Handbook of DSM-5 Disorders in Children and Adolescents (eBook)
XX, 663 Seiten
Springer International Publishing (Verlag)
978-3-319-57196-6 (ISBN)
- Intellectual disabilities and global developmental delay.
- Depressive disorders in youth.
- Posttraumatic and acute stress disorders in childhood and adolescence.
- Autism spectrum and social pragmatic language disorders.
- Alcohol-related disorders and other substance abuse disorders.
- Parent-child and sibling relationships.
- Cognitive-behavioral interventions and their role in improving social skills.
Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children's Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.
Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including 17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children,Understanding and Managing Children's Classroom Behavior - 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of Intelligence and Executive Functioning. He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards. He is also the Co-Editor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System - 2nd Edition.
Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction.
Melissa DeVries, Ph.D., is a doctoral level psychologist with areas of study in school psychology, neuropsychology, and child development. She is a licensed psychologist and is a member of the National Association of School Psychologists and the American Psychological Association. Dr. DeVries has worked at the Neurology, Learning and Behavior Center in Salt Lake City, Utah since 2009 providing evaluation, case management, and treatment services for children and adults with developmental disorders, mood and anxiety disorders, post-traumatic stress, and learning disorders. She also provides school psychology consultation services to the Montessori Community School. Dr. DeVries has co-edited a textbook on learning and attention disorders and has also co-authored several chapters on these topics as well as genetic syndromes, executive functioning, and resilience. Dr. DeVries is also an editorial board member for the Journal of Attention Disorders.
Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties, and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School. Dr. Goldstein has authored, co-authored or edited 38 clinical and trade publications, including 17 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 11 texts including, Handbook of Resilience in Children,Understanding and Managing Children’s Classroom Behavior – 2nd Edition, Raising Resilient Children, Nurturing Resilience in Our Children, Seven Steps to Help Children Worry Less, Seven Steps to Anger Management, The Power of Resilience, Raising a Self-Disciplined Child and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri and Sally Ozonoff, Ph.D., he has authored a number of texts on autism, assessment of Intelligence and Executive Functioning. He has co-authored a parent training program and is currently completing a number of additional texts on resilience, ADHD and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on 7 Editorial Boards. He is also the Co-Editor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the co-author of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment and the Cognitive Assessment System – 2nd Edition. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction. Melissa DeVries, Ph.D., is a doctoral level psychologist with areas of study in school psychology, neuropsychology, and child development. She is a licensed psychologist and is a member of the National Association of School Psychologists and the American Psychological Association. Dr. DeVries has worked at the Neurology, Learning and Behavior Center in Salt Lake City, Utah since 2009 providing evaluation, case management, and treatment services for children and adults with developmental disorders, mood and anxiety disorders, post-traumatic stress, and learning disorders. She also provides school psychology consultation services to the Montessori Community School. Dr. DeVries has co-edited a textbook on learning and attention disorders and has also co-authored several chapters on these topics as well as genetic syndromes, executive functioning, and resilience. Dr. DeVries is also an editorial board member for the Journal of Attention Disorders.
