reading

Cover
Title Page
Notes on Contributors
Section 1 Developing Competencies 1a: Contextual Influences Upon Social and Emotional Development
1. 1 Family and Systemic Influences
  1. Family Relationships and Parenting
  2. Changing Family Patterns
  3. Childcare and Schooling
  4. Wider Social and Environmental Influences
  5. References
2. 2 Child Development and Cultural Considerations in Clinical Practice
  1. Introduction
  2. Developmental Niche and Eco‐Cultural Pathways
  3. Childhood and Parenting Across Cultures
  4. Infancy
  5. Middle Childhood
  6. Culture and Disability
  7. Ethnicity and Mental Health
  8. Conclusion
  9. References
3. 3 Neurobehavioural Development in Infancy: The Buffering and Transducing Role of the Mother/Caretaker–Infant Dyad
  1. Introduction
  2. Infant Neurobehavioural Capacities
  3. Culture
  4. Mutual Regulation and Buffer–Transducer Models
  5. Conclusion
  6. References
4. 4 Genetic and Biological Influences
  1. Introduction
  2. How Many Genes Are There?
  3. Sources of Genomic Variation
  4. Mechanisms of Genomic Regulation
  5. Mechanisms Influencing Neurodevelopmental Integrity
  6. Measuring Genetic Susceptibility to Psychiatric Disorders
  7. Future of Psychiatric Genetics: Precision Medicine
  8. Conclusions
  9. References
Section 1 Developing Competencies 1b: General Patterns of Development
1. 5 Clinical Evaluation of Development from Birth to 5 Years
  1. Child Development and Neurodevelopmental Disorders
  2. History‐Taking
  3. Observation and Interactive Assessment
  4. Developmental Domains
  5. Clinical Decision‐Making and Severity of Developmental Delay
  6. Physical Examination
  7. Planning Medical Investigations and Making Diagnosis
  8. Further Reading
2. 6 Emotional Development in the First Year of Life
  1. Introduction
  2. Infant Emotional Expression
  3. The Development of Infant Emotional Expressions
  4. References
3. 7 Young People with Learning Disabilities
  1. Introduction
  2. The Changing Context
  3. Assessment and Intervention
  4. Types of Intervention
  5. The Development of Services
  6. Conclusion
  7. References
  8. Internet Resources
4. 8 Language Development
  1. Processes and Components of Language Development
  2. Milestones of Speech and Language Development
  3. Developmental Phases
  4. Atypical Language Development
  5. Future Directions
  6. References
  7. Internet Resources
5. 9 Development of Social Cognition
  1. Early Social Cognition
  2. Social Cognition in Preschool and Beyond
  3. Individual Differences in Social Cognition – Implications for Children's Social Lives
  4. Individual Differences in Social Cognition – Where Do They Come From?
  5. References
6. 10 Social and Emotional Development in Middle Childhood
  1. Introduction
  2. The Preschool Years
  3. Middle Childhood
  4. Adolescence
  5. Factors Contributing to SED
  6. Positive SED
  7. Problematic SED
  8. Consequences of SED Problems in Middle Childhood
  9. Addressing SED Problems
  10. References
7. 11 Social‐Cognitive Development During Adolescence
  1. Humans Are Exquisitely Social
  2. The Social Brain
  3. Development of Mentalizing During Adolescence
  4. Online Mentalizing Usage is Still Developing in Mid‐Adolescence
  5. References
Section 2 Promoting Well‐being
1. 12 Attachment in the Early Years: Theory, Research and Clinical Implications
  1. What is Attachment?
  2. Attachment Variations and Their Measurement
  3. Causes of Variation in Attachment
  4. Consequences of Variations in Attachment
  5. Interventions
  6. Conclusions
  7. References
2. 13 Promoting Infant Mental Health
  1. Why the Early Years Matter
  2. Intervention
  3. The Need for Supportive Services
  4. References
3. 14 Promoting Children's Well‐Being: The Prevention of Depression and Anxiety
  1. Prevention
  2. School‐Based Prevention
  3. Depression Prevention Programmes
  4. Anxiety Prevention Programmes
  5. Future Developments and Challenges
  6. References
4. 15 Fostering Resilience in Adolescents
  1. Introduction
  2. What Do We Mean by Resilience?
  3. Implications for Policy and Practice
  4. Mobilizing Resilience: An Illustrative Example
  5. Conclusion
  6. References
5. 16 Sexual Orientation, Sexual Health and Gender Dysphoria
  1. Introduction
  2. Sexual Orientation
  3. Sexual Health
  4. Gender Dysphoria
  5. Summary
  6. References
6. 17 Child Users of Online and Mobile Technologies – Risks, Harms and Intervention
  1. Aggressive Risks: Cyber‐Aggression and Cyberbullying
  2. Sexual Risks: Pornography, Sexting, Stranger Danger
