Sudesh and Sudeshni Mirza\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 315\u003c\/p\u003e \u003cp\u003eEpidemiology 315\u003c\/p\u003e \u003cp\u003eDefining Substance Misuse in the Young: A Developmental\u003c\/p\u003e \u003cp\u003ePerspective 317\u003c\/p\u003e \u003cp\u003eDefinitions 317\u003c\/p\u003e \u003cp\u003eAlternative Classifications in Young People 317\u003c\/p\u003e \u003cp\u003eAetiology: Risk and Protective Factors 320\u003c\/p\u003e \u003cp\u003eAntecedent and Co-Morbid Mental Health Problems 320\u003c\/p\u003e \u003cp\u003eConsequences and Associated Features of Substance Misuse 321\u003c\/p\u003e \u003cp\u003eClinical Assessment 322\u003c\/p\u003e \u003cp\u003eTreatment 322\u003c\/p\u003e \u003cp\u003eEvidence Base for Treatment 322\u003c\/p\u003e \u003cp\u003eRole of Child and Adolescent Substance Mental Health Services (CAMHS) 323\u003c\/p\u003e \u003cp\u003eConclusions 323\u003c\/p\u003e \u003cp\u003eReferences 324\u003c\/p\u003e \u003cp\u003eAppendix 36.1 Clinical Assessment 326\u003c\/p\u003e \u003cp\u003eMental State Examination and Physical Examination 326\u003c\/p\u003e \u003cp\u003eInvestigations 327\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 5 Assessment and Approaches to Intervention 329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e37 New Perspectives on the Classification of Child Psychiatric Disorders 331\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eElena Garralda\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 331\u003c\/p\u003e \u003cp\u003eThe Modern Area of Classification of Psychiatric Disorders 331\u003c\/p\u003e \u003cp\u003eClassification in Child and Adolescent Psychiatry 332\u003c\/p\u003e \u003cp\u003eChild and Adolescent Psychiatric Disorders in DSM 5 and as\u003c\/p\u003e \u003cp\u003eProposed for ICD 11 333\u003c\/p\u003e \u003cp\u003eThe Neurodevelopmental Disorders 333\u003c\/p\u003e \u003cp\u003eAutistic Disorders 333\u003c\/p\u003e \u003cp\u003eDevelopmental Language or Communication Disorders 334\u003c\/p\u003e \u003cp\u003eThe Classification of Disruptive, Dissocial and Conduct Disorders 334\u003c\/p\u003e \u003cp\u003eFuture Approaches to Classification 335\u003c\/p\u003e \u003cp\u003eClassification and Child and Adolescent Mental Health Practice 335\u003c\/p\u003e \u003cp\u003eFinal Considerations 336\u003c\/p\u003e \u003cp\u003eReferences 336\u003c\/p\u003e \u003cp\u003e\u003cb\u003e38 Paediatric Neuropsychological Assessment: Domains for Assessment 339\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJane Gilmour and Bettina Hohnen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 339\u003c\/p\u003e \u003cp\u003eWhy Undertake a Specialized Neuropsychological Assessment? 339\u003c\/p\u003e \u003cp\u003eWhen is a Specialized Neuropsychological Assessment Justified? 339\u003c\/p\u003e \u003cp\u003eMeasurement Considerations 340\u003c\/p\u003e \u003cp\u003eDevelopmental Considerations 340\u003c\/p\u003e \u003cp\u003eBe Sure of Why the Child Fails a Task – What is Their Route to Failure? 