Child Psychology and Psychiatry E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 839

Veröffentlichungsjahr: 2017

Beschreibung

An authoritative, up-to-date guide for psychologists, psychiatrists, pediatricians and other professionals working with vulnerable and at-risk children Child Psychology and Psychiatry, Third Edition 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. Written by expert clinicians and researchers in a wide range of disciplines within or relevant to the fields of normal and abnormal childhood development, Child Psychology and Psychiatry includes contributions from clinical psychologists, neuropsychologists, child psychiatrists, pediatricians, speech pathologists, and developmental psychology and psychopathology researchers. It has been fully updated for the DSM-5 and reflects the theoretical, structural, and practical developments which have taken place in the world of child psychology and psychiatry over recent years. * Combines a strong academic and research emphasis with the extensive clinical expertise of contributing authors * Covers normal development, fostering child competence, childhood resilience and wellbeing, and family and genetic influences * Discusses neurobiological, genetic, familial and cultural influences upon child development, especially those fostering childhood resilience and emotional wellbeing * Explores the acquisition of social and emotional developmental competencies with reviews of child psychopathology, clinical diagnoses, assessment and intervention * Features new chapters on the impact of social media on clinical practice, early intervention for psychosis in adolescence, and the development of the theory and practice of mentalization Child Psychology and Psychiatry, Third Edition is an indispensable learning tool for all of those training in clinical psychology, educational psychology, social work, psychiatry, and psychiatric and pediatric nursing. It is also a valuable working resource for all those who work professionally with at-risk children and adolescents.

Leseprobe

Table of Contents

Cover

Title Page

Notes on Contributors

Section 1 Developing Competencies   1a: Contextual Influences Upon Social and Emotional Development

1 Family and Systemic Influences

Family Relationships and Parenting

Changing Family Patterns

Childcare and Schooling

Wider Social and Environmental Influences

References

2 Child Development and Cultural Considerations in Clinical Practice

Introduction

Developmental Niche and Eco‐Cultural Pathways

Childhood and Parenting Across Cultures

Infancy

Middle Childhood

Culture and Disability

Ethnicity and Mental Health

Conclusion

References

3 Neurobehavioural Development in Infancy: The Buffering and Transducing Role of the Mother/Caretaker–Infant Dyad

Introduction

Infant Neurobehavioural Capacities

Culture

Mutual Regulation and Buffer–Transducer Models

Conclusion

References

4 Genetic and Biological Influences

Introduction

How Many Genes Are There?

Sources of Genomic Variation

Mechanisms of Genomic Regulation

Mechanisms Influencing Neurodevelopmental Integrity

Measuring Genetic Susceptibility to Psychiatric Disorders

Future of Psychiatric Genetics: Precision Medicine

Conclusions

References

Section 1 Developing Competencies   1b: General Patterns of Development

5 Clinical Evaluation of Development from Birth to 5 Years

Child Development and Neurodevelopmental Disorders

History‐Taking

Observation and Interactive Assessment

Developmental Domains

Clinical Decision‐Making and Severity of Developmental Delay

Physical Examination

Planning Medical Investigations and Making Diagnosis

Further Reading

6 Emotional Development in the First Year of Life

Introduction

Infant Emotional Expression

The Development of Infant Emotional Expressions

References

7 Young People with Learning Disabilities

Introduction

The Changing Context

Assessment and Intervention

Types of Intervention

The Development of Services

Conclusion

References

Internet Resources

8 Language Development

Processes and Components of Language Development

Milestones of Speech and Language Development

Developmental Phases

Atypical Language Development

Future Directions

References

Internet Resources

9 Development of Social Cognition

Early Social Cognition

Social Cognition in Preschool and Beyond

Individual Differences in Social Cognition – Implications for Children's Social Lives

Individual Differences in Social Cognition – Where Do They Come From?

References

10 Social and Emotional Development in Middle Childhood

Introduction

The Preschool Years

Middle Childhood

Adolescence

Factors Contributing to SED

Positive SED

Problematic SED

Consequences of SED Problems in Middle Childhood

Addressing SED Problems

References

11 Social‐Cognitive Development During Adolescence

Humans Are Exquisitely Social

The Social Brain

Development of Mentalizing During Adolescence

Online Mentalizing Usage is Still Developing in Mid‐Adolescence

References

Section 2 Promoting Well‐being

12 Attachment in the Early Years: Theory, Research and Clinical Implications

What is Attachment?

Attachment Variations and Their Measurement

Causes of Variation in Attachment

Consequences of Variations in Attachment

Interventions

Conclusions

References

13 Promoting Infant Mental Health

Why the Early Years Matter

Intervention

The Need for Supportive Services

References

14 Promoting Children's Well‐Being: The Prevention of Depression and Anxiety

Prevention

School‐Based Prevention

Depression Prevention Programmes

Anxiety Prevention Programmes

Future Developments and Challenges

References

15 Fostering Resilience in Adolescents

Introduction

What Do We Mean by Resilience?

Implications for Policy and Practice

Mobilizing Resilience: An Illustrative Example

Conclusion

References

16 Sexual Orientation, Sexual Health and Gender Dysphoria

Introduction

Sexual Orientation

Sexual Health

Gender Dysphoria

Summary

References

17 Child Users of Online and Mobile Technologies – Risks, Harms and Intervention

Aggressive Risks: Cyber‐Aggression and Cyberbullying

Sexual Risks: Pornography, Sexting, Stranger Danger

Trends Over Time

The Harm Associated with Mobile and Online Risk

Factors that Increase Risk of Harm or Protect Against Them

Interventions

References

Internet Resources

Section 3 The Impact of Trauma, Loss and Maltreatment   3a: Trauma and Loss

18 Children Bereaved by Parent or Sibling Death

Children's Understanding of Death

How Children Express Grief

Resilience and Positive Outcomes in Bereaved Children

Psychopathology in Bereaved Children

Hypothalamic–Pituitary–Adrenal Axis (HPA) Dysregulation

What Influences Child Outcome?

