Rutter's Child and Adolescent Psychiatry E-Book

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

Seitenzahl: 4398

Veröffentlichungsjahr: 2015

Beschreibung

Rutter's Child and Adolescent Psychiatry is the leading textbook in its field.

Both interdisciplinary and international, it provides a coherent appraisal of the current state of the field to help researchers, trainees and practicing clinicians in their daily work. Integrating science and clinical practice, it is a comprehensive reference for all aspects of child and adolescent psychiatry.

New to this full color edition are expanded coverage on classification, including the newly revised Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and new chapters on systems neuroscience, relationship-based treatments, resilience, global psychiatry, and infant mental health.

From an international team of expert editors and contributors, this sixth edition is essential reading for all professionals working and learning in the fields of child and adolescent mental health and developmental psychopathology as well as for clinicians working in primary care and pediatric settings.

Michael Rutter has contributed a number of new chapters and a Foreword for this edition: "I greatly welcome this new edition as providing both a continuity with the past and a substantial new look."
—Professor Sir Michael Rutter, extract from Foreword.

Reviews of previous editions:

"This book is by far the best textbook of Child & Adolescent Psychiatry written to date."
—Dr Judith Rapoport, NIH

"The editors and the authors are to be congratulated for providing us with such a high standard for a textbook on modern child psychiatry. I strongly recommend this book to every child psychiatrist who wants a reliable, up-to-date, comprehensive, informative and very useful textbook. To my mind this is the best book of its kind available today."
—Journal of Child Psychology and Psychiatry

Leseprobe

Table of Contents

Cover

Title Page

Copyright

List of contributors

Foreword

Preface

Part I : Conceptual issues and research approaches

A: Developmental psychopathology

Chapter 1: Development and psychopathology: a life course perspective

Introduction

Methodological considerations

Childhood–adulthood continuities

Long-term effects of early experience

Conclusions

References

Chapter 2: Diagnosis, diagnostic formulations, and classification

Introduction

Definition

Clinical and research classifications

Biomarkers and neural signatures

Dimensions and categories

The supposed separateness of syndromes

Validation of diagnostic categories

“Lumping” or “splitting”

Threshold for diagnosis

Separate classifications in different countries

Staging or severity of disorders

References

Chapter 3: Neurodevelopmental disorders

The classification of neurodevelopmental disorders

Concepts of maturational lag and of plateaus in developmental progress

Concept of comorbidity and patterns of co-occurrence within the group of neurodevelopmental disorders

The co-occurrence of different neurodevelopmental disorders due to shared risks and biological characteristics

Sex differences

Does neurodevelopmental impairment have the same meaning in all disorders?

Clinical value of neurodevelopmental impairment concepts

Acknowledgments

References

Chapter 4: Conceptual issues and empirical challenges in the disruptive behavior disorders

The scope of this chapter

What is the phenotype?

The starting point: well-replicated findings

What do we need to explain?

Unraveling risks for disruptive behavior problems

Peer influences

Sex differences

“Comorbidity”

Adolescent onset of disruptive and antisocial behaviors

Conclusions

References

Chapter 5: Emotion, emotion regulation and emotional disorders: conceptual issues for clinicians and neuroscientists

Terms and definitions

Basic emotions

Emotion regulation

Emotion and development

Disorders of emotion and emotion regulation: boundaries to normality, relation to basic science, and other challenges

Emotions and treatment

Conclusion and outlook

References

Chapter 6: Attachment: normal development, individual differences, and associations with experience

Historical context of the development of attachment theory

Infant attachment quality

Individual differences

Links between infant attachment and later outcomes

Assessments of attachment beyond infancy

Attachment and neurobiology

Attachment among fathers

Attachment among atypical populations

Attachment and interventions

Future directions

Conclusions

References

Chapter 7: Infant/early years mental health

Introduction

Risk and protective factors

Special features in assessing infants

Common problems versus pathways to psychopathology

Special features of interventions in infancy

Conclusion

References

Chapter 8: Temperament: individual differences in reactivity and regulation as antecedent to personality

Introduction

Definitions and conceptual distinctions between temperament and personality

Approaches to the study of temperament

Assessment of temperament

Genetic origins of temperament

The temperament of behavioral inhibition

Temperament and adjustment

Behavioral inhibition: temperament or psychopathology?

Future directions in temperament research

Final comments

References

B: Neurobiology

Chapter 9: Neurobiological perspectives on developmental psychopathology

Introduction

Key issues in developmental neurobiology

Human structural brain development

Key features of postnatal development

Oscillating rhythms

Resting activity and network connectivity

Determinants of cortical specialization

Human functional brain development

Atypical human neurodevelopment

Risk

Resilience

Future directions

Definitions

Acknowledgements

References

Chapter 10: Systems neuroscience

Introduction

Child psychiatry and systems neuroscience

Cognitive control

Fear

Attachment and affiliation

Brain development

Conclusion

References

Chapter 11: Neuroimaging in child psychiatry

Introduction

Overview of neuroimaging techniques

Analysis and interpretation of imaging data

Conclusions

References

C: Epidemiology, interventions and services

Chapter 12: Using natural experiments and animal models to study causal hypotheses in relation to child mental health problems

Introduction

Why natural experiments are useful

Natural experiment designs used to test causal hypotheses on environmental risks and that control for genetic contribution

Natural experiment designs that aim to remove or reduce selection or allocation bias in defined populations

Statistical methods to reduce selection biases and confounders

Experimental manipulation in humans

Animal models to test environmental influences

Animal models to study the causal effects of genetic risks

Behavior-based animal models to study causal risks in relation to multifactorial psychiatric disorders

A wide variety of animal species can inform causal research in psychopathology

Conclusions

References

Chapter 13: Using epidemiology to plan, organize, and evaluate services for children and adolescents with mental health problems

Introduction

Why bother?

Overview of key methodological issues

Interpreting epidemiological data

What is need?

What can epidemiology tell us about levels of need?

What can epidemiology tell us about planning to meet need?

Service use now

What factors predict access?

Using epidemiology to determine organization

Using epidemiology to determine funding arrangements

Using epidemiological data to understand outcomes of treatment for teams and services

Conclusion and further directions

Acknowledgments

References

Chapter 14: Evaluating interventions

Introduction

The fundamental principles

Alternatives to RCTS?

