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Abnormal Child and Adolescent Psychology 9th edition [Kietas viršelis]

, , (University at Albany, SUNY, Albany, New York, USA)
  • Formatas: Hardback, 574 pages, aukštis x plotis: 280x216 mm, weight: 2240 g, 65 Tables, black and white; 77 Line drawings, color; 46 Halftones, color; 20 Illustrations, color
  • Išleidimo metai: 30-Oct-2020
  • Leidėjas: Routledge
  • ISBN-10: 0367252635
  • ISBN-13: 9780367252632
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 574 pages, aukštis x plotis: 280x216 mm, weight: 2240 g, 65 Tables, black and white; 77 Line drawings, color; 46 Halftones, color; 20 Illustrations, color
  • Išleidimo metai: 30-Oct-2020
  • Leidėjas: Routledge
  • ISBN-10: 0367252635
  • ISBN-13: 9780367252632
Kitos knygos pagal šią temą:

Abnormal Child and Adolescent Psychology is a comprehensive introduction to the field. It covers theoretical and methodological foundations and examines the characteristics, epidemiology, etiology, developmental course, assessment, and treatment of disorders of childhood and adolescence. At the heart of the text is the partnership of the developmental psychopathology perspective, which analyzes problems of youth within a developmental context, and a traditional clinical/disorder approach, which underscores the symptoms, causes, and treatments of disorders. Woven throughout the text is the view that behavior stems from the continuous interaction of multiple influences, that the problems of the young are intricately tied to their social and cultural contexts, and that empirical approaches and the scientific method provide the best avenue for understanding the complexity of human behavior.

This edition explores the latest areas of research and tackles important contemporary topics, including:

  • how to best classify and diagnose problems
  • the Research Domain Criteria (RDoC) framework
  • the roles of genetics and early brain development and their interaction with the environment
  • the complex roles of family and peers; sex/gender; and culture, ethnicity, and race in psychopathology
  • progress in early intervention and prevention
  • improvements in accessibility and dissemination of evidence-based treatments
  • social issues such as poverty, child maltreatment, substance use, bullying/victimization, and terrorism and war

This edition also features a new full-color design and over 200 color figures, tables, and photos. The text is written in a clear and engaging style and is approachable for students with varying academic backgrounds and experiences. It is rich in case descriptions that allow students to examine problems through the lens of youth and their families. The "Accent" boxes foster discussion of current interest topics such as infant mental health, scientific evidence regarding vaccines and autism, suicidality in sexual minority youth, and the impact of stigmatization. The "Looking Forward" sections focus students’ attention on the central concepts to be addressed, while the "Looking Back" sections provide students with a synopsis of the chapter for further study and reflection. The text is also supplemented with online resources for students and instructors.

About the Authors xxi
Preface xxiii
Acknowledgments xxvii
Chapter 1 Introduction
1(18)
Looking Forward
1(1)
Defining and Identifying Abnormality
1(4)
ACCENT: Some Faces of Problem Behavior
2(1)
Atypical and Harmful Behavior
2(1)
Developmental Standards
2(1)
Culture and Race/Ethnicity
3(1)
Other Standards: Gender and Situations
4(1)
The Role of Others
4(1)
Changing Views of Abnormality
5(1)
How Common Are Psychological Problems?
5(2)
ACCENT: Infant Mental Health
6(1)
How Are Developmental Level and Disorder Related?
7(1)
How Are Gender and Disorder Related?
