By Eric J. Mash, Russell A. Barkley
Now in an absolutely revised and up to date moment version, this authoritative textual content integrates cutting-edge conception and empirical learn on a variety of baby and adolescent problems. that includes contributions from major students and clinicians, the amount is impressive for its complete insurance of the organic, mental, and social-contextual determinants of early life difficulties. every one bankruptcy specializes in a selected sickness, describing its features, developmental path, and epidemiology; outlining present diagnostic and class schemes; making a choice on threat and protecting components; and discussing implications for prevention and remedy. together with a brand new bankruptcy on adolescent substance use issues, the second one version has been up-to-date all through to mirror vital advances within the box. integrated is rising wisdom within the components of neurobiology, genetics, developmental psychology, and feelings, in addition to new findings on intercourse changes in psychopathology and long term results for kids in danger.
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Additional info for Child Psychopathology (2nd Edition)
When taken in isolation, specific symptoms have generally shown little correspondence to a child’s overall current adjustment or to later outcomes. This is the case even for many symptoms previously hypothesized to be significant indicators of psychopathology in children—for example, thumbsucking after 4 years of age (Friman, Larzelere, & Finney, 1994). Usually the age-appropriateness, clustering, and patterning of symptoms are what serve to define child psychopathology, rather than the presence of individual symptoms.
However, previous findings may reflect the severity and pervasiveness of the disorders assessed, referral biases, and the fact that longitudinal investigations of children with internalizing and other disorders are just beginning to emerge. For example, one study found that firstgrade anxious symptoms predicted levels of anxious symptoms and adaptive functioning in fifth grade (Ialongo, Edelsohn, Werthamer-Larsson, Crockett, & Kellam, 1995). , 2001). The possible mechanisms underlying the relationships between early maladaptation and later disordered behavior are numerous and can operate in both direct and indirect ways (Garber, 1984; Rutter, 1994a; Sroufe & Rutter, 1984).
The interrelated issues of developmental continuities–discontinuities, developmental pathways, risk and resilience, and vulnerability and protective factors are far from being resolved or clearly understood. , chaos theory, nonlinear dynamic models) (Barton, 1994; Glantz & Johnson, 1999; Gottman, Guralnick, Wilson, Swanson, & Murray, 1997; Haynes & Blaine, 1995), research designs, and data-analytic strategies (Kazdin & Kagan, 1994; Mash & Krahn, 2000; Richters, 1997). Contextual Influences Messick (1983) cogently argues that any consideration of child psychopathology must consider and account for three sets of contextual variables: (1) the child as context—the idea that unique child characteristics, predispositions, and traits influence the course of development; (2) the child of context—the notion that the child comes from a background of interrelated family, peer, classroom, teacher, school, community, and cultural influences; and (3) the child in context—the understanding that the child is a dynamic and rapidly changing entity, and that descriptions taken at different points in time or in different situations may yield very different information.