BOOK
Childhood Development and Behavior, An Issue of Pediatric Clinics of North America, E-Book
(2016)
Additional Information
Book Details
Abstract
Pediatricians care for children and families from all walks of life. Some are children known from neighborhoods. Others are children from distant lands. Pediatric focus does not stop with the physical care of children but extends to include their mental and social-emotional health and concern about their families. Pediatricians care about how children are doing at home, at school, and in their communities. In this era, children and their families are impacted by social and political changes in their homes (social media and screen time), in their communities (refugee populations and children requiring palliative supports at school), in their health care networks (EMR in every tertiary pediatric center), and in the larger world (multiple military deployments of fathers and mothers). This issue explores the impact of contemporary public health challenges for pediatric care, promising models for caring for chronically ill children, and state of the art therapies for complex childhood conditions.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Childhood Development and Behavior\r | i | ||
| Copyright\r | ii | ||
| CME Accreditation Page | iii | ||
| PROGRAM OBJECTIVE | iii | ||
| TARGET AUDIENCE | iii | ||
| LEARNING OBJECTIVES | iii | ||
| ACCREDITATION | iii | ||
| DISCLOSURE OF CONFLICTS OF INTEREST | iii | ||
| UNAPPROVED/OFF-LABEL USE DISCLOSURE | iii | ||
| TO ENROLL | iii | ||
| METHOD OF PARTICIPATION | iv | ||
| CME INQUIRIES/SPECIAL NEEDS | iv | ||
| Contributors | v | ||
| CONSULTING EDITOR | v | ||
| EDITORS | v | ||
| AUTHORS | v | ||
| Contents | ix | ||
| Foreword: Insights and Influences on Our Children’s Development and Behaviors\r | ix | ||
| Preface: Contemporary Pediatric Public Health Challenges\r | ix | ||
| Development in Children of Immigrant Families\r | ix | ||
| Impact of Military Deployment on the Development and Behavior of Children\r | ix | ||
| Growing up – or not – with Gun Violence\r | ix | ||
| Increased Screen Time: Implications for Early Childhood Development and Behavior\r | x | ||
| Social Media: Challenges and Concerns for Families\r | x | ||
| Whittling Down the Wait Time: Exploring Models to Minimize the Delay from\rInitial Concern to Diagnosis and Treatment of Autism Spectrum Disorder\r | x | ||
| Early Identification and Treatment of Antisocial Behavior\r | x | ||
| Specialized Behavioral Therapies for Children with Special Needs\r | xi | ||
| Transitions in Health Care: What Can We Learn from Our Experience with Cystic Fibrosis\r | xi | ||
| Integrating Pediatric Palliative Care into the School and Community\r | xi | ||
| A Review of Pediatric Telemental Health\r | xi | ||
| Developmental Surveillance and Screening in the Electronic Health Record\r | xii | ||
| PEDIATRIC CLINICS OF\rNORTH AMERICA\r | xiii | ||
| FORTHCOMING ISSUES | xiii | ||
| December 2016 | xiii | ||
| February 2017 | xiii | ||
