书目名称 | Handbook of Developmental Psychopathology | 编辑 | Michael Lewis,Karen D. Rudolph | 视频video | | 概述 | Integrates state-of-the-art theory and empirical research across multidisciplinary perspectives.Examines molecular genetics and epigenetics, brain imaging, and early experience in development of biolo | 图书封面 |  | 描述 | .When developmental psychologists set forth the theory that the roots of adult psychopathology could be traced to childhood experience and behavior, the idea quickly took hold. Subsequently, as significant research in this area advanced during the past decade, more sophisticated theory, more accurate research methodologies, and improved replication of empirical findings have been the result..The Third Edition of the Handbook of Developmental Psychopathology incorporates these research advances throughout its comprehensive, up-to-date examination of this diverse and maturing field. Integrative state-of-the-art models document the complex interplay of risk and protective factors and other variables contributing to normal and pathological development. New and updated chapters describe current refinements in assessment methods and offer the latest research findings from neuroscience. In addition, the Third Edition provides readers with a detailed review across the spectrum of salient topics, from the effects of early deprivation to the impact of puberty..As the field continues to shift from traditional symptom-based concepts of pathology to a contemporary, dynamic paradigm, the Third E | 出版日期 | Book 2014Latest edition | 关键词 | ADHD; ASD; Adolescence; Aggression; Anxiety disorders; Attention deficit hyperactivity disorder; Autism sp | 版次 | 3 | doi | https://doi.org/10.1007/978-1-4614-9608-3 | isbn_softcover | 978-1-4899-7672-7 | isbn_ebook | 978-1-4614-9608-3 | copyright | Springer Science+Business Media New York 2014 |
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Toward the Development of the Science of Developmental Psychopathology |
Michael Lewis Ph.D. |
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It is almost 30 years since the seminal paper by Sroufe and Rutter (1984) and nearly 25 years since the first edition of the . (Lewis & Miller, 1990). Much has changed in the study of pathology since then, including our models of development, the definitions of psychopathology—with some newer types added and others removed—and in particular new measurements and new statistical techniques. Nevertheless I think it is still appropriate to define our field as “the study of the prediction of development of maladaptive behaviors and the processes that underlie them.” As we have said, the thrust of the definition of developmental psychopathology requires something more than a simple combination of two sets of interests. Besides the study of change and development of maladaptive behaviors, the combination of issues of development with that of psychopathology informs both areas of interest. But perhaps of equal importance is that our study of the development of pathology forces us to look at individual differences.
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A Dialectic Integration of Development for the Study of Psychopathology |
Arnold J. Sameroff Ph.D. |
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The field of developmental psychopathology was initially focused on efforts to understand the etiology of adult mental disorders by studying children and their disorders. However, this effort produced unanticipated changes in our understanding of pathology, individual development, and the role of social context. Among these modifications were the blurring of the division between mental illness and mental health, the need to attend to patterns of adaptation rather than personality traits, and the powerful influences of the social world on individual development. Current developmental views place deviancy in the dynamic relation between individuals and their contexts. From another perspective, the history of developmental psychopathology is an example of universal dialectical processes where action in the world, that is, research on mental illness, produces results that contradict the models that inspired that action, that is, linear models of individual psychopathology. Dialectical developmental processes are evident as we trace how patterns of adaptation by researchers, expressed in theoretical models and empirical paradigms, increasingly have come to match the complexities of huma
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Nature–Nurture Integration |
Michael Rutter M.D. |
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The two key features of developmental psychopathology (DP) concern the importance of continuities and discontinuities across the span of development and the span between normality and disorder (Rutter, 1988; Rutter & Sroufe, 2000; Sroufe & Rutter, 1984). Both, however, required a shift from what has been traditional in developmental psychology and in child psychiatry (Rutter, 2003). Thus, developmental psychology has tended to focus particularly on developmental universals and on trait continuities over time, whereas DP demands a focus on individual differences and on the growing psychological cohesion that may extend across traits and on the modifications and changes that derive from altered circumstances. Child psychiatry, on the other hand, has tended to concentrate on the causes and course of individual diagnostic conditions. Of course, these are important, but what is different about a DP perspective is that it is necessary to go on to pose questions such as those involving age-related variations in susceptibility to stress, the extent to which development of disorder is dependent on prior circumstances at an earlier age, the query as to whether there are points in development
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Developmental, Quantitative, and Multicultural Assessment of Psychopathology |
Thomas M. Achenbach Ph.D. |
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In the chapter that I wrote for the first edition of this . (Lewis & Miller, 1990), I focused mainly on how to conceptualize developmental psychopathology. In the second edition of the . (Sameroff, Lewis, & Miller, 2000), my chapter focused on assessment of psychopathology within the conceptual framework of developmental psychopathology. In light of growing awareness of quantitative and cultural variations in people’s needs for help, the time has come to integrate developmental, quantitative, and multicultural concepts, methods, and findings in order to advance both our understanding of behavioral, emotional, and social problems and our efforts to ameliorate them.
