BOOK
Early Childhood Mental Health: Empirical Assessment and Intervention from Conception through Preschool, An Issue of Child and Adolescent Psychiatric Clinics of North America, E-Book
(2017)
Additional Information
Book Details
Abstract
This issue of Child and Adolescent Psychiatric Clinics, edited by Dr. Mini Tandon, will cover a broad range of topics in Early Childhood Mental Health. Subjects discussed include, but are not limited to: Newborns, preschoolers, Internalizing Disorders, ADHD and the Externalizing Disorders, Trauma, Sleep Disorders, Attachment issues, Autism, and Feeding Disorders, among others.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Early Childhood Mental Health:Empirical Assessment andIntervention from Conceptionthrough Preschool\r | i | ||
| Copyright\r | ii | ||
| Contributors | iii | ||
| CONSULTING EDITOR | iii | ||
| CONSULTING EDITOR EMERITUS | iii | ||
| FOUNDING CONSULTING EDITOR | iii | ||
| EDITOR | iii | ||
| AUTHORS | iii | ||
| Contents | vii | ||
| Preface: Early Childhood Mental Health: Empirical Assessment and Intervention from Conception Through Preschool\r | vii | ||
| Early and Comprehensive Assessment\r | vii | ||
| Early Childhood Mental Health: Starting Early with the Pregnant Mother\r | vii | ||
| Assessment: The Newborn\r | vii | ||
| Clinical Assessment of Young Children\r | vii | ||
| Psychopathology and Intervention\r | viii | ||
| Beyond Reactive Attachment Disorder: How Might Attachment Research Inform Child Psychiatry Practice?\r | viii | ||
| Trauma and Very Young Children\r | viii | ||
| Disruptive Behavior Disorders in Children 0 to 6 Years Old\r | viii | ||
| Depression and Anxiety in Preschoolers: A Review of the Past 7 Years\r | viii | ||
| Attention Deficit Hyperactivity Disorder in Preschool-Age Children\r | ix | ||
| Intellectual Disability and Language Disorder\r | ix | ||
| The Early Origins of Autism\r | ix | ||
| Feeding Disorders\r | ix | ||
| Sleep Disorders: Assessment and Treatment in Preschool-Aged Children\r | x | ||
| Setting the Stage for Collaboration and Future Directions\r | x | ||
| Partnerships with Primary Care for the Treatment of Preschoolers\r | x | ||
| The Future of Preschool Prevention, Assessment, and Intervention\r | x | ||
| CHILD AND ADOLESCENT\rPSYCHIATRIC CLINICS\r | xi | ||
| FORTHCOMING ISSUES | xi | ||
| October 2017 | xi | ||
| January 2018 | xi | ||
| April 2018 | xi | ||
| RECENT ISSUES | xi | ||
| April 2017 | xi | ||
| January 2017 | xi | ||
| October 2016 | xi | ||
| Preface\r | xiii | ||
| Early Childhood Mental Health: Empirical Assessment and Intervention from Conception Through Preschool | xiii | ||
| Early and Comprehensive Assessment | A1 | ||
| Early Childhood Mental Health | 411 | ||
| Key points | 411 | ||
| INTRODUCTION | 411 | ||
| PREVALENCE AND INCIDENCE OF PSYCHIATRIC DISORDERS IN PREGNANCY | 412 | ||
| IMPLICATIONS FOR CHILD MENTAL HEALTH | 413 | ||
| IMPLEMENTING SCREENING FOR MATERNAL PSYCHIATRIC DISORDER | 413 | ||
| What Is Screening? | 413 | ||
| When Should Screening Occur? | 414 | ||
| Who Should Be Screening? | 414 | ||
| Where Should Screening Take Place? | 414 | ||
| Current Evidence Regarding Perinatal Screening Practices | 415 | ||
| WHICH SCREENING INSTRUMENTS SHOULD I USE? | 415 | ||
| BARRIERS AND FACILITATORS TO SCREENING AND INTERVENTION | 415 | ||
| THE ROLE OF PSYCHOSOCIAL ASSESSMENT DURING PREGNANCY | 417 | ||