Interventions with Bereaved Children

Conclusions

References

Internet Resources

19 Stress and Reactions to Stress in Children

Reactions

Cognitive Model of PTSD

Evidence‐Based Interventions

Conclusion

References

20 Children's Developing Sense of Moral Agency, and the Disruptions Associated with War Exposure

The Development of Moral Agency

Challenges Posed by Exposure to War

Conclusions

References

Section 3 The Impact of Trauma, Loss and Maltreatment   3b: Maltreatment

21 Child Maltreatment

Introduction

The Nature of Maltreatment

Epidemiology

Social and Family Factors

The Harm to the Child

Recognition of Maltreatment and Assessment of Harm and Need

Professional Response to Child Maltreatment

Conclusion

References

22 The Neuroscience and Genetics of Childhood Maltreatment

The Impact of Maltreatment on Brain Development

Structural Differences

Functional Differences

The Role of Genetic Influences

References

Section 4 Atypical Development in Children and Adolescents

23 Autism Spectrum Disorder – An Evolving Construct

The Dimensionality of ASD

The Fractionation of the Autism Triad

The End of Asperger's Disorder

Gender Differences in ASD

Conclusions

References

24 Attention Deficit Hyperactivity Disorder

Definition

Epidemiology

Aetiology

Cognitive and Neurobiological Correlates

Diagnostic Assessment

Treatment

Clinical Course

References

25 Anxiety Disorders in Children and Adolescents

Diagnostic Features

Epidemiology

Aetiology

Assessment

Prognosis

Treatment

Conclusion

References

26 Childhood Behavioural Disorders

Introduction

Diagnostic Classifications and Subtyping

Epidemiology

Aetiology

Prevention and Treatment

Conclusion

References

27 Depression and Suicidal Behaviour

Introduction

Depressive Disorder

Suicidal Behaviour

References

28 Eating Disorders in Adolescence

Diagnosis and Classification

Epidemiology and Aetiology

Managing Eating Disorders

Key Messages and Future Directions

References

29 Emerging Personality Disorder

Definitions

Childhood Personality Traits and Adult Outcomes

Relevant Neuroscience Findings

Personality Assessment and Personality Disorder in Clinical Practice

Conclusions

References

30 Literacy Disorders

Definition, Incidence, Persistence and Co‐occurrence

Acquiring Literacy Skills

The Nature of Impairment in Children with Literacy Disorders

Patterns of Impairment from Preschool to Adolescence

Assessing Literacy Disorders

Teaching Children with Literacy Disorders

References

31 Challenges in Child and Adolescent Obsessive Compulsive Disorder

The ‘Hidden Problem’

Aetiology

Assessment of  the Young Person with Possible OCD

Treatment

Prognosis and Ongoing Care

References

Further Reading

Internet Resources

32 Medically Unexplained Symptoms/Functional Symptoms in Children and Adolescents

Introduction

Epidemiology

Factors Relevant to the Development, Severity and Persistence of FS

Assessment

Treatment

Current Challenges and Future Directions

References

33 Paediatric Bipolar Disorder

Introduction

Differential Diagnosis

Prodrome and Longitudinal Course

Treatment

References

34 Early Intervention in Psychosis

Introduction

Early‐Onset Psychosis

Intervention

Future Directions

References

35 Developmental Language Disorder

What is Developmental Language Disorder?

What Causes DLD?

What Types of Language Difficulties Do Children with DLD Have?

Distinctive Features of Language in DLD

Developmental Progression of Language Skills in DLD

Associated Developmental Problems and Outcomes

Implications

References

Internet Resources

36 Substance Misuse in Young People

Introduction

Epidemiology

Defining Substance Misuse in the Young: A Developmental Perspective

Definitions

Alternative Classifications in Young People

Aetiology: Risk and Protective Factors

Antecedent and Co‐Morbid Mental Health Problems

Consequences and Associated Features of Substance Misuse

Clinical Assessment

Treatment

Role of Child and Adolescent Substance Mental Health Services (CAMHS)

Conclusions

References

Appendix 36.1 Clinical Assessment

Section 5 Assessment and Approaches to Intervention

37 New Perspectives on the Classification of Child Psychiatric Disorders

Introduction

The Modern Area of Classification of Psychiatric Disorders

Classification in Child and Adolescent Psychiatry

Child and Adolescent Psychiatric Disorders in DSM 5 and as Proposed for ICD 11

The Neurodevelopmental Disorders

The Classification of Disruptive, Dissocial and Conduct Disorders

Future Approaches to Classification

Classification and Child and Adolescent Mental Health Practice

Final Considerations

References

38 Paediatric Neuropsychological Assessment: Domains for Assessment

Introduction

Why Undertake a Specialized Neuropsychological Assessment?

When is a Specialized Neuropsychological Assessment Justified?

Measurement Considerations

Domains of Specialist Assessment

Conclusions

References

39 Cognitive Behavioural Therapy for Children and Adolescents

Basic Premises of the CBT Approach and its Administration

Developmental Considerations

Recent Advances and Future Directions for CBT for Children and Adolescents

Conclusion

References

Further Reading

40 Psychodynamic Psychotherapy for Children and Adolescents

Introduction

Basic Premises of a Psychodynamic Approach

The Evidence Base for Psychodynamic Child Psychotherapy

Examples of Research with Children and Young People Presenting with Various Clinical Problems

Potential Adverse Effects of Treatment

Conclusion

References

41 Systemic and Family Approaches to Intervention

Introduction

Externalizing Disorders

Emotional Problems

Eating Disorders

First Episode Psychosis

A Different Sort of Evidence

References

42 Mentalization

Introduction

Definition

Development

Relevance

Applications

References

43 Parenting Programmes for Conduct Problems

Evidence Linking Parenting to Child Psychopathology

Programmes for Children Based on Social Learning Theory

Format of a Typical Social Learning Programme

Interventions with Youth

Effectiveness

Mediators and Moderators of Change

Dissemination: The Role of Therapist Skill

Conclusion

References

44 Paediatric Psychopharmacology – Special Considerations

Introduction

Information to Assist Judicious Prescribing

Medication as a Part of Multi‐Modal Treatment Package

The Art of Prescribing Medication

Medications

Drug Interactions

Ethical Issues in Paediatric Psychopharmacology

Conclusion

References

45 Paediatric Liaison

Overview

Paediatric Liaison and Child and Adolescent Mental Health Emergencies

Paediatric Liaison and the Mind–Body Interface

Paediatric Liaison: Management, Commissioning and Value for Money

Conclusions

References

46 Promoting Educational Success: How Findings from Neuroscience can Guide Educators to Work Optimally with the Brain

Education and Neuroscience: The Debate

Neuro‐Myths

Optimum Context for Learning: A Neuroscientific Model [10]

Background to Brain Development

Developmental Changes in the Brain: The Case of Adolescence

References

47 Continuities and Discontinuities in Youth Mental Healthcare

Introduction

Service Characteristics

Client Characteristics

Ways Forward

Conclusions

References

Internet Resources

For Professionals and Commissioners of Services

48 The Children and Young People's Improving Access to Psychological Therapies (CYP IAPT) Programme in England

Introduction

Challenges Facing CAMHS

Implementation

Service Development Outcomes

Evaluation

Future Directions

References

Internet Resources

Index

End User License Agreement

List of Tables

Chapter 5

Table 5.1 Gross motor milestones

Table 5.2 Early visual behaviour

Table 5.3 Eye–hand coordination milestones

Table 5.4 Object concepts and relationships milestones

Table 5.5 Cube model copying milestones

Table 5.6 Drawing milestones

Table 5.7 Language and communication milestones

Table 5.8 Investigation planning for developmental disorders

Chapter 9

Table 9.1 Six tests that make up the theory of mind scale. Research shows that the majority of children acquire these concepts in order from diverse desires to sarcasm