8(2)
Methodological Issues, True Differences
9(1)
Historical Influences
10(5)
Progress in the Nineteenth Century
10(1)
Sigmund Freud and Psychoanalytic Theory
10(2)
ACCENT: Little Hans: A Classic Psychoanalytic Case
12(1)
Behaviorism and Social Learning Theory
12(1)
Mental Hygiene and Child Guidance Movements
13(1)
Scientific Study of Youth
13(1)
ACCENT: Mrs. Hillis: Improving Corn, Hogs, and Children in Iowa
14(1)
Current Study and Practice
15(2)
Working with Youth and Their Families
15(1)
AARON: Clinical, Legal, and Ethical Considerations
16(1)
Looking Back
17(1)
Key Terms
18(1)
Chapter 2 The Developmental Psychopathology Perspective
19(20)
Looking Forward
19(1)
ELIZABETH: No Obvious Explanation
19(1)
Perspectives, Theories, Models
20(1)
Theories
20(1)
Models
20(1)
The Developmental Psychopathology Perspective: An Overview
21(1)
Concept of Development
21(1)
Searching for Causal Factors and Processes
21(2)
ACCENT: A Possible Moderating Influence of Culture
22(1)
Pathways of Development
23(2)
Equifinality and Multifinality
24(1)
Risk, Vulnerability, and Resilience
25(4)
Risk and Vulnerability
25(1)
ACCENT: The Timing of Risky Experiences
26(1)
Resilience
26(2)
ANN AND AMY: The "Ordinary Magic" of Resilience
28(1)
Continuity of Disorder
29(1)
Normal Development, Problematic Outcomes
30(7)
Attachment
30(2)
Temperament
32(1)
CARL: A Case of Goodness-of-Fit
32(1)
ACCENT: Sensitivity to Context: For Better or Worse
33(1)
Emotion and Its Regulation
34(2)
JARED: Extreme Emotion Dysregulation
36(1)
Social Cognitive Processing
36(1)
Looking Back
37(1)
Key Terms
38(1)
Chapter 3 Biological and Environmental Contexts of Psychopathology
39(27)
Looking Forward
39(1)
Brain and Nervous System
39(3)
Brain Development: Biology and Experience
39(1)
Structure
40(1)
Neurotransmission
41(1)
Nervous System and Risk for Disordered Functioning
42(1)
Prenatal Influences
42(1)
Perinatal and Postnatal Influences
43(1)
Genetic Context
43(4)
Epigenetics and Gene Expression
44(1)
Single-Gene Inheritance
45(1)
Quantitative Methods--Behavioral Genetics
45(1)
Molecular Genetic Methods
46(1)
Gene-Environment Interplay
46(1)
Learning and Cognition
47(3)
Classical Conditioning
47(1)
ACCENT: Albert and Peter: Two Historic Cases
48(1)
Operant Learning
48(1)
Observational Learning
49(1)
Cognitive Processes
49(1)
ACCENT: Thinking About Missteps
50(1)
Sociocultural Context: An Overview
50(1)
The Family Context
50(8)
Parenting
50(3)
Changes in Family Structure
53(2)
ACCENT: Family Stability
55(3)
Peer Influences
58(1)
Community and Societal Contexts
59(5)
School Influences
59(1)
Socioeconomic Status and Poverty
59(1)
Neighborhood
60(1)
Culture, Race/Ethnicity, and Immigrant Status
61(2)
ACCENT: Changing Neighborhoods
63(1)
Looking Back
64(1)
Key Terms
65(1)
Chapter 4 Research: Its Role and Methods
66(18)
Looking Forward
66(1)
Fundamentals of Research
66(3)
Selection of Participants
67(1)
Observation and Measurement
67(1)
Reliability of Research Results
68(1)
Validity of Research Results
69(1)
Basic Methods of Research
69(6)
CURTIS: Oppositional Defiant Disorder: A Case for Behavioral Parent Training
70(1)
Case Studies
71(1)
Correlational Studies
71(1)
Randomized Experiments
72(1)