| FUTURE DIRECTIONS | 418 | ||
| Including Fathers | 418 | ||
| Technology | 418 | ||
| Alternative Delivery Models | 419 | ||
| SUMMARY | 419 | ||
| REFERENCES | 419 | ||
| Assessment | 427 | ||
| Key points | 427 | ||
| INTRODUCTION | 427 | ||
| ASSESSMENT OF THE NEWBORN | 428 | ||
| Neonatal Neurobehavioral Assessments | 428 | ||
| The Neurobiological Framework of Newborn Neurobehavior | 429 | ||
| Neonatal Assessment and Infant Temperament | 432 | ||
| Neonatal Assessment and Socioemotional Impairments in Childhood | 434 | ||
| Summary | 435 | ||
| CLINICAL APPLICATIONS | 437 | ||
| SUMMARY | 437 | ||
| REFERENCES | 437 | ||
| Clinical Assessment of Young Children | 441 | ||
| Key points | 441 | ||
| INTRODUCTION | 441 | ||
| Contexts of Early Childhood Mental Health Assessment | 441 | ||
| Diagnostic Systems | 442 | ||
| Developmentally Specific Context | 442 | ||
| THE ASSESSMENT PROCESS | 443 | ||
| Planning for the Appointment | 443 | ||
| Taking the History | 443 | ||
| Review of systems | 443 | ||
| Medical history | 444 | ||
| Developmental history | 444 | ||
| Family history | 444 | ||
| Social history | 444 | ||
| UNSTRUCTURED OBSERVATIONS | 444 | ||
| Mental Status Examination | 445 | ||
| Appearance | 445 | ||
| Behavior | 445 | ||
| Speech | 445 | ||
| Mood and affect | 445 | ||
| Thought content | 446 | ||
| Thought process | 446 | ||
| Development | 446 | ||
| Observation of Caregiver-Child Interaction | 446 | ||
| Reciprocity | 446 | ||
| Mutual enjoyment and shared affective experiences | 446 | ||
| Emotional availability and emotion regulation | 446 | ||
| Comfort seeking and distress responses | 447 | ||
| Play | 447 | ||
| Limit setting and cooperation | 447 | ||
| Separation and reunion response | 447 | ||
| Additional Informal Observations | 447 | ||
| STRUCTURED ASSESSMENT TOOLS | 447 | ||
| Crowell Parent-child Interaction Procedure | 448 | ||
| Working Model of the Child Interview | 448 | ||
| Structured Diagnostic Interviews | 448 | ||
| Preschool Age Psychiatric Assessment | 449 | ||
| Diagnostic Infant Preschool Assessment | 449 | ||
| Parent-report Measures | 449 | ||
| Laboratory Evaluation | 449 | ||
| FORMULATION: PUTTING IT ALL TOGETHER | 452 | ||
| REFERENCES | 452 | ||
| Psychopathology and Intervention | A3 | ||
| Beyond Reactive Attachment Disorder | 455 | ||
| Key points | 455 | ||
| ATTACHMENT AND DEVELOPMENTAL PROCESS | 457 | ||
| THE DEVELOPMENT OF ATTACHMENT | 458 | ||
| INDIVIDUAL DIFFERENCES IN ATTACHMENT: SECURE, INSECURE, AND DISORGANIZED | 460 | ||
| ATTACHMENT AND PSYCHOLOGICAL FUNCTION | 460 | ||
| ATTACHMENT DISORDERS | 462 | ||
| ASSESSMENT OF ATTACHMENT | 462 | ||
| EVIDENCE-BASED THERAPEUTIC INTERVENTIONS TO FOSTER ATTACHMENT | 465 | ||
| PHARMACOTHERAPY AND ATTACHMENT | 470 | ||
| SUMMARY | 470 | ||
| SUPPLEMENTARY DATA | 471 | ||
| REFERENCES | 471 | ||
| Trauma and Very Young Children | 477 | ||
| Key points | 477 | ||
| INTRODUCTION | 477 | ||
| How Common Is Trauma Exposure? | 477 | ||
| How Does Trauma Affect Development? | 478 | ||
| CLINICAL CONSEQUENCES AMONG YOUNG CHILDREN | 479 | ||
| PROTECTIVE FACTORS AND RESILIENCE | 480 | ||
| ASSESSMENT AND INTERVENTION | 480 | ||
| Assessment of Trauma Symptoms | 481 | ||
| Intervention | 481 | ||
| Trauma-informed systems | 481 | ||
| Trauma interventions | 483 | ||
| Attachment and biobehavioral catch-up | 483 | ||
| Attachment, regulation, and competency | 485 | ||