Dedication 5
Preface 6
References 7
Contents 9
Contributors 14
Part I: Introduction 18
1: Diagnosis in American Psychiatry: A Brief History of the Diagnostic and Statistical Manual 19
Introduction 19
The Beginnings of Psychiatric Nosology 20
DSM-I Development and the Post-DSM-I Era 20
DSM-III: A Nosological Revolution 22
The Post-DSM-III Era: Transformation of American Psychiatry 24
DSM-IIIR, DSM-IV, and the Rising Tides of Controversy 24
The Development of the DSM-5 25
Moving Beyond the DSM-5 27
Conclusion 28
References 29
Part II: Internalizing Disorders: Neurodevelopmental Disorders 32
2: Intellectual Disabilities and Global Developmental Delay 33
Overview of the History of Intellectual Disability and Global Developmental Delay in the DSMs 33
Current Diagnostic Criteria in DSM-5 34
Intellectual Disability [Intellectual Developmental Disorder (IDD)] 34
Global Developmental Delay 39
Etiology 40
Genetic Causes 41
ID and Autism Affect Synaptic Morphology and Plasticity, and Epigenetic Control 43
Metabolic Disorders 44
Prevalence 45
Symptom Presentation 46
Associated Impairments and Comorbidities 47
Psychiatric Disorders 48
Neurological Comorbidities 49
Other Medical and Physical Comorbidities 49
Course and Developmental Challenges 50
Evaluation 51
Neurodevelopmental, Intellectual and Behavioral Assessment 51
History and Physical Examination 52
Diagnostic Investigations and Laboratory Testing 53
Treatment 55
Treatment of Behavioral and Psychiatric Disorders 55
Pharmacological Treatment for Cognitive Impairment 56
Prognosis and Outcome 58
Global Developmental Delay 58
Mild to Moderate Intellectual Disability 58
Severe to Profound Intellectual Disability 59
Life Expectancy 59
References 59
3: Language Disorder in Children 70
Overview of Language Disorder and History in DSMs 70
History of Language Disorder 70
Current Diagnostic Criteria for Language Disorder 71
Assessment of Language Disorders 72
Infants and Toddlers 72
Preschool and School-Age Children 72
Etiology of Language Disorder 74
Symptom Presentation, Course of the Disorder, and Developmental Changes 75
Preschool Years 75
School-Age Children 75
Secondary School 76
Sociodemographic Trends in the Identification of Language Disorder 76
Associated Impairments 77
Late Talkers 77
Social Communication Disorder 77
Intellectual Disability 78
Autism Spectrum Disorder 78
Comorbid Disorders 79
Attention-Deficit/Hyperactivity Disorder 79
Specific Learning Disorder 79
Treatment for Children with Language Disorders 79
Intervention for Preschoolers 79
Language Intervention During the Elementary School Years (Ages 5–10) 81
Language Intervention During the Adolescent Years (Ages 11–21) 82
Contexts of Intervention 83
Prognosis and Outcomes of Children with Language Disorder 84
Conclusion 84
References 85
4: Specific Learning Disorder 90
Introduction 90
Brief History of Learning Disabilities 90
The First Definition of Learning Disability 91
Toward Consensus on the Definition of Learning Disability and Methodology 92
Disorders of Learning in the DSM 93
DSM-5 Diagnostic Criteria 94
Etiology 95
Symptom Presentation 103
Associated Impairments and Comorbidities 104
Course and Developmental Changes 105
Prognosis 105
Outcomes 106
Intervention 106
Selecting Interventions Versus Tailoring Interventions 107
Vagaries in the DSM-5 Criteria for Specific Learning Disorder 107
Conclusion 109
References 110
Part III: Internalizing Disorders: Schizophrenia Spectrum 118
5: Childhood-Onset Schizophrenia Spectrum Disorders 119
Diagnostic History 119
DSM-5 120
Symptom Presentation 120
Etiology 121
Neuropsychological Implications 122
Developmental Course 123
Prognosis/Outcome 124
Assessment 125
Associated Impairments and Comorbid Diagnoses 125
Treatment 126
Pharmacological Interventions 126
Typical Antipsychotics 126
Atypical Antipsychotics 127
Adverse Side Effects 128
Non-pharmacological Treatment Interventions 129
