About the book
One of the defining features of Developmental Psychopathology is the appreciation that childhood psychopathology can be understood as normal development gone awry. In order to understand childhood disturbances effectively, we must understand and discover what forces can divert development from its usual course and what can encourage a return to normality. This provides a unifying framework across the book, in conjunction with the developmental approach; this enables the psychopathologies to be presented in roughly chronological order from the age of onset, to help students to 'think developmentally'. This new edition is thoroughly updated to include recent theories and research of interest in the area. It has also broadened its scope to offer a more international approach to the subject, providing students with a selection of the best research from across the globe.
¡Organisation in terms of contexts specifically biological, individual, family, social and cultural; also in terms of systematic presentation
¡Case studies are presented in the form of vignettes or boxes to illustrate the disorder under investigation. These are real life cases where possible, including autobiographical material.
¡Overarching theme of normal development gone awry, with focus on discovering what forces divert develoment from its normal course.
¡The developmental approach enables the psychopathologies to be arranged in a rough chronological order rather than simply by their descriptive categories.
Table of contents
¡Chapter 1: The Developmental Psychopathology Approach
¡Chapter 2: Normal Development
¡Chapter 3: The Bridge to the Psychopathologies
¡Chapter 4: Infancy: The Developmental Consequences of Mental Retardation
¡Chapter 5: Infancy: Disorders in the Autistic Spectrum
¡Chapter 6: Infancy through Preschool: Attachment Disorders, Oppositional Defiant Disorder, and Enuresis
¡Chapter 7: The Preschool Period: Attention-Deficit Hyperactivity Disorder and Learning Disabilities
¡Chapter 8: Middle Childhood: The Anxiety Disorders
¡Chapter 9: Middle Childhood to Adolescence: Mood Disorders and Suicide
¡Chapter 10: Middle Childhood to Adolescence: Conduct Disorder and the Development of Antisocial Behaviour
¡Chapter 11: Severe Deviation in Late Childhood and Adolescence: Schizophrenia
¡Chapter 12: Psychopathologies of the Adolescent Transmission: Eating Disorders and Substance Abuse
¡Chapter 13: The Developmental Consequences of Brain Injury and Chronic Illness
¡Chapter 14: Risks in the Family Context: Child Maltreatment and Domestic Violence
¡Chapter 15: Late Adolescence to Early Adulthood: Emergent Personality Disorders
¡Chapter 16: Psychological Assessment
¡Chapter 17: Intervention and Prevention
About the authors
Patricia K. Kerig received her PhD in clinical psychology from the University of California at Berkeley with a specialization in children and families. After completing an internship at Stanford Children's Hospital and a postdoctoral fellow in clinical child psychology at the University of Colorado Health Sciences Center, she held faculty positions at Simon Fraser University, the University of North Carolina at Chapel Hill, and Miami University. Currently she is a Professor and the Director of Clinical Training in the Department of Psychology at the University of Utah, as well as being a licensed clinical psychologist. Her research honors include the Brodsky/Hare Mustin Award from Division 35 of the American Psychological Association and the New Contribution Award from the International Society for the Study of Personal Relationships. She is a member of the editorial boards of the Journal of Family Psychology, Journal of Child and Adolescent Trauma, and Journal of Maltreatment, Aggression, and Trauma and is the author of numerous scholarly works on the topics of risk and resilience in children and adolescents exposed to interparental conflict, violence, maltreatment, and traumatic stress. Her current interests focus on understanding and intervening with traumatized youth and families involved in the juvenile justice system.
Amanda Ludlow received her PhD in developmental psychology from Goldsmiths College, University of London, with a specialization in children with atypical development. She completed a post-doctoral position on a multi-disciplinary European project looking at the Stages and Evolution and Development of Sign Usage (SEDSU). Following completion of this project she held the position of lecturer in psychology at Anglia Ruskin University, Cambridge; where she was director of the Masters in Clinical Child Psychology. She has recently joined the University of Birmingham as a Lecturer in Psychology, as well as being an external examiner for Middlesex University. She is author of numerous scholarly works focusing on the development of children with Autism Spectrum Disorders. Her current interests focus on the impact of sensory deficits (e.g., blindness, deafness) on children's social development and its impact on the family.
The progenitor of the first edition of this textbook, Charles Wenar was professor emeritus of psychology at The Ohio State University. He headed both the developmental area and the clinical child program in the department of psychology there. A graduate of Swarthmore College and State University of Iowa, Dr. Wenar was both a clinician and a researcher at Michael Reese Hospital, the Illinois Neuropsychiatric Institute, and the University of Pennsylvania. His many books and articles, as well as his research on autism and on negativism in healthy toddlers, attest to his long-standing interest in both normal and disturbed children. In 1986, Dr. Wenar received the Distinguished Professional Contribution Award of the Section on Clinical Child Psychology of Division 12 of the American Psychological Association for his meritorious contribution to the advancement of knowledge and service to children.