ACCENT: Experiments of Nature
72(1)
Single-Case Experimental Designs
73(1)
ACCENT: Translational Research: From Lab to Real-World Settings
74(1)
Time Frames in Research
75(3)
Cross-Sectional Research
75(1)
Retrospective Longitudinal Research
76(1)
ACCENT: Epidemiological Research: More than Counting Noses
77(1)
Prospective Longitudinal Research
77(1)
Accelerated Longitudinal Research
78(1)
Qualitative Research
78(1)
Examples of Qualitative Studies
79(1)
Combining Qualitative and Quantitative Methods
79(1)
Ethical Issues
79(3)
Voluntary Informed Consent
80(1)
Confidentiality
81(1)
Balancing It All: Harm and Good
81(1)
Looking Back
82(1)
Key Terms
83(1)
Chapter 5 Classification, Assessment, and Intervention
84(26)
Looking Forward
84(1)
Classification and Diagnosis
84(8)
The DSM Approach
85(1)
KEVIN: Seeking a Diagnosi
86(2)
ACCENT: Co-occurrence: A Common Circumstance
88(1)
Empirical Approaches to Classification
89(1)
The Research Domain Criteria
90(1)
Stigmatization and the Impact of La be b
91(1)
ACCENT: The Impact of Stigmatization
92(1)
Assessment
92(8)
ALICIA: An Initial Assessment
93(1)
Conducting a Comprehensive Assessment
93(1)
The Interview
94(1)
Problem Checklists and Self-Report Instruments
94(2)
Observational Assessment
96(1)
Projective Tests
96(1)
Intellectual-Educational Assessment
97(1)
Assessment of Physical Functioning
98(2)
Intervention: Prevention and Treatment
100(7)
Prevention
102(1)
Treatment
103(3)
Evidence-Based Assessment/Intervention
106(1)
Looking Back
107(2)
Key Terms
109(1)
Chapter 6 Anxiety and Obsessive-Compulsive Disorders
110(29)
Looking Forward
110(1)
An Introduction to Internalizing Disorders
110(1)
Defining and Classifying Anxiety Disorders
111(2)
Normal Fears, Worries, and Anxieties
111(1)
Classification of Anxiety Disorders
112(1)
ACCENT: Culture, Ethnicity, and Disorder
112(1)
Epidemiology of Anxiety Disorders
113(1)
Specific Phobias
113(2)
Diagnostic Criteria
113(1)
Description
114(1)
Epidemiology
114(1)
Developmental Course
114(1)
CARLOS: A Specific Phobia
114(1)
Social Anxiety Disorder (Social Phobia)
115(3)
Diagnostic Criteria
115(1)
Description
115(1)
LOUIS: Social Anxiety Disorder and Its Consequences
115(1)
BRUCE: Selective Mutism
116(1)
Selective Mutism and Social Anxiety
116(1)
Epidemiology
116(1)
Developmental Course
117(1)
Separation Anxiety
118(1)
Diagnosis and Classification
118(1)
Description
118(1)
Epidemiology
118(1)
Developmental Course
118(1)
KENNY: Separation Anxiety
119(1)
School Refusal
119(1)
Definition
119(1)
Description
119(1)
Epidemiology and Developmental Course
120(1)
Generalized Anxiety Disorder
120(2)
Diagnostic Criteria
120(1)
Description
121(1)
Epidemiology
121(1)
JOHN: Generalized Anxiety Disorder
121(1)
Developmental Course
122(1)
Panic Attacks and Panic Disorder
122(2)
Diagnostic Criteria
122(1)
FRANK: Panic Attacks
122(1)
Epidemiology
123(1)
Description and Developmental Pattern
123(1)
Etiology of Anxiety Disorders
124(3)
Biological Influences
124(1)
Temperament
124(1)
Psychosocial and Cognitive Influences
125(2)
Assessment of Anxiety Disorders
127(1)
Interviews and Self-Report Instruments
127(1)
Direct Observations
128(1)
Physiological Recordings
128(1)
Interventions for Anxiety Disorders
128(4)
Psychological Treatments
128(3)
Pharmacological Treatments
131(1)
Prevention of Anxiety Disorders
131(1)
Obsessive-Compulsive Disorder
132(4)
Diagnostic Criteria
132(1)
Description
132(1)
STANLEY: The Martian Rituals
132(1)
SERGEI: Impairment in Functioning
133(1)
Epidemiology
133(1)
Developmental Course and Prognosis
133(1)
Etiology
134(1)
Assessment of OCD
134(1)
Treating OCD
135(1)
Looking Back
136(2)
Key Terms
138(1)
Chapter 7 Trauma- and Stressor-Related Disorders
139(16)
Looking Forward
139(1)
Reactions to Traumatic Events
139(8)
DSM Classification
139(1)
Diagnostic Criteria
140(1)
Description of Reactions to Traumatic Events
141(1)
Epidemiology
141(2)
Developmental Course and Prognosis
143(1)
ACCENT: Reactions to Mass Violence
144(1)
Treatment of PTSD
145(2)
Child Maltreatment
147(6)
Defining Maltreatment
147(2)
Prevalence
149(1)
Factors Contributing to Maltreatment
149(1)
Consequences of Maltreatment
150(3)
Interventions for Maltreatment
153(1)
Looking Back
153(1)
Key Terms
154(1)
Chapter 8 Mood Disorders
155(35)
Looking Forward
155(1)
A Historical Perspective
155(1)
The DSM Approach to the Classification of Mood Disorders
156(1)
Definition and Classification of Depression
156(4)
Defining Depression
156(1)
Depressive Disorders: The DSM Approach
157(1)
JENNIFER: Severe Mood Dysregulation
158(1)
Depression: Empirical Approaches
159(1)
Description of Depression
159(1)
NICK: The Problems of Depression
159(1)
Epidemiology of Depression
160(2)
Age and Sex
160(1)
Socioeconomic, Ethnic, and Cultural Considerations
161(1)
Co-occurring Difficulties
161(1)
AMY: Preschool Depression
162(1)
Depression and Development
162(1)
Etiology of Depression
163(8)
Biological Influences
163(1)
Temperament
164(1)
Social-Psychological Influences
165(2)
Impact of Parental Depression
167(1)
MARY: Family Interactions and Depression
168(1)
JOE AND FRANK: Different Outcomes
169(1)
Peer Relations and Depression
169(2)
Assessment of Depression
171(1)
Treatment of Depression
172(3)
Pharmacological Treatments
172(1)
Psychosocial Treatments
173(2)
Prevention of Depression
175(1)
Bipolar Disorders
176(6)
DSM Classification of Bipolar Disorders
176(1)
SCOTT: Mixed Moods and Aggression
177(1)
Description of Bipolar Disorders
178(1)
Epidemiology of Bipolar Disorders
179(1)
BIPOLAR DISORDERS: Families Need Support
180(1)
Developmental Course and Prognosis
180(1)
JOSEPH: Early Bipolar Symptoms
180(1)
Risk Factors and Etiology
181(1)
Assessment of Bipolar Disorders
181(1)
Treatment of Bipolar Disorders
182(1)
Suicide
182(4)
Prevalence of Completed Suicides
182(1)
Suicidal Ideation and Attempts
183(1)
PATTY: A Suicide Attempt
183(1)
ACCENT: Nonsuicidal Self-Injury
184(1)
Suicide and Psychopathology
185(1)
Suicide Risk Factors
185(1)
ACCENT: Suicidally and Sexual Minority Youth
185(1)
Suicide Prevention
186(1)
Looking Back
186(3)
Key Terms
189(1)
Chapter 9 Conduct Problems
190(39)
Looking Forward
190(1)
Classification and Description
190(11)
DSM Approach: Overview
191(1)
HENRY: Preschool, Oppositional Behavior
192(1)
DSM Approach: Oppositional Defiant Disorder
192(1)
DSM Approach: Conduct Disorder
193(1)
Empirically Derived Syndromes
194(1)
ACCENT: Are Conduct Problems a Mental Disorder?