Effect sizes. Not

P

-values

Exploratory activities, pilot studies, and RCTS

Formulating the hypothesis

Designing the RCT

RCT execution/fidelity

Primary analysis and presentation of results

Moving the frontiers: exploration of RCT data

Completing the cycle: meta-analysis

Discussion

References

Chapter 15: What clinicians need to know about statistical issues and methods

Common misunderstandings, study design, multiple testing, meta-analysis and the natural history of “findings”

Confounding, selection and randomization

Adjustment for measured confounders: regression and the generalized linear model

Mechanisms and statistical interactions and effects scales

Longitudinal data analysis

Measurement error, latent variables and growth models

Causal analysis

Missing data

Screening, diagnosis and misclassification

Reporting results

Conclusions

References

Chapter 16: Global psychiatry

Introduction

Context heterogeneity

Methods in global child and adolescent psychiatric epidemiology

Challenges and opportunities

Future perspectives

References

Chapter 17: Prevention of mental disorders and promotion of competence

Epidemiology and the rationale for preventive interventions

The role of developmental theory in the prevention of MEBDs

Defining prevention

Empirical advances in prevention research with children and families

Key issues in current prevention research

Dissemination, implementation and sustainability; Type 2 questions

Conclusion

References

Chapter 18: Health economics

Introduction

Costs in childhood

Costs continuing into adulthood

Cost-offset considerations

Exploring cost-effectiveness

Conclusion

References

Chapter 19: Legal issues in the care and treatment of children with mental health problems

The universality of human rights

The different roles of the mental health professional

Intervening against the parents

Intervening against the child

Expert witnesses

Conclusion

References

Chapter 20: Children's testimony: a scientific framework for evaluating the reliability of children's statements

Outline of present case involving allegations of sexual abuse

Research findings/major principles

Scientific analysis of the facts of the case

References

Chapter 21: Residential and foster care

Introduction

Residential care

Foster care

Assessment

Intervention

Conclusions

Acknowledgments

References

Chapter 22: Adoption

Contemporary trends in adoptive family formation

Alternatives for individuals and families who want to adopt

Gay and lesbian adoption

Opening the birth records: search for birth parents (including ART donors)

Outcomes of adoption

Selection, preparation, and assessment

Postadoption services

Conclusions and future directions

References

Part II: Influences on psychopathology

Chapter 23: Biology of environmental effects

Introduction

Prenatal experiences

Postnatal maltreatment

Institutional deprivation

Social disadvantage

Enrichment and deprivation studies

Experience-expectant effects

Pollutants

Traumatic brain injury

Biological effects of different therapeutic interventions

Gene–environment interaction (G × E)

Overall conclusions

References

Chapter 24: Genetics

Introduction

DNA, genes and chromosomes

Genetic variation and its detection

Relating Genes to Behaviors

Approaches to gene discovery

Summary: recent findings and changing conceptions

References

Chapter 25: Epigenetics and the developmental origins of vulnerability for mental disorders

Parental influences

Epigenetics

Maternal regulation of stress reactivity in the offspring

The human early environment and DNA methylation

Tissue specificity: DNA methylation in blood and brain

The molecular definition of gene × environment interaction

Methodological considerations in studies of epigenetics

Summary and concluding remarks

References

Chapter 26: Psychosocial adversity

Introduction

Conceptual issues in the effects of psychosocial adversity on children

Empirical findings on distal risk factors

Empirical findings on proximal risk factors: development in the context of close relationships

Summary of findings related to psychosocial adversity causing child psychopathology

Directions for future research

References

Chapter 27: Resilience: concepts, findings, and clinical implications

Testing for environmental mediation of risks

Types of features associated with resilience

Clinical implications

Conclusions

References

Chapter 28: Impact of parental psychiatric disorder and physical illness

Intergenerational transmission of psychiatric disorder: a conceptual and theoretical overview

Intergenerational transmission of psychopathology: one size does not fit all

The mechanics of mechanism: mediators versus moderators in clinical research

Parental psychiatric disorders

Psychiatric disorders in fathers

Parental physical disorders

Clinical implications

Summary

References

Chapter 29: Child maltreatment

Safeguarding children: a pressing global challenge

Definitions: maltreatment types

Epidemiology

Factors associated with occurrence of maltreatment

Consequences of maltreatment

Recognizing child maltreatment

Responding to child maltreatment

Interventions

Prevention of maltreatment occurrence

Future directions

References

Chapter 30: Child sexual abuse

Introduction

Definitions

Cultural aspects

Demographics

The nature and circumstances of the abuse

Epidemiology

Risk and maintaining factors for child sexual abuse

Effects of child sexual abuse

Suspicion, recognition, investigation, validation, and protection

Therapeutic work

Conclusions

References

Chapter 31: Brain disorders and psychopathology

Brain damage?

Birth damage

Brain dysfunction increases the risk of child psychiatric disorders

At risk for which psychiatric disorders?

How do neurological and non neurological risk factors interact?

What are the mediating links?

The psychiatric consequences of specific brain disorders

Treatment of psychiatric problems in children with brain disorders

References

Part III: Approaching the clinical encounter

A: The clinical assessment

Chapter 32: Clinical assessment and diagnostic formulation

Introduction

Initial questions regarding referral

Observations of the family

Basic elements in the diagnostic clinical assessment

Standardization of clinical assessment

Presence/absence of clinically significant psychopathology

Diagnostic formulation: integration and synthesis

Psychoeducation

Treatment planning

Approaches to assessment and treatment planning across the globe

Conclusions

References

Chapter 33: Use of structured interviews, rating scales, and observational methods in clinical settings

Introduction

Selecting measures

Interviews

Scales

Observations

Implementing standardized assessments in clinical settings

Conclusion

References

Chapter 34: Psychological assessment in the clinical context

Introduction

Psychological assessment within the broader context

Informal and semi-formal clinical assessments

Formal psychometric assessment

What to report and how

Using psychological assessments to inform intervention

Conclusions

References

Chapter 35: Physical examination and medical investigation

Introduction

The medical history

The physical examination

Laboratory investigation

An example: the evaluation of psychosis

Summary

References

B: Considering and selecting available treatments

Chapter 36: Psychological interventions: overview and critical issues for the field

Studying the effects of youth psychotherapy: methods and findings

Investigating the strength, causes, and conditions of effective treatment

Adapting and testing psychotherapies for diverse populations

Putting science into practice: EBPs and the clinical practice of youth mental health care

Strategies for strengthening youth psychotherapies and intervention science

Summary and concluding comment

References

Chapter 37: Parenting programs

Introduction

Programs for children with conduct problems

Programs for infants

Father involvement in parenting programs

Application of programs to specific populations

What makes parenting programs work?

