Table Of Contentebook
THE GUILFORD PRESS
ASSESSMENT AND TREATMENT
OF CHILDHOOD PROBLEMS
Assessment
and Treatment
of Childhood
Problems
A Clinician’s Guide
T H I R D E D I T I O N
Carolyn S. Schroeder
Julianne M. Smith‑Boydston
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ISBN 978-1-4625-3070-0
About the Authors
Carolyn S. Schroeder, PhD, is Adjunct Professor in the Clinical Child Psychology
Program at the University of Kansas. She previously held appointments in the Depart-
ments of Pediatrics, Psychiatry, and Psychology at the University of North Carolina at
Chapel Hill. Throughout her career, she has trained graduate students, interns, and
postdoctoral fellows from multiple health care disciplines in the assessment and treat-
ment of children and their families. She is widely recognized for the establishment of
a model for psychologists’ participation in primary care pediatrics. Dr. Schroeder’s
professional contributions have been recognized with awards from the Society of
Clinical Psychology, the Society of Clinical Child Psychology, the Society of Pediatric
Psychology, and the Division of Family Psychology of the American Psychological
Association, among other honors. In 2013, the Society of Pediatric Psychology estab-
lished an annual award for clinical practice in her name.
Julianne M. Smith- Boydston, PhD, is Director of the Child and Family Services
Clinic at the University of Kansas, where she has supervised teams of graduate stu-
dents since 2004. For over 15 years, she worked at the Bert Nash Community Mental
Health Center in Lawrence, Kansas, where she coordinated staff development, over-
saw all assessments for child and family services, and supervised multidisciplinary
community-b ased teams, psychology practicum students and interns, and therapists
in a therapeutic classroom. Dr. Smith- Boydston also held an appointment in the
Department of Psychology at Washburn University, where she taught graduate and
undergraduate courses. Her publications reflect her interest in evidence- based prac-
tices and their dissemination into community- based programs.
v
In Memoriam
Betty N. Gordon (1938–2004)
This book is dedicated to the memory of Betty N. Gordon. Betty was the coauthor
of the first and second editions of this book, a first-rate clinician and researcher,
and, above all, a good friend and colleague. For over 20 years, she collaborated with
the first author (C. S. S.) in a community pediatric primary care clinic. While Betty
was a professor in the University of North Carolina Department of Psychology, she
spent time each week in the pediatric clinic working with children and parents, col-
laborating with the medical staff, and supervising students. She also demonstrated
the value and feasibility of doing research in the primary care setting. Her research
focused on children who had been sexually abused and physically abused, with a
special interest in children’s memory for traumatic events. As a developmental and
clinical psychologist, she understood the value of normative data on children’s knowl-
edge and memory of events and how this was affected under various conditions.
For example, she studied preschool children’s knowledge of sexuality, what they had
been taught, and their parents’ beliefs about sexuality, and compared these data with
those of children who had been sexually abused (Gordon, Schroeder, & Abrams,
1990a, 1990b). She, along with other colleagues, also studied preschoolers’ memories
of unique and stressful situations, how these memories faded over time, and how they
were affected by intervening information (see Selected Works below). This research
was funded by National Institute of Mental Health grants and carried out in a num-
ber of pediatric clinics throughout North Carolina.
Betty’s seminal research on children’s memories provided important develop-
mental knowledge on the ability of children to provide accurate information about
traumatic events for court testimony. She helped change the policies on how child
sexual abuse was handled in North Carolina by working with the University of
North Carolina Institute of Government to train police officers, attorneys general,
and judges to use research to evaluate cases of child sexual abuse. Betty was a true
pioneer in pediatric psychology and advanced the field of integrated care and col-
laborative research. She is missed and will never be forgotten by her colleagues and
graduate students, and by the children and parents with whom she worked.
vii
viii In Memoriam
SELECTED WORKS
Baker-Ward, L., Gordon, B. N., Ornstein, P. A., Larus, D. M., & Clubb, P. A. (1993). Young
children’s long-term retention of a pediatric examination. Child Development, 64(5),
1519–1533.
Baker-Ward, L., Ornstein, P. A., & Gordon, B. N. (1993). A tale of two settings: Young chil-
dren’s memory performance in the laboratory and the field. Advances in Psychology,
100, 13–41.
Burgwyn- Bailes, E., Baker-Ward, L., Gordon, B. N., & Ornstein, P. A. (2001). Children’s
memory for emergency medical treatment after one year: The impact of individual dif-
ference variables on recall and suggestibility. Applied Cognitive Psychology, 15(7), S25–
S48.
Gordon, B. N., Baker-Ward, L., & Ornstein, P. A. (2001). Children’s testimony: A review of
research on memory for past experiences. Clinical Child and Family Psychology Review,
4(2), 157–181.
Gordon, B. N., & Follmer, A. (1994). Developmental issues in judging the credibility of chil-
dren’s testimony. Journal of Clinical Child Psychology, 23(3), 283–294.
Gordon, B. N., Schroeder, C. S., & Abrams, M. (1990a). Age and social differences in chil-
dren’s knowledge of sexuality. Journal of Clinical Child Psychology, 19, 33–43.
Gordon, B. N., Schroeder, C. S., & Abrams, M. (1990b). Children’s knowledge of sexuality:
A comparison of sexually abused and non- abused children. American Journal of Ortho-
psychiatry, 60, 250–257.
Gordon, B. N., Schroeder, C. S., Ornstein, P. A., & Baker-Ward, L. E. (1995). Clinical impli-
cations of research on memory development. In T. Ney (Ed.), True and false allega-
tions of child sexual abuse: Assessment and case management (pp. 99–124). New York:
B runner/Mazel.
Greenhoot, A. F., Ornstein, P. A., Gordon, B. N., & Baker-Ward, L. (1999). Acting out the
details of a pediatric check-up: The impact of interview condition and behavioral style
on children’s memory reports. Child Development, 70(2), 363–380.
Jens, K. G., Gordon, B. N., & Shaddock, A. J. (1990). Remembering activities performed
versus imagined: A comparison of children with mental retardation and children with
normal intelligence. International Journal of Disability, Development and Education,
37(3), 201–213.
Ornstein, P. A., Baker-Ward, L., Gordon, B. N., Pelphrey, K. A., Tyler, C. S., & Gramzow, E.
(2006). The influence of prior knowledge and repeated questioning on children’s long-
term retention of the details of a pediatric examination. Developmental Psychology,
42(2), 332–344.
Ornstein, P. A., Merritt, K. A., Baker-Ward, L., Furtado, E., Gordon, B. N., & Principe, G.
(1998). Children’s knowledge, expectation, and long-term retention. Applied Cognitive
Psychology, 12(4), 387–405.
Principe, G. F., Ornstein, P. A., Baker-Ward, L., & Gordon, B. N. (2000). The effects of inter-
vening experiences on children’s memory for a physical examination. Applied Cognitive
Psychology, 14(1), 59–80.