Conclusion 130
References 131
Part IV: Internalizing Disorders: Mood Disorders 135
6: Bipolar Disorder in Children 136
History of Bipolar Disorder 136
Diagnostic Criteria (DSM-V) 138
Symptom Presentation 141
Associated Impairments and Comorbidities 142
ADHD 142
Conduct Disorder 143
Anxiety Disorders 143
Diagnostic Evolution: Severe Mood Dysregulation and Disruptive Mood Dysregulation Disorder 144
Disruptive Mood Dysregulation Disorder (DMDD) 144
Review of Research on the Course of Childhood Bipolar Disorder 144
Influential Longitudinal Studies 145
Boston Study 145
Longitudinal Assessment of Manic Symptoms (LAMS) Study 145
Early Developmental Stages of Psychopathology (EDSP): Bavarian Catchment Study 145
Course of Bipolar Youth “COBY” Study 146
Assessing Bipolar Disorder: A Community-Academic Blend Study “ABACAB” 146
Stanley Study 146
Prepubertal and Early Adolescent Bipolar Disorder “PEA-BD” Study 147
Oregon Adolescent Depression Project “OADP” 147
Neuropsychology 148
Structure and Functional Neuroimaging Findings 148
Structural Neuroanatomy 149
Etiology 149
Genetics 150
Course and Developmental Challenges 150
Treatment 151
Mania 151
Depression 151
Pharmacology Research 152
Psychosocial Treatment 152
Prognosis 153
Outcome 154
References 155
7: Depressive Disorders 162
General Overview 162
Major Depressive Disorder (MDD) 164
Persistent Depressive Disorder (P-DD) 164
Disruptive Mood Dysregulation Disorder (DMDD) 165
Etiology 166
Prevalence 166
Biological Vulnerability 166
Neurobiology 167
Cognitive Factors 167
Symptom Presentation 168
Affective 168
Physical 168
Cognitive 169
Symptom Measures 169
Comorbidities and Associated Impairments 169
Anxiety Disorders 170
Attention-Deficit/Hyperactivity Disorder (ADHD) 170
Persistent Depressive Disorder (Dysthymia) 170
Conduct Disorder 171
Substance Use Disorders 171
Personality 172
Academic and Social Functioning 172
Depression and Suicide 172
Course and Developmental Challenges 173
Treatment 173
Prognosis and Outcome 175
Limitations, Gaps, and Future Directions 176
Conclusion 177
References 177
Part V: Internalizing Disorders: Anxiety Disorders 184
8: Separation Anxiety and Panic Disorders in Children 185
Introduction 185
Separation Anxiety Disorder 185
Diagnostic History 185
DSM-5 185
Etiology 186
Symptom Presentation 186
Associated Impairments and Comorbidities 187
Developmental Course 187
Treatment 189
Pharmacotherapy for SAD and PD 190
Selective Serotonin Reuptake Inhibitors 190
Atomoxetine 191
Tricyclic Antidepressants 191
Benzodiazepines 191
Black Box Warning 191
Clinical Approach to Medication Treatment 192
Prognosis and Outcome 192
Panic Disorder 193
Diagnostic History 193
DSM-5 193
Etiology 194
Symptom Presentation 195
Associated Impairments and Comorbidities 195
Developmental Course 196
Treatment 196
Summary 198
References 198
9: Generalised Anxiety Disorder 202
Introduction 202
The History of GAD Diagnosis 202
Aetiology 204
Symptom Presentation and Developmental Considerations 208
Prevalence, Age of Onset and Course 209
Comorbidity 210
Burden and Impairment 211
Treatment 211
Treatment Outcome 214
Conclusion 216
References 216
Part VI: Internalizing Disorders: Obsessive Compulsive and Related Disorders 222
10: Obsessive-Compulsive Disorder 223
Initial Overview of Diagnostic History 223
Presentation of Current Diagnostic Criteria 224
Etiology 225
Symptom Presentation 227
Clinical Characteristics 227
Course/Prognosis 229
Treatment of Pediatric OCD 230
Conclusion 233
References 233
11: Body Dysmorphic Disorder 241
Case 241
Symptom Presentation 242
History of the Diagnosis of Body Dysmorphic Disorder in the Diagnostic and Statistical Manual of Mental Disorders 243
Current DSM-5 Diagnostic Criteria 243
Epidemiology and Course 244
Associated Impairments, Comorbidities, and Developmental Challenges 245
Differential Diagnoses 246
Etiology 246