Implementation and dissemination

Prevention

Conclusions

References

Chapter 38: Cognitive-behavioral therapy, behavioral therapy, and related treatments in children

Understanding cognitive-behavioral therapy (CBT)

Empirically-supported CBTs and BTs for youth

Common treatment components

Flexible adaptations of CBT

CBT related therapies

Future directions

Acknowledgment

References

Chapter 39: Family interventions

Family interventions in the broader context of other psychological treatments

The role of the family therapist in the multidisciplinary team

Theoretical considerations informing work with families

A conceptual framework for working with families

Practical issues and techniques of family interventions

Contraindications for family interventions and/or indications to proceed with special care

Research evidence informing family therapy practice

Conclusions

References

Chapter 40: Relationship-based treatments

Introduction

Treatments targeted at early relationships

Therapist–patient relationship as a mode of treatment

Psychotherapeutic treatments for children and adolescents

Implementation science

Global health

References

Chapter 41: Educational interventions for children's learning difficulties

Conceptual and methodological issues

Dyslexia and decoding impairments

Reading comprehension impairment

Specific language impairment

Summary: interventions for oral language impairments in children

Mathematics disorder

The effectiveness of educational interventions for children with general learning difficulties

The effectiveness of interventions targeting general cognitive functions

Conclusions and future directions for clinical practice and research

References

Chapter 42: School-based mental health interventions

Introduction

Addressing mental health problems at schools

Strengths and weaknesses of school-based interventions

Methods of delivering interventions at school

Staff delivering interventions

Types of intervention

School-based mental health in practice

Conclusions

References

Chapter 43: Pharmacological, medically-led and related treatments

Introduction and regulation of psychoactive drugs

Place of medication in therapeutic planning

Prescribing: evidence and practice

Research and future developments

References

C: Contexts of the clinical encounter and specific clinical situations

Chapter 44: Refugee, asylum-seeking and internally displaced children and adolescents

Introduction

Prevalence of psychiatric disorder

Risk and resilience in young refugees

Interventions

Course and long-term outcomes for young refugees

Conclusions

References

Chapter 45: Pediatric consultation and psychiatric aspects of somatic disease

Introduction

History

Consultation service models

“Liaison” care

Approach to consultation requests

The consultation

Reasons for consultation: primary psychiatric illnesses

Reasons for consultation: emergency consultations

Reasons for consultation: psychological distress in the medically ill children

Conclusion

References

Chapter 46: Mental health and resilience in children and adolescents affected by HIV/AIDS

The global impact of HIV/AIDS on children and adolescents

The effects of HIV/AIDS on the social ecology, child development, and mental health

Brief overview of HIV and child health

Modes of HIV transmission in children and adolescents

HIV and its neurological impact in children and adolescents

HIV and psychopathology

Mental health and ART adherence

Mental health treatment for children and adolescents with HIV

Resilience in children, adolescents, and families affected by HIV/AIDS

Disclosure

Implications for intervention research and clinical settings

Group interventions for children and adolescents living with HIV

Family-based interventions

Economic strengthening interventions

Community level interventions addressing stigma

Recommendations

References

Chapter 47: Children with specific sensory impairments

Visual impairment

Hearing impairment

Professional approaches for management and care

References

Chapter 48: Assessment and treatment in nonspecialist community health care settings

Introduction

Generalist primary health settings

Core roles of primary health care for child and adolescent mental health

Child and adolescent mental health problems in nonspecialist primary care settings

Identification of mental health problems in primary care

Delivering interventions, partnerships, and coordinated care

Prevention and early intervention

Building capacity in the front line

Conclusions and further developments

References

Chapter 49: Forensic psychiatry

Introduction

Juvenile justice systems: a global perspective

A developmental understanding of juvenile delinquency

The mental health of juvenile offenders

Forensic psychiatric assessment of juveniles

Interventions

Professional considerations

Conclusions

Acknowledgments

References

Chapter 50: Provision of intensive treatment: intensive outreach, day units, and in-patient units

Introduction

Day programs (partial hospitalization)

Inpatient services

Final conclusions

References

Part IV : Clinical syndromes: neurodevelopmental, emotional, behavioral, somatic/body-brain

A: Neurodevelopmental

Chapter 51: Autism spectrum disorder

Overview

Clinical characteristics of ASD

The history of diagnosis and classification

Epidemiology

Cognitive and emotional processes

Longitudinal outcome

Risk factors and possible aetiologic mechanisms

Neurotransmitters and neuromodulators

Neuropathology findings and post mortem studies

Brain imaging

Assessment

Treatments

Future developments and necessary research

Acknowledgments

References

Chapter 52: Disorders of speech, language, and communication

Introduction

General principles of assessment

Differential diagnosis of speech disorders

Language disorder

Social (pragmatic) communication disorders

Intervention

Conclusions

Acknowledgments

References

Chapter 53: Disorders of reading, mathematical and motor development

Definitions and diagnosis

Disorders of reading and writing

Causal models and risk factors

Sensory impairments in dyslexia

Language delays and difficulties as precursors of reading difficulties

Attentional difficulties and reading disorders

Etiology of reading difficulties

Brain bases of dyslexia

Social and environmental influences on reading development and disorder

Summary

Problems of numeracy

The typical development of number skills and arithmetic

Definition, classification, and prevalence of mathematical difficulties

The behavioral profile of children with mathematics disorder

Cognitive explanations of arithmetic difficulties

Summary

Etiology of mathematics disorder

Developmental coordination disorder (DCD)