| April 2017 | xiii | ||
| RECENT ISSUES | xiii | ||
| August 2016 | xiii | ||
| June 2016 | xiii | ||
| April 2016 | xiii | ||
| Foreword:\rInsights and Influences on Our Children’s Development and Behaviors | xv | ||
| Preface:\rContemporary Pediatric Public Health Challenges | xvii | ||
| Development in Children of Immigrant Families | 775 | ||
| Key points | 775 | ||
| INTRODUCTION | 775 | ||
| INCORPORATING IMMIGRATION INTO CHILD DEVELOPMENT THEORY | 778 | ||
| DEVELOPMENTAL CHALLENGES RELATED TO IMMIGRATION | 779 | ||
| Acculturation | 780 | ||
| Ethnic Identity Formation | 780 | ||
| Bilingualism | 781 | ||
| Common Pitfalls for the Provider | 782 | ||
| CLINICAL APPROACHES TO CHILDREN OF IMMIGRANT FAMILIES | 782 | ||
| Cross-Cultural Care | 782 | ||
| Working with Multiple Languages | 783 | ||
| Social History Within a Cultural Context | 784 | ||
| Developmental Surveillance and Screening | 785 | ||
| SUPPORTING CHILD DEVELOPMENT IN IMMIGRANT FAMILIES | 786 | ||
| Bilingualism | 786 | ||
| Child Care and School Settings | 788 | ||
| Behavioral Disorders/Mental Health | 788 | ||
| Screening for Autism Spectrum Disorder | 788 | ||
| Trauma | 789 | ||
| Poverty | 789 | ||
| Legal Issues | 789 | ||
| SUMMARY | 790 | ||
| REFERENCES | 790 | ||
| Impact of Military Deployment on the Development and Behavior of Children | 795 | ||
| Key points | 795 | ||
| INTRODUCTION | 795 | ||
| MILITARY CULTURE | 796 | ||
| Demographics | 796 | ||
| School and Family Life | 796 | ||
| Relocation | 798 | ||
| Identity and Resilience | 798 | ||
| DEVELOPMENTAL REVIEW | 798 | ||
| Attachment | 798 | ||
| Family Functioning and Systems Theory | 798 | ||
| THE DEPLOYMENT CYCLE | 799 | ||
| EFFECTS OF DEPLOYMENT ON CHILDREN | 800 | ||
| GENERAL FINDINGS ACROSS CHILDHOOD | 800 | ||
| Increased Emotional and Behavioral Problems | 800 | ||
| Changes in Health Care Use | 800 | ||
| Increased Child Maltreatment | 801 | ||
| Decline in School Performance | 801 | ||
| INFANTS AND TODDLERS | 801 | ||
| Increased Risk of Preterm Birth and Postpartum Depression | 801 | ||
| Disturbances of Attachment and Development | 801 | ||
| Increased Emotional and Behavioral Problems | 801 | ||
| SCHOOL-AGED CHILDREN | 802 | ||
| Growing up – or not – with Gun Violence | 813 | ||
| Key points | 813 | ||
| INTRODUCTION | 813 | ||
| GUN INJURIES | 814 | ||
| NORMAL CHILD DEVELOPMENT AND RISK OF FIREARM INJURY | 814 | ||
| Early Childhood/Preschool | 815 | ||
| School Age | 815 | ||
| Early Adolescence | 815 | ||
| Advancing Adolescence | 816 | ||
| FIREARM INJURY, VIOLENCE, BEHAVIOR, AND MENTAL HEALTH | 816 | ||
| MENTAL HEALTH CONSEQUENCES OF VICTIMIZATION | 817 | ||
| CHILD SHOOTERS | 817 | ||
| COMMUNITY VIOLENCE | 817 | ||
| COMMUNITY VIOLENCE, VICTIMIZATION, AND WEAPON CARRYING | 818 | ||
| GUN SAFETY PROGRAMS, PARENT PERCEPTIONS, AND TOYS AS FUNCTIONS OF CHILD DEVELOPMENT | 818 | ||
| PREVENTION | 820 | ||
| PROPER STORAGE: LIMIT ACCESS FOR CHILDREN’S SAKE | 820 | ||
| FIREARM ACCESS AND PREVENTION: CHILD ACCESS PREVENTION LAWS | 821 | ||
