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Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_5541_Библиотеки_им_академика_М_И_Перельмана.pdf
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Disorders of Childhood
Development and Psychopathology
Fourth Edition
Robin Hornik Parritz
Hamline University
Michael F. Troy
Children’s Hospitals and Clinics of Minnesota
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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Disorders of Childhood: Development and
Psychopathology, Fourth Edition
Robin Hornik Parritz and Michael F. Troy
SVP, Product: Erin Joyner
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Library of Congress Control Number: 2023900761
ISBN: 978-0-357-79646-7
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Print Number: 01 Print Year: 2023
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Dedication
Robin dedicates this book to her students, whose passion for
psychology is matched by their commitment to the well-being of
children, adolescents, and adults.
Robin also dedicates this book to her grandchildren.
Their presence in the world brings love, delight, and hope for
a better tomorrow.
Mike dedicates this book to Brian Gormley, who welcomed him
to the Ardoyne Youth Club in Belfast many years ago—a leap of
faith that launched a rewarding career and a lifelong friendship.
Mike also dedicates this book to Betty Koehler, beloved mother,
grandmother, and great-grandmother, and Rev. Douglas Koehler,
who lives on across all three generations.
Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Brief Contents
About the Authors x
Preface xi
Acknowledgments xiii
1 Introduction 1
2 Models of Child Development, Psychopathology, and Treatment 13
3 Principles and Practices of Developmental Psychopathology 34
4 Classification, Assessment and Diagnosis, and Intervention 50
5 Disorders of Early Childhood 67
6 Intellectual Developmental Disorder and Learning Disorders 87
7 Autism Spectrum Disorder 108
8 Maltreatment and Trauma- and Stressor-Related Disorders 133
9 Attention-Deficit/Hyperactivity Disorder 155
10 Oppositional Defiant Disorder and Conduct Disorder 171
11 Anxiety Disorders, Obsessive-Compulsive Disorder, and Somatic Symptom
Disorders 192
12 Depressive Disorders, Bipolar Disorders, and Suicidality 214
13 Eating Disorders 238
14 Substance-Related Disorders, Personality Disorders, and Psychotic Disorders 254
Glossary 276
References 283
Name Index 314
Subject Index 339
iv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents
About the Authors x
Preface xi
Acknowledgments xiii
Chapter 1
Introduction 1
Defining Disorders of Infancy, Childhood,
andAdolescence
What Is Normal? 2
Statistical Deviance 3
Sociocultural Norms 3
Mental Health Definitions 3
The Role of Values 4
Poor Adaptation 4
Box 1.1 The Child in Context: The Irreducible Needs
of Children 4
Adequate Adaptation 5
Optimal Adaptation 5
The Impact of Values on Definitions of Disorder 6
Definitions of Psychopathology and Developmental
Psychopathology
Rates of Disorders in Infancy, Childhood, and
Adolescence
Allocation of Resources, Availability, and Accessibility
ofCare
Box 1.2 The Child in Context: Recommended Responses
to a National Emergency in Child and Adolescent
Mental Health 7
The Globalization of Children’s Mental Health 11
7
2
6
6
Chapter 2
Models of Child Development,
Psychopathology, and Treatment 13
The Role of Theory in Developmental
Psychopathology
Dimensional and Categorical Models 14
Physiological Models 15
Historical and Current Conceptualizations 15
Box 2.1 Emerging Science: Behavior Genetics,
Epigenetics, and Developmental Psychopathology 22
14
Thinking about Max 23
Thinking about Aisha 23
Psychodynamic Models 24
Historical and Current Conceptualizations 24
Thinking about Max 24
Thinking about Aisha 24
Behavioral and Cognitive Models 25
Historical and Current Conceptualizations 25
Thinking about Max 25
Thinking about Aisha 25
Humanistic and Positive Psychology Models 26
Historical and Current Conceptualizations 26
Thinking about Max 26
Thinking about Aisha 26
Family Models 27
Historical and Current Conceptualizations 27
Beyond Family Relationships: The Role of Peers 28
Thinking about Max 29
Thinking about Aisha 29
Sociocultural Models 29
Historical and Current Conceptualizations 29
Thinking about Max 31
Thinking about Aisha 31
Box 2.2 Risk and Resilience: COVID-19: Bio-Psycho-
Social Perspectives on a Pandemic 32
Chapter 3
Principles and Practices of Developmental
Psychopathology 34
The Framework of Developmental Psychopathology 35
Developmental Pathways, Stability, and Change 36
Competence and Incompetence 38
Risk and Resilience 40
Risk and Risk Factors 40
Types of Risk Factors 40
Numbers and Timing of Risk Factors 41
Resilience and Protective Factors 42
Types of Protective Factors 43
Patterns and Pathways of Protective Factors 44
Research Strategies in Developmental
Psychopathology
46
Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
v
vi Contents
Cross-Sectional and Longitudinal Approaches 46
Complex Hypotheses and Complex Models 46
Research in Real-World Settings
with Practical Applications 47
Box 3.1 Risk and Resilience: The Pediatric Innovation
Initiative: Research, Policy, and Practice 47
Chapter 4
Classification, Assessment and
Diagnosis, and Intervention 50
Classification 51
Categorical Classification 51
Dimensional Classification 52
Developmental Contributions
to Classification Systems 53
Heterogeneity, Comorbidity, and Transdiagnostic