Explanations of developmental coordination disorder

Etiology

Longitudinal outcome of learning disorders

Cognitive and educational outcomes

Psychosocial and mental health outcomes

Other learning difficulties

Clinical implications

Communicating findings

Management of specific learning disorders

Conclusions and future directions

References

Chapter 54: Intellectual disability

Terminology and classification

Epidemiology of intellectual disability

Causes of intellectual disability

Assessment and diagnosis of intellectual disability

Longitudinal course of intellectual disability

Behavioral phenotypes

Mental disorders in children and adolescents with intellectual disability

Risk factors for psychiatric disorders in ID

Assessment of psychiatric disorders in people with ID

Intervention

Mental health services for children and adolescents with ID

Special issues in mental health and ID

Future developments and necessary research

References

Chapter 55: ADHD and hyperkinetic disorder

Diagnosis

Clinical assessment

Epidemiology

Risk factors

Pathogenesis

Longitudinal course

Treatment

References

Chapter 56: Tic disorders

Introduction

Phemonenology of tics and diagnosis of tic disorders

Epidemiology

Clinical course

Clinical assessment

Risk factors

Pathophysiology

Treatment

Future directions

Acknowledgments

References

Chapter 57: Schizophrenia and psychosis

Introduction

Clinical features

The clinical phases of schizophrenia

Diagnosis of schizophrenia in childhood and adolescence

Course and outcome

Epidemiology

Genetic risk factors

Environmental risk factors

Psychosocial risks

Gene–environment interactions

Neurobiology

Neuropsychology of schizophrenia

Assessment

Treatment approaches

Conclusions

References

B: Emotional

Chapter 58: Disorders of attachment and social engagement related to deprivation

Definitions

Development of attachment

Attachment classifications and psychopathology

Historical considerations

Clinical disorders of attachment: the phenotypes

Differential diagnosis

Prevalence

Etiology

Course of the disorders

Clinical assessment

Interventions

Conclusions

References

Chapter 59: Post traumatic stress disorder

Characteristics and diagnosis of the condition

Manifestations of stress reactions in children and adolescents

Developmental aspects

Cultural issues

Impact of disorder on functioning

Differential diagnosis

Assessment

Epidemiology

Longitudinal outcome

Risk factors

Pathological risk processes

Treatment

Conclusions and recommendations

References

Chapter 60: Anxiety disorders

Introduction

Diagnosis

Assessment

Epidemiology

Longitudinal outcome

Risk factors

Pathophysiology

Treatment

Summary

References

Chapter 61: Obsessive compulsive disorder

Definition: the concept and current issues

Epidemiology

Diagnostic issues

The importance of informant history

Issues with DSM-5 diagnosis

Obsessive compulsive spectrum disorders

Unique childhood onset subtypes

Clinical presentation

Course and natural history

Associated disorders

Case illustrations

The differential diagnosis: distinguishing OCD from other disorders

Theories of etiology

Biological factors

Treatment approaches

Conclusions

References

Chapter 62: Bipolar disorder in childhood

Introduction

Characteristics and diagnosis of the condition

Assessment

Epidemiology

Longitudinal outcome

Risk factors

Pathophysiology

Treatment

Future developments and necessary research

References

Chapter 63: Depressive disorders in childhood and adolescence

Clinical picture

Descriptive epidemiology

Course and outcome

Models of depression

Neurobiology of depression

Treatment

Clinical approach to depressed youth

Future clinical and research challenges

References

Chapter 64: Suicidal behavior and self-harm

Definitions of terms

Population prevalence of suicide, suicidal ideation, and self-harm

Risk factors associated with suicidal phenomena in young people

Psychiatric disorders associated with self-harm and suicide

Exposure to suicide and self-harm in the media, the Internet, and music

Availability of means for self-harm/suicide

Outcome following self-harm

Impact of suicide on peers, school and relatives

Clinical assessment

Treatments for adolescents who have self-harmed

Treatments for adolescents with specific psychiatric disorders

Issues of access to treatment and engagement in treatment

Prevention of self-harm and suicide by children and adolescents

Conclusions, future clinical and research directions

Acknowledgment

References

C: Behavioral

Chapter 65: Oppositional and conduct disorders

Introduction

Classification

Epidemiology

Etiology

School effects

Poverty

Neighborhood influences

Assessment, diagnosis, and formulation

Intervention

Conclusions

References

Chapter 66: Substance-related and addictive disorders

Introduction

Definitions, comparative nosology

Epidemiology

Genetic and environmental risk factors

Longitudinal course

Prevention

Screening, assessment

Treatment

Non-substance “behavioral addictions”

Future developments and necessary research

Acknowledgments

References

Chapter 67: Disorders of personality

Why is something like the concept of personality disorders needed?

Current conceptualizations of personality disorder and diagnostic and statistical manual (DSM) IV and 5

Key questions

Validation

Differentiation among personality disorders

Utility of the personality disorder concept in childhood and adolescence

Specific personality disorders

The application of personality disorders research in clinical practice

Conclusions

References

Chapter 68: Developmental risk for psychopathy

Introduction: characteristics and diagnosis of psychopathy

Assessment

Epidemiology and longitudinal outcomes

Risk factors

Neurocognitive findings

Treatment implications

Future developments and necessary research

Conclusions

Acknowledgements

References

D: Somatic/body-brain

Chapter 69: Gender dysphoria and paraphilic sexual disorders

Introduction

Gender dysphoria (GD)

Paraphilic sexual disorders

Summary and conclusions

References

Chapter 70: Sleep interventions: a developmental perspective

Introduction

Epidemiology

Longitudinal outcome and sleep as a risk factor

Assessment

Interventions for common sleep disorders of childhood and adolescence

Technology use

Conclusions and future directions

References

Chapter 71: Feeding and eating disorders

Introduction

Diagnosis and presentation

Epidemiology

Risk factors and etiology

Assessment

Treatment

Outcome

Conclusion

References

Chapter 72: Somatoform and related disorders

Characteristics of the disorders and classification

Clinical presentations, assessment and diagnosis

Epidemiology

Longitudinal outcome and long-term adjustment

Risk factors

Pathological risk processes

Assessment. Treatment and treatment setting

Future developments and necessary research

References

Index

End User License Agreement

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Guide

Cover

Table of Contents

Foreword

Preface

Part I : Conceptual issues and research approaches

Begin Reading

List of Illustrations

Chapter 3: Neurodevelopmental disorders

Figure 3.1

A schematic Figure illustrating potential contributions to the overlap between different neurodevelopmental disorders.

Clinical phenotypes as conceptualized diagnostically overlap with each other. Variation in clinical phenotypes can be conceptualized at a different phenotypic level involving “neural and biological characteristics” (e.g., variation in brain structure and function). These phenotypes can be influenced by genetic and environmental risk factors and stochastic factors that include random occurrences or insults. Epigenetic changes (see Chapter 25) involve biological modifications of the genome that can reflect early environmental exposures, DNA sequence and stochastic factors and can in turn be later modified by later experiences shaped by individual phenotype.

Chapter 4: Conceptual issues and empirical challenges in the disruptive behavior disorders

Figure 4.1 Summary of possible pathways to disruptive behavior problems.

Chapter 5: Emotion, emotion regulation and emotional disorders: conceptual issues for clinicians and neuroscientists

Figure 5.1 The findings of Lench

et al.

's (2011) pairwise comparisons between emotions can be accounted for by differences in valence and arousal between emotions. Emotion categories are depicted in a circumplex structure based on their average degree of valence and arousal. Average effect sizes for each paired comparison are listed. The largest effect sizes occur for cross-valence comparisons, followed by cross-arousal comparisons. The smallest effect size observed is between anger and anxiety, emotions of the same valence and arousal.

Figure 5.2 Distribution and density of output projections between the prefrontal cortex and the amygdala in the primate brain. Top row, medial aspect of the frontal lobe, middle row, lateral aspect of the frontal lobe, bottom row, orbitofrontal surface of the frontal lobe. AMY = amygdala.

Chapter 6: Attachment: normal development, individual differences, and associations with experience

Figure 6.1 Conceptual overview of the predictors of individual differences in parent–child attachment quality and links to later outcomes.

Chapter 7: Infant/early years mental health

Figure 7.1 Transactional relations between self-regulation and other-regulation (Sameroff, 2010).

Figure 7.2 Lausanne Trilogue play situation.

Figure 7.3 WAIMH affiliates 2013.

Chapter 8: Temperament: individual differences in reactivity and regulation as antecedent to personality

Figure 8.1 Three approaches to identifying young children with behavioral inhibition: (a) reactivity in infancy to novel objects (mobiles); (b) response to unfamiliar objects (a toy robot) in the toddler period; (c) play with unfamiliar same-age peers during preschool age.

Figure 8.2 Assessment of error monitoring using the Erikson Flanker Task (Eriksen & Eriksen, 1974). The subject's task is to press a button indicating the direction of an arrow in the center of the computer screen. That arrow can be “flanked” by arrows in the same direction or in different directions. During the task, brain electrical activity is recorded and synchronized to the subject's button press. On trials where the subject makes an error an event-related potential (ERP) is generated, called the error-related negativity (ERN).

