Table Of ContentABNORMAL
CHILD AND
ADOLESCENT
PSYCHOLOGY
Written from a developmental perspective, Abnormal Child and Adolescent Psychology is organized
around five prominent and recurring themes: the course of normal development proceeds in an
orderly and predictable direction; maladaptive behaviors represent deviations from the normal path;
maladaptive behavior is represented by a continuum of severity (symptoms, syndromes, disorders)
based on the degree to which behaviors deviate from the norm; individual, interpersonal, contextual,
and cultural factors interact in a reciprocal way to influence normal development and abnormal
deviations; theoretical input from diverse perspectives can guide our understanding of underlying
processes that precipitate and maintain behaviors and the different developmental pathways that
might result. This revised edition is divided into five sections, all integrating the DSM-5, and will
include a new chapter on child maltreatment and self-injurious behavior.
Linda Wilmshurst, PhD, ABPP, is in private practice and teaches graduate students online at
Capella University. She has previously taught in graduate programs and practiced internation-
ally. Linda is a Diplomate in Clinical Psychology, American Board of Professional Psychology,
and is a licensed clinical and school psychologist in Florida.
ABNORMAL
CHILD AND
ADOLESCENT
PSYCHOLOGY
A Developmental Perspective
2nd edition
LINDA WILMSHURST
Second edition published 2017
by Routledge
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and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2017 Taylor & Francis
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has been asserted by her in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
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trademarks, and are used only for identification and explanation without intent
to infringe.
First edition published by Routledge, 2008
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-96051-0 (hbk)
ISBN: 978-1-138-96050-3 (pbk)
ISBN: 978-1-315-66027-1 (ebk)
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Cover art by Rachel Wilmshurst
www.rachelwilmshurst.com
Contents
List of Figures vii
List of Tables ix
Preface xi
Part I: The Foundations of Abnormal Child and
Adolescent Psychology
1 Abnormal Child Psychology: Past, Present and Future 3
2 Understanding Abnormal Development: Theoretical Perspectives 27
3 Understanding Abnormal Development: Risks, Protective Factors
and Culturally Diverse Youth 67
4 Developmental Considerations in Research and Practice: Ethical
Issues and Research Methods 113
5 Issues in Diagnosis, Assessment and Treatment 155
Part II: Emotional, Behavioral and Learning Difficulties in Children
and Youth: Their Nature and Their Course
Section I: Neurodevelopmental Disorders: An Introduction 197
6 Intellectual Disability (Intellectual Developmental Disorder; IDD) 203
7 Autism Spectrum Disorder (ASD) 241
8 Specific Learning Disabilities (SLD) 269
9 Attention Deficit Hyperactivity Disorder (ADHD) 315
v
vi • Contents
Section II: Internalizing Disorders 357
10 Anxiety Disorders and Obsessive Compulsive and Related Disorders 369
11 The Mood Disorders: Depression, Bipolar Disorder, Suicide
(and Non-suicidal Self-Injury) and Suicide Prevention 415
Section III: Externalizing Problems and Disorders: An Introduction 463
12 Behavioral Problems and Disruptive Disorders 469
Section IV: Problems With Onset in Later Childhood or Adolescence 505
13 Eating and Feeding Disorders 507
14 Substance-Related Disorders 541
Section V: Stress, Trauma-Related Disorders and Child Maltreatment:
An Introduction 575
15 Stress, Trauma-Related Disorders and Child Maltreatment 577
References 617
Index 679
Figures
1.1 Bronfenbrenner’s Ecological Model 14
1.2 The K-3 Paradigm 23
2.1 Parts of the Brain 38
2.2 The K-3 Paradigm 59
3.1 The Cycle of Poverty 73
4.1 Number of Problem Behaviors Noted by Single Moms 132
5.1 Normal Distribution, Standard Scores and T-Scores 166
5.2 Frequency of Assessment Methods Used by Practicing
School Psychologists (Shapiro & Heick, 2004) 184
8.1 Percentage Distribution of Children Ages 3–21 Served Under the
Individuals With Disabilities Education Act (IDEA), Part B, by Disability
Type (School Year 2012–2013) 287
8.2 Neural Systems Involved in Reading 291
9.1 Barkley’s Model (1997) of the Four Executive Functions and
How These Relate to Behavioral Inhibition 339
10.A.1 The Tripartite Model of Anxiety and Depression 362
10.A.2 Temperament: Effortful Control and Emotionality/Neuroticism 363
11.1 Variations of Bipolar Disorder 442
12.1 The Ability to Develop Behavioral Self-Control and to Increase
Emotion Regulation Influences Behavior and Development in Many Areas 472
12.2 Illustration of Results from Study of Aggression, Emotion Regulation
and Self-Control (Rydell, Berlin & Bohlin, 2001) 477
12.3 The Cycle of Maternal Depression, Rejection and Child Aggression 479
12.4 Four Quadrants of Aggressive Behaviors (Frick et al., 1993) 484
13.1 The Anorexic Cycle: Restricting Subtype 521
13.2 The Bulimic Cycle: Binge/Purge Type 523
13.3 Subtypes of Anorexia Nervosa and Bulimia Nervosa 525
vii
Tables
1.1 Developmental Tasks, Competencies and Limitations at Each Stage 18
1.2 Stages of Development and Ecological Influences 21
1.3 Six Theoretical Views of Childhood Depression 22
1.4 Developmental Stages, Ecological Influences and Theoretical Perspectives:
An Integrated Model 23
2.1 Infant and Child Temperament Characteristics (Thomas & Chess, 1977) 41
2.2 Reward and Punishment Paradigm 43
2.3 Classroom Observation for Robby B 45
2.4 Classical Conditioning 47
2.5 Parenting Style 58
3.1 A Contextual Look at Common Risk and Protective Factors for
Behavior Problems and School Failure 70
3.2 DSM-5: Examples of Cultural Concepts of Distress (APA, 2013) 84
3.3 Who Are the Youth in Juvenile Detention (JD)? 87
4.1 Ethical Principles and Codes of Ethical Conduct 117
4.2 Sample Experimental Design 127
4.3 Research Methods: A Comparative Look 131
4.4 Frequency Table for Number of Behaviors Reported by Single Parents 132
4.5 Experimental Design: The Study of Development Over Time 144
4.6 Comparison of Quantitative and Qualitative Methods 146
5.1 Common Structured/Semi-Structured Interviews and Behavior
and Self-Rating Scales 158
5.2 Common Exceptional Categories and Criteria According to IDEA (2004) 173
5.3 Observational Recording Methods: Applications, Advantages and
Disadvantages 180
5.4 Frequency of Assessment Methods Used by Practicing School
Psychologists (Shapiro & Heick, 2004) 184
5.5 A Sample of Personality Assessment Instruments 185
6.1 Severity Levels and Adaptive Domains 212
6.2 Assessment Instruments for Intelligence and Adaptive Behaviors 213
7.1 Examples of Symptoms and Severity Levels for ASD 245
7.2 Some Assessment Instruments for ASD 252
8.1 Perspectives on Learning Disabilities: The Early Years 273
8.2 Specific Types of Learning Disabilities 288
9.1 A Historical Look at ADHD 318
9.2 ADHD, Comorbidity and Related Problems 328
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