Advances in Clinical Child Psychology, Softcover reprint of the original 1st ed. 1987 Volume 10 Advances in Clinical Child Psychology Series, Vol. 10

Advances in Clinical Child Psychology is a serial publication designed to bring together original summaries of the most important new develop­ ments in the field of clinical psychology and its related disciplines. Each chapter is written by a key figure in an innovative area of research or by an individual who is particularly well qualified to comment on a topic of major contemporary importance. These chapters provide convenient, concise explorations of empirical and clinical advances in the fields of clinical child psychology, child psychiatry, and related disciplines. The chapter topics are chosen by the editors and are based on sug­ gestions by the advisory editors, unsolicited suggestions provided by colleagues, and all of our reading of the latest published empirical and theoretical works. They reflect our collective perception of the leading trends in the field of clinical child psychology. The contents of Volume 10 reflect multiple themes. Two chapters focus on different aspects of the child's family: the home and family environment associated with childhood psychopathology and the characteristics of parents whose parenting has become twisted into the abuse or neglect of their own children. The key topics of aggression and stealing are dealt with in two chapters, and five chapters deal with the variety of topics that were formerly under the umbrella concept of minimal brain dysfunction.

1 Influence of the Home and Family Environment on Childhood Dysfunction.- 1. Introduction.- 2. Family Environment and Cognitive Ability.- 2.1. Factors Related to Cognitive Ability.- 2.2. Are These Factors Selectively Related to Cognitive Ability?.- 2.3. Genetic Confounding.- 2.4. Direction of Effect.- 3. Family Environment and Somatic Complaints.- 3.1. Factors Related to Somatic Complaints.- 3.2. Are These Factors Selectively Related to Somatic Complaints?.- 3.3. Genetic Confounding.- 3.4. Direction of Effect.- 4. Family Environment and Depression.- 4.1. Factors Related to Depression.- 4.2. Are These Factors Selectively Related to Depression?.- 4.3. Genetic Confounding.- 4.4. Direction of Effect.- 5. Family Environment and Aggressive Behavior.- 5.1. Factors Related to Aggressive Behavior.- 5.2. Are These Factors Selectively Related to Aggressive Behavior?.- 5.3. Genetic Confounding.- 5.4. Direction of Effect.- 6. Family Environment and Hyperactivity.- 6.1. Factors Related to Hyperactivity.- 6.2. Are These Factors Selectively Related to Hyperactivity?.- 6.3. Genetic Confounding.- 6.4. Direction of Effect.- 7. Conclusions.- 8. References.- 2 Psychological Characteristics of Parents Who Abuse or Neglect Their Children.- 1. Establishing the Dimensions of the Problem.- 1.1. Defining Child Abuse in the Context of Child-Rearing Norms.- 1.2. Incidence and Profile of Child Abuse in North American Society.- 2. Theoretical Perspectives on Child Abuse.- 2.1. Psychopathology Model.- 2.2. Ecological Model.- 2.3. Social Interactional Model.- 3. Conceptual Definitions of Inappropriate Parenting Styles.- 3.1. Dimensions of Parental Behavior.- 3.2. Distinctions between Abusive and Neglectful Parenting.- 4. Psychological Characteristics of Abusive and Neglectful Parents.- 4.1. Interpersonal Behavior in Social and Family Contexts.- 4.2. Cognitive and Emotional Processes Mediating Aggression and Abuse77.- 5. Child Abuse and Developmental Psychopathology.- 5.1. Disturbances in Child Temperament and Relationship Development.- 5.2. Disturbances in Cognitive and Interpersonal Development.- 6. Implications for Treatment and Prevention of Child Abuse.- 6.1. Coping with Stressful Child-Rearing Situations.- 6.2. Treatment Modalities with Abusive Families.- 7. Summary.- 8. References.- 3 Hyperactivity and Aggression in the Diagnosis of Attention Deficit Disorder.- 1. Introduction.- 2. Terminology.- 3. Historical Overview.- 3.1. Factor Analytic Studies.- 3.2. Other Correlational Arguments.- 3.3. External Validation Studies.- 3.4. The Loney et al. Subgrouping Proposal.- 4. Current Diagnostic and Assessment Strategies.- 4.1. Use of the DSM-III.- 4.2. Use of the Conners Rating Scales.- 4.3. Raising the Requisite Cutoff Score.- 4.4. Adoption of Multiple Diagnostic Standards.- 4.5. Exclusion of Conduct Disorder Children from ADD Groups.- 5. What Is Needed to Answer Questions Regarding Hyperactivity and Aggression?.- 5.1. How to Derive a Set of Diagnostic Indicators.- 5.2. Validation Strategies.- 5.3. Convergent and Divergent Validity.- 6. Diagnosing Attention Deficit Disorder from the DICA-P.- 7. Diagnosing Oppositional Disorder from the DICA-P.- 8. Diagnosing Conduct Disorder from the DICA-P.- 9. A Proposal for the Continued Diagnostic Study of Externalizing Children.- 10. References.- 4 Assessment and Treatment of Stealing.- 1. Introduction.- 2. The Backgrounds and Careers of Children Who Steal.- 2.1. Families of Stealers.- 3. Assessment.- 3.1. Family and School Management.- 3.2. The Child.- 3.3. DSM-III Diagnoses.- 4. Treatment.- 4.1. Preventing Stealing.- 4.2. Social Treatments.- 4.3. Cognitive Treatments.- 4.4. Combined Treatments.- 5. Summary.