Chapter 10

Table 10.1 Social and emotional development

Chapter 12

Table 12.1 Attachment behaviour rating scales and classifications for the strange situation [2]

Table 12.2 Scales of parenting sensitivity and frightened/frightening behaviour

Chapter 14

Table 14.1 Universal, selective and indicated prevention

Chapter 15

Table 15.1 Promoting resilience – a participatory action research project

Chapter 18

Table 18.1 Bereaved children – death and immediate aftermath

Table 18.2 Bereaved children – short‐ and longer‐term considerations

Chapter 21

Table 21.1 Forms of maltreatment and distribution within protection plans for England in 2014

Table 21.2 Differences between various forms of child abuse and neglect

Table 21.3 Mechanisms of harm associated with maltreatment

Table 21.4 How child maltreatment comes to light

Table 21.5 Tiers of concern

Chapter 22

Table 22.1 An overview of the characteristics, advantages and disadvantages of a number of brain imaging modalities used to investigate the impact of childhood maltreatment

Chapter 25

Table 25.1 Fear and its typical developmental stages

Table 25.2 Epidemiological and diagnostic characteristics of paediatric anxiety disorder subtypes

Table 25.3 Information Processing Biases: Threat Attention and Threat Appraisal.

Table 25.4 Randomized control trials of selective serotonin reuptake inhibitors (SSRIs) and serotonin–noradrenaline reuptake inhibitors (SNRIs) for anxiety disorders

Chapter 27

Table 27.1 Aetiological factors for depressive disorders

Chapter 28

Table 28.1 Risk factors for and behavioural indicators of eating disorders

Table 28.2 Hypothetical example of a formulation for an adolescent who has developed an eating disorder

Table 28.3 Indicators of risk

Chapter 29

Table 29.1 ‘Big five’ and possible positive and negative outcomes [23, pages 22 & 23]

Chapter 30

Table 30.1 Risk factors for dyslexia in the preschool and early school years

Table 30.2 Components of a comprehensive diagnostic assessment for reading disorders

Chapter 36

Table 36.1 New psychoactive substances (NPS; historically called ‘legal highs’)

a

mimic psychoactive effects of drugs of abuse. There is little information on the pharmacology, toxicology and safety of NPS for humans; the potential health implications of these compounds are largely unknown

Table 36.2 Stages of substance (alcohol and drugs) use and suggested interventions: a pragmatic classification

Table 36.3 Risk factors for the development of adolescent substance misuse

Chapter 37

Table 37.1 Neurodevelopmental disorders and disruptive/dissocial/conduct disorders in the

Diagnostic and Statistical Manual of Mental Disorders

(DSM) and as proposed for the

ICD‐11 Classification of Mental and Behavioural Disorders

Chapter 38

Table 38.1 Memory assessment measures

Table 38.2 Language assessment measures.

Table 38.3 Attention assessment measures.

Table 38.4 Spatial/visual assessment measures.

Table 38.5 Motor assessment measures

Table 38.6 Executive function and social cognition assessment measures.

Chapter 42

Table 42.1 Scope of Adaptive Mentalization‐Based Integrative Treatment (AMBIT) mentalizing practice

Chapter 44

Table 44.1 Dose range of psychotropic medication used in children and adolescents

Table 44.2 Specific side‐effects of stimulants

Table 44.3 Specific side‐effects of selected psychotropic medication

Chapter 46

Table 46.1 Most prevalent ‘neuro‐myths’ [7]

List of Illustrations

Chapter 1

Figure 1.1 Ecological model of influences on development.

Chapter 3

Figure 3.1 Mutual regulation model sees the caretaker–infant dyad as a buffer or transducer of factors that influence and mediate neurobehavioural development.

Chapter 5

Figure 5.1 Developmental sequences involved in play and social skills.

Chapter 7

Figure 7.1 Effectiveness of modalities of intervention for emotional and behaviour disturbance. The

x

‐axis is the confidence or effect size of a type of intervention, and the colour designates speed of intervention effect, which influences intervention in the context of acute presentation and family crisis. Triangles, rapid effect – days to weeks; circles, intermediate effect – weeks to months; squares, slow long‐term effects – months to years. The arrow designates the change in importance in more severe disturbance. The graph also highlights the place of fringe and alternative approaches that naive, desperate families are often drawn to in the ‘free market of economy of health’. Abbreviations are as follows: SPS, specialized parenting skills [21]; BT, behaviour therapy, including carer/staff training [19 ]; PMed, psychotropic medication; SI, safety intervention, including self‐protective skills, room modification; CBT, cognitive behaviour therapy; SE, special education: skills to match needs; EC, emotion‐based social skills training/emotional coaching; Sp, speech therapy and augmentative and alternative communication; SST, social skills training; FT, family and systems therapy; OT, occupational therapy/sensory integration; Ph, physiotherapy; D*, diet; AT*, alternative therapy; CA*, chelating agents, oxygen therapy; SC*, stem cell therapy; *, not approved by author.

Chapter 8

Figure 8.1 Processes, components and modalities of language development.

Chapter 11

Figure 11.1 A section of the dorsal medial prefrontal cortex (mPFC) that is activated in studies of mentalizing: Montreal Neurological Institute (MNI)

y

‐coordinates range from 30 to 60, and

z

‐coordinates range from 0 to 40. Dots indicate voxels of decreased activity during six mentalizing tasks between late childhood and adulthood (see Blakemore [10] for references). The mentalizing tasks ranged from understanding irony, which requires separating the literal from the intended meaning of a comment, thinking about one's own intentions, thinking about whether character traits describe oneself or another familiar other, watching animations in which characters appear to have intentions and emotions, and thinking about social emotions such as guilt and embarrassment.

Source:

Adapted from Burnett

et al.

[6] and Blakemore [7].

Figure 11.2 (a, b) Images used to explain the ‘director’ condition: participants were shown an example of their view (a) and the corresponding director's view (b) for a typical stimulus with four objects in occluded slots that the director cannot see (e.g. the apple). (c, d) Examples of an experimental (c) and a control trial (d) in the ‘director’ condition. The participant hears the verbal instruction, ‘Move the small ball left’, from the director. In the experimental trial (c), if the participant ignored the director's perspective, she would choose to move the distractor ball (golf ball), which is the smallest ball in the shelves but which cannot be seen by the director, instead of the larger ball (tennis ball) shared by both the participant's and the instructor's perspective (target). In the control trial (d), an irrelevant object (plane) replaces the distractor item.