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Developmental Epidemiology |
Katie A. McLaughlin Ph.D. |
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This chapter examines the contribution of epidemiological research to our understanding of developmental psychopathology. I first review some basic information about the field of epidemiology: the goals and scope of epidemiological research, a brief history of the discipline, and how epidemiological approaches differ from other study designs in developmental psychopathology. The bulk of the chapter is devoted to consideration of the types of research questions in developmental psychopathology that can be uniquely addressed using epidemiological research designs and a review of hallmark findings produced by developmental epidemiology. The chapter ends with a discussion of how epidemiological approaches can be incorporated into one’s own research program, with an eye towards encouraging researchers to capitalize on the increasing armamentarium of publicly available epidemiological datasets that can be used to advance our understanding of developmental psychopathology. This chapter builds on seminal reviews of this topic by Jane Costello and Adrian Angold (Angold & Costello, 1995; Costello & Angold, 1995; Costello, Egger, & Angold, 2005; Costello, Foley, & Angold, 2006) that describe
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Modeling Strategies in Developmental Psychopathology Research: Prediction of Individual Change |
Sonya K. Sterba Ph.D. |
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Developmental psychopathologists often seek to explain change over time in psychiatric syndromes and behavioral constructs. Because the rate and form of change may be unique to particular children, complex interactions among person-level characteristics, environmental characteristics, genetic/biological characteristics, and time are often hypothesized and investigated (e.g., Petersen et al., 2012). However, before we can assess change over time in such constructs and before we can investigate how change differs across children, we must consider how to conceptualize the psychiatric constructs themselves, and we must consider what assumptions are required for quantifying change. In order to address these issues, we first briefly discuss preliminary statistical and conceptual issues involving the categorical versus continuous representation of psychopathological constructs at a given time point. Second we discuss some preconditions for quantifying change in such constructs across development. The third and fourth section of this chapter focus on methods for describing and predicting longitudinal change in psychopathological constructs; these methods allow recovery of interactions betw
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Resilience and Positive Psychology |
Suniya S. Luthar Ph.D.,Emily L. Lyman M.A.,Elizabeth J. Crossman M.A. |
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Since its introduction to the scientific literature in the mid-1990s, developmental science has seen incremental refinements in research on resilience, which is a process or phenomenon reflecting positive child adjustment despite conditions of risk. In this chapter, we describe accumulated evidence on this construct in the field of developmental psychopathology and appraise critical directions for future work. We begin by briefly describing the history of work in this area through contemporary times, defining core constructs, and summarizing major findings on factors associated with resilience. In the second half of the chapter, we examine commonalities and differences between the resilience framework and a related, relatively new area of scientific inquiry: positive psychology. Our objective is to elucidate ways in which progress in each of these areas might most usefully inform efforts in the other, collectively maximizing the promotion of well-being among individuals, families, and society.