Diagnosis and Treatment 249
Diagnosis 249
Treatment of BDD 249
Summary and Outlook 252
Literature 252
12: Trichotillomania 257
Trichotillomania: History in DSM 257
DSM-V Criteria for Trichotillomania 258
Etiology 258
Symptom Presentation 259
Associated Impairment 260
Comorbidity 260
Course 261
Developmental Challenges 261
What Are the Current Treatment Options? 262
Recommendations Regarding Existing and New Clinical Strategies 264
Prognosis 265
Summary and Recommendations 266
References 268
Part VII: Internalizing Disorders: Trauma and Stress Related Disorders 271
13: Attachment Disorders 272
Attachment Disorders: Conceptual and Historical Background 272
Attachment Disorders: Diagnostic Features and Differential Diagnosis 274
Empirical Research Findings 278
Assessment Strategies and Techniques 280
Treatment Models and Evidence of Effects 281
Clinical Case Example 283
Conclusion 284
References 285
14: Disinhibited Social Engagement Disorder 288
History of DSED in the DSM 288
Clinical Presentation 289
Functional Impairment 290
Etiology 290
Neglectful Caregiving Environments 290
Child Vulnerability Factors 292
Associated Impairments and Comorbidities 293
Attachment and Attachment Disorders 293
Developmental Delays and Behavioral Impairments 294
Course and Developmental Challenges 295
Intervention 296
Prognosis 297
Conclusions 297
References 298
15: Posttraumatic Stress Disorder and Acute Stress Disorder in Childhood and Adolescence 300
History and Definition of Traumatic Stress Disorder Diagnoses 300
PTSD Diagnostic Criteria Currently in the DSM-5 and Proposed for the ICD-11 302
Adaptations for Children in the DSM-5 PTSD Diagnosis 304
Epidemiology 305
Comorbidities and Impairment 306
Etiology and Course 306
Cultural, Racial, and Gender Differences Contributing to PTSD Symptom Variations 308
Developmental Challenges of Childhood and Adolescent Traumatization and Onset 309
Assessment and Treatment of Children’s Posttraumatic Stress Symptoms 311
Early Identification of Traumatized Children and Prevention of PTSD 314
Conclusion 317
References 317
Part VIII: Internalizing Disorders: Feeding and Eating Disorders 324
16: Pica 325
Case 325
Symptom Presentation 325
History of the Diagnosis of Pica in the Diagnostic and Statistical Manual of Mental Disorders 326
Current DSM-5 Diagnostic Criteria 327
Epidemiology and Course 328
Comorbidities, Associated Impairments, and Developmental Challenges 329
Differential Diagnoses 330
Etiology 331
Diagnostics and Treatment 333
Summary and Outlook 335
References 336
17: Anorexia Nervosa and Bulimia Nervosa in Children and Adolescents 339
Introduction 339
Presentation of the Current Diagnostic Criteria in DSM-5 339
Anorexia Nervosa 340
Bulimia Nervosa 340
History of Eating Disorder Diagnoses 341
Anorexia Nervosa 341
Bulimia Nervosa 342
Etiology 342
Symptom Presentation 343
Initial Presentation 344
Mood and Behavioral Symptoms 344
Gastrointestinal System 345
Cardiovascular System 345
Endocrine System 346
Renal System 346
Neurologic System 346
Additional Laboratory Abnormalities 346
Refeeding Syndrome 346
Associated Impairments and Comorbidities 346
Anorexia Nervosa 347
Bulimia Nervosa 347
Course and Developmental Challenges 347
Anorexia Nervosa 347
Bulimia Nervosa 348
Treatment 348
Requirements for Inpatient Care 348
Outpatient Care 349
Anorexia Nervosa 349
Nutritional Rehabilitation 349
Psychotherapy 350
Family-Based Treatment 350
Pharmacotherapy 351
Relapse Prevention 352
Bulimia Nervosa 352
Psychotherapy 352
Family-Based Treatment 353
Pharmacotherapy 353
Relapse Prevention 353
Prognosis and Outcome 354
Conclusion 354
References 354
18: Binge Eating Disorder 359
An Introduction to BED 359
Key Terms and Definitions 360
Diagnostic Criteria for Binge Eating Disorder Among Children and Adolescents 361
Prevalence Rates for BED Using Current DSM-5 Criteria 361