Symptoms 54
Alternative Approaches to Classification 55
Assessment and Diagnosis 55
Definitions of Assessment and Diagnosis 55
Box 4.1 Emerging Science: A Comparison of the
Research Domain Criteria (RDoC) and the Hierarchical
Taxonomy of Psychopathology (HiTOP) Models 56
Methods and Processes of Assessment 58
Intervention 62
The Efficacy of Psychotherapy
for Children and Adolescents 63
Primary, Secondary, and Tertiary Interventions 63
Working with Parents and Families 64
Working with Schools and Communities 64
Chapter 5
Disorders of Early Childhood 67
Developmental Tasks and Challenges Related to
Physiological Functioning, Temperament, and
Attachment 68
Physiological Functioning 68
Temperament 68
Attachment 71
Temperament, Attachment,
and Psychopathology 75
Disorders of Early Development 76
Avoidant/Restrictive Food Intake Disorder 76
Developmental Course 77
Etiology 77
Assessment and Diagnosis 77
Intervention 78
Sleep–Wake Disorders 78
Developmental Course 78
Box 5.1 Emerging Science: Early Childhood
Intervention: Reconsidering What “Evidence-Based”
Means 79
Etiology 80
Assessment and Diagnosis 80
Intervention 80
Disorders of Attachment 80
Developmental Course 82
Box 5.2 Risk and Resilience: Children in Romanian
Orphanages: Risks, Interventions, and Outcomes 83
Etiology 84
Assessment and Diagnosis 84
Intervention 85
Chapter 6
Intellectual Developmental Disorder
andLearning Disorders 87
Developmental Tasks and Challenges Related to
Intelligence and Cognition
Components and Mechanisms of Intelligence 88
Cognitive and Intellectual Functioning across
Development 88
Genes, the Brain, and the Environment 89
Measures of Intelligence 90
Intellectual Developmental Disorder 91
Zigler’s Developmental Approach to Intellectual
Developmental Disorder 93
Genotypes and Neurobehavioral Phenotypes 93
Down Syndrome 94
Williams Syndrome 94
Fragile X Syndrome 94
Fetal Alcohol Spectrum Disorder 95
Etiology 95
Developmental Course 96
Language, Communication, Executive Function, and
Learning 97
Socioemotional Functioning, Motivation, and
Personality 97
Box 6.1 The Child in Context: Enhancing Success in
Inclusive Classrooms 98
Maladaptive Behavior and Comorbid Disorders 99
Adult Outcomes 99
The Role of the Family 99
Risk and Resilience 100
Assessment and Diagnosis 100
Assessment of Intellectual Functioning 100
Assessment of Adaptive Functioning 100
Other Assessment Concerns 101
Intervention 101
Genetic Screening and Prevention Strategies 102
Pharmacological Treatment 102
Psychological Treatment 103
Family Education and Support 103
Learning Disorders 103
Developmental Course 105
88
Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents vii
Etiology 105
Assessment, Diagnosis, and Intervention 106
Chapter 7
Autism Spectrum Disorder 108
Historical and Current Conceptualizations of Autism
Spectrum Disorder
Developmental Tasks and Challenges Related to the
Coordination of Social, Emotional, and Cognitive
Do mai n s 110
Social Cognition 111
Theory of Mind 111
Affective Social Competence 112
Autism Spectrum Disorder 112
Social and Communication Deficits 113
Box 7.1 Emerging Science: Eyes, Faces, and Social
Engagement Processes 114
Restricted, Repetitive Behaviors
and Fixated Interests 115
Associated Difficulties and Comorbid
Conditions 117
Prevalence and Sex/Gender Information 117
Developmental Course 118
Infancy and Childhood 119
Adolescent and Adult Outcomes 119
Family Roles and Culture 121
Resilience Pathways 123
Etiology 123
Early Hypotheses 123
Genes and Heredity 124
Physiological Factors 124
Social and Cognitive Factors 125
Environmental Factors 126
Assessment and Diagnosis 126
Interviews, Questionnaires, and Rating Scales 127
Sociocultural Factors and Adult Diagnoses 127
Intervention 128
Prevention Efforts 128
Pharmacological Treatment 129
Psychological Treatment and Support 129
School-Based Programs 130
Long-Term Treatment and Support 131
Box 7.2 Clinical Perspectives: The TEACCH Model of
Intervention 131
109
Chapter 8
Maltreatment and Trauma- and
Stressor-Related Disorders 133
Developmental Tasks and Challenges Related to Stress
and Coping
134
Maltreatment 137
Trauma- and Stressor-Related Disorders 139
Box 8.1 Clinical Perspectives: Developmental Trauma
Disorder 143
Developmental Course 143
Maltreatment 144
Box 8.2 Emerging Science: Maltreatment and
Depression 146
Trauma- and Stressor-Related Disorders 147
Etiology 149
Maltreatment 149
Trauma- and Stressor-Related Disorders 150
Assessment and Diagnosis 151
Intervention 152
Treatment 152
Box 8.3 Children in Context: Trauma-Informed
Pedagogies and Classrooms 153
Prevention 154
Chapter 9
Attention-Deficit/Hyperactivity
Disorder 155
Developmental Tasks and Challenges Related
to Self-Regulation, Effortful Control, and Executive
Function 156
Attention-Deficit/Hyperactivity Disorder 158
Core Characteristics 159
Associated Difficulties and Domains
of Impairment 160
Sex/Gender, Race/Ethnicity, and Age 161
Comorbid Disorders 161
Developmental Course 162
Early Childhood Precursors 162
Child, Adolescent, and Family Outcomes 162
Adult Outcomes 163
Etiology 163
Genes and Heredity 163
Physiological Factors 164
Psychological Factors 164
Family and Environmental Factors 164
Assessment and Diagnosis 165
Diagnostic Interviews 165
Rating Scales and Observations 165
Differential Diagnosis 166
Intervention 166
Pharmacological Treatment 166
Box 9.1 Clinical Perspectives: The MTA Cooperative
Group Study 167
Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.