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Family Context in the Development of Psychopathology |
Patrick T. Davies Ph.D.,Melissa L. Sturge-Apple Ph.D. |
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High public health significance is attached to understanding how family relationships impact child psychopathology. Decades of research have established that a wide array of family characteristics serve as pivotal precursors of children’s mental health outcomes (Morris, Silk, Steinberg, Myers, & Robinson, 2007; Repetti, Taylor, & Seeman, 2002). Reviews of the literature within the framework of “risky” family environments have specifically documented that aggression, conflict, and disengagement in the whole family, parent–child, interparental, and sibling contexts qualify as risk factors for the emergence and persistence of psychological problems throughout childhood and adulthood (Repetti, Robles, & Reynolds, 2011; Repetti et al., 2002). Since the last edition of this book over 10 years ago, significant headway has been made in elucidating the processes and conditions underlying the variability in outcomes of children exposed to these specific family characteristics. By the same token, significant gaps remain in understanding how and why family processes affect children’s mental health within a developmental framework. Accordingly, the overarching objective of this chapter is to de
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Schooling and the Mental Health of Children and Adolescents in the United States |
Robert W. Roeser Ph.D.,Jacquelynne S. Eccles Ph.D. |
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Schools are a central cultural context of child and adolescent development. Children spend more time in schools than in any other context outside their homes (Eccles & Roeser, 2010, 2011). Thus, success in this setting is critical to both current mental health and future life options (NAS, 2006; NCES, 2006). Yet not everyone in the USA either thrives in or completes formal K-12 schooling. Poor children (a disproportionately high percentage of whom are African-, Mexican-, and Native American) are much less likely to complete high school or enroll in and graduate from college (Aud, KewalRamani, & Frohlich, 2011). This leaves many young people unprepared to participate and prosper fully in the changing US economy (Duncan & Murane, 2011). In addition, many children, particularly but not only those living in poverty, come to school unprepared to deal with the demands of schooling and with unmet health and mental health needs (Adelman & Taylor, 2009; Greenberg et al., 2003). Lack of readiness and untreated problems can contribute to academic failure at school and growing social and behavioral problems across the school years.
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Peer Relationships and the Development of Psychopathology |
Sophia Choukas-Bradley M.A.,Mitchell J. Prinstein Ph.D., A.B.P.P. |
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Merely a half century ago, research examining contextual correlates of youth psychopathology focused almost exclusively on parental factors (Hartup, 1970). Several influential initial studies revealed that children and young adults experiencing significant emotional difficulties could be identified by their troubling experiences with peers earlier in childhood (e.g., Roff, 1961). Soon after, follow-forward studies revealed that children who were disliked by their peers appeared to be at greater risk for a host of later negative outcomes, including delinquent or criminal activity and various symptoms of psychopathology (e.g., Coie, Terry, Lenox, Lochman, & Hyman, 1995). These findings contributed to an emphasis on understanding how children’s peer status, or acceptance/rejection among peers, may be associated with later psychopathology. Over time, researchers began to take interest in developmental antecedents or determinants of children’s peer status and in more broadly understanding the nature of early childhood peer experiences. Soon, an awareness of other types of peer relationships began to dominate researchers’ interest. For instance, studies revealed that youths’ success in d
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The Influence of Stressors on the Development of Psychopathology |
Kathryn E. Grant Ph.D.,Susan Dvorak McMahon Ph.D.,Jocelyn Smith Carter Ph.D.,Russell A. Carleton Ph. |
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This chapter provides a brief history of the ways in which researchers have defined, conceptualized, andmeasured stress and provides recommended definitions and conceptualizations of stress for use in research and practice with children and adolescents. The chapter also reviews evidence that (a) stressors contribute to psychopathology; (b) moderators influence the relation between stressors and psychopathology; (c) mediators explain the relation between stressors and psychopathology; (d) there is specificity in the relations among stressors, moderators, mediators, and psychopathology; and (e) relations among stressors, moderators, mediators, and psychopathology are reciprocal and dynamic. Finally, this chapter highlights methodological problems, particularly with stressor measurement, that have impeded progress in the field and lays out a research agenda for improving the measurement of stress.
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Culture and Developmental Psychopathology |
Xinyin Chen Ph.D.,Rui Fu M.S.,Lingli Leng M.Ed. |
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Human development is a complex phenomenon that must be understood with cultural context taken into account (e.g., Vygotsky, 1978). Culture may affect development through various processes such as facilitation and suppression of specific behaviors (Weisz, Weiss, Suwanlert, & Chaiyasit, 2006). Cultural norms and values may also provide a frame of reference for social evaluations of, and responses to, behaviors and thus attribute “meaning” to the behaviors. As a result, whether and to what extent a behavior is adaptive or maladaptive depend largely on cultural context.
