Handbook of Child Psychopathology

1. Front Matter

   Pages i-xiii

   PDF

2. Basic Issues

   1. Front Matter

      Pages 1-1

      PDF

   2. Developmental Perspectives

      • Susan B. Campbell

      Pages 3-35

   3. Etiological Factors

      • Marilyn T. Erickson

      Pages 37-61

   4. Diagnosis, Assessment, Taxonomy, and Case Formulations

      • Thomas M. Achenbach

      Pages 63-87

3. Specific Childhood Psychopathologies

   1. Front Matter

      Pages 89-89

      PDF

   2. Mental Retardation

      • Nirbhay N. Singh, Donald P. Oswald, Cynthia R. Ellis

      Pages 91-116

   3. Learning Disabilities

      • Jan L. Culbertson

      Pages 117-156

   4. Autistic Disorder

      • Laura Schreibman, Marjorie H. Charlop-Christy

      Pages 157-179

   5. Attention-Deficit/Hyperactivity Disorders

      • Carol K. Whalen, Barbara Henker

      Pages 181-211

   6. Conduct Disorders

      • Paul J. Frick

      Pages 213-237

   7. Anxiety Disorders

      • Wendy K. Silverman, Golda S. Ginsburg

      Pages 239-268

   8. Depressive Disorders

      • Jennifer A. J. Schwartz, Tracy R. G. Gladstone, Nadine J. Kaslow

      Pages 269-289

   9. Eating Disorders

      • Donald A. Williamson, Bret G. Bentz, Jodie Y. Rabalais

      Pages 291-305

   10. Self-Injurious Behavior and Stereotypies

       • Johannes Rojahn, Marc J. Tassé, Diane Morin

       Pages 307-336

   11. Tics and Tourette’s Disorder

       • Floyd R. Sallee, Eve G. Spratt

       Pages 337-353

   12. Elimination Disorders

       • Steven J. Ondersma, C. Eugene Walker

       Pages 355-378

4. Psychological Aspects of Physical Conditions

   1. Front Matter

      Pages 379-379

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   2. Pediatric Headaches

      • Elise E. Labbé

      Pages 381-394

   3. Childhood Asthma

      • Thomas L. Creer

      Pages 395-415

In our first edition of the Handbook in 1983, we the origins and course(s) of maladaptive behav­ ior, whatever the causes, whatever the age of on­ noted that child psychopathology should no longer be viewed as a downward extension of set, whatever the transformations in behavioral adult psychopathology. Rather, we suggested expression, and however complex the develop­ that children should be viewed as children, not mental pattern may prove to be. It strives to inte­ as miniature adults, and that a merger of the dis­ grate these two disciplines in an intimate and of­ ciplines of clinical child psychology and devel­ tentimes complex manner. opmental psychology must occur for this evolu­ Careful attention to issues of development and tion to be fully realized. In the second edition of other contextual issues relevant to children, ad­ the Handbook in 1989, we asserted that the syn­ olescents, and their families guided us in our ef­ thesis of these two fields of inquiry was under­ forts to solicit contributors for this third edition.

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Educational Psychology

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  Thomas H. Ollendick

• School of Professional Psychology, Pacific University, Forest Grove, USA

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