194(1)
Gender Differences: Relational Aggression
195(2)
ACCENT: Fire Setting
197(1)
Bullying
198(3)
HENRY: A Victim of Bullying
201(1)
Epidemiology
201(2)
Gender, Age, and Context
201(1)
Patterns of Co-occurrence
202(1)
Developmental Course
203(2)
Stability of Conduct Problems
203(1)
Age of Onset and Developmental Paths
204(1)
Developmental Progression of Conduct Problems
205(1)
Etiology
205(9)
The Socioeconomic Context
206(1)
ACCENT: Moving Out of Poverty
207(1)
Aggression as a Learned Behavior
207(1)
Family Influences
208(3)
Peer Relations
211(1)
Cognitive-Emotional Influences
212(1)
Biological Influences
213(1)
Substance Use
214(4)
Classification and Description
215(1)
Epidemiology
215(1)
Risk Factors and Developmental Course
216(1)
RODNEY: Alcohol and Nicotine Use
216(2)
Assessment
218(1)
Interviews
219(1)
Behavior Rating Scales
219(1)
Behavioral Observations
219(1)
Intervention
219(7)
Family-Based Interventions
219(2)
Cognitive Problem-Solving Skills Training
221(1)
Combined Treatments
222(1)
Community-Based Programs
222(1)
Multisystemic Therapy
223(1)
MAGGIE: The Need for Multiple Services
223(1)
Pharmacological Intervention
224(1)
Prevention
224(2)
Looking Back
226(2)
Key Terms
228(1)
Chapter 10 Attention-Deficit/Hyperactivity Disorder
229(36)
Looking Forward
229(1)
Evolving Ideas about ADHD
229(1)
DSM Classification and Diagnosis
230(1)
Description: Primary Features
230(2)
Inattention
230(1)
Hyperactivity and Impubivity
231(1)
Description: Associated Features
232(4)
Motor Skilb
232(1)
Intelligence, Academic Achievement
232(1)
Executive Functions
233(1)
Emotion Regulation
233(1)
Adaptive Behavior
233(1)
Social Behavior and Relationships
233(2)
Health, Sleep, Accidents
235(1)
JOEY: A Parent's Perspective
235(1)
ACCENT: Autos, Adolescence, and ADHD
236(1)
DSM Presentations
236(2)
JIMMY: Combined Presentation of ADHD
237(1)
TIM: Predominantly Inattentive Presentation of ADHD
238(1)
Co-occurring Disorders
238(3)
Learning Disorders
238(1)
ACCENT: Sluggish Cognitive Tempo: Is There a Second Attention Disorder?
239(1)
Externalizing Disorders
239(1)
Internalizing Disorders
240(1)
Epidemiology
241(1)
Gender
241(1)
Social Class, Race/Ethnicity, and Culture
242(1)
Developmental Course
242(3)
Infancy and the Preschool Years
242(1)
Childhood
243(1)
Adolescence and Adulthood
243(1)
Variation and Prediction of Outcome
244(1)
Neuropsychological Theories of ADHD
245(2)
Executive Functions and Inhibition
245(1)
Sensitivity to Reward
246(1)
Temporal Processing and Aversion to Delay
246(1)
A Move Toward Multiple-Deficit Modeb
246(1)
Neurobiological Abnormalities
247(2)
ACCENT: ADHD: Category or Dimension?
249(1)
Etiology
249(2)
Genetic Influences
249(1)
Prenatal Influences and Birth Complications
250(1)
Diet and Lead
250(1)
Psychosocial Influences
251(1)
A Schema of the Development of ADHD
251(1)
Assessment
252(2)
Interviews
252(1)
Rating Scales
253(1)
Direct Observation
253(1)
Other Procedures
254(1)
Intervention
254(8)
Pharmacological Treatment
254(1)
ACCENT: Medication Does Not Always Work
255(1)
Behaviorally Oriented Treatment
256(3)
ACCENT: The Summer Treatment Program (STP)
259(1)
Multimodal Treatment
260(2)
Prevention
262(1)
Looking Back
262(2)
Key Terms
264(1)
Chapter 11 Communication and Learning Disorders
265(33)
Looking Forward
265(1)
A Bit of History: Unexpected Disabilities, Unmet Needs
265(1)
THOMAS: So Many Abilities
266(1)
Definitional Concerns
266(3)
Identifying Specific Disabilities
267(2)
Language Development
269(1)
Communication Disorders