Chapter 12

Figure 12.1 Schematic diagram of the homeostatic function of attachment.

Chapter 13

Figure 13.1 Critical periods of brain development.

Chapter 19

Figure 19.1 Key contexts and key components of trauma‐focused cognitive behavioural therapy.

Chapter 21

Figure 21.1 Explanatory relationships between tiers of concern.

Chapter 28

Figure 28.1 Body Mass Index (BMI: weight in kg/square of height in m) varies with age and gender, so centile charts are needed to assess degree of underweight. The red line crosses through BMI of 17.5, defined as underweight in an adult, but which is in the normal range for an adolescent under 16.

Chapter 29

Figure 29.1 Emerging severe personality disorder. LA, local authority; ASPD, antisocial personality disorder.

Chapter 30

Figure 30.1 Steps in the early identification and assessment of literacy disorders: a staged process.

Chapter 31

Figure 31.1 National Institute for Health and Care Excellence (NICE) stepped‐care model for obsessive compulsive disorder (OCD) in children and adolescents [17]. CAMHS, Child and Adolescent Mental Health Service; CBT, cognitive behavioural therapy; ERP, exposure and response prevention; SSRI, selective serotonin reuptake inhibitor.

Figure 31.2 The ‘vicious cycle of obsessive compulsive disorder’ (OCD). Obsessions generate anxiety, whilst compulsive rituals are performed to reduce the anxiety, but in fact this produces only temporary relief and reinforces the cycle. Exposure and response prevention (ERP) acts by exposing a young person to the feared situation whilst resisting compulsions, in a graded manner, to break this cycle.

Chapter 33

Figure 33.1 Flow chart of pharmacotherapy for the treatment of paediatric bipolar disorder. SGAs, second‐generation antipsychotics (aripiprazole, olanzapine, risperidone, quetiapine); mood stabilizers: lithium, sodium valproate, carbamazepine; ECT, electroconvulsive therapy.

Chapter 34

Figure 34.1 Model of psychosis onset. The higher the line on the

y

‐axis, the higher the symptom severity. BS, basic symptoms; APS, attenuated psychotic symptoms; BLIPS, brief limited intermittent psychotic symptoms.

Source

: Fusar‐Poli

et al.

[9]. Reprinted with permission of American Medical Association.

Chapter 45

Figure 45.1 Mayou et al.'s [45] tool for making sense of symptoms.

Chapter 46

Figure 46.1 Optimum Context for Learning: a neuroscientific model.

Guide

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Child Psychology and Psychiatry

Frameworks for Clinical Training and Practice

Edited by

David Skuse

University College London

UK

Helen Bruce

East London NHS Foundation Trust

UK

Linda Dowdney

UK

Third Edition

This edition first published 2017

© 2017 John Wiley & Sons, Ltd

Edition History

Wiley‐Blackwell (2e, 2011)

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Library of Congress Cataloging‐in‐Publication Data

Names: Skuse, D. (David), editor. | Bruce, Helen (Consultant psychiatrist), editor. | Dowdney, Linda, editor.Title: Child psychology and psychiatry : frameworks for clinical training and practice / edited by David Skuse, Helen Bruce, Linda Dowdney.Description: Third edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2017. | Includes index. | Identifiers: LCCN 2016059981 (print) | LCCN 2017016743 (ebook) | ISBN 9781119170228 (Adobe PDF) | ISBN 9781119170204 (ePub) | ISBN 9781119170181 (cloth) | ISBN 9781119170198 (pbk.)Subjects: LCSH: Child psychology. | Child psychiatry.Classification: LCC BF721 (ebook) | LCC BF721 .C5157 2017 (print) | DDC 155.4—dc23LC record available at https://lccn.loc.gov/2016059981

Cover Image: The Children’s Game, c.1955 (oil on hardboard), Everts, Anneliese (1908 –1967) / Private Collection / Bridgeman Images

Cover Design: Wiley

Notes on Contributors

Gillian Baird is Professor of Paediatric Neurodisability at King's College London and Consultant Paediatrician in Neurodisability at Guy's and St Thomas' Evelina Children's Hospital. Her research interests have been in speech, language and communication disorders, autism and cerebral palsy.

Dickon Bevington is a child and adolescent psychiatrist in Cambridgeshire and Peterborough NHS Foundation Trust, specializing in youth with substance use problems and multiple co‐morbidities. He is Medical Director of the Anna Freud National Centre for Children and Families and a developer of mentalization‐based treatments (MBT‐Families, co‐lead of AMBIT). Previous publications include co‐authorship of the second edition of What Works For Whom: A Critical Review of Treatments for Children and Adolescents (Guilford, 2015).

Sarah‐Jayne Blakemore is Professor of Cognitive Neuroscience at UCL. She is Deputy Director of the UCL Institute of Cognitive Neuroscience and leader of the Developmental Cognitive Neuroscience Group. Her group's research focuses on the development of social cognition and decision‐making in the typically developing adolescent brain.

Ruma Bose was Consultant in Child and Adolescent Psychiatry at the East London NHS Foundation Trust, Tower Hamlets, London, for several years. Prior to her appointment in the UK, she had worked as a psychiatrist in India. She has researched, published and taught on the subject of cross‐cultural psychiatry and medical anthropology, particularly in relation to child and adolescent mental health.

Helen Bruce is a Consultant Child and Adolescent Psychiatrist in Tower Hamlets for East London NHS Foundation Trust and Honorary Senior Clinical Lecturer at Barts and the London School of Medicine and Dentistry. She is also an Associate Dean at the Royal College of Psychiatrists and Senior Teaching Fellow at University College, London. Her particular interests are medical education and transition to adult care.

Alan Carr is Professor of Clinical Psychology and Head of the School of Psychology at University College Dublin in Ireland. He also has a family therapy practice at the Clanwilliam Institute in Dublin. He has published over 20 books and 200 papers in the fields of clinical psychology and family therapy.

Elaine Chung is a Consultant Child and Adolescent Psychiatrist at the Royal Free Hospital working in paediatric liaison, neurodevelopmental psychiatry and general CAMHS. She is Vice Chair of the London and South East Branch Committee of the Association of Child and Adolescent Mental Health (ACAMH.)

Gina Conti‐Ramsden is Professor of Child Language and Learning at the University of Manchester, UK. She is a Fellow of the Royal College of Speech and Language Therapists, a Fellow of the British Psychological Society and an Academician of the Social Sciences. Gina is interested in raising public awareness of language disorders in childhood, adolescence and adulthood. She is a founder member of the RALLI campaign to raise awareness of language learning impairments (www.youtube.com/RALLIcampaign).

Anna Coughtrey is a Clinical Psychologist working in the Psychological Medicine Research Team at UCL Great Ormond Street Institute of Child Health. Her research focuses on the integration of mental healthcare for children and young people with long‐term physical illness with co‐occurring common mental health difficulties, including anxiety, depression and behavioural problems.

Cathy Creswell is a Professor in Developmental Clinical Psychology and a National Institute of Health Research (NIHR) Research Professor at the University of Reading. Her work focuses on the development and treatment of common mental health problems in childhood, particularly anxiety disorders, with the overarching aims of improving both treatment accessibility and outcomes.

David Dossetor is a Child Psychiatrist with a special interest in intellectual disability and autism, Director of Mental Health at Sydney Children's Hospital Network and Associate Professor at Sydney Medical School. He is head of the Developmental Psychiatry Team that has developed emotions‐based social skills training for autism spectrum disorder and also the free electronic Journal for the Mental Health of Children and Adolescents with Intellectual and Developmental Disabilities (www.schoollink.chw.edu.au).

Linda Dowdney is a Consultant Child Clinical Psychologist who has worked extensively in child and adolescent mental health services. She has a particular interest in the impact of bereavement upon children's well‐being. She was Head of the Doctoral Clinical Psychology course at the University of Surrey, and an honorary Senior Lecturer at University College London.

Kevin Durkin is Professor of Psychology at the University of Strathclyde, Glasgow. His research interests span areas of developmental and social psychology, including the development of language and communication in typical and atypical children, media use by young people, problem behaviour in adolescence, and social adjustment in young adults with language impairment.

Pasco Fearon is both a developmental and a clinical psychologist. He is joint Director of the Doctoral Clinical Psychology training programme at University College London. His research focuses on understanding how children's social and emotional development, and mental health difficulties are influenced by parent–child interactions, attachment relationships and biological and genetic factors. He contributes to a range of clinical studies focusing on the development of mental health interventions for parents, infants and young children.

Peter Fonagy is Head of the Research Department of Clinical, Educational and Health Psychology, University College London; Chief Executive of the Anna Freud National Centre for Children and Families; and National Clinical Lead of NHS England's CYP IAPT programme. His clinical and research interests centre on the development and dissemination of evidence‐based psychotherapeutic treatments for children, young people and adults, as well as issues of early attachment relationships, social cognition, borderline personality disorder and violence.

Paolo Fusar‐Poli is a Consultant Adult Psychiatrist at the South London and Maudsley NHS Foundation Trust and leads the largest European clinical service for those at clinical high risk for psychosis. He is a Clinical Senior Lecturer at the Department of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King's College, London. His research focuses on the assessment and treatment of individuals at risk for psychosis and on youth mental health. Paolo has been recognized as one of the most influential scientific minds in the 2015/2016 Thomson Reuters Highly Cited Researchers.

Elena Garralda is Emeritus Professor of Child and Adolescent Psychiatry at Imperial College London and Honorary Consultant Child and Adolescent Psychiatrist with the CNWL Foundation Trust, London, UK. Her clinical and research interests include the interface between physical and mental health in children and young people. She is involved in the 11th revision of mental disorders in the International Classification of Diseases (ICD).

Jane Gilmour completed her PhD and DClinPsy at University College London, where she has senior teaching fellow and clinical lecturer roles. Her publications reflect her research interests, including growth disorders, appetite dysregulation, neuropsychology and neurodevelopmental disorders. She also works as a clinical psychologist developing interventions for children and families who have neurodevelopmental conditions, particularly autistic spectrum disorders, obsessive compulsive disorder and Tourette's syndrome.

Danya Glaser, previously a developmental paediatrician, is Honorary Consultant Child & Adolescent Psychiatrist at Great Ormond Street Hospital for Children, and Visiting Professor at University College London. Within the field of child maltreatment she is a clinician, researcher and teacher, and has written widely. She is a past president of the International Society for the Prevention of Child Abuse and Neglect (ISPCAN).

Julia Gledhill is a Consultant Child and Adolescent Psychiatrist in Harrow CAMHS and Honorary Clinical Senior Lecturer at Imperial College. Her research has focused on the outcome and management of adolescent depressive disorders in primary care, with her MD thesis investigating the outcome of depressive disorder and subsyndromal mood symptoms in adolescents consulting their GP. Her other research interests have focused on psychiatric outcome for children and parents following acute life‐threatening illnesses and paediatric intensive care unit admission.

Isobel Heyman is a consultant Child and Adolescent Psychiatrist who leads the Psychological Medicine Team at Great Ormond Street Hospital for Children. She is Honorary Professor at the Institute of Child Health, University College London. She is nationally/internationally known for her clinical and research work on obsessive compulsive disorder and neuropsychiatry. She has a commitment to the integration of physical and mental health care. In 2015 she was awarded Psychiatrist of the Year.

Peter Hindley is a retired Consultant Child and Adolescent Psychiatrist and Chair of the Faculty of Child and Adolescent Psychiatry at the Royal College of Psychiatrists. Before retiring, he was a Consultant in Paediatric Liaison at St Thomas Hospital and Director of Training in Child and Adolescent Psychiatry for south London. He currently works as a medical member of the Mental Health Tribunal Service.

Matthew Hodes is a Consultant Child and Adolescent Psychiatrist in Central and North West London NHS Foundation Trust and an Honorary Senior Lecturer in Child and Adolescent Psychiatry at Imperial College London. His interests include the interface of physical and mental health, migration and refugees' mental health, and evidence‐based practice in child and adolescent psychiatry.

Bettina Hohnen is a Child Clinical Psychologist specialising in Paediatric Neuropsychology as well as general Child and Adolescent Mental Health. She lectures at University College London where she holds a post as a Senior Clinical Teaching Fellow. She is a regular speaker at conferences and writes, lectures and speaks on topics including neuroscience and education, adolescent brain development, neurodevelopmental differences in children and parenting.

Sajid Humayun is a Senior Lecturer in Psychology at the Department for Psychology, Social Work and Counselling at the University of Greenwich. He conducts research on callous‐unemotional traits in children and adolescents, ran the first UK RCT of Functional Family Therapy and has written a number of reviews of interventions for antisocial behaviour in children and adolescents. He is a member of the Early Intervention Foundation evidence panel for gangs and youth violence.

