By Eric J. Mash PhD, Russell A. Barkley PhD ABPP ABCN
New to This Edition
*Includes DSM-5 standards and dialogue of changes.
*Incorporates over a decade's worthy of analysis advances in genetics, neurobiology, and different areas.
*Chapters on bipolar affliction, suicide/self-injury, obsessive-compulsive spectrum issues, and character disorders.
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Additional resources for Child Psychopathology, Third Edition
Educational advances, peer relationships) shifts a child’s course onto a more adaptive trajectory. , a dysfunctional home environment, peer rejection, difficulties in school, parental psychopathology, intergenerational conflict, and genetic effects). Although the term “resilience” has not been clearly operationalized, it is generally used to describe children who (1) manage to avoid negative outcomes and/ or to achieve positive outcomes despite being at significant risk for the development of psychopathology; (2) display sustained competence under stress; or (3) show recovery from trauma (Werner, 1995).
An important distinction to be made with respect to cross-cultural comparisons is whether there are substantive differences in the rates of a disorder, or differences in the raters’ perceptions of these problems. S. children (ages 6–11 years). It was found that Thai teachers were confronted with students who were more prone to behavioral and emotional problems at school than were teachers in the United States, but that they applied different judgments to the behaviors they observed. Similarly, cultural factors are known to influence not only informal labeling processes but formal diagnostic practices as well.
Thus, despite the lack of clear boundaries between what is normal and abnormal, categorical distinctions are still useful as long as they adequately predict which children will be most likely to benefit from access to special education, treatment, or disability status. Healthy Functioning The study of psychopathology in children requires concomitant attention to adaptive developmental processes for several reasons. First, judgments of deviancy require knowledge of normative developmental functioning, both with respect to a child’s performance relative to same-age peers and with respect to the child’s own baseline of development.