Limitations Related to the Use of the Current DSM-5 Criteria 361
Other Criteria Sets for Diagnosing Child and Adolescent Binge Eating Disorder 362
Assessment Tools and Methods for Children and Adolescent BED 362
Etiology 363
Biological Factors 363
Emotional and Psychological Factors 365
Symptom Presentation 367
Associated Impairments and Conditions 368
Comorbid Psychopathology 368
Course and Developmental Challenges 369
Course of BED 369
Obesity and Related Developmental Challenges 370
Treatment and Outcome 371
Cognitive Behavior Therapy (CBT) 371
Family-Based Treatment (FBT) 372
Interpersonal Psychotherapy (IPT) 372
Behavioral Weight-Loss Treatment 373
Conclusions 373
References 373
Part IX: Externalizing Disorders: Neurodevelopmental Disorders 381
19: Autism Spectrum and Social Pragmatic Language Disorders 382
Part I: General Introduction 382
Autism Spectrum Disorder 383
History of the Diagnosis and in the DSMs 383
The DSMs I–IV and Autism Spectrum Disorder 385
The DSM-5 and Autism Spectrum Disorder 386
Current Research on ASD 387
Symptom Presentation and Associated Features 387
Social-Communicative Deficits 387
Restrictive or Repetitive Patterns of Behavior (RRBs) 388
Associated Features 389
Etiology 391
Comorbid Diagnoses 391
Course and Developmental Challenges 392
Treatment 394
Prognosis and Outcomes 395
Social (Pragmatic) Communication Disorder 395
History of the Diagnosis 396
Current Research on SCDs 397
Symptom Presentation and Associated Features 397
Differential Diagnoses 397
Etiology, Course, and Developmental Challenges 398
Assessment and Treatment 398
Final Comments 399
References 400
20: Attention-Deficit/Hyperactivity Disorder 404
Overview of ADHD and History in the DSMs 404
History of ADHD 404
Current Diagnostic Criteria for ADHD 405
Assessment of ADHD 406
Etiology of ADHD 407
Symptom Presentation, Course of the Disorder, and Developmental Challenges 408
Preschool 408
Elementary School 408
Secondary School 409
Sociodemographic Trends in ADHD Identification 409
Associated Impairments 410
Academic 410
Vocational 410
Social 411
Associated Comorbid Disorders 411
Pharmacotherapy for ADHD 412
Psychosocial Treatment for ADHD 413
Interventions for Teachers 413
Intervention with Families 414
Direct Intervention with Children 414
Prognosis and Outcomes of Children with ADHD 415
Conclusion 416
References 417
21: Tourette’s and Tic Disorders 422
Introduction 422
Abigail 422
Richard 422
Overview 423
History of Diagnosis 423
Current DSM-5 Definition 425
Review of Research 426
Prevalence 426
Symptom Presentation/Developmental Course 426
Etiology 426
Family Studies 427
Twin and Genetic Studies 427
Anatomical 427
Assessment 427
Comorbid Disorders 428
Associated Impairments 429
Differential Diagnosis 429
Treatment 430
Prognosis 431
Abigail and Richard 431
References 431
22: Developmental Coordination Disorder 436
What Is Developmental Coordination Disorder? 436
Overview 436
History of the Diagnosis 437
Review of Research Evidence 439
Developmental Progression: What Do Children with DCD Look Like Over Time? 443
Screening and Diagnosis 444
Associated Impairments and Comorbidities 445
Course and Developmental Challenges 446
References 449
Part X: Externalizing Disorders: Elimination Disorders 456
23: Enuresis 457
Initial Overview of the History of the Diagnosis of Enuresis in the DSMs 457
Presentation of the Current Diagnostic Criteria in DSM-5 458
Comment on the DSM-5 Diagnostic Criteria for Enuresis 458
Research Review 459
Etiology 459
Enuresis 459
Daytime Urinary Incontinence 460
Symptom Presentation 460
Enuresis 460
Primary Versus Secondary Enuresis 460
Monosymptomatic Versus Non-monosymptomatic Enuresis 461
Daytime Urinary Incontinence 461
Children with Both Enuresis and Daytime Urinary Incontinence 462
Associated Impairments and Comorbidities 462
Course and Prognosis 463
Enuresis 463
Daytime Urinary Incontinence 463
Developmental Challenges 464