| Child-parent psychotherapy | 485 | ||
| The incredible years | 485 | ||
| Parent-child interaction therapy | 485 | ||
| Trauma-focused cognitive behavioral therapy | 485 | ||
| SUMMARY | 486 | ||
| REFERENCES | 486 | ||
| Disruptive Behavior Disorders in Children 0 to 6 Years Old | 491 | ||
| Key points | 491 | ||
| COMORBIDITY | 492 | ||
| ENVIRONMENTAL RISK FACTORS | 492 | ||
| GENETIC RISK FACTORS | 494 | ||
| NEUROIMAGING | 494 | ||
| NEUROPSYCHOLOGICAL PROFILES AND NEUROPHYSIOLOGIC CORRELATES | 495 | ||
| ASSESSMENT | 495 | ||
| TREATMENT | 496 | ||
| REFERENCES | 497 | ||
| Depression and Anxiety in Preschoolers | 503 | ||
| Key points | 503 | ||
| INTRODUCTION | 503 | ||
| RESEARCH ON PRESCHOOL INTERNALIZING DISORDERS | 504 | ||
| ASSESSMENT OF PRESCHOOL DEPRESSION | 506 | ||
| PREVALENCE AND COURSE OF PRESCHOOL DEPRESSION | 507 | ||
| FACTORS ASSOCIATED WITH PRESCHOOL DEPRESSION | 507 | ||
| NEUROBIOLOGICAL CORRELATES OF PRESCHOOL DEPRESSION | 509 | ||
| TREATMENT OF PRESCHOOL DEPRESSION | 510 | ||
| ASSESSMENT OF PRESCHOOL ANXIETY DISORDERS | 511 | ||
| PREVALENCE OF PRESCHOOL ANXIETY DISORDERS | 512 | ||
| RISK FACTORS FOR PRESCHOOL ANXIETY DISORDERS | 512 | ||
| TREATMENT OF PRESCHOOL ANXIETY DISORDERS | 513 | ||
| CASE STUDY | 513 | ||
| SUMMARY | 514 | ||
| ACKNOWLEDGMENTS | 514 | ||
| REFERENCES | 514 | ||
| Attention Deficit Hyperactivity Disorder in Preschool-Age Children | 523 | ||
| Key points | 523 | ||
| INTRODUCTION | 523 | ||
| TREATMENT OF ATTENTION DEFICIT HYPERACTIVITY DISORDER | 525 | ||
| EVIDENCE-BASED NONPHARMACOLOGIC APPROACHES IN TREATMENT OF ATTENTION DEFICIT HYPERACTIVITY DISORDER | 525 | ||
| Evidence-based Behavioral Intervention for Attention Deficit Hyperactivity Disorder | 525 | ||
| Community Parent Education Program | 527 | ||
| Neurofeedback | 529 | ||
| EVIDENCE-BASED PHARMACOLOGIC TREATMENT FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER | 530 | ||
| EVIDENCE-BASED COMBINATION BEHAVIORAL AND MEDICATION TREATMENT FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER | 532 | ||
| Nutrition, Exercise, and Sleep | 532 | ||
| SUMMARY | 534 | ||
| REFERENCES | 535 | ||
| Intellectual Disability and Language Disorder | 539 | ||
| Key points | 539 | ||
| INTRODUCTION | 539 | ||
| INTELLECTUAL DISABILITY | 540 | ||
| Evaluation | 541 | ||
| Differential Diagnosis | 541 | ||
| Challenging Behaviors, Comorbidity, and Management | 542 | ||
| Promotion of Developmental Progress | 543 | ||
| LANGUAGE DISORDERS | 543 | ||
| Language Delay and Late Talkers Versus Language Disorder | 544 | ||
| Evaluation | 545 | ||
| Differential Diagnosis | 547 | ||
| Challenging Behavior and Comorbidities | 547 | ||
| Management | 548 | ||
| Language Interventions: Principles, Approaches, and Modalities | 548 | ||
| SUMMARY | 550 | ||
| Common Aspects of Managing Intellectual Disability and Language Disorders | 550 | ||
| Future Directions | 550 | ||
| REFERENCES | 550 | ||
| The Early Origins of Autism | 555 | ||
| Key points | 555 | ||
| INTRODUCTION | 555 | ||
| EPIDEMIOLOGY | 556 | ||
| Early Childhood Diagnosis | 556 | ||
| THE CURRENT DIAGNOSTIC PROCESS | 557 | ||
| Diagnostic Criteria | 557 | ||
| Clinical Assessment | 558 | ||
| Differential Diagnosis | 559 | ||
| Intellectual disability | 559 | ||
| Specific language impairment | 559 | ||
| Attention-deficit/hyperactivity disorder | 559 | ||