Anthony James is an Honorary Senior Lecturer University of Oxford. He is a Consultant Child and Adolescent Psychiatrist at the Highfield Unit, Oxford. He has research interests in early‐onset psychosis, bipolar disorder, obsessive compulsive disorder and dialectic behavioural therapy. He has undertaken MRI studies including longitudinal studies and magnetoencephalography in a number of adolescent‐onset disorders. His recent research interest is in stem cell work in adolescents with psychosis.

Eilis Kennedy is a Consultant Child and Adolescent Psychiatrist and Director of Research at the Tavistock Clinic and an Honorary Reader in the Research Department of Clinical, Educational and Health Psychology at University College London. She is currently Joint Editor in Chief of the Journal Clinical Child Psychology and Psychiatry. Her research interests focus on the evaluation and development of interventions in Child and Adolescent Mental Health Services.

Anup Kharod is an Assistant Psychologist within the Psychological Medicine Team at Great Ormond Street Hospital. She has previously worked in child and adolescent mental health services and with children with acquired brain injury. Anup has a particular interest in child mental health in the context of neurodevelopmental disorders and the role of cognitive assessments in informing the delivery of evidence‐based treatments.

Thomas Klee is Professor and Head of the Division of Speech and Hearing Sciences at the University of Hong Kong. He trained as a speech‐language pathologist and taught at universities in the USA, UK and New Zealand before moving to Hong Kong. His current research focuses on improving the way in which children with development language disorders are identified.

Graeme Lamb has been working in psychiatry in East London for over 20 years. He is a Consultant in Child and Adolescent Psychiatry in East London NHS Foundation Trust (ELFT). Graeme is Clinical Director for Children's Services at ELFT with clinical responsibility for child and adolescent mental health and community child health services across the Trust.

Cindy H. Liu is the Director of Multicultural Research at the Commonwealth Research Center at Beth Israel Deaconess Medical Center, an Instructor in the Department of Psychiatry at Harvard Medical School and an Assistant Research Professor at University of Massachusetts Boston. Her research focuses on community‐based and translational research related to the measurement of stress in diverse mothers and infants and its role on mental health in the family.

Sonia Livingstone, OBE, is a professor in the Department of Media and Communications at LSE. Sonia researches the opportunities and risks for children and young people afforded by digital and online technologies. Author of 20 books, her latest is The Class: Living and Learning in the Digital Age. She leads the projects Global Kids Online, Preparing for a Digital Future and EU Kids Online (see www.sonialivingstone.net).

William Mandy is a Clinical Psychologist and academic who works at University College London. His research is aimed at better understanding the lives of autistic people, and finding new ways to help them address some of the challenges they face. This involves developing new assessment methods and interventions for clinical and educational settings. He has a particular interest in autism as a condition that is characterized by strengths as well as difficulties; and in improving understanding of the female autism phenotype.

Laura Markham is a clinical psychologist who works in a Pupil Referral Unit in Sutton and consults to various schools in the area. She previously worked at the Department of Child and Adolescent Mental Health, Great Ormond Street Hospital. Her clinical work has involved the assessment and treatment of children with medically unexplained symptoms, mental health difficulties, neurodevelopmental difficulties and physical health problems.

Barbara Maughan is Professor of Developmental Epidemiology at the Institute of Psychiatry, Psychology and Neuroscience, King's College London. Her research focuses on psychosocial risks for disorder in childhood, and the long‐term impact of disorder and early risk exposures for well‐being across the life course. She has undertaken a number of long‐term longitudinal studies and has extensive collaborations with national and international investigators in life course epidemiology.

Eve McAllister is a Clinical Psychologist within the Psychological Medicine Intervention Service, Department of Child and Adolescent Mental Health, Great Ormond Street Hospital. Her clinical work involves the assessment and treatment of children with a combination of functional symptoms/medically unexplained symptoms, mental health difficulties, neurodevelopmental difficulties and physical health problems.

Eamon McCrory is a Professor of Developmental Neuroscience and Psychopathology at UCL and a Consultant Clinical Psychologist. He is a Co‐Director of the Developmental Risk and Resilience Unit. His research focuses on early adversity and the impact of maltreatment, the neurocognitive mechanisms associated with resilience and the emergence of mental health problems.

Philip Messent is a Consultant Family Therapist who has worked in East London CAMHS since 1986. He has a particular interest, born out of his experience in working in such a culturally diverse and socially disadvantaged area, in how we can best connect with others across differences in culture, class and socioeconomic status. This interest has extended in recent years to making connections across countries, making contributions to the development of international health links in Uganda and Bangladesh. He is a member of the teaching staff at the Institute of Family Therapy, London.

K.A.H. Mirza has over 30 years' experience in the assessment and treatment of children, young people and adults with psychiatric disorders and substance misuse. He has worked in general adult psychiatry and addiction sciences for a decade before specializing in child and adolescent psychiatry at the Maudsley Hospital, London and University of Cambridge. He has held senior academic and clinical positions in major universities across the world, including University of Cambridge, Dalhousie University Canada, and Institute of Psychiatry, King's College.

Sudeshni Mirza is a graduate of Trivandrum Medical College, University of Kerala, from where she also obtained her MD in Forensic Medicine in 1987. She was co‐founder and consultant in a specialist drug and alcohol service in India. Currently Sudeshni works as Professor of Forensic Medicine in DM Wayanad Institute of Medical Sciences, Kerala. Sudeshni has co‐authored many publications and co‐edited several textbooks on both psychiatry and forensic medicine.

Antonio Muñoz‐Solomando works as a Child and Adolescent Psychiatrist with Cwm Taf University Health Board and holds a managerial role within the service. He is actively involved in research, training and development of the local child and mental health services in South Wales. His clinical and research interests include neurodevelopmental disorders, mental health strategy, specifically the development of care pathways and service transition.

Valerie Muter is an honorary research associate at the Institute of Child Health, University College London. Before that, she was a Consultant Clinical Neuropsychologist at Great Ormond Street Children's Hospital for 15 years. Her clinical and research interests are in the fields of literacy development and disorders, and cognitive sequelae following neurological injury.

Dasha Nicholls is a Consultant Child and Adolescent Psychiatrist in the Feeding and Eating Disorders service at Great Ormond Street Hospital and Honorary Senior Lecturer at UCL Institute of Child Health. She chairs the Eating Disorders Faculty of the Royal College of Psychiatrists, is Past President of the Academy for Eating Disorders, chaired the Junior MARSIPAN group, is a member of the Eating Disorders NICE Guideline Committee and Expert Reference Group, and co‐founded the Child and Adolescent Psychiatric Surveillance System (CAPSS).

Thomas G. O'Connor is a Professor in the Department of Psychiatry and the Director of the Wynne Center for Family Research at the University of Rochester. His clinical research focuses on the role that early (including prenatal) exposures and experiences play in shaping psychological, physiological and immunological processes underlying behavioural and somatic health.