Treatment 464
Enuresis 464
Daytime Urinary Incontinence 465
Outcome 466
References 466
24: Encopresis 470
Introduction 470
History of Encopresis within the DSM Framework 470
Current Diagnostic Criteria in the DSM-5 472
Etiology 472
Symptom Presentation 473
Associated Impairments and Comorbidities 473
Course and Developmental Challenges 474
Diagnostic Procedures 475
Treatment 475
Prognosis and Outcomes 478
Conclusions 480
References 480
Part XI: Externalizing Disorders: Disruptive, Impulse Control and Conduct Disorders 484
25: Oppositional Defiant Disorder 485
Diagnosing Oppositional Defiant Disorder 486
DSM-5 Diagnostic Criteria for ODD 487
Background of ODD 488
Etiology 488
Developmental Progression 490
Risk Factors and Negative Implications Associated with ODD 491
Treatment of Oppositional Defiant Disorder 492
Family-Based Interventions 493
Child-Focused Intervention 495
Conclusion 495
References 496
26: Conduct Disorder 500
Introduction 500
Overview and History 501
DSM-5 Diagnostic Criteria and Presentation 501
Prevalence 503
Clinical Presentation 503
Childhood Onset vs. Adolescent Onset 503
High vs. Low Callous-Unemotional Traits 504
Sex Differences 505
Comorbidities 506
ADHD 506
Oppositional Defiant Disorder 507
Substance Use Disorders 507
Internalizing Disorders 507
Environmental Risk Factors 508
Neurobiological Factors 508
Heritability and Candidate Genes 508
Autonomic Nervous System 510
Levels of Neurotransmitters 511
Neuropsychological Evidence 511
Neuroimaging Correlates 512
Functional Neural Anomalies 512
Structural Neuroimaging 513
Treatment 514
Parent Training and Parent-Child Interaction Therapy 514
Family Therapy 515
Individual and Person-Centered Therapy 515
Government-Led Programs 516
Pharmacological Interventions 516
Prognosis and Outcome 517
Conclusion 518
References 518
27: Pyromania 529
History of Pyromania in the DSM 529
Presentation of the Current Diagnostic Criteria in DSM-5 530
Current Research Findings on Pyromania 531
Prevalence 532
Etiology 533
Symptom Presentation 533
Associated Impairments and Comorbidities 534
Developmental Course 535
Treatment 535
Prognosis and Outcome 536
Conclusion 536
References 537
28: Alcohol-Related Disorders and Other Substance Use Disorders 539
Overview of the History and Current Diagnostic Presentation 539
Alcohol-Related Disorders 540
Tobacco-Related Disorder 541
Cannabis-Related Disorder 541
Other Substance Use Disorders 542
Current Diagnostic Criteria of Phencyclidine Use Disorder 542
Research Review 543
Etiology of General Substance Abuse 543
Associated Impairments and Comorbidities 544
Externalizing 545
Conduct Disorder 545
Internalizing 545
Other Substances 545
Course and Developmental Challenges 546
Treatment 546
Prognosis and Outcome 547
Alcohol Use Disorders 548
Etiology 548
Associated Impairments and Comorbidities 548
Externalizing Disorders 548
Internalizing Disorders 549
Course and Developmental Challenges 549
Treatment 550
Prognosis and Outcomes 550
Smoking and Tobacco Use Disorders 550
Etiology 550
Associated Impairments and Comorbidities 550
Course and Developmental Challenges 551
Treatment 551
Prognosis and Outcomes 552
Marijuana and Cannabis Use Disorders 552
Etiology 552
Associated Impairments and Comorbidities 552
Course and Developmental Challenges 553
Treatment 553
Prognosis and Outcomes 554
Other Substance Use Disorders: Phencyclidine, Opioid, Sedative, Hypnotic, Anxiolytic, Stimulant 554
Etiology 554
Associated Impairments and Comorbidities 555
Course and Developmental Challenges 555
Treatment 556
Prognosis and Outcome 556
References 557
Part XII: Externalizing Disorders: Relationship Problems 563
29: Parent-Child and Sibling Relational Problems 564
Problems Related to Family Upbringing: Definitional Issues 564
Parent-Child Relational Problem (V61.20) 565
Sibling Relational Problem (V61.8) 565