  3. Trends Over Time
  4. The Harm Associated with Mobile and Online Risk
  5. Factors that Increase Risk of Harm or Protect Against Them
  6. Interventions
  7. References
  8. Internet Resources
Section 3 The Impact of Trauma, Loss and Maltreatment 3a: Trauma and Loss
1. 18 Children Bereaved by Parent or Sibling Death
  1. Children's Understanding of Death
  2. How Children Express Grief
  3. Resilience and Positive Outcomes in Bereaved Children
  4. Psychopathology in Bereaved Children
  5. Hypothalamic–Pituitary–Adrenal Axis (HPA) Dysregulation
  6. What Influences Child Outcome?
  7. Interventions with Bereaved Children
  8. Conclusions
  9. References
  10. Internet Resources
2. 19 Stress and Reactions to Stress in Children
  1. Reactions
  2. Cognitive Model of PTSD
  3. Evidence‐Based Interventions
  4. Conclusion
  5. References
3. 20 Children's Developing Sense of Moral Agency, and the Disruptions Associated with War Exposure
  1. The Development of Moral Agency
  2. Challenges Posed by Exposure to War
  3. Conclusions
  4. References
Section 3 The Impact of Trauma, Loss and Maltreatment 3b: Maltreatment
1. 21 Child Maltreatment
  1. Introduction
  2. The Nature of Maltreatment
  3. Epidemiology
  4. Social and Family Factors
  5. The Harm to the Child
  6. Recognition of Maltreatment and Assessment of Harm and Need
  7. Professional Response to Child Maltreatment
  8. Conclusion
  9. References
2. 22 The Neuroscience and Genetics of Childhood Maltreatment
  1. The Impact of Maltreatment on Brain Development
  2. Structural Differences
  3. Functional Differences
  4. The Role of Genetic Influences
  5. References
Section 4 Atypical Development in Children and Adolescents
1. 23 Autism Spectrum Disorder – An Evolving Construct
  1. The Dimensionality of ASD
  2. The Fractionation of the Autism Triad
  3. The End of Asperger's Disorder
  4. Gender Differences in ASD
  5. Conclusions
  6. References
2. 24 Attention Deficit Hyperactivity Disorder
  1. Definition
  2. Epidemiology
  3. Aetiology
  4. Cognitive and Neurobiological Correlates
  5. Diagnostic Assessment
  6. Treatment
  7. Clinical Course
  8. References
3. 25 Anxiety Disorders in Children and Adolescents
  1. Diagnostic Features
  2. Epidemiology
  3. Aetiology
  4. Assessment
  5. Prognosis
  6. Treatment
  7. Conclusion
  8. References
4. 26 Childhood Behavioural Disorders
  1. Introduction
  2. Diagnostic Classifications and Subtyping
  3. Epidemiology
  4. Aetiology
  5. Prevention and Treatment
  6. Conclusion
  7. References
5. 27 Depression and Suicidal Behaviour
  1. Introduction
  2. Depressive Disorder
  3. Suicidal Behaviour
  4. References
6. 28 Eating Disorders in Adolescence
  1. Diagnosis and Classification
  2. Epidemiology and Aetiology
  3. Managing Eating Disorders
  4. Key Messages and Future Directions
  5. References
7. 29 Emerging Personality Disorder
  1. Definitions
  2. Childhood Personality Traits and Adult Outcomes
  3. Relevant Neuroscience Findings
  4. Personality Assessment and Personality Disorder in Clinical Practice
  5. Conclusions
  6. References
8. 30 Literacy Disorders
  1. Definition, Incidence, Persistence and Co‐occurrence
  2. Acquiring Literacy Skills
  3. The Nature of Impairment in Children with Literacy Disorders
  4. Patterns of Impairment from Preschool to Adolescence
  5. Assessing Literacy Disorders
  6. Teaching Children with Literacy Disorders
  7. References
9. 31 Challenges in Child and Adolescent Obsessive Compulsive Disorder
  1. The ‘Hidden Problem’
  2. Aetiology
  3. Assessment of the Young Person with Possible OCD
  4. Treatment
  5. Prognosis and Ongoing Care
  6. References
  7. Further Reading
  8. Internet Resources
10. 32 Medically Unexplained Symptoms/Functional Symptoms in Children and Adolescents
  1. Introduction
  2. Epidemiology
  3. Factors Relevant to the Development, Severity and Persistence of FS
  4. Assessment
  5. Treatment
  6. Current Challenges and Future Directions
  7. References
11. 33 Paediatric Bipolar Disorder
  1. Introduction
  2. Differential Diagnosis
  3. Prodrome and Longitudinal Course
  4. Treatment
  5. References
12. 34 Early Intervention in Psychosis
  1. Introduction
  2. Early‐Onset Psychosis
  3. Intervention
  4. Future Directions
  5. References
13. 35 Developmental Language Disorder
  1. What is Developmental Language Disorder?
  2. What Causes DLD?
  3. What Types of Language Difficulties Do Children with DLD Have?
  4. Distinctive Features of Language in DLD
  5. Developmental Progression of Language Skills in DLD