Anne O'Herlihy currently works within the Children and Young People's Mental Health Programme (Medical Directorate, NHS England), supporting the CYP IAPT service transformation programme. She is project lead for the CYP eating disorder programme, curricula development, and related mental health work within NHS England. Prior to this post she managed CAMHS health service research projects (NICAPS, 2001; CIRS, 2007; COSI‐CAPS, 2007) and quality improvement and accreditation programmes at the Royal College of Psychiatrists Centre for Quality Improvement (CCQI).

Tony O’Sullivan is a retired Consultant Paediatrician who until March 2016 was based at Kaleidoscope, Lewisham Centre for Children & Young People, Lewisham & Greenwich NHS Trust, London, UK.

Christine Puckering is a Clinical, Forensic and Neuropsychologist with a longstanding interest in parent–child interaction in the early years. She is Programme Director of Mellow Parenting, a charity aiming to help parents and young children make good relationships, particularly in families with complex needs. She was awarded a Winston Churchill Travelling Fellowship in 2015 to explore how other countries prioritize infant mental health.

Vanessa B. Puetz is a Postdoctoral Research Associate at the Developmental Risk and Resilience Unit at UCL. Her research focuses on the impact of childhood maltreatment on brain development and employs both neuroimaging (s/fMRI) and behavioural approaches with the longer‐term aim of informing more effective ways to support and intervene with children exposed to early adversity.

Kathryn Pugh leads the Children and Young People's Mental Health Programme which contributes to NHS England's implementation of Future in Mind and the Five Year Forward View for Mental Health. She has extensive experience in developing and commissioning NHS clinical services for children and young people, and was previously Head of Policy at Young Minds.

Paramala Santosh is Head and Consultant Child & Adolescent Psychiatrist at the Centre for Interventional Paediatric Psychopharmacology and Rare Diseases (CIPPRD), Maudsley Hospital, London, and Honorary Reader in Developmental Neuropsychiatry & Psychopharmacology at the Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London. He is internationally recognized as an expert in paediatric psychopharmacology, web‐based health monitoring, developmental neuropsychiatry, and rare diseases.

Sanjida Sattar has worked as an NHS Consultant Psychiatrist for 8 years and is currently based in Mid Cornwall CAMHS. She has expertise in assessment and management of complex neurodevelopmental disorders and learning disabilities. She has special interests in paediatric psychopharmacology and the effect of culture on child development and mental illness in children and young people.

Stephen Scott is Professor of Child Health and Behaviour at the Institute of Psychiatry, Psychology and Neuroscience at King's College London and a consultant psychiatrist with the National Conduct Problems Clinic at the Maudsley Hospital, London. He has carried out several randomized controlled trials of interventions for antisocial children and has researched their attachment security. He chaired the 2013 NICE guidelines on conduct disorders.

Ajay Sharma is a Consultant Neurodevelopmental Paediatrician in London, UK. He has extensive clinical and teaching experience of child development and developmental disorders. He has written articles and book chapters, and has co‐authored and edited books on child development.

David Skuse is Head of Behavioural and Brain Sciences at the Institute of Child Health, University College London and an Honorary Consultant in Developmental Neuropsychiatry to Great Ormond Street Hospital for Children. He is an academic and Clinical Child Psychiatrist, whose approach to research is quintessentially interdisciplinary and translational. He has fostered a range of current national and international research collaborations, ranging from basic science through epidemiology to clinical applications.

Virginia Slaughter is Professor of Psychology at the University of Queensland, Australia, where she founded the Early Cognitive Development Centre. Her research focuses on social and cognitive development in infants and young children, with particular emphasis on social behaviour in infancy, theory‐of‐mind development and the acquisition of peer interaction skills. She is a Fellow of the Academy of the Social Sciences in Australia and serves as an Associate Editor for Child Development.

Peter K. Smith is Emeritus Professor of Psychology at Goldsmiths, University of London. He has researched extensively on school bullying and cyberbullying and chaired a COST Action on Cyberbullying (2008–2012), co‐editing a book Cyberbullying through the New Media (Psychology Press, 2013). He is co‐author of Understanding Children's Development (6th edn, Wiley, 2015) and author of Understanding School Bullying: Its Nature and Prevention Strategies (Sage, 2014) and Adolescence: A Very Short Introduction (OUP, 2016).

Margaret J. Snowling is President of St John's College at the University of Oxford and professionally qualified as a clinical psychologist. Appointed CBE for services to science and understanding of dyslexia in 2016, she is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. Her research is at the interface of language and reading development.

Giulia Spada is a Child Neuropsychiatrist, clinician and researcher, PhD student in Biomedical Sciences at the University of Pavia, Italy. She is a Consultant Child Neuropsychiatrist for the National Neurological Institute C. Mondino in Pavia where she set up and leads a prodromal service for children and adolescents at risk for psychosis. She has participated in international research collaboration with the Department of Psychosis Studies of King's College of London.

Ramya Srinivasan is a specialist registrar and NIHR academic clinical fellow (ACF) in Child and Adolescent Psychiatry working in East London, and with Prof. David Skuse at the UCL GOS Institute of Child Health. Ramya is particularly interested in adolescent mental health and neurodevelopmental disorders and their relationship to adult psychopathology.

Paul Stallard is Head of Psychological Therapies for Oxford Health NHS Foundation Trust and Professor of Child and Family Mental Health at the University of Bath. He has worked with children and young people for over 30 years since qualifying as a clinical psychologist. Clinically, he works within a specialist child mental health team where he leads a cognitive behaviour therapy (CBT) clinic for children and young people with emotional disorders. He is an active researcher and has led national multi‐site randomized controlled trials evaluating the effectiveness of school‐based CBT programmes and is currently evaluating the use of technology to support mental health interventions.

Howard Steele is Professor and Chair of the Clinical Group in the Psychology Department at the New School for Social Research. He is Co‐Director of the Centre for Attachment Research at The New School and is founding and senior editor of the academic journal, Attachment & Human Development. He is also the Founding and Past President of the Society for Emotion and Attachment Studies.

Stephanie F. Stokes is a Speech Pathologist and a Professor in the Division of Speech and Hearing Sciences at the University of Hong Kong. She has held academic positions in Australia, New Zealand and the UK. Her research interests include the interface of lexical and phonological learning in children, and early identification of speech and language disorders in children.

Roshin M. Sudesh qualified in medicine from King's College London in 2013, and completed a master's in public health from the London School of Hygiene and Tropical Medicine and an honours degree in homeopathy from London Homeopathic Institute concurrently. Currently she is a specialist trainee in accident and emergency at Medway Maritime Hospital, Gillingham, Kent. She has had clinical and research experience in working with young people with substance misuse and offending behaviour.