340\u003c\/p\u003e \u003cp\u003ePsychometrics 341\u003c\/p\u003e \u003cp\u003eReliability and Validity 341\u003c\/p\u003e \u003cp\u003eInterpreting Scores 341\u003c\/p\u003e \u003cp\u003eDomains of Specialist Assessment 341\u003c\/p\u003e \u003cp\u003eGeneral Ability 341\u003c\/p\u003e \u003cp\u003eMemory 347\u003c\/p\u003e \u003cp\u003eLanguage 347\u003c\/p\u003e \u003cp\u003eAttention 349\u003c\/p\u003e \u003cp\u003eSpatial Ability 349\u003c\/p\u003e \u003cp\u003eMotor Skills 349\u003c\/p\u003e \u003cp\u003eExecutive Function 349\u003c\/p\u003e \u003cp\u003eSocial Cognition 350\u003c\/p\u003e \u003cp\u003eConclusions 350\u003c\/p\u003e \u003cp\u003eReferences 351\u003c\/p\u003e \u003cp\u003e\u003cb\u003e39 Cognitive Behavioural Therapy for Children and Adolescents 355\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eCathy Creswell and Thomas G. O’Connor\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBasic Premises of the CBT Approach and its Administration 356\u003c\/p\u003e \u003cp\u003eDevelopmental Considerations 357\u003c\/p\u003e \u003cp\u003eRecent Advances and Future Directions for CBT for Children and Adolescents 358\u003c\/p\u003e \u003cp\u003eConclusion 360\u003c\/p\u003e \u003cp\u003eReferences 360\u003c\/p\u003e \u003cp\u003eFurther Reading 362\u003c\/p\u003e \u003cp\u003e\u003cb\u003e40 Psychodynamic Psychotherapy for Children and Adolescents 363\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eEilis Kennedy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 363\u003c\/p\u003e \u003cp\u003eBasic Premises of a Psychodynamic Approach 363\u003c\/p\u003e \u003cp\u003eThe Evidence Base for Psychodynamic Child Psychotherapy 364\u003c\/p\u003e \u003cp\u003eExamples of Research with Children and Young People Presenting with Various Clinical Problems 364\u003c\/p\u003e \u003cp\u003eChildren Who Have Experienced Abuse 364\u003c\/p\u003e \u003cp\u003eInternalizing and Externalizing Disorders 364\u003c\/p\u003e \u003cp\u003eDisruptive Behaviour Disorders 364\u003c\/p\u003e \u003cp\u003eInternalizing Disorders 364\u003c\/p\u003e \u003cp\u003eMixed Diagnoses 365\u003c\/p\u003e \u003cp\u003eYoung People with Poorly Controlled Diabetes 366\u003c\/p\u003e \u003cp\u003eLong-Term Outcomes 366\u003c\/p\u003e \u003cp\u003eThe Anna Freud Centre Long-Term Follow-up Study 366\u003c\/p\u003e \u003cp\u003ePotential Adverse Effects of Treatment 367\u003c\/p\u003e \u003cp\u003eConclusion 367\u003c\/p\u003e \u003cp\u003eReferences 367\u003c\/p\u003e \u003cp\u003e\u003cb\u003e41 Systemic and Family Approaches to Intervention 371\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePhilip Messent\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 371\u003c\/p\u003e \u003cp\u003eExternalizing Disorders 371\u003c\/p\u003e \u003cp\u003eAttention Deficit Hyperactivity Disorder (ADHD) 371\u003c\/p\u003e \u003cp\u003eConduct Problems in Adolescence 372\u003c\/p\u003e \u003cp\u003eSubstance Misuse in Adolescence 372\u003c\/p\u003e \u003cp\u003eEmotional Problems 372\u003c\/p\u003e \u003cp\u003eAnxiety 372\u003c\/p\u003e \u003cp\u003eDepression 373\u003c\/p\u003e \u003cp\u003eSelf-Harm and Attempted Suicide 373\u003c\/p\u003e \u003cp\u003eEating Disorders 373\u003c\/p\u003e \u003cp\u003eAdolescent Anorexia Nervosa 373\u003c\/p\u003e \u003cp\u003eObesity 374\u003c\/p\u003e \u003cp\u003eFirst Episode Psychosis 374\u003c\/p\u003e \u003cp\u003eA Different Sort of Evidence 374\u003c\/p\u003e \u003cp\u003eReferences 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003e42 Mentalization 379\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDickon Bevington\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 379\u003c\/p\u003e \u003cp\u003eDefinition 379\u003c\/p\u003e \u003cp\u003eDevelopment 380\u003c\/p\u003e \u003cp\u003eRelevance 381\u003c\/p\u003e \u003cp\u003eApplications 