Chapter 9: Neurobiological perspectives on developmental psychopathology

Figure 9.1 The radial unit model of Rakic (1988). Radial glial fibers span from the ventricular zone (VZ) to the cortical plate (CP) via a number of regions: the intermediate zone (IZ) and the subplate zone (SP). RG indicates a radial glial fiber, and MN a migrating neuron. Each MN traverses the IZ and SP zones that contain waiting terminals from the thalamic radiation (TR) and corticocortico (CC) afferents. As described in the text, after entering the cortical plate, the neurons migrate past their predecessors to the marginal zone (MZ).

Figure 9.2 An approximate timeline for some of the most important changes in human brain development.

Chapter 10: Systems neuroscience

Figure 10.1 Relationships among constructs targeted in systems neuroscience. The upper left-hand corner depicts molecular-genetic targets in DNA, as they relate to neuron function, depicted toward the right. Individual neuron function can be related to the functions of neural circuits, composed of collections of neurons. This also is depicted in the Figure Finally, these neural circuits can be studied through imaging, in structures that can be assessed in children using brain imaging. With this technique, the functions of the circuit in the child can be related to the functions that children display in their world, as depicted by a frightened child attending school. Finally, it is emphasized how the environment interacts with each level of this multitiered system, extending from the classroom through the molecular-genetic targets displayed in the upper left-hand corner of the figure.

Figure 10.2 Research on cognitive control. (a) The flanker task is displayed on a screen and the corresponding depiction of a child viewing the screen represents brain regions that are engaged when this task is performed in a brain scanner. (b) The error-related negativity (ERN) response, which is recorded from a child's scalp using electroencephalography. (c) Data collected from neurons of a monkey performing a reward task shown in the Figure Over time, individual events with or without a stimulus presented elicit responses that can be plotted in a so-called “raster” diagram. This is shown immediately adjacent to the monkey. These yield characteristic responses in different parts of the cognitive control circuit to instructions, triggers, and food cues, as also is shown in (c).

Figure 10.3 Two aspects of research on anxiety that inform therapeutics. (a) Work on conditioning and extinction, with the left half of the Figure showing a fear conditioning experiment in rodents and the right half showing circuitry that is thought to be engaged in humans, during extinction. This shows the specific connection between the prefrontal cortex and the amygdala. This includes a depiction of the location where D-cycloserine stimulates the NMDA receptor, which may facilitate extinction and clinical response to cognitive behavioral therapy. (b) Work on attention orienting, as occurs when a threat, such as a snake under a log, is encountered. The circuitry engaged during attention orienting also is shown, as is an apparatus that might be used to provide attention retraining and induce changes in this circuitry.

Figure 10.4 Work on aspects of attachment. (a) Two species of voles and associated brain slices depicting differences in the brain chemistry. (b) A task that might be used to engage the mirror neuron system of a child. Using evoked potentials, activity in the medial prefrontal cortex could be mapped, as also shown in (b) in the child's brain activation map.

Chapter 11: Neuroimaging in child psychiatry

Figure 11.1 Structural (a) and functional (b) and MR images.

Figure 11.2 Canonical hemodynamic response.

Figure 11.3 Statistical parameter maps with (a) and without motion correction (b).

Chapter 14: Evaluating interventions

Figure 14.1 An idealized version of the application of the scientific method to evaluation of interventions.

Figure 14.2 Ninety-five percent two-tailed confidence intervals on the effect size comparing T versus C showing the nine possible patterns that might result, where SRD* is the critical effect size.

Chapter 15: What clinicians need to know about statistical issues and methods

Figure 15.1 Funnel plot showing clear evidence of publication bias.

Figure 15.2 Distribution of baseline verbal IQ and diagnostic groups (PDD-NOS = autistic spectrum but not autism).

Figure 15.3 Relationship between baseline verbal IQ and follow-up ADOS score by initial diagnosis (NS = non autism spectrum; PDD-NOS = autistic spectrum but not autism).

Figure 15.4 Notation for structural equation models.

Figure 15.5 An autoregressive model for continuity. Y1–Y4 are observed variables, b1–b3 are regression coefficients, E2–E4 are the residual error terms.

Figure 15.6 A latent variable continuity model. Y1–Y4 are observed variables and E1–E4 are the measurement error terms; F1–F4 are latent variables indicated by the observed variables and D1–D3 are the disturbances or factor residual error terms.

Figure 15.7 Growth curve model with intercept and slope factors or random effects. Y1–Y4 are the observed variables and E1–E4 are the associated error terms. F1 is a latent variable for the random intercept and F2 is the random slope factor.

Figure 15.8 Regression line. Thick black line represents typical fixed effects regression line, the thin black lines represent spread of slopes implied by a random intercept factor (F1) and the dashed lines the spread of slopes implied by a random slope factor (F2).

Figure 15.9 Trajectories of early development in ADOS scores (from Lord

et al.

, 2012); (non spect. = non autism spectrum; new algorithm = 2007 scoring of ADOS).

Figure 15.10 Confounding of the causal relationship of X to Y by U and the instrumental variable R.

Chapter 16: Global psychiatry

Figure 16.1 The burden of mental and behavioral disorders affecting individuals aged 10–14 years in 2010 (in DALYs/100,000 individuals).

Figure 16.2 The 10/90 divide in research into treatment for childhood and adolescence mental health disorders (2001–2010).

Chapter 18: Health economics

Figure 18.1 Health, social service and education resource use: mean cost over three-year follow-up for all children/young people with a disorder.

Note:

Costs can be converted from £ sterling to US$ by dividing the £ Figure by 0.681.

Figure 18.2 Costs in early adulthood from childhood conduct disorder.

Chapter 24: Genetics

Figure 24.1

DNA, Transcription, and Translation

(a) The double helix structure of DNA is shown at the top. The translation of DNA to RNA to protein is diagrammed moving from top to bottom. The majority of human genes consist of multiple “exons”; segments of DNA that contain a series of three-letter nucleotide codes (codons) that specify individual amino acids. These are interspersed among “introns,” which do not specify amino acids. The central dogma is that DNA (a) is transcribed into RNA and then translated into protein. In transcription, introns are spliced out of the gene, leading to the specification of a full-length mRNA that encodes a specific protein. In addition to the “coding portion” of the gene, additional sequence motifs are present in the DNA and remain in the mRNA including a region immediately upstream of a translation start site, known as the 5′ untranslated region (UTR) and a region just beyond the “stop codon” specifying the termination of translation. These regions are known to be involved in the regulation of gene expression. (b) Variations in the genetic code may lead to several classes of amino acid “substitutions.” As the genetic code contains redundancies, some changes in the code of the DNA will not result in an amino acid change (GLY to GLY in the diagram). This is referred to as a “silent” mutation. When a nucleotide change alters one amino acid to a different amino acid, this is known as a “missense” mutation (ARG to HIS in the diagram). When a change in sequence results in the code for an amino acid changing to a termination (or stop) codon, the mutation is referred to as a nonsense mutation. Amino acid abbreviations: V = valine; H/his = histidine; L = leucine; T/tyr = tryrosine; P/pro = proline; E = glutamic acid; K = lysine; Met = methionine; gly = glycine; Ile = isoleucine; arg = arginine; ser = serine.