Rakendu Suren is a Consultant Child and Adolescent Psychiatrist at Windsor, Ascot and Maidenhead CAMHS (Berkshire Health Foundation NHS Trust). He completed his specialist training in child and adolescent psychiatry in the Great Ormond Street Hospital‐Royal London Hospital training scheme. He has a special interest in neurodevelopmental disorders and paediatric psychopharmacology.

Anita Thapar is head of the academic Child & Adolescent Psychiatry section at the Division of Psychological Medicine and Clinical Neurosciences, Cardiff University School of Medicine. Her research focuses on the origins, development and complications of neurodevelopmental disorders. She runs a tertiary service for children with complex neurodevelopmental problems and, more recently, a transition clinic for 15‐ to 25‐year‐olds with attention deficit hyperactivity disorder.

David Trickey is a Consultant Clinical Psychologist who has specialized in working at the Anna Freud National Centre for Children and Families since 2000. He also trains and supervises other clinicians working with traumatized children and young people, and has published research in this area.

Ed Tronick is Director of the Child Development Unit in the Developmental Brain Sciences Program at the University of Massachusetts Boston and a Research Associate at Harvard Medical School. He is a developmental neuroscientist and clinical psychologist. His research interests include neurobehavioural assessment of infants, social‐emotional development and the effects of stress on psychobiological systems in children and parents. His model of the infant–caretaker dyadic system as a common transducing or buffering pathway of the effects of resource‐depleting factors unites micro‐temporal and epidemiological conceptualizations of the development of well‐being.

Aaron Vallance is a Consultant in Child & Adolescent Psychiatry in Surrey CAMHS (Surrey and Borders Partnership NHS Foundation Trust) and an Honorary Clinical Senior Lecturer in the Faculty of Medicine (Faculty of Education), Imperial College London. He has an MA (Oxon) in psychology, philosophy and physiology and a Masters in Education. His specialist interests include medical education, and he has written on various aspects of child and adolescent psychiatry.

Angela Veale is a lecturer in Applied Psychology, University College Cork. She is an academic and also a child and adolescent psychoanalytic psychotherapist and former Fulbright Scholar. Her academic work involves collaborative research with academics and non‐governmental organization partners on community‐based participatory action research and creative methodologies with children and communities in post‐conflict, migration and refugee contexts.

Essi Viding is a Professor of Developmental Psychopathology at UCL. She is a Co‐Director of the Developmental Risk and Resilience Unit. Her research focuses on different developmental pathways to antisocial behaviour and she uses multiple different methods, including neuroimaging and twin studies, in her research.

Eileen Vizard, CBE, is a Child and Adolescent Psychiatrist, Honorary Senior Lecturer at the Institute of Child Health, Honorary Consultant Child and Adolescent Psychiatrist in Great Ormond Street Hospital and Visiting Professor at New York University, London. She has published, researched and lectured extensively in relation to child maltreatment and emerging personality disorder traits in childhood. She was awarded the CBE in 2011 for services to children and young people.

Cecilia Wainryb is a Professor of Psychology at the University of Utah. Her research, spanning moral, social and emotional development, examines how young people construct meaning from moral transgressions and conflicts, and how such meanings contribute to the development of moral agency. She has studied these processes in community samples and samples of war‐exposed youths. Her studies combine interview data, narrative methods, conversation analyses and psychophysiological measures.

Justin Wakefield is a Consultant Child and Adolescent Psychiatrist in Tower Hamlets CAMHS. He has research experience and clinical interest in working with LGBTQ young people. He has spoken at national conferences and contributed material on sexuality and gender to the MindEd project.

Section 1Developing Competencies

1a: Contextual Influences Upon Social and Emotional Development

1Family and Systemic Influences

Barbara Maughan

Ecological theories of child development outline how numerous contexts interweave to support both normative and less adaptive socio‐emotional development (for a review, see Dunn et al. [1]). Family networks are central to early child development. As their social worlds widen, children encounter childcare and school settings, and their expanding social systems encompass relationships with friends and peers. Children's growing competencies are influenced by each of these systems and by interactions among them. These systems, in turn, are influenced by broader social and cultural influences, and by variations in access to social and material resources (see Figure 1.1 for an illustrative model).

Figure 1.1 Ecological model of influences on development.

Family Relationships and Parenting

Family relationships are complex: each dyadic relationship is affected by other relationships in the family system, and children influence, as well as being influenced by, those around them [2]. Even very young infants affect interactions with their caregivers, and variations in children's temperamental styles continue to evoke differing responses from carers at older ages. In part, variations of this kind reflect children's inherited characteristics; indeed, many aspects of family relationships and functioning once thought to be purely ‘environmental’ in origin are now known to reflect elements of ‘nature’ as well as ‘nurture’. Children play an active part in shaping the environments they experience; their genetic make‐up also affects individual differences in sensitivity to environmental influences, contributing to both resilience and vulnerability to stress [3].

Families are biologically and culturally evolved to promote children's development [4]. Some of the earliest steps in those processes – pre‐ and postnatal influences on neurobiological regulation, and early attachment relationships – are discussed in other chapters. But family relationships and parenting show ongoing links with the development of children's behavioural control and with the regulation of their attentional, arousal and emotional systems throughout childhood. In addition, parents contribute to children's cognitive development, socialize them into culturally appropriate patterns of behaviour and promote their understanding of moral values and the development of their talents. Parents also select and secure children's access to key resources beyond the family system.

Successful parenting involves numerous skills and capacities, varying with the age of the child, with culture and with social context. Underlying this diversity, most models of parenting highlight two central dimensions, one related to parental involvement and responsiveness (encompassing warmth, availability, positive engagement and support), the second centring on ‘demandingness’ or behavioural control, and incorporating monitoring, expectations and behaviour management. Combinations of these dimensions have been used to characterize four general styles of parenting [5].

Indulgent

(responsive but not demanding) – parents are non‐traditional and lenient, allow considerable self‐regulation, and avoid confrontation.

Authoritarian

(demanding but not responsive) – parents are obedience‐ and status‐oriented, and expect orders to be obeyed without explanation.

Authoritative

(both demanding and responsive) – parents are assertive, but not intrusive or restrictive. Disciplinary methods are supportive rather than punitive. Children are expected to be assertive as well as socially responsible, self‐regulated as well as cooperative.

Uninvolved

(both unresponsive and undemanding) – most parenting of this type falls within the normal range, but in extreme cases it might encompass both rejecting–neglecting and neglectful parenting.

Comparisons across these styles consistently highlight authoritative