  6. Associated Developmental Problems and Outcomes
  7. Implications
  8. References
  9. Internet Resources
14. 36 Substance Misuse in Young People
  1. Introduction
  2. Epidemiology
  3. Defining Substance Misuse in the Young: A Developmental Perspective
  4. Definitions
  5. Alternative Classifications in Young People
  6. Aetiology: Risk and Protective Factors
  7. Antecedent and Co‐Morbid Mental Health Problems
  8. Consequences and Associated Features of Substance Misuse
  9. Clinical Assessment
  10. Treatment
  11. Role of Child and Adolescent Substance Mental Health Services (CAMHS)
  12. Conclusions
  13. References
  14. Appendix 36.1 Clinical Assessment
Section 5 Assessment and Approaches to Intervention
1. 37 New Perspectives on the Classification of Child Psychiatric Disorders
  1. Introduction
  2. The Modern Area of Classification of Psychiatric Disorders
  3. Classification in Child and Adolescent Psychiatry
  4. Child and Adolescent Psychiatric Disorders in DSM 5 and as Proposed for ICD 11
  5. The Neurodevelopmental Disorders
  6. The Classification of Disruptive, Dissocial and Conduct Disorders
  7. Future Approaches to Classification
  8. Classification and Child and Adolescent Mental Health Practice
  9. Final Considerations
  10. References
2. 38 Paediatric Neuropsychological Assessment: Domains for Assessment
  1. Introduction
  2. Why Undertake a Specialized Neuropsychological Assessment?
  3. When is a Specialized Neuropsychological Assessment Justified?
  4. Measurement Considerations
  5. Domains of Specialist Assessment
  6. Conclusions
  7. References
3. 39 Cognitive Behavioural Therapy for Children and Adolescents
  1. Basic Premises of the CBT Approach and its Administration
  2. Developmental Considerations
  3. Recent Advances and Future Directions for CBT for Children and Adolescents
  4. Conclusion
  5. References
  6. Further Reading
4. 40 Psychodynamic Psychotherapy for Children and Adolescents
  1. Introduction
  2. Basic Premises of a Psychodynamic Approach
  3. The Evidence Base for Psychodynamic Child Psychotherapy
  4. Examples of Research with Children and Young People Presenting with Various Clinical Problems
  5. Potential Adverse Effects of Treatment
  6. Conclusion
  7. References
5. 41 Systemic and Family Approaches to Intervention
  1. Introduction
  2. Externalizing Disorders
  3. Emotional Problems
  4. Eating Disorders
  5. First Episode Psychosis
  6. A Different Sort of Evidence
  7. References
6. 42 Mentalization
  1. Introduction
  2. Definition
  3. Development
  4. Relevance
  5. Applications
  6. References
7. 43 Parenting Programmes for Conduct Problems
  1. Evidence Linking Parenting to Child Psychopathology
  2. Programmes for Children Based on Social Learning Theory
  3. Format of a Typical Social Learning Programme
  4. Interventions with Youth
  5. Effectiveness
  6. Mediators and Moderators of Change
  7. Dissemination: The Role of Therapist Skill
  8. Conclusion
  9. References
8. 44 Paediatric Psychopharmacology – Special Considerations
  1. Introduction
  2. Information to Assist Judicious Prescribing
  3. Medication as a Part of Multi‐Modal Treatment Package
  4. The Art of Prescribing Medication
  5. Medications
  6. Drug Interactions
  7. Ethical Issues in Paediatric Psychopharmacology
  8. Conclusion
  9. References
9. 45 Paediatric Liaison
  1. Overview
  2. Paediatric Liaison and Child and Adolescent Mental Health Emergencies
  3. Paediatric Liaison and the Mind–Body Interface
  4. Paediatric Liaison: Management, Commissioning and Value for Money
  5. Conclusions
  6. References
10. 46 Promoting Educational Success: How Findings from Neuroscience can Guide Educators to Work Optimally with the Brain
  1. Education and Neuroscience: The Debate
  2. Neuro‐Myths
  3. Optimum Context for Learning: A Neuroscientific Model [10]
  4. Background to Brain Development
  5. Developmental Changes in the Brain: The Case of Adolescence
  6. References
11. 47 Continuities and Discontinuities in Youth Mental Healthcare
  1. Introduction
  2. Service Characteristics
  3. Client Characteristics
  4. Ways Forward
  5. Conclusions
  6. References
  7. Internet Resources
  8. For Professionals and Commissioners of Services
12. 48 The Children and Young People's Improving Access to Psychological Therapies (CYP IAPT) Programme in England
  1. Introduction
  2. Challenges Facing CAMHS
  3. Implementation
  4. Service Development Outcomes
  5. Evaluation
  6. Future Directions
  7. References
  8. Internet Resources
Index
End User License Agreement