Figure 24.2

Microarray-based Copy number variation detection

Figure 24.3

Allele Frequency and Effect Size

Chapter 25: Epigenetics and the developmental origins of vulnerability for mental disorders

Figure 25.1 Nucleosome core particle.

Figure 25.2 Chromatin dynamics and gene transcription.

Figure 25.3 Maternal licking and grooming and demethylation of the glucocorticoid receptor gene in the hippocampus of her offspring.

Chapter 27: Resilience: concepts, findings, and clinical implications

Figure 27.1 Effects of maltreatment on liability to depression moderated by the 5HTT gene (based on Caspi

et al.

, 2003).

Chapter 28: Impact of parental psychiatric disorder and physical illness

Figure 28.1 Theoretical model of the intergenerational transmission of psychopathology.

Chapter 29: Child maltreatment

Figure 29.1 Biological/psychological/medical consequences of maltreatment in children and adults exposed to maltreatment in childhood.

Figure 29.2 Family assessment framework triangle.

Chapter 31: Brain disorders and psychopathology

Figure 31.1 Axial T2W MRI brain scan demonstrates marked periventricular white matter injury in an ex-premature baby. There is lateral ventricular dilatation secondary to white matter volume loss in keeping with Periventricular Leukomalacia (PVL).

Figure 31.2 Axial FLAIR MRI in a two year old demonstrate typical findings of tuberous sclerosis: Several cortical/subcortical tubers (black arrows), “white matter radial migration lines” (open arrow) associated with “subependymal nodules” (white arrow) are demonstrated.

Figure 31.3 A simplified representation of organic and psychosocial pathways from brain to behavioral abnormalities.

Figure 31.4 Revised terminology and concepts for organization of seizures and epilepsies: report of the ILAE Commission on Classification and Terminology, 2005–2009.

Figure 31.5

Rasmussen's encephalitis:

Axial T2 MRI demonstrates atrophy of the left cerebral hemisphere. There is severe loss of white matter (white arrow) associated with damage of the left basal ganglia (black arrow) and thalamus (white arrow). Note significant progression of the disease over 4 years.

Chapter 34: Psychological assessment in the clinical context

Figure 34.1 Child and environmental factors relevant to psychological assessment.

Figure 34.2 A model standardization/normal curve with percentages,

Z

-score and

T

-scores.

Chapter 35: Physical examination and medical investigation

Figure 35.1 Medical assessment of a 16-year-old female with “possible depression.” BUN, blood urea nitrogen; TSH, thyroid-stimulating hormone.

Figure 35.2 Medical assessment of an 8-year-old female with “possible post traumatic stress disorder,” recently removed from an abusive/neglectful home. PT, prothrombin time; PTT, partial thromboplastin time.

Chapter 36: Psychological interventions: overview and critical issues for the field

Figure 36.1 Mean effect sizes found in two broad-based meta-analyses of adult psychotherapy effects (the two bars at the left: Smith & Glass, 1977; Shapiro & Shapiro, 1982), four broad-based meta-analyses of youth psychotherapy effects (the four middle bars: Casey & Berman, 1985; Weisz

et al.

, 1987; Kazdin

et al.

, 1990; Weisz

et al.

, 1995), and two meta-analyses of RCTs comparing evidence-based youth psychotherapies to usual clinical care (the two bars at the right: Weisz

et al.,

2006a, 2013b). The full bar for Kazdin

et al.

(1990) shows the mean effect size for treatment vs. inert control group comparisons; the dashed line shows the mean for treatment vs. active control group comparisons. The full bar for Weisz

et al.

(1995) shows the mean effect size when unweighted least squares analyses were conducted; the dashed line shows the mean for weighted least squares analyses.

Figure 36.2 Effect sizes of individual studies comparing evidence-based youth psychotherapies (EBPs) to usual care. Horizontal bar at 0.29 shows mean effect size across the full study set. Bars below zero show studies in which usual care produced outcomes superior to those of EBPs. Note the number of studies for which usual care showed effects similar to or superior to EBPs.

Chapter 38: Cognitive-behavioral therapy, behavioral therapy, and related treatments in children

Figure 38.1 Three component model: test anxiety.

Chapter 43: Pharmacological, medically-led and related treatments

Figure 43.1 Establishing a new medication.

Chapter 44: Refugee, asylum-seeking and internally displaced children and adolescents

Figure 44.1 Assessment considerations for forcibly displaced children. Some of the factors described apply only at one phase of the migration process, but it is important to remember that most adverse exposures, such as violence and multiple relocation, can be experienced at any stage of migration.

Chapter 46: Mental health and resilience in children and adolescents affected by HIV/AIDS

Figure 46.1 The social ecological model of risk and protection for children affected by HIV/AIDS.

Chapter 51: Autism spectrum disorder

Figure 51.1 The two domains in the DSM-5 1. social-communication and 2. repetitive and restricted patterns of behaviors are shown in the circles. The sub-domains that make up the domains are shown in the squares.

Chapter 52: Disorders of speech, language, and communication

Figure 52.1 Speech, language, and communication and their component skills.

Figure 52.2 Assessment of communication.

Chapter 53: Disorders of reading, mathematical and motor development

Figure 53.1 Causal model of dyslexia showing biological and cognitive levels of explanation.

Figure 53.2 A two-dimensional model of the relationship between dyslexia and language impairment.

Figure 53.3 Diagram outlining the steps in a comprehensive assessment of SLD.

Chapter 55: ADHD and hyperkinetic disorder

Figure 55.1 ADHD pathogenesis: developmental psychopathology schematic showing the way that early and late operating risks act together to determine continuities and discontinuties in disorder paths.

Figure 55.2 Poor response to standard therapy.

Chapter 56: Tic disorders

Figure 56.1 Course of tic severity. (a) Plot of average tic severity in a cohort of 36 individuals from ages 2–18 years. Tics typically have an onset between ages 4 and 6 years, reach their worst between ages 10 and 12 years, and then decline in severity throughout adolescence. In the ARRTS (Annual Rating of Relative Tic Severity), parents rate the tic symptoms of their children on a six-point ordinal scale (absent [0], least severe, mild, moderate, severe, and most severe [6]). (b) Box plot representing age when tic symptoms were at their worst. Age (years) is represented for all 46 subjects with Tourette's syndrome in a prospective longitudinal study (Bloch

et al

., 2006). The mean ± SD worst-ever tic severity score using the Yale Global Tic Severity Scale (0–50) was 31.6 ± 7.7 (range, 15–48) at a mean ± SD age of 10.6 ± 2.6 years (range, 6–19 years).