270(5)
DSM Classification and Diagnosis
270(1)
Description
270(2)
ANDRE: Speech Sound Disorder
272(1)
NICK: Problems in Language Expression
272(1)
TRANG: Problems in Language Reception and Expression
273(1)
Epidemiology and Developmental Course
273(1)
Co-occurring Disorders
274(1)
Cognitive Deficits and Theories
274(1)
Specific Learning Disorders: Reading, Written Expression, Mathematics
275(7)
DSM Classification and Diagnosis
275(1)
SLD with Impairment in Reading
276(3)
SLD with Impairment in Written Expression
279(1)
C.J.: Writing, Writing, All Day Long
280(1)
SLD with Impairment in Mathematics
281(1)
Social and Motivational Problems
282(2)
Social Relations and Competence
282(1)
Academic Self-Concept and Motivation
283(1)
Etiology of Communication and Learning Disorders
284(3)
Genetic Influences
284(1)
ACCENT: The F0XP2 Story
285(1)
Neurobiological Influences
286(1)
Psychosocial Influences
287(1)
Assessing Communication and Learning Disorders
287(3)
ACCENT: Intervention and Brain Changes
288(1)
ACCENT: Clues for Identifying Reading Impairment
289(1)
Intervention for Communication and Learning Disorders
290(3)
Prevention
290(1)
Intervention for Communication Disorders
290(1)
Intervention for Learning Disorders
291(2)
Special Education Services
293(2)
Inclusion: Benefits and Concerns
295(1)
Looking Back
295(2)
Key Terms
297(1)
Chapter 12 Intellectual Disability (Intellectual Developmental Disorder)
298(34)
Looking Forward
298(1)
Definition and Classification
298(4)
The AAIDD Approach
299(1)
ACCENT: Sticks, Stones, and Stigma: What do Students do When they Hear the "r- word"?
300(1)
The DSM and Past Approaches
301(1)
Nature of Intelligence and Adaptive Behavior
302(3)
Measured Intelligence
302(2)
ACCENT: Measured Intelligence: A History of Abusive Ideas
304(1)
Adaptive Functioning
304(1)
Description
305(2)
ANNALISE: Profound Intellectual Disability
307(1)
Co-occurring Disorders
307(1)
Epidemiology
308(1)
Developmental Course and Considerations
309(1)
Etiology
309(3)
JOHNNY: Unknown Cause of ID
310(1)
Pathological Organic Influences
310(1)
Muttigenic Influences
311(1)
Psychosocial Influences
311(1)
Multifactor Causation
311(1)
Genetic Syndromes and Behavioral Phenotypes
312(5)
Down Syndrome
312(2)
Fragile X Syndrome
314(1)
ACCENT: The Down Syndrome Advantage
314(1)
SAMMIE: An Example of Fragile X Syndrome
315(1)
Williams Syndrome
316(1)
ROBERT: An Example of Williams Syndrome
316(1)
Prader-Willi Syndrome
316(1)
Family Accommodations and Experiences
317(2)
ACCENT: Deciding What's Best for Children with ID
317(1)
Rewards and Satisfactions
318(1)
Assessment
319(2)
Developmental and Intelligence Tests
319(1)
Assessing Adaptive Behavior
320(1)
Intervention
321(9)
Evolving Understanding of Support Needs
321(1)
Prevention
322(1)
Educational Supports
323(1)
ACCENT: Examples of Early Intervention Programs
323(1)
Behavioral Intervention and Supports
324(1)
JIM: Life in the Mainstream
325(3)
ACCENT: Functional Communication Training
328(1)
Psychopharmacology and Psychotherapy
328(2)
Looking Back
330(1)
Key Terms
331(1)
Chapter 13 Autism Spectrum Disorder and Schizophrenia
332(37)
Looking Forward
332(1)
A Bit of History
332(1)
PAUL: Autistic Aloneness
333(1)
Autism Spectrum Disorder (ASD)
333(23)
Description: Primary Features
334(1)
STEVEN: Early Social-Communication Deficits
335(1)
Description: Secondary Features
336(5)
Co-occurring Disorders
341(1)
Epidemiology
342(1)
Developmental Course
342(1)
ACCENT: An Epidemic of Autism? Or an Illusion?