List of Tables

Chapter 5
1. Table 5.1 Gross motor milestones
2. Table 5.2 Early visual behaviour
3. Table 5.3 Eye–hand coordination milestones
4. Table 5.4 Object concepts and relationships milestones
5. Table 5.5 Cube model copying milestones
6. Table 5.6 Drawing milestones
7. Table 5.7 Language and communication milestones
8. Table 5.8 Investigation planning for developmental disorders
Chapter 9
1. Table 9.1 Six tests that make up the theory of mind scale. Research shows that the majority of children acquire these concepts in order from diverse desires to sarcasm
Chapter 10
1. Table 10.1 Social and emotional development
Chapter 12
1. Table 12.1 Attachment behaviour rating scales and classifications for the strange situation [2]
2. Table 12.2 Scales of parenting sensitivity and frightened/frightening behaviour
Chapter 14
1. Table 14.1 Universal, selective and indicated prevention
Chapter 15
1. Table 15.1 Promoting resilience – a participatory action research project
Chapter 18
1. Table 18.1 Bereaved children – death and immediate aftermath
2. Table 18.2 Bereaved children – short‐ and longer‐term considerations
Chapter 21
1. Table 21.1 Forms of maltreatment and distribution within protection plans for England in 2014
2. Table 21.2 Differences between various forms of child abuse and neglect
3. Table 21.3 Mechanisms of harm associated with maltreatment
4. Table 21.4 How child maltreatment comes to light
5. Table 21.5 Tiers of concern
Chapter 22
1. Table 22.1 An overview of the characteristics, advantages and disadvantages of a number of brain imaging modalities used to investigate the impact of childhood maltreatment
Chapter 25
1. Table 25.1 Fear and its typical developmental stages
2. Table 25.2 Epidemiological and diagnostic characteristics of paediatric anxiety disorder subtypes
3. Table 25.3 Information Processing Biases: Threat Attention and Threat Appraisal.
4. Table 25.4 Randomized control trials of selective serotonin reuptake inhibitors (SSRIs) and serotonin–noradrenaline reuptake inhibitors (SNRIs) for anxiety disorders
Chapter 27
1. Table 27.1 Aetiological factors for depressive disorders
Chapter 28
1. Table 28.1 Risk factors for and behavioural indicators of eating disorders
2. Table 28.2 Hypothetical example of a formulation for an adolescent who has developed an eating disorder
3. Table 28.3 Indicators of risk
Chapter 29
1. Table 29.1 ‘Big five’ and possible positive and negative outcomes [23, pages 22 & 23]
Chapter 30
1. Table 30.1 Risk factors for dyslexia in the preschool and early school years
2. Table 30.2 Components of a comprehensive diagnostic assessment for reading disorders
Chapter 36
1. Table 36.1 New psychoactive substances (NPS; historically called ‘legal highs’)^a mimic psychoactive effects of drugs of abuse. There is little information on the pharmacology, toxicology and safety of NPS for humans; the potential health implications of these compounds are largely unknown
2. Table 36.2 Stages of substance (alcohol and drugs) use and suggested interventions: a pragmatic classification
3. Table 36.3 Risk factors for the development of adolescent substance misuse
Chapter 37
1. Table 37.1 Neurodevelopmental disorders and disruptive/dissocial/conduct disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and as proposed for the ICD‐11 Classification of Mental and Behavioural Disorders
Chapter 38
1. Table 38.1 Memory assessment measures
2. Table 38.2 Language assessment measures.
3. Table 38.3 Attention assessment measures.
4. Table 38.4 Spatial/visual assessment measures.
5. Table 38.5 Motor assessment measures
6. Table 38.6 Executive function and social cognition assessment measures.
Chapter 42
1. Table 42.1 Scope of Adaptive Mentalization‐Based Integrative Treatment (AMBIT) mentalizing practice
Chapter 44
1. Table 44.1 Dose range of psychotropic medication used in children and adolescents
2. Table 44.2 Specific side‐effects of stimulants
3. Table 44.3 Specific side‐effects of selected psychotropic medication
Chapter 46
1. Table 46.1 Most prevalent ‘neuro‐myths’ [7]

