Developmental Problems of Childhood and Adolescence For my good friends and fellow musicians: Arthur, Colin and Reg Developmental Problems of Childhood and Adolescence Prevention, Treatment and Training Martin Herbert © 2005 by Martin Herbert A BPS Blackwell book BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 108 Cowley Road, Oxford OX4 1JF, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Martin Herbert to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. 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, photo- copying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2005 by The British Psychological Society and Blackwell Publishing Ltd Library of Congress Cataloging-in-Publication Data Herbert, Martin. Developmental problems of childhood and adolescence prevention, treatment, and training / Martin Herbert.—1st ed. p. cm. Includes bibliographical references and index. ISBN 1–4051–1592–0 (pbk : alk. paper) 1. Developmental disabilities. 2. Abnormalities, Human. 3. Child psychopathology. 4. Adolescent psychopathology. 5. Developmentally disabled children. 6. Children with disabilities—Development. I. Title. RJ135.H56 2005 618.92¢8588—dc22 2004024917 A catalogue record for this title is available from the British Library. Set in 10/12.5 Adobe Garamond by SNP Best-set Typesetter Ltd, Hong Kong Printed and bound in the United Kingdom by TJ International, Padstow, Cornwall The publisher’s policy is to use permanent paper from mills that operate a sustainable forestry policy, and which has been manufactured from pulp processed using acid-free and elementary chlorine-free practices. Furthermore, the publisher ensures that the text paper and cover board used have met acceptable environmental accreditation standards. For further information on BPS Blackwell, visit our website: www.bpsblackwell.com Contents Preface ix Acknowledgements xiii Introduction 1 Definitions 1 Causation (Aetiology) 5 Treatment and Training 6 Prevention 7 Treatment and Prevention 8 Conclusion 9 PART I Developmental Problems Before, During and After Birth 11 1 The Prenatal Period: Genetic Disorders and Disabilities 13 Impact on Intellectual Development 13 Impact on Physical Development 16 Impact on Behaviour 19 Impact on Sexual Development 22 Prevention of Inherited Conditions 27 2 The Uterine Period: Before, During and After Birth 33 Psychological Stressors 33 Biological Adversity: Smoking and Alcohol in Pregnancy 34 vi Contents Prevention of Tobacco and Alcohol Use in Pregnancy 39 Congenital Conditions 40 3 The Perinatal and Neonatal Periods 43 Birth 43 Congenital Brain Injuries 46 Genetic Disorders Remediable after Birth 50 Fatal Postnatal Disorders 54 Premature Birth 58 PART II Developmental Disorders of Infancy and Toddlerhood 69 4 Attachment Difficulties and Disorders 75 Introduction 75 Failed Attachments 76 Delayed Attachments 77 Inappropriate Attachments 77 Insecure Attachments 78 Dysfunctional Parenthood 80 Depressed Parenting 91 5 Atypical Motor Development 94 Muscular Dystrophies 94 6 Problems of Social Training 102 Toilet Training Problems 102 Socialization Failures 106 PART III Developmental Disorders of the Pre-school Years 113 7 Early Growth and Feeding Problems 117 Problems of Physical Growth 117 Feeding Difficulties 122 8 Atypical Speech and Communication 124 Specific Language Impairment (SLI) 124 Absence or Delay of Speech 125 Contents vii 9 Intellectual Disabilities 133 Introduction to Intellectual Disabilities 133 Down’s Syndrome 136 PART IV The Transition to School 147 10 Anxious Children at School 151 Selective Mutism 151 School Refusal 152 11 Generalized Anxiety Disorders 156 ‘Normal’ Fears and Anxieties 156 Clinical Anxiety (Generalized) Disorders 157 Obsessive Compulsive Disorders 160 12 Children with Educational and Physical Disabilities at School 164 Educational Difficulties 164 Physical Disorders 167 Neurological and Neuro-Developmental Disorders 170 Pervasive Developmental Disorder (PDD) 184 Sensory Impairments 190 PART V Late Childhood and Early Adolescence 199 13 The Transition to Adolescence 203 Self- and Body-Image Problems 203 Risky Sexual Activity 207 Depression 209 14 Conduct Disorders and Delinquency 215 Conduct Disorders 215 Delinquency 223 PART VI How and Where to Find Help 227 15 The Care-Plan Formulation 229 Introduction 229 The Formulation Procedure 230 Assessment 231 viii Contents 16 Service Provision: How and Where to Find Help 239 Epidemiology 239 Primary Care Services 240 Tertiary Care Services 241 Community Support Services 242 Individual Support Services 246 Practice Approaches 248 Treatment and Prevention 252 Epilogue 254 Psychosocial Prevention and Treatment 254 Physical Prevention and Treatment 256 Social Awareness 256 Conclusion 257 Appendix I The Statement of Special Need 258 Appendix II Needs of Developmentally Disabled Children and their Families 263 Appendix III Assessment 267 Appendix IV Resource Material 273 Appendix V Typical Development Summaries 277 References 282 Author Index 300 Subject Index 305 Preface I very much regretted, when completing my book Typical and Atypical Develop- ment: From Conception to Adolescence, that I could not follow up the discussion of normal child development, and the diagnosis and causation of developmental disorders, with an account of prevention, treatment and training issues. It was not possible, in one volume, to do justice to the vast range of theories, inter- ventions and resources available to multi-disciplinary professionals working with children and adolescents in need of help. I hope, in the following chapters, to make good those omissions by describ- ing the major approaches available to remedy or prevent the disorders listed below. At times my choice of where best to place the discussion of particular physical and mental health problems is somewhat arbitrary as they have their effect at various ages. I have been guided, as far as possible, by the time of life when they are first detected, become observable, or when their impact proves to be par- ticularly disabling. Some are transient but recur; others constitute the kinds of disability that engender special needs throughout the life span. Among the disabilities included are: • pervasive developmental disorders (e.g. autism); • genetic disorders (e.g. Down’s syndrome; Turner’s syndrome); • physical disorders and impairments (e.g. bronchial asthma, cystic fibrosis; cerebral palsy and sensory impairments); • intellectual disabilities (learning difficulties); • neuro-developmental disorders (e.g. epilepsy, AD/HD); • emotional and behavioural disorders (e.g. phobic anxiety, conduct disorder, delinquency);
Description: