Handbook of Child and Adolescent Anxiety Disorders

459 Pages·2023·16.999 MB·English

by  Dean McKay (editor), Eric A. Storch (editor)

Dean McKay
Eric A. Storch   Editors
Handbook
of Child and
Adolescent
Anxiety Disorders
Second Edition
Handbook of Child and Adolescent
Anxiety Disorders
Dean McKay • Eric A. Storch
Editors
Handbook of Child
and Adolescent Anxiety
Disorders
Second Edition
Editors
Dean McKay Eric A. Storch
Department of Psychology Department of Psychiatry
Fordham University and Behavioral Sciences
Bronx, NY, USA Baylor College of Medicine
Houston, TX, USA
ISBN 978-3-031-14079-2 ISBN 978-3-031-14080-8 (eBook)
https://doi.org/10.1007/978-3-031-14080-8
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2011, 2023
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Contents
Part I
1 Classification of Child and Adolescent Anxiety Disorders . . . . . 3
Dean McKay and Eric A. Storch
2 Issues in Differential Diagnosis: Phobias
and Phobic Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Mark B. Powers, Kiara Leonard, Maris Adams, Emma Turner,
Jamie R. Pogue, Marjorie L. Crozier, Emily Carl,
and Seth J. Gillihan
3 Issues in Differential Diagnosis: Considering Generalized
Anxiety Disorder, Obsessive-Compulsive Disorder,
and Posttraumatic Stress Disorder . . . . . . . . . . . . . . . . . . . . . . . . 29
Nicole Fleischer, Jonathan Rabner, Julia Spandorfer,
and Philip C. Kendall
4 Cognitive Behavioral Models of Phobias
and Pervasive Anxiety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Dean McKay
5 Neurochemistry of Childhood Anxiety Disorders . . . . . . . . . . . . 55
Lauren Havel, Pranav Mehta, Ankit Gautam,
Edward Danielyan, and Kirti Saxena
6 Genetics of Childhood and Adolescent Anxiety
and Obsessive- Compulsive Disorders . . . . . . . . . . . . . . . . . . . . . . 73
Paul D. Arnold, Lilit Antonyan, Francis Routledge,
and Sandra Meier
7 Taxometric Methods in Child and Adolescent
Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Christian A. Hall and Joshua J. Broman-Fulks
8 Dimensional Diagnosis of Anxiety in Youth . . . . . . . . . . . . . . . . . 111
Dean McKay
9 Transdiagnostic Treatment Models for Child
and Adolescent Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . 125
Ashley R. Karlovich, Elizabeth R. Halliday,
and Jill Ehrenreich-May
v
vi Contents
Part II
10 Differential Diagnosis of Attention Deficit Hyperactivity
Disorder (ADHD) in Child and Adolescent Anxiety . . . . . . . . . . 141
Alasdair Vance, Jo Winther, and Elham Shoorcheh
11 Comorbid and Secondary Depression in Child
and Adolescent Anxiety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Robert W. Garvey, Michelle K. Hiner, Chris A. Kelly,
and Margaret S. Andover
12 The Role of Disgust in Childhood Anxiety Disorders . . . . . . . . . 173
Ana Rabasco and Dean McKay
13 Problems in Emotion Regulation in Child and Adolescent
Anxiety Disorders Section: Diagnostic Components
of Child and Adolescent Anxiety Disorders . . . . . . . . . . . . . . . . . 191
Kristel Thomassin, Marni L. Jacob, Kara B. West,
Molly E. Hale, and Cynthia Suveg
14 Emergent Personality Features in Adolescent
Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Amanda Venta and Jaime L. Anderson
15 Family Components of Child and Adolescent
Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Amanda Palo and Abigail Candelari
Part III
16 Specific Phobias in Children and Adolescents . . . . . . . . . . . . . . . 235
Thompson E. Davis III, Jerrica Guidry,
and Thomas H. Ollendick
17 Separation Anxiety Disorder in Children and Adolescents . . . . . 249
Nicole E. Caporino, Joyce X. Wong,
and Arianna O’Brien Cannon
18 The Treatment of Generalized Anxiety Disorder in Youth . . . . . 271
Carl F. Weems and R. Enrique Varela
19 Selective Mutism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Karin L. Price, Natalie Delgado, and Kelly N. Banneyer
20 Treatment of Social Anxiety in Children and Adolescents . . . . . 299
Tracy L. Morris and Johann D’Souza
21 Treatment of Pediatric Post- traumatic Stress Disorder . . . . . . . 315
Elissa J. Brown, Komal Sharma-Patel, Kaitlin Happer,
and Amy Hyoeun Lee
Contents vii
22 Obsessive-Compulsive Disorder in Children
and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Allie N. Townsend, Johann M. D’Souza, Andrew G. Guzick,
and Eric A. Storch
23 Pharmacological Treatment of Anxiety Disorders
in Children and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Sohail Nibras, Anh Truong, and Laurel L. Williams
24 A Common Mechanism for Anxiety Disorders
and Drug Addiction: Implications for Current
and Novel Pharmacological Treatments . . . . . . . . . . . . . . . . . . . . 357
Marco A. Grados and Bushra Rizwan
Part IV
25 Food Neophobia in Children: Misnomer, Anxious Arousal,
or Other Emotional Avoidance? . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Dean McKay and Charlene Minaya
26 Anxiety-Related Problems in Developmental Disabilities . . . . . . 379
Morgan M. McNeel, Emily R. Jellinek, and Eric A. Storch
27 Treatment of Youth Anxiety in the Context of Family
Dysfunction and Accommodation . . . . . . . . . . . . . . . . . . . . . . . . . 395
Rebecca G. Etkin and Eli R. Lebowitz
28 Parent Training for Childhood Anxiety . . . . . . . . . . . . . . . . . . . . 411
Adam B. Lewin and Kelly Kudryk
29 School-Based Interventions for Child
and Adolescent Anxiety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425
Jeremy K. Fox, Samantha Coyle, Taylor Walls, Avi Kalver,
Marcus Flax, Aleta Angelosante, and Carrie Masia Warner
30 Social Disability and Impairment in Childhood Anxiety . . . . . . 445
Laura John-Mora, Abigail M. Ross, and Jordana Muroff
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Part I
1
Classification of Child
and Adolescent Anxiety Disorders
Dean McKay and Eric A. Storch
Classification in psychopathology has moved classify newly discovered entities. Again, contro-
through several important stages, based on the tra- versies exist (e.g., cloud theory versus heliocen-
jectory of the Diagnostic and Statistical Manual tric theory of atomic structure; Cox, 1996), but
from its first edition to the current, fifth edition. these do not substantially alter the manner of uti-
The initial two editions were marked by a unify- lizing the classification system.
ing theoretical basis whereby specific diagnoses Unlike other branches of science, however,
were conceptualized in psychodynamic terms. psychiatry, psychology, and their associated pro-
This tradition is similar to the formulation of tax- fessions are not unified by a single theory of mind,
onomies in other branches of science. For exam- and most conditions likely have multiple determi-
ple, in biology the reliance on a hierarchical nants. Further, most users of the original DSMs
arrangement from kingdom down to species is noted the limited reliability of the taxonomy it laid
based on a specific theoretical framework whereby out, and with the third edition came a radical
all newly discovered organisms may be readily change in how psychiatric classification was con-
classified. While not totally without controversy, ceptualized: purely descriptive and atheoretical.
such as the movement toward cladistics (whereby This allowed users to arrive at diagnoses with
organisms are classified by ancestry rather than much greater precision, and the aim was to estab-
present biological structure; Scott-Ram, 2008; lish a set of conditions that had ecological and syn-
Williams & Ebach, 2020), these represent mere dromal validity. This has served the field well and
refinements rather than sea-c hange level altera- has led to important advances in assessment, treat-
tions in classification. Another example is in ment, and etiological understanding. However,
chemistry, where elements are classified by a the- unlike classification systems in other branches of
ory-driven framework regarding the organization science, should a new condition arise, there is no
of atoms, with specifications within the periodic inherent mechanism for classifying it. Instead, any
table of elements (such as noble gases, metals, new diagnosis must wait until the revisions are
etc.) that also readily guides researchers in how to planned for the next edition of the DSM, where-
upon the proposed diagnosis is determined by
D. McKay (*) committee. The current edition (the DSM-5-TR;
Department of Psychology, Fordham University,
American Psychiatric Association, 2022) lays out
Bronx, NY, USA
diagnoses in a single- axial framework that remains
e-mail: [email protected]
committee-driven. The recent text revision aims to
E. A. Storch
address racial and cultural disparities present in
Department of Psychiatry and Behavioral Sciences,
Baylor College of Medicine, Houston, TX, USA prior editions (Canady, 2022).
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 3
D. McKay, E. A. Storch (eds.), Handbook of Child and Adolescent Anxiety Disorders,
https://doi.org/10.1007/978-3-031-14080-8_1
4 D. McKay and E. A. Storch
This process of committee-driven descriptive LeDoux, 2009; LeDoux & Schiller, 2009; Marek
diagnoses has led to a growth of diagnoses, but & Sah, 2018). This leaves us with the curious
rarely have any been eliminated. In the anxiety problem of a biologically based theoretical
disorders, two disorders stand out as illustrative framework from which many disorders will be
of this point. On the one hand, agoraphobia with- classified but that also fails to adequately explain
out history of panic has been in the DSM since a serious and debilitating condition that is con-
the arrival of the third edition. However, this par- sidered a putative member. Moreover, although
ticular diagnosis has long been recognized as other etiological features are considered in this
either so rare as to not exist, or when actually framework, there is the distinct possibility of an
diagnosed to likely have had a panic-related ori- inaccurate bias towards a neurobiological expla-
gin even if panic is completely and successfully nation for disorders against a more holistic under-
avoided by the sufferer (McNally, 1994). On the standing that incorporates multiple
other hand, of the very few diagnoses that have determinants.
been eliminated is overanxious disorder of child-
hood. Interestingly, this diagnosis was only elim-
inated in that the criteria for a different disorder Current Standing of Childhood
(generalized anxiety disorder) were extended to Anxiety Diagnosis
encompass diagnosis in children. While these are
but two examples, they typify the approach to the At the present time, most of the anxiety disorders
DSM as contemporarily construed. Committees in the DSM are age-downward extensions of
determine putative diagnoses for larger catego- adult diagnoses. The exceptions to this are sepa-
ries, based on the existing literature on etiology, ration anxiety, school refusal, and selective mut-
incidence, and prevalence. At the same time, ism. While there are exceptions, all anxiety
existing diagnoses are very rarely eliminated, disorders, when present in children, have unique
even if infrequently encountered or its basis is manifestations that call for special clinical skill
seriously questioned by the broader community in assessment and intervention. One important
of researchers for that disorders’ member class. distinction between childhood and adult manifes-
The advent of the DSM-5 has included several tations of anxiety is that it is not required or even
new diagnoses and categories. For example, there expected that children have clear insight into the
is now the obsessive-compulsive related disor- nature of their fears. The only adult disorder
ders, which includes the new diagnoses of hoard- where insight is not required is OCD (now part of
ing disorder (a condition rarely present in a separate class of disorders, but still marked by
children), and excoriation disorder. No anxiety extreme anxiety), and in this case, the modifier
disorders were eliminated in the most recent “with poor insight” or “with mixed insight” is
version. available in the DSM-5-TR, and this manifesta-
When the first edition of this book was being tion has come under specific scrutiny as a poor
prepared, the DSM-5 was in the later stages of prognostic indicator for treatment response (i.e.,
development. At the time, many of the proposed McKay et al., 2010).
changes for the fifth edition of the DSM included A second major distinction involves the
the potential role of fear circuitry modeling for behavioral manifestation of different anxiety dis-
conceptualizing candidate disorders (i.e., Britton orders. In children, it is not unusual for the pre-
& Rauch, 2009). This did not fully manifest in sentation to have clear developmental
the final version of the manual. Additionally, the consequences. For example, children with school
various proposed neural circuitry models did not refusal, when untreated, face significant develop-
readily account for learning processes that might mental limitations resulting from reduced social-
influence changes in the connectivity among ization and limited opportunities for establishing
putative brain areas, despite repeated findings normative age-related behaviors. This is likewise
from neuroscientists to the contrary (Debiec & true in social anxiety and the dimensionally less