List of Illustrations

Chapter 1
1. Figure 1.1 Ecological model of influences on development.
Chapter 3
1. Figure 3.1 Mutual regulation model sees the caretaker–infant dyad as a buffer or transducer of factors that influence and mediate neurobehavioural development.
Chapter 5
1. Figure 5.1 Developmental sequences involved in play and social skills.
Chapter 7
1. Figure 7.1 Effectiveness of modalities of intervention for emotional and behaviour disturbance. The x‐axis is the confidence or effect size of a type of intervention, and the colour designates speed of intervention effect, which influences intervention in the context of acute presentation and family crisis. Triangles, rapid effect – days to weeks; circles, intermediate effect – weeks to months; squares, slow long‐term effects – months to years. The arrow designates the change in importance in more severe disturbance. The graph also highlights the place of fringe and alternative approaches that naive, desperate families are often drawn to in the ‘free market of economy of health’. Abbreviations are as follows: SPS, specialized parenting skills [21]; BT, behaviour therapy, including carer/staff training [19 ]; PMed, psychotropic medication; SI, safety intervention, including self‐protective skills, room modification; CBT, cognitive behaviour therapy; SE, special education: skills to match needs; EC, emotion‐based social skills training/emotional coaching; Sp, speech therapy and augmentative and alternative communication; SST, social skills training; FT, family and systems therapy; OT, occupational therapy/sensory integration; Ph, physiotherapy; D*, diet; AT*, alternative therapy; CA*, chelating agents, oxygen therapy; SC*, stem cell therapy; *, not approved by author.
Chapter 8
1. Figure 8.1 Processes, components and modalities of language development.
Chapter 11
1. Figure 11.1 A section of the dorsal medial prefrontal cortex (mPFC) that is activated in studies of mentalizing: Montreal Neurological Institute (MNI) y‐coordinates range from 30 to 60, and z‐coordinates range from 0 to 40. Dots indicate voxels of decreased activity during six mentalizing tasks between late childhood and adulthood (see Blakemore [10] for references). The mentalizing tasks ranged from understanding irony, which requires separating the literal from the intended meaning of a comment, thinking about one's own intentions, thinking about whether character traits describe oneself or another familiar other, watching animations in which characters appear to have intentions and emotions, and thinking about social emotions such as guilt and embarrassment. Source: Adapted from Burnett et al. [6] and Blakemore [7].
2. Figure 11.2 (a, b) Images used to explain the ‘director’ condition: participants were shown an example of their view (a) and the corresponding director's view (b) for a typical stimulus with four objects in occluded slots that the director cannot see (e.g. the apple). (c, d) Examples of an experimental (c) and a control trial (d) in the ‘director’ condition. The participant hears the verbal instruction, ‘Move the small ball left’, from the director. In the experimental trial (c), if the participant ignored the director's perspective, she would choose to move the distractor ball (golf ball), which is the smallest ball in the shelves but which cannot be seen by the director, instead of the larger ball (tennis ball) shared by both the participant's and the instructor's perspective (target). In the control trial (d), an irrelevant object (plane) replaces the distractor item.
Chapter 12
1. Figure 12.1 Schematic diagram of the homeostatic function of attachment.
Chapter 13
1. Figure 13.1 Critical periods of brain development.
Chapter 19
1. Figure 19.1 Key contexts and key components of trauma‐focused cognitive behavioural therapy.
Chapter 21
1. Figure 21.1 Explanatory relationships between tiers of concern.
Chapter 28
1. Figure 28.1 Body Mass Index (BMI: weight in kg/square of height in m) varies with age and gender, so centile charts are needed to assess degree of underweight. The red line crosses through BMI of 17.5, defined as underweight in an adult, but which is in the normal range for an adolescent under 16.
Chapter 29
1. Figure 29.1 Emerging severe personality disorder. LA, local authority; ASPD, antisocial personality disorder.
Chapter 30
1. Figure 30.1 Steps in the early identification and assessment of literacy disorders: a staged process.
Chapter 31
1. Figure 31.1 National Institute for Health and Care Excellence (NICE) stepped‐care model for obsessive compulsive disorder (OCD) in children and adolescents [17]. CAMHS, Child and Adolescent Mental Health Service; CBT, cognitive behavioural therapy; ERP, exposure and response prevention; SSRI, selective serotonin reuptake inhibitor.
2. Figure 31.2 The ‘vicious cycle of obsessive compulsive disorder’ (OCD). Obsessions generate anxiety, whilst compulsive rituals are performed to reduce the anxiety, but in fact this produces only temporary relief and reinforces the cycle. Exposure and response prevention (ERP) acts by exposing a young person to the feared situation whilst resisting compulsions, in a graded manner, to break this cycle.
Chapter 33
1. Figure 33.1 Flow chart of pharmacotherapy for the treatment of paediatric bipolar disorder. SGAs, second‐generation antipsychotics (aripiprazole, olanzapine, risperidone, quetiapine); mood stabilizers: lithium, sodium valproate, carbamazepine; ECT, electroconvulsive therapy.
Chapter 34
1. Figure 34.1 Model of psychosis onset. The higher the line on the y‐axis, the higher the symptom severity. BS, basic symptoms; APS, attenuated psychotic symptoms; BLIPS, brief limited intermittent psychotic symptoms. Source: Fusar‐Poli et al. [9]. Reprinted with permission of American Medical Association.
Chapter 45
1. Figure 45.1 Mayou et al.'s [45] tool for making sense of symptoms.
Chapter 46
1. Figure 46.1 Optimum Context for Learning: a neuroscientific model.

This edition first published 2017

Edition History

Wiley‐Blackwell (2e, 2011)

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

The right of David Skuse, Helen Bruce and Linda Dowdney to be identified as the authors of the editorial material in this work has been asserted in accordance with law.

Registered Office(s)

John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA

John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK

Editorial Office

The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK

For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.

Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.

Limit of Liability/Disclaimer of Warranty

While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Library of Congress Cataloging‐in‐Publication Data

Names: Skuse, D. (David), editor. | Bruce, Helen (Consultant psychiatrist), editor. | Dowdney, Linda, editor.
Title: Child psychology and psychiatry : frameworks for clinical training and practice / edited by David Skuse, Helen Bruce, Linda Dowdney.
Description: Third edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2017. | Includes index. |
Identifiers: LCCN 2016059981 (print) | LCCN 2017016743 (ebook) | ISBN 9781119170228 (Adobe PDF) | ISBN 9781119170204 (ePub) | ISBN 9781119170181 (cloth) | ISBN 9781119170198 (pbk.)
Subjects: LCSH: Child psychology. | Child psychiatry.
Classification: LCC BF721 (ebook) | LCC BF721 .C5157 2017 (print) | DDC 155.4—dc23
LC record available at https://lccn.loc.gov/2016059981

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

Cover Design: Wiley

Child Psychology and Psychiatry

Frameworks for Clinical Training and Practice