| Anxiety disorders | 559 | ||
| Disruptive behavior disorders | 559 | ||
| Standardized Measures of Symptom Burden | 560 | ||
| Quantitative approaches to the measurement of autistic traits | 560 | ||
| CAUSATION AND AN IMPENDING REVOLUTION IN AUTISM SPECTRUM DISORDER DIAGNOSIS | 562 | ||
| EARLY MANIFESTATIONS AND COURSE | 563 | ||
| Social Communication Deficits | 563 | ||
| Restricted Interests and Repetitive Behaviors | 564 | ||
| Presentation of Regression | 564 | ||
| INTERVENTION PLANNING | 565 | ||
| SUMMARY | 565 | ||
| REFERENCES | 566 | ||
| Feeding Disorders | 571 | ||
| Key points | 571 | ||
| INTRODUCTION | 571 | ||
| INTERDISCIPLINARY CARE | 573 | ||
| REVIEW OF AVAILABLE TREATMENTS | 574 | ||
| Behavioral Feeding | 574 | ||
| Sensory-Based and Oral-Motor Treatments | 575 | ||
| Nutritional Manipulation | 575 | ||
| Pharmacologic Management | 577 | ||
| Prevention | 577 | ||
| SUMMARY | 579 | ||
| Implications | 579 | ||
| Future Research | 580 | ||
| REFERENCES | 580 | ||
| Sleep Disorders | 587 | ||
| Key points | 587 | ||
| INTRODUCTION | 587 | ||
| SLEEP IN THE PRESCHOOL YEARS | 587 | ||
| NORMAL SLEEP IN THE PRESCHOOL YEARS | 588 | ||
| SLEEP DISORDERS | 589 | ||
| SLEEP ISSUES IN CHILDREN WITH PSYCHIATRIC DIAGNOSES | 592 | ||
| HEALTH DISPARITIES | 593 | ||
| SUMMARY/DISCUSSION | 593 | ||
| REFERENCES | 593 | ||
| Setting the Stage for Collaboration and Future Directions | A5 | ||
| Partnerships with Primary Care for the Treatment of Preschoolers | 597 | ||
| Key points | 597 | ||
| BACKGROUND | 597 | ||
| INCREASING ACCESS TO EARLY CHILDHOOD MENTAL HEALTH CARE | 599 | ||
| TELEPSYCHIATRY AND CHILDREN | 599 | ||
| OVERVIEW: THE MICHIGAN CHILD COLLABORATIVE CARE PROGRAM | 599 | ||
| POPULATION DEMOGRAPHICS | 601 | ||
| Telepsychiatry Preschool Assessment | 601 | ||
| RESULTS: DATA FROM THE MICHIGAN CHILD COLLABORATIVE CARE PROGRAM | 602 | ||
| Primary Care Providers | 602 | ||
| Patient Referrals: All Ages | 603 | ||
| Patient Referrals: Preschool Children | 603 | ||
| Pharmacotherapy in Preschoolers | 604 | ||
| Referrals to Behavioral Health Consultant for Preschoolers | 605 | ||
| Telepsychiatry Summary (Ages 0–5 Years) | 606 | ||
| SUMMARY | 606 | ||
| ACKNOWLEDGMENTS | 607 | ||
| REFERENCES | 607 | ||
| The Future of Preschool Prevention, Assessment, and Intervention | 611 | ||
| Key points | 611 | ||
| INTRODUCTION | 611 | ||
| Early Childhood Brain Development: from Infinity to Beyond | 612 | ||
| Family-Based Health Promotion | 612 | ||
| Wellness Prescriptions | 613 | ||
| UNDERSTANDING THE DEVELOPING BRAIN | 613 | ||
| NUTRITION | 614 | ||
| Parental Influences | 614 | ||
| Nutrition, Mental Health, and Specific Interventions | 614 | ||
| Wellness Prescription | 615 | ||
| PHYSICAL ACTIVITY | 615 | ||
| Correlates of Physical Activity in Children | 615 | ||
| Physical Activity Effects on Psychopathologic Conditions | 615 | ||
| Factors Affecting Physical Activity in Children | 615 | ||
| Wellness Prescription | 616 | ||
| MINDFULNESS | 616 | ||
| Mindfulness in Schools | 616 | ||
| Effects in Clinical Populations | 616 | ||
| Mindfulness in the Family | 617 | ||
| Wellness Prescription | 617 | ||
| MUSIC | 617 | ||
| Wellness Prescription | 618 | ||
| PARENT TRAINING | 618 | ||
| Parenting Choices (Sleep, Screen Time, and Reading) | 618 | ||
| Wellness Prescription | 619 | ||
| SUMMARY | 619 | ||
| REFERENCES | 620 | ||
| Index | 625 |