History of Parent-Child and Sibling Relational Problems in the DSM 566
Etiology of Parent-Child and Sibling Relational Problems 568
Symptom Presentation 569
Associated Impairments and Comorbidities 570
Course and Developmental Challenges 571
Treatment and Treatment Outcomes 573
Summary 575
References 575
30: Family Disruption 581
General Overview of Family Disruption 581
Upbringing Away from Parents 582
DSM Designation 582
Emotional and Behavioral Outcomes 583
Treatment and Recommendations 583
Disruption of Family by Separation or Divorce 584
Prevalence 584
DSM Designation 585
Emotional and Behavioral Outcomes 585
Treatment and Recommendations 585
Child Affected by Parental Relationship Distress 586
DSM Designation 586
Emotional and Behavioral Outcomes 586
Treatment and Recommendations 586
Uncomplicated Bereavement 587
DSM Designation 587
Emotional and Behavioral Outcomes 587
Treatment and Recommendations 587
Prognosis and Outcome 588
Other Forms of Disruption 588
Deployment Stress 588
Parent Psychopathology 589
Conclusion 589
References 590
Part XIII: Treatment Approaches 594
31: Cognitive Behavioral Therapy 595
Introduction 595
Case Conceptualization 595
Cognitive Behavior Therapy with Internalizing Disorders 596
Anxiety Disorders 596
Generalized Anxiety Disorder 596
Separation Anxiety Disorder 597
Specific Phobia 598
Obsessive-Compulsive Disorder 598
Depressive Disorders 599
Major Depressive Disorder 599
Bipolar and Related Disorders 599
Bipolar I Disorder 599
Trauma- and Stress-Related Disorders 600
Post-traumatic Stress Disorder 600
Feeding and Eating Disorders 601
Bulimia Nervosa 601
Anorexia Nervosa 601
Binge-Eating Disorder 602
Externalizing Disorders 602
Attention Deficit Hyperactivity Disorder 602
Other Behavioral Disorders 603
Conclusion and Future Directions 606
Case Study 607
References 608
32: Behavioral Interventions 613
Behavior Management 614
Behavioral Parent Training 614
Behavioral Classroom Management 616
Behavioral Peer Interventions 617
Training Approaches 619
Social/Cognitive Information-Processing Interventions 619
Organizational Skills Training 620
Promising Interventions 621
Collaborative and Proactive Solutions 622
Multiple Family Groups 622
Neurocognitive Interventions 623
Future Directions 625
References 628
33: Cognitive and Behavioral Interventions to Improve Social Skills 633
Introduction 633
Cognitive and Behavioral Social Skills Interventions 634
Social Skills Intervention Modalities 635
Group-Based Instruction 635
Adult-Mediated Programs 636
Parent-Assisted Interventions 636
Peer-Mediated Interventions 637
School-Based or Teacher-Facilitated Interventions 637
Effective Treatment Delivery Methods for Social Skills Training 638
Behavioral Modeling and Role-Playing Demonstrations 638
Behavioral Rehearsal with Performance Feedback 638
Social Stories 638
Video Modeling and Video Self-modeling 639
Technology and Multimedia Software 639
Self-monitoring and Self-management 640
Other Considerations for Cognitive and Behavioral Social Skills Training 640
Evidence-Based Treatment Manuals 640
Duration of Intervention 640
Didactic Instruction 641
Teaching Ecologically and Socially Valid Social Skills 641
In Vivo Socialization Homework Assignments 642
Assessing Treatment Outcome 642
Conclusion 642
References 643
Index 647
| Erscheint lt. Verlag | 5.11.2017 |
|---|---|
| Zusatzinfo | XX, 663 p. 1 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Schlagworte | ADHD in children and adolescents • Adjustment disorders in children • Alcohol-related disorders in children and adolescents • Anorexia in adolescents • Antisocial personality disorder in children and adolescents • Applied Behavioral Analysis in childhood and adolescence |
| ISBN-10 | 3-319-57196-6 / 3319571966 |
| ISBN-13 | 978-3-319-57196-6 / 9783319571966 |
| Haben Sie eine Frage zum Produkt? |
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