343(1)
Neurobiological Abnormalities
344(1)
Etiology
345(2)
Assessment of ASD
347(1)
ACCENT: Do Vaccines Cause Autism? The Scientific Consensus Is No
348(1)
Prevention of ASD
349(1)
Intervention for ASD
350(1)
ACCENT: The Early Start Denver Model (ESDM)
350(4)
SARAH: Psychosocial Intervention for ASD
354(2)
Schizophrenia
356(11)
DSM Classification and Diagnosis
356(1)
Description: Primary and Secondary Features
357(2)
Epidemiology
359(1)
Developmental Course
359(1)
TOMMY: Early Manifestations of Schizophrenia
359(1)
Neurobiological Abnormalities
360(1)
MARY: A Tragic Course of Childhood Schizophrenia
360(2)
Etiology
362(2)
Assessment
364(1)
Prevention
365(1)
Intervention
365(2)
Looking Back
367(1)
Key Terms
368(1)
Chapter 14 Disorders of Basic Physical Functions
369(31)
Looking Forward
369(1)
Problems of Elimination
369(4)
Typical Elimination Training
369(1)
Enuresis
370(1)
JAY: Enuresis and Its Consequences
370(2)
Encopresis
372(1)
SUSAN: Encopresis and Its Consequences
372(1)
Sleep Problems
373(6)
Sleep Development
373(1)
Common Sleep Problems
374(1)
Sleep Disorders
374(2)
Treating Sleep Problems
376(1)
MATTHEW: Recurrent Nightmares
377(2)
ACCENT: Sleep Apnea
379(1)
Problems of Feeding, Eating, and Nutrition
379(7)
Common Eating and Feeding Problems
379(1)
Early Feeding and Eating Disorders
380(2)
Obesity
382(2)
SEAN: Obesity and Family Environment
384(2)
Eating Disorders
386(7)
Definition and Classification: An Overview
386(1)
Classification and Description: DSM Approach
387(1)
ALMA: Like a Walking Skeleton
387(1)
Epidemiology
388(1)
Developmental Course and Prognosis
389(1)
Etiology
390(1)
RILEY: A Combination of Factors Leading to an Eating Disorder
390(1)
ACCENT: Infections, Medications, and Eating Disorders
391(2)
Intervention
393(4)
ACCENT: Weight and Shape Concerns in Young Men
394(1)
IDA: A Sparrow in a Golden Cage
395(2)
Looking Back
397(2)
Key Terms
399(1)
Chapter 15 Psychological Factors Affecting Medical Conditions
400(26)
Looking Forward
400(1)
Historical Context
400(1)
Psychological and Family Influences on Medical Conditions
401(2)
Asthma as an Example
401(1)
LOREN: Managing Asthma
402(1)
Consequences of Chronic Conditions
403(9)
Adjustment and Chronic Illness
404(4)
ERIN: Chronic Illness and School Refusal
408(1)
Cancer: Adapting to Chronic Illness
409(2)
ACCENT: The Impact of HIV/AIDS on Children and Adolescents
411(1)
Facilitating Medical Treatment
412(11)
Adherence to Medical Regimens
412(2)
AMIRAH: Ten French Fries: A Lifetime of Disease Management
414(1)
The Impact of Chronic Pain
415(2)
CINDY: Chronic Headache Pain
417(1)
Reducing Procedure-Related Pain and Distress
417(4)
ACCENT: Preventing Childhood Injury
421(1)
Preparation for Hospitalization
422(1)
The Dying Child
423(1)
Looking Back
424(1)
Key Terms
425(1)
Epilogue Evolving Concerns for Youth 426(5)
Identity Development
426(1)
Technology
427(1)
Youth in a Global Society
428(2)
DAVID: The Power of Resilience
429(1)
Mental Health Services for Youth
430(1)
Glossary 431(9)
References 440(123)
Index 563
Allen C. Israel, Professor Emeritus, University at Albany, State University of New York, USA.

Jennifer Weil Malatras, Clinical Assistant Professor, University at Albany, State University of New York, USA.

Rita Wicks-Nelson, Professor Emeritus, West Virginia University Institute of Technology, USA.