381\u003c\/p\u003e \u003cp\u003eThe Mentalizing Stance 381\u003c\/p\u003e \u003cp\u003eSpecific Interventions 382\u003c\/p\u003e \u003cp\u003eMentalization-Based Treatment 382\u003c\/p\u003e \u003cp\u003eMBT-Families 382\u003c\/p\u003e \u003cp\u003eAdaptive Mentalization-Based Integrative Treatment (AMBIT) 383\u003c\/p\u003e \u003cp\u003eReferences 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003e43 Parenting Programmes for Conduct Problems 387\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eStephen Scott and Sajid Humayun\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEvidence Linking Parenting to Child Psychopathology 387\u003c\/p\u003e \u003cp\u003eProgrammes for Children Based on Social Learning Theory 387\u003c\/p\u003e \u003cp\u003eFormat of a Typical Social Learning Programme 388\u003c\/p\u003e \u003cp\u003eTeaching a Child-Centred Approach 388\u003c\/p\u003e \u003cp\u003eIncreasing Desirable Child Behaviour 389\u003c\/p\u003e \u003cp\u003eImposing Clear Commands 389\u003c\/p\u003e \u003cp\u003eReducing Undesirable Child Behaviour 389\u003c\/p\u003e \u003cp\u003eInterventions with Youth 389\u003c\/p\u003e \u003cp\u003eFamily-Based Interventions 390\u003c\/p\u003e \u003cp\u003eMulti-Component Interventions 390\u003c\/p\u003e \u003cp\u003eEffectiveness 391\u003c\/p\u003e \u003cp\u003eSocial Learning Approaches 391\u003c\/p\u003e \u003cp\u003eYouth Interventions 391\u003c\/p\u003e \u003cp\u003eMediators and Moderators of Change 391\u003c\/p\u003e \u003cp\u003eDissemination: The Role of Therapist Skill 391\u003c\/p\u003e \u003cp\u003eConclusion 392\u003c\/p\u003e \u003cp\u003eReferences 392\u003c\/p\u003e \u003cp\u003e\u003cb\u003e44 Paediatric Psychopharmacology – Special Considerations 395\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eParamala Santosh and Rakendu Suren\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 395\u003c\/p\u003e \u003cp\u003eInformation to Assist Judicious Prescribing 395\u003c\/p\u003e \u003cp\u003eMedication as a Part of Multi-Modal Treatment Package 396\u003c\/p\u003e \u003cp\u003eSymptom-Based Pharmacotherapeutic Strategy 396\u003c\/p\u003e \u003cp\u003eThe Art of Prescribing Medication 396\u003c\/p\u003e \u003cp\u003eUse of Non-Licensed Psychotropic Medication 397\u003c\/p\u003e \u003cp\u003eFactors Affecting Pharmacotherapy in Children 397\u003c\/p\u003e \u003cp\u003eMedications 398\u003c\/p\u003e \u003cp\u003eStimulants 399\u003c\/p\u003e \u003cp\u003eAntipsychotics 399\u003c\/p\u003e \u003cp\u003eSecond-Generation Antipsychotics (SGAs) 399\u003c\/p\u003e \u003cp\u003eMood Stabilizers 403\u003c\/p\u003e \u003cp\u003eDisruptive Mood Dysregulation Disorder (DMDD) 403\u003c\/p\u003e \u003cp\u003eDrug Interactions 404\u003c\/p\u003e \u003cp\u003eEthical Issues in Paediatric Psychopharmacology 404\u003c\/p\u003e \u003cp\u003eConclusion 404\u003c\/p\u003e \u003cp\u003eReferences 404\u003c\/p\u003e \u003cp\u003e\u003cb\u003e45 Paediatric Liaison 407\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter Hindley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOverview 407\u003c\/p\u003e \u003cp\u003ePaediatric Liaison and Child and Adolescent Mental Health Emergencies 407\u003c\/p\u003e \u003cp\u003ePaediatric Liaison and the Mind–Body Interface 408\u003c\/p\u003e \u003cp\u003ePaediatric Liaison: Management, Commissioning and Value for Money 410\u003c\/p\u003e \u003cp\u003eConclusions 410\u003c\/p\u003e \u003cp\u003eReferences 411\u003c\/p\u003e \u003cp\u003e\u003cb\u003e46 Promoting Educational Success: How Findings from Neuroscience can Guide Educators to Work Optimally with the Brain 413\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eBettina Hohnen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEducation and Neuroscience: The Debate 413\u003c\/p\u003e \u003cp\u003eNeuro-Myths 413\u003c\/p\u003e \u003cp\u003eOptimum Context for Learning: A Neuroscientific Model 414\u003c\/p\u003e \u003cp\u003eBackground to Brain Development 414\u003c\/p\u003e \u003cp\u003eLevel 1 415\u003c\/p\u003e \u003cp\u003eLevel 2 415\u003c\/p\u003e \u003cp\u003eLevel 3 416\u003c\/p\u003e \u003cp\u003eLevel 4 416\u003c\/p\u003e \u003cp\u003eLevel 5 416\u003c\/p\u003e \u003cp\u003eLevel 6 416\u003c\/p\u003e \u003cp\u003eDevelopmental Changes in the Brain: The Case of Adolescence 416\u003c\/p\u003e \u003cp\u003e1. Reward 417\u003c\/p\u003e \u003cp\u003e2. Regulation 417\u003c\/p\u003e \u003cp\u003e3. Relationships 417\u003c\/p\u003e \u003cp\u003e4. Creativity and Higher-Order Thinking 417\u003c\/p\u003e \u003cp\u003eReferences 418\u003c\/p\u003e \u003cp\u003e\u003cb\u003e47 Continuities and Discontinuities in Youth Mental Healthcare 421\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eHelen Bruce and Linda Dowdney\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 421\u003c\/p\u003e \u003cp\u003eService Characteristics 421\u003c\/p\u003e \u003cp\u003eClient Characteristics 422\u003c\/p\u003e \u003cp\u003eWays Forward 423\u003c\/p\u003e \u003cp\u003eEvaluation of Transition Outcomes 424\u003c\/p\u003e \u003cp\u003eConclusions 424\u003c\/p\u003e \u003cp\u003eReferences 425\u003c\/p\u003e \u003cp\u003eInternet Resources 426\u003c\/p\u003e \u003cp\u003eYouth mental health support 426\u003c\/p\u003e \u003cp\u003eFor Professionals and Commissioners of Services 427\u003c\/p\u003e \u003cp\u003e48 The Children and Young People’s Improving Access to\u003c\/p\u003e \u003cp\u003ePsychological Therapies (CYP IAPT) Programme in England 429\u003c\/p\u003e \u003cp\u003ePeter Fonagy, Kathryn Pugh and Anne O’Herlihy\u003c\/p\u003e \u003cp\u003eIntroduction 429\u003c\/p\u003e \u003cp\u003eChallenges Facing CAMHS 429\u003c\/p\u003e \u003cp\u003eImplementation 430\u003c\/p\u003e \u003cp\u003ePartnerships and Collaboratives 430\u003c\/p\u003e \u003cp\u003eImplementation Initiatives 430\u003c\/p\u003e \u003cp\u003eTraining Initiatives 431\u003c\/p\u003e \u003cp\u003eUser Participation Initiatives 431\u003c\/p\u003e \u003cp\u003eMonitoring User Participation and Training Initiatives 431\u003c\/p\u003e \u003cp\u003eService Development Outcomes 432\u003c\/p\u003e \u003cp\u003eEvaluation 432\u003c\/p\u003e \u003cp\u003eImproved Access and Efficiency 432\u003c\/p\u003e \u003cp\u003eEvidence-Based Interventions 432\u003c\/p\u003e \u003cp\u003eROM and User Engagement 433\u003c\/p\u003e \u003cp\u003eChallenges to Implementation 433\u003c\/p\u003e \u003cp\u003eFuture Directions 433\u003c\/p\u003e \u003cp\u003eReferences 433\u003c\/p\u003e \u003cp\u003eInternet Resources 435\u003c\/p\u003e \u003cp\u003eIndex 437\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49407003656535,"sku":"9781119170198","price":38.9,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119170198.jpg?v=1730497850","url":"https:\/\/bookcurl.com\/products\/child-psychology-and-psychiatry-9781119170198","provider":"Book Curl","version":"1.0","type":"link"}