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Developmental Behavioral Genetics |
Thomas G. O’Connor Ph.D. |
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Progress in understanding genetic influences on health and development continues to be swift and substantial, both resolving and raising core questions for clinical and developmental science. That general point would have been predicted from the last edition of this .. What might not have been obvious at the time of the previous volume is the degree of methodological migration away from traditional behavioral genetic approaches using of sibling, twin, and adoption designs to molecular, genetic, and particularly epigenetic approaches; indeed, molecular and epigenetic approaches have since become the more attention-getting, if not the more dominant, methods for testing genetic hypotheses. As a result, the understanding and tracking the field of developmental behavioral genetics now requires a good deal of appreciation for technical laboratory procedures as well as the quantitative sophistication and grounding in behavioral science. Alongside this shift in methods has been a concomitant shift in research questions; that is a theme of this chapter. After a brief review of some of the basic concepts in behavioral genetics, this chapter seeks to present a current overview of the field of
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Functional Magnetic Resonance Imaging in Developmental Psychopathology: The Brain as a Window into t |
Johnna R. Swartz M.S.,Christopher S. Monk Ph.D. |
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The development of psychopathology results from a complex interplay between genetic and environmental influences over time. The use of functional magnetic resonance imaging (fMRI) allows for the examination of brain function as a potential mediator of these interactions. Throughout the chapter, two applications of fMRI to understanding the development and treatment of psychopathology are discussed. First, fMRI can be used to examine the association between genetic or epigenetic variation and neural function as a means of elucidating the developmental pathways involved in gene x environment interactions on risk for psychopathology. Second, fMRI has applications for the development and testing of novel treatments for psychiatric disorders. Research reviewed focuses on anxiety disorders and autism spectrum disorder as examples to illustrate how the inclusion of fMRI as a level of analysis can advance understanding of the development and treatment of psychopathology.
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The Contributions of Early Experience to Biological Development and Sensitivity to Context |
Nicole R. Bush Ph.D.,W. Thomas Boyce M.D. |
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Although long a focus of developmental psychopathology, in recent years a variety of professional disciplines and the general public have demonstrated an increased interest in the manner in which early life experience relates to the development of health outcomes. Adding to the already rich empirical evidence of early life experience effects on child development, it is now becoming common for studies of adult mental health to include indices of childhood social context. In tandem with this movement, there has been a remarkable advancement in understanding of human biology and the biological mechanisms underlying psychopathology. In combination, these advancements in the study of early experience and biology illuminate many of the etiologic complexities of mental health. This chapter will review theories and evidence for the biological embedding of early life experience and the manner in which context and biology interact to predict psychopathology. In particular, we approach this work through the lens of Biological Sensitivity to Context Theory, which allows for examination of both phenomena and their integration, across development.
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Temperament Concepts in Developmental Psychopathology |
John E. Bates Ph.D.,Alice C. Schermerhorn Ph.D.,Isaac T. Petersen |
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The concept of temperament is useful for distinguishing between one child and another and between the child and the social environment. Temperament traits have been regarded as the core of personality and have been shown by research to have important associations with developmental psychopathology. For decades, developmental psychopathology research using temperament has been growing vigorously. We found 1,441 peer-reviewed articles on temperament published between 2009 and June of 2012. Seventy percent of these considered temperament in relation to concepts representing the broader domain of developmental psychopathology, such as behavior problems, externalizing, internalizing, and psychiatric diagnoses. Consistent with the vigor of this area of research, numerous major reviews, edited volumes, and monographs on temperament’s relations with developmental psychopathology have appeared in recent years, including Seifer (2000) in the previous edition of this handbook; Caspi and Shiner (2006), Degnan, Almas, and Fox (2010), De Pauw and Mervielde (2010), Kiff, Lengua, and Zalewski (2011), Rothbart (2011), Zentner and Shiner (2012), and Klein, Dyson, Kujawa, and Kotov (2012), just to ci
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