Advances in Clinical Child Psychology PDF
Preview Advances in Clinical Child Psychology
Advances in Clinical Child Psychology Volume 19 ADVANCES IN CLINICAL CHILD PSYCHOLOGY Advisory Editors ELAINE BLECHMAN, University of Colorado-Boulder SUSAN B. CAMPBELL, University of Pittsburgh JUDITH L. RAPOPORT, National Institute of Mental Health DONALD K. ROUTH, University of Miami MICHAEL RUTTER, University of London JOHN S. WERRY, University of Auckland A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. Advances in Clinical Child Psychology Volume 19 Edited by H. THOMAS 0LLENDICK Virginia Polytechnic Institute and State University Blacksburg, Virginia and J. RONALD PRINZ University of South Carolina Columbia, South Carolina Springer Science+ Business Media, LLC The Library of Congress cataloged the first volume of this title as follows: Advances in clinica! child psychology, v. 1- ©1977- v. ill. 24 cm. Key title: Advances in clinica! child psychology. ISSN 0149-4732 1. Clinica! psychology-Collected works. 2. Child psychology--Collected works. 3. Child psychotherapy-Collected works. RJ503.3.A37 618.9'28'9 77-643411 ISBN 978-1-4757-9037-5 ISBN 978-1-4757-9035-1 (eBook) DOI 10.1007/978-1-4757-9035-1 ©1997 Springer Science+ Business Media New York Originally published by Plenum Press, New York in 1997 Softcover reprint of the hardcover 1s t edition 1997 10 9 8 7 6 5 4 3 2 1 Ali rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Contributors Judith V. Becker Department of Psychology, University of Ari zona, Tucson, Arizona 85721 Susan B. Campbell Department of Psychology, University of Pitts burgh, Pittsburgh, Pennsylvania 15260 Joseph A. Durlak Department of Psychology, Loyola Univer sity, Chicago, Illinois 60626 Aude Henin Department of Psychology, Temple Univer sity, Philadelphia, Pennsylvania 19122 Stephen R. Hooper Center for Development and Learning, Uni versity of North Carolina, Chapel Hill, North Carolina 27599 John A. Hunter, Jr. Department of Psychology, University of Ari zona, Tucson, Arizona 85721 Philip C. Kendall Department of Psychology, Temple Univer sity, Philadelphia, Pennsylvania 19122 Sara G. Mattis Department of Psychology, Virginia Poly technic Institute and State University, Blacks burg, Virginia 24061 Thomas H. Ollendick Department of Psychology, Virginia Poly technic Institute and State University, Blacks burg, Virginia 24061 Charlotte J. Patterson Department of Psychology, University of Virginia, Charlottesville, Virginia 22903 Michael G. Tramontana Division of Child and Adolescent Psychiatry, Vanderbilt University School of Medicine, Nashville, Tennessee 37212 v vi CoNTRIBUTORS Holly B. Waldron Department of Psychology, University of New Mexico, Albuquerque, New Mexico 87131 Mark D. Weist Department of Psychiatry, University of Mary land, Baltimore, Maryland 21201 Preface This nineteenth volume of Advances in Clinical Child Psychology continues our tradition of examining a broad range of topics and issues that charac terizes the continually evolving field of clinical child psychology. Over the years, the series has served to identify important, exciting, and timely new developments in the field and to provide scholarly and in-depth reviews of current thought and practices. The present volume is no exception. In the opening chapter, Sue Campbell explores developmental path ways associated with serious behavior problems in preschool children. Specifically, she notes that about half of preschool children identified with aggression and problems of impulse control persist in their deviance across development. The other half do not. What accounts for these differ ent developmental outcomes? Campbell invokes developmental and fam ily influences as possible sources of these differential outcomes and, in doing so, describes aspects of her own programmatic research program that has greatly enriched our understanding of this complex topic. In a similar vein, Sara Mattis and Tom Ollendick undertake a develop mental analysis of panic in children and adolescents in Chapter 2. In recent years, separation anxiety and/ or experiences in separation from attach ment figures in childhood have been hypothesized as playing a critical role in the development of panic. This chapter presents relevant findings in the areas of childhood temperament and attachment, in addition to experi ences of separation, that might predispose a child to development of panic. Furthermore, a conceptual model of the etiology of panic is proposed to account for diverse outcomes associated