Figure 56.2 Cortico-striato-thalamo-cortical circuitry in Tourette's syndrome. Red, excitatory glutamatergic neurons; blue, GABAergic inhibitory neurons; green, cholinergic tonically active interneurons (TANs); orange, dopaminergic neurons. Parvalbumin fast-spiking GABAergic interneurons (PVs, parvalbumins) mediate the cortical feed-forward inhibition upon medium spiny neurons (MSNs) of the striatopallidal direct pathway, resulting in inhibition of voluntary movements. Cholinergic TANs enhance the responsiveness of MSNs of the striatonigral indirect pathway, resulting in movement suppression. PVs and TANs are diminished in number in the brains of adults with severe, persistent Tourette's syndrome (see text). The volume of the striatum, particularly the caudate nuclei, is smaller in both children and adults with Tourette's syndrome. Receptors include: M1 and nicotinic (N) cholinergic receptors; D

1

and D

2

dopamine receptors.

Chapter 57: Schizophrenia and psychosis

Figure 57.1 Summary of key gray matter structural changes reported from NIMH EOS sample (Rapoport & Gogtay, 2011). In addition, ventricular enlargement at baseline and slower growth rates of (especially right hemispheric) white matter are also noted. COS: Childhood-onset schizophrenia.

Chapter 60: Anxiety disorders

Figure 60.1 This Figure shows two specific behaviors that have been studied in animals and extended through brain imaging research to children. One of these behaviors involves fear conditioning, when a neutral stimulus acquires the capacity to evoke fear, and extinction, when subsequent learning allows the organism to no longer treat the conditioned stimulus as dangerous. The other behavior involves attention orienting, when a threat in the environment captures attention. Brain imaging research links fear conditioning to a brain circuit involving the amygdala and the ventro-medial portion of the prefrontal cortex (PFC). Similarly, studies of the amygdala and ventro-lateral PFC functions link clinical anxiety to perturbed attention to threat.

Chapter 61: Obsessive compulsive disorder

Figure 61.1 The direct and indirect circuitry thought to underlie the pathogenesis of OCD. GPi, globus pallidus pars interna; GPe, globus pallidus pars externa; SNr, substantia nigra pars reticulata. In the DIRECT pathway (thick arrows), the frontal cortex projects to the caudate and then to the GPi/SN complex which provides the main output of the basal ganglia. This in turn projects to the thalamus and finally back to the frontal cortex. The pathway has two excitatory and two inhibitory projections and thus is a net positive feedback loop. This circuit is balanced by the INDIRECT pathway (in thin arrows) which has a net inhibitory effect. This differs in its projection from the caudate to the GPe/SN complex (which also receives direct frontal input) before relaying onto the output station of the basal ganglia (the GPi/SNr complex). Interactions with the limbic system occur at several points and have been increasingly recognized in view of deficits in emotional processing and the anxiety prominent in OCD.

Chapter 62: Bipolar disorder in childhood

Figure 62.1 Psychopharmacology algorithm. *First-line agents based upon present data in childhood-onset BD.

Chapter 64: Suicidal behavior and self-harm

Figure 64.1 Pathway model illustrating key risk factors for adolescent self-harm and suicide.

Figure 64.2 Prevalence of mental disorders in children and adolescents attending general hospitals following self-harm.

Chapter 65: Oppositional and conduct disorders

Figure 65.1 Subtypes of antisocial behavior by longitudinal course (data synthesis from several longitudinal studies).

Chapter 66: Substance-related and addictive disorders

Figure 66.1 Schematic illustration of dysphoria induced by repeated intoxication-withdrawal cyles (cf., Koob & Volkow, 2010). Each intoxication leads to a subjective “high”, with enhanced response to reward in dopaminergic structures. Each acute withdrawal event results in subjective dysphoria with reduced response to reward. Frequent cycle repetitions gradually suppress subjective “highs”, deepening dysphoria. Increasingly, the drug is used to escape dysphoria and achieve normal mood. During abstinence, mood slowly recovers.

Source

: Reproduced by permission from Crowley

et al

. (2010).

Chapter 68: Developmental risk for psychopathy

Figure 68.1 The main finding from Viding et al. (2005), showing the degree to which a group difference in conduct problem scores between typically developing children and 1) children with conduct problems with high levels of callous-unemotional traits (CP/HCU) and 2) children with conduct problems with low levels of callous-unemotional traits (CP/LCU) is due to additive genetic (A), shared environmental (C) and non-shared environmental (E) influences.

Figure 68.2 Neural circuitry involved in emotion, reward and empathic processing

Chapter 70: Sleep interventions: a developmental perspective

Figure 70.1 Targets for improving sleep in children and adolescents.

Chapter 72: Somatoform and related disorders

Figure 72.1 The spectrum of functional somatic symptoms and somatoform and related disorders.

Figure 72.2 Explanatory model. Explanatory model for the development and maintenance of functional somatic symptoms and somatoform and related disorders.

Figure 72.3 Stepped care model for the management of functional somatic symptoms and somatoform and related disorders.

List of Tables

Chapter 2: Diagnosis, diagnostic formulations, and classification

Table 2.1 Possible validating criteria for different disorders.

Table 2.2 Level of validating evidence for a range of disorders.

Chapter 4: Conceptual issues and empirical challenges in the disruptive behavior disorders

Table 4.1 Well-replicated findings for disruptive behavior problems.

Chapter 5: Emotion, emotion regulation and emotional disorders: conceptual issues for clinicians and neuroscientists

Table 5.1 Irritability compared to other common symptoms of child psychiatric disorders.

Chapter 6: Attachment: normal development, individual differences, and associations with experience

Table 6.1 Strange situation overview.

Table 6.2 Overview of strange situation classifications.

Chapter 7: Infant/early years mental health

Table 7.1 Examples of parental reports used in assessing infants.

Table 7.2 Examples of methods for assessing parent–infant interaction and relationship.

Chapter 12: Using natural experiments and animal models to study causal hypotheses in relation to child mental health problems

Table 12.1 Key terms and their conceptual meaning.

Chapter 13: Using epidemiology to plan, organize, and evaluate services for children and adolescents with mental health problems

Table 13.1 Rates of service use for mental health problems in community-based studies among (1) children with impairing psychopathology as defined by individual studies and (2) the population.

Chapter 15: What clinicians need to know about statistical issues and methods

Table 15.1 Summary statistics for the repeated measures of childhood ability (Osbourne & Suddick, 1972).

Chapter 16: Global psychiatry

Table 16.1 Studies on the global prevalence of child and adolescent mental disorders in LMIC.