| PHYSICIAN COUNSELING | 821 | ||
| SUMMARY | 821 | ||
| REFERENCES | 822 | ||
| Increased Screen Time | 827 | ||
| Key points | 827 | ||
| INTRODUCTION | 827 | ||
| HOW DIGITAL MEDIA USE IS CHANGING | 828 | ||
| Increasing Use, Younger Ages | 828 | ||
| Changing Content | 829 | ||
| Parent Mediation Is More Challenging | 829 | ||
| The Changing Digital Divide | 829 | ||
| ARE NEWER DIGITAL MEDIA EDUCATIONAL? AFFORDANCES AND LIMITATIONS | 830 | ||
| Cognitive Development | 830 | ||
| Higher-Order Thinking: the Executive Functions | 831 | ||
| Language and Literacy | 831 | ||
| Social-Emotional Development | 831 | ||
| Summing Up: The Importance of Adult Interaction and Good Digital Design | 832 | ||
| DEVELOPMENTAL AND BEHAVIORAL RISKS | 832 | ||
| Child Development | 832 | ||
| Executive Functioning and Attention | 833 | ||
| Aggressive Behavior and Problematic Video Gaming | 833 | ||
| Sleep | 833 | ||
| Background/Parent Media Use | 833 | ||
| HEALTH RISKS | 834 | ||
| Obesity | 834 | ||
| DISCUSSION: CLINICAL IMPLICATIONS | 834 | ||
| REFERENCES | 835 | ||
| Social Media | 841 | ||
| Key points | 841 | ||
| INTRODUCTION | 841 | ||
| TODAY’S FAMILY: DIGITAL USE | 842 | ||
| Parents Today | 842 | ||
| Parental Concerns | 842 | ||
| Teenage Social Media Use | 843 | ||
| POSITIVE ASPECTS OF SOCIAL MEDIA | 843 | ||
| THE DARK SIDE OF SOCIAL MEDIA | 843 | ||
| Why Age Matters | 844 | ||
| Parental Mixed Signals | 845 | ||
| Parents Unaware of Online Behavior | 845 | ||
| iPhone Thumb | 845 | ||
| Back and Neck Problems | 846 | ||
| Social Media Distractions | 846 | ||
| Driving | 846 | ||
| Walking | 846 | ||
| Body Image and Self-Esteem | 846 | ||
| Digital Dangers: Cyberbully, Sexting, and Inappropriate Content | 847 | ||
| SUMMARY | 847 | ||
| REFERENCES | 848 | ||
| Whittling Down the Wait Time | 851 | ||
| Key points | 851 | ||
| THE AUTISM “DIAGNOSTIC ODYSSEY”: THE TRADITIONAL MODEL | 852 | ||
| NOVEL AND INNOVATIVE MODELS FOR AUTISM SPECTRUM DISORDER DIAGNOSIS | 853 | ||
| Autism Diagnosis Education Project | 854 | ||
| Vanderbilt Treatment and Research Institute for Autism Spectrum Disorders | 854 | ||
| Community-based Autism Liaison and Treatment Program | 855 | ||
| ADDITIONAL OPPORTUNITIES IN TECHNOLOGY AND PUBLIC POLICY | 855 | ||
| NEXT STEPS | 856 | ||
| REFERENCES | 856 | ||
| Early Identification and Treatment of Antisocial Behavior | 861 | ||
| Key points | 861 | ||
| INTRODUCTION | 861 | ||
| BEHAVIORAL APPROACHES TO EARLY IDENTIFICATION | 862 | ||
| Types of Behavior Associated with Poor Outcomes | 862 | ||
| Childhood Onset Conduct Disorder | 863 | ||
| CALLOUS-UNEMOTIONAL TRAITS AND DEVELOPMENTAL PATHWAYS TO ANTISOCIAL BEHAVIOR | 864 | ||
| Differences Between Conduct Disorder with and Without Elevated Callous-UnemotionalTraits | 864 | ||
| Implications for Research | 865 | ||
| Implications for Prevention and Treatment | 866 | ||
| SUMMARY | 867 | ||
| REFERENCES | 868 | ||
| Specialized Behavioral Therapies for Children with Special Needs | 873 | ||
| Key points | 873 | ||
| INTRODUCTION | 873 | ||
| What Causes Mental Health Problems in Children? | 874 | ||
| Traumatic Events and the Developing Child | 874 | ||
| INTERVENTIONS FOR INFANTS | 876 | ||
| Attachment and Biobehavioral Catch-Up | 876 | ||
| Guiding principles | 876 | ||
| Goals of treatment | 876 | ||
| Transitions in Health Care | 887 | ||
| Key points | 887 | ||
| INTRODUCTION | 887 | ||
| Transition Issues in Cystic Fibrosis | 888 | ||
| What We Can Learn from Cystic Fibrosis? | 890 | ||
| How to Improve Transition: Addressing Barriers | 894 | ||
| Make transition to adult care a gradual process | 894 | ||
| Remember that parents are going through a transition as well | 894 | ||
| Work together to improve transition | 894 | ||
| Potential Resources | 896 | ||
| SUMMARY | 896 | ||
| REFERENCES | 896 | ||
| Integrating Pediatric Palliative Care into the School and Community | 899 | ||
| Key points | 899 | ||
| INTRODUCTION | 899 | ||
| SPEAKING THE SAME LANGUAGE | 900 | ||
| PEDIATRIC PALLIATIVE CARE AND PEDIATRIC HOSPICE CARE | 901 | ||
| EDUCATION DEFINITIONS | 902 | ||
| LEGISLATION AFFECTING EDUCATION OF CHILDREN WITH COMPLEX CHRONIC CONDITIONS | 903 | ||
| CHILD AND FAMILY NEEDS | 904 | ||
| THE WHAT AND WHY OF THE COMPREHENSIVE PEDIATRIC PALLIATIVE CARE TEAM ACROSS ENVIRONMENTS | 906 | ||
| DO-NOT-ATTEMPT RESUSCITATION GOES TO SCHOOL | 907 | ||
| SUMMARY | 909 | ||
| REFERENCES | 909 | ||
| A Review of Pediatric Telemental Health | 913 | ||
| Key points | 913 | ||
| INTRODUCTION | 913 | ||
| SUMMARY OF TELEMENTAL HEALTH EVIDENCE WITH CHILDREN AND ADOLESCENTS | 914 | ||
| Child Psychiatry Intervention Using Videoconferencing | 920 | ||
| Child Clinical Interventions Using Videoconferencing | 920 | ||
| Pediatric Psychology Intervention Using Videoconferencing | 920 | ||
| Evidence Table Summary | 921 | ||
| BEST PRACTICES USING VIDEOCONFERENCING | 921 | ||
| CASE EXAMPLE | 921 | ||
| Presentation | 921 | ||
| Technology and Setting | 922 | ||
| Initial Sessions | 923 | ||
| Abbreviated History | 923 | ||
| Assessment and Case Formulation | 923 | ||
| Interventions | 924 | ||
| Child psychiatry | 924 | ||
| Child clinical psychology | 924 | ||
| Autism diagnostic team | 925 | ||
| Pediatric psychology | 925 | ||
| Case Study Summary | 925 | ||
| SUMMARY | 926 | ||
| ACKNOWLEDGMENTS | 926 | ||
| REFERENCES | 926 | ||
| Developmental Surveillance and Screening in the Electronic Health Record | 933 | ||
| Key points | 933 | ||
| INTRODUCTION | 933 | ||
| DEVELOPMENTAL SURVEILLANCE AND SCREENING | 934 | ||
| INTEROPERABILITY | 934 | ||
| THE HEALTH INFORMATION PORTABILITY AND ACCOUNTABILITY ACT | 936 | ||
| CLINICAL DECISION SUPPORT SYSTEMS | 936 | ||
| DASHBOARDS | 936 | ||
| PATIENT PORTALS | 937 | ||
| CONSUMER HEALTH INFORMATICS | 937 | ||
| MOBILE HEALTH | 937 | ||
| REGISTRIES | 938 | ||
| CLINICAL PRACTICE GUIDELINES | 938 | ||
| QUALITY IMPROVEMENT | 938 | ||
| OBSTACLES TO USE | 938 | ||
| CONCEPTUAL FRAMEWORK | 939 | ||
| SUMMARY | 939 | ||
| REFERENCES | 941 | ||
| Index | 945 |