with varying developmental pathways. A similar analysis of the development of obsessive-compulsive be havior is undertaken by Aude Henin and Phil Kendall in Chapter 3. In addition, these authors explore the implications of diverse developmental pathways for the clinical assessment and treatment of this difficult-to-treat disorder. In all three of these opening chapters, the focus is clearly centered on development and its role in the onset and expression of diverse behav ior problems. In Chapter 4, Stephen Hooper and Michael Tramontana provide us a rich glimpse of new advances in the neuropsychological bases of child and adolescent disorders. Following a sophisticated analysis of the neurologi cal basis of emotion, they go on to explore the implications of this analysis for diverse child psychopathologies, including pervasive developmental disorder, attention-deficit/hyperactivity disorder, conduct disorder, de pressive disorder, anxiety disorder, post-traumatic stress disorder, and vii viii PREFACE Tourette's disorder. They conclude their interesting and provocative chap ter by proposing a set of ongoing issues and concerns for the field to address in the years ahead. In the next three chapters, contemporary issues and problems related to adolescent sexual offenders (Judith Becker and John Hunter), adoles cent substance abusers (Holly Waldron), and children of lesbian and gay parents (Charlotte Patterson) are examined in considerable detail. For example, Becker and Hunter conclude that important advances in the assessment and treatment of juvenile sexual offenders have been made; equally important, they lay out a clinical and research agenda for the future. Waldron reviews randomized trials that use a variety of family therapy procedures and, in general, concludes that these procedures are effective, at least in the short run. However, she too issues a call for systematic and programmatic research that uses long-term follow-up de signs. Such a call seems more than justified given the increase in adolescent substance abuse in recent years. Patterson, in Chapter 7, asks the penetrat ing question: What kinds of home environments are best able to support children's psychological adjustment and growth? Following an insightful review of the literature, she concludes that a diversity of environments is associated with healthy outcome, including homes in which children are reared by lesbian and gay parents. Research in this area has the potential to contribute knowledge about nontraditional family forms and about their impact on children, encourage innovative approaches to the conceptual ization of human development, and inform legal rulings and public poli cies relevant to children of gay and lesbian parents. Clearly, significa.1t advances are being made in these exciting areas of inquiry. In the final two chapters of this volume, Joe Durlak examines primary prevention programs in schools, and Mark Weist tackles the difficult topic of expanded mental health services in school settings. Durlak highlights a multitude of primary prevention programs that are effective but cautions us that much more specificity in the research is needed in order to answer basic questions such as "what, who, how, why, when, and where." He also suggests that more work is needed to achieve maximum and enduring preventative effects in these settings. Somewhat similarly, Weist reminds us of the limitations of current mental health service delivery systems for youth and strikes a chord for the advantages of school-based programs. Although not without its own set of limitations, the school setting presents many advantages for reaching youth by developing collaborative pro grams between schools and community agencies. These final two chapters present stimulating prospects for the future of clinical child psychology and illustrate to us, once again, that the field of clinical child psychology is extremely varied and defies narrow or rigid boundaries. PREFACE ix As with other volumes in this serires, the success of each volume is related in no small way to the calibre of the contributors. We have been fortunate to recruit some of the very best in the field today. We thank them for their timely, scholarly, and provocative contributions. We also wish to thank the editorial and production staffs of Plenum Press. They have been of invaluable assistance in bringing this volume to a timely completion. Nineteen in a row isn't all bad! THOMAS H. 0LLENDICK J. RoNALD PRINZ
The list of books you might like