Table 16.2 Abridged recommendations for child and adolescent mental health conditions (CAMH 1–13).

Chapter 25: Epigenetics and the developmental origins of vulnerability for mental disorders

Table 25.1 Maternal postnatal licking and grooming (LG), offspring phenotype and reversal of maternal effects through cross-fostering or neonatal handling.

Chapter 29: Child maltreatment

Table 29.1 NICE guidelines on recognition of child maltreatment.

Chapter 30: Child sexual abuse

Table 30.1 Prevalence rates of sexual abuse.

Table 30.2 Percentage contact child sexual abuse experienced by age.

Table 30.3 Percentage overall child sexual abuse experienced by age.

Table 30.4 Adulthood effects of CSA.

Chapter 32: Clinical assessment and diagnostic formulation

Table 32.1 Basic elements in child and adolescent psychiatric assessments.

Chapter 33: Use of structured interviews, rating scales, and observational methods in clinical settings

Table 33.1 Structured diagnostic interviews.

Table 33.2 Measures focusing on anxiety and depression.

Table 33.3 Measures focusing on behavioral and disruptive symptoms.

Chapter 34: Psychological assessment in the clinical context

Table 34.1 Age ranges and derived standarization scores of widely used IQ and developmental assessments.

Chapter 35: Physical examination and medical investigation

Table 35.1 Differential diagnosis of delirium/psychosis.

Chapter 36: Psychological interventions: overview and critical issues for the field

Table 36.1 Evidence-based youth psychotherapies

a, b

.

Table 36.2 Percentage of groups in youth psychotherapy outcome studies that employed clinically representative youths, therapists, and treatment settings.

Chapter 37: Parenting programs

Table 37.1 Characteristics of some widely used programs.

Table 37.2 Content of a typical social learning program.

Table 37.3 Pros and cons of delivering parenting programs in individual versus group format.

Chapter 42: School-based mental health interventions

Table 42.1 Evidence of effectiveness of school-based interventions.

Chapter 43: Pharmacological, medically-led and related treatments

Table 43.1 Considerations specific to individual antihyperkinetic drugs.

Table 43.3 Antidepressants.

Table 43.2 Considerations specific to individual second-generation antipsychotics (SGA).

Chapter 44: Refugee, asylum-seeking and internally displaced children and adolescents

Table 44.1 Some illustrative studies of the prevalence and risk factors for psychiatric disorder in forcibly displaced children and young people.

Table 44.2 Examples of randomized controlled trials.

Chapter 45: Pediatric consultation and psychiatric aspects of somatic disease

Table 45.1 Steps to the consultation.

Table 45.2 Conditions commonly associated with delirium.

Chapter 48: Assessment and treatment in nonspecialist community health care settings

Table 48.1 Relative merits of primary health care versus school interventions for mental health problems.

Table 48.2 Child & adolescent psychiatric problems appropriate for direct primary health care intervention.

Chapter 49: Forensic psychiatry

Table 49.1 Roles for forensic child and adolescent mental health services

(Mental disorder includes mental illnesses, neurodevelopmental disorders, and substance misuse).

Table 49.2 Types of risks.

Table 49.3 A public health model for youth offending.

Chapter 50: Provision of intensive treatment: intensive outreach, day units, and in-patient units

Table 50.1 Defining characteristics of specific community intensive services and evidence to support effectiveness.

Chapter 51: Autism spectrum disorder

Table 51.1 Differential diagnosis.

Table 51.2 Coexisting conditions.

Chapter 52: Disorders of speech, language, and communication

Table 52.1 A sample of formal language assessments in common use.

Chapter 54: Intellectual disability

Table 54.1 Behavioral phenotypes.

Chapter 55: ADHD and hyperkinetic disorder

Table 55.1 Management of adverse effects of medication.

Chapter 57: Schizophrenia and psychosis

Table 57.1 Comparison of early-onset and adult-onset schizophrenia.

Table 57.2 Physical investigations in child and adolescent-onset psychoses.

Chapter 58: Disorders of attachment and social engagement related to deprivation

Table 58.1 Development of attachment in early childhood.

Chapter 60: Anxiety disorders

Table 60.1 Prevalence (%) of anxiety disorders in children, adolescents, and adults followed prospectively.

Table 60.2 Anxiety in children as a function of parental psychopathology.

Chapter 61: Obsessive compulsive disorder

Table 61.1 Community studies of OCD prevalence in children and adolescents.

Table 61.2 Presenting symptoms in 70 consecutive children and adolescents with primary obsessive compulsive disorder.

Table 61.3 Controlled studies of medication in the treatment of pediatric OCD.

Chapter 62: Bipolar disorder in childhood

Table 62.1 Severe mood dysregulation (SMD) diagnostic criteria.

Chapter 63: Depressive disorders in childhood and adolescence

Table 63.1 Levels of severity of depression.

Table 63.2 Summary of some of the more recent clinical trials in adolescent depression.

Table 63.3 Initial approach to the depressed child or adolescent.

Table 63.4 Psychoeducation: key points for parents and patients.

Chapter 64: Suicidal behavior and self-harm

Table 64.1 Male and female suicide rates for children, adolescents, and young adults for selected countries (World Health Organization, 2014).

Table 64.2 Areas to cover during psychosocial assessment of adolescents who have self-harmed.

Table 64.3 Major components of the Therapeutic Assessment.

Chapter 65: Oppositional and conduct disorders

Table 65.1 Adult functioning of children who had ODD/CD.

Table 65.2 Factors predicting poor outcome.

Chapter 66: Substance-related and addictive disorders

Table 66.1 Range of substance use prevalence (percent of 16 Year-Olds), 36 European countries and USA

aa

.

Table 66.2 Evidence base supporting psychosocial treatments of adolescent substance abuse.

Chapter 67: Disorders of personality

Table 67.1 The characteristics of 10 key personality disorders.

Chapter 70: Sleep interventions: a developmental perspective

Table 70.1 Assessment of sleep problems: domains to include.

Table 70.2 Stimulus control and sleep restriction: intervention and rationale.

Chapter 71: Feeding and eating disorders

Table 71.1 Differential and common comorbid diagnoses.

Table 71.2 Main components of comprehensive biopsychosocial assessment and relationship to risk.

Table 71.3 Screening and assessment measures for child and adolescent feeding and eating disorders.

Table 71.4 Common indications for admission/increased intensity of treatment.

Chapter 72: Somatoform and related disorders

Table 72.1 Different terms and diagnostic labels used for somatoform and related disorders according to medical specialty.

Table 72.2 Selected population-based studies that have assessed different types of somatic complaints/functional somatic symptoms (FSS).

Table 72.3 Selected measures for assessment of functional somatic symptoms and somatoform and related disorders.

Table 72.4 General principles for helping engagement in assessment and treatment (Goldberg

et al

., 1989).

Table 72.5 General principles for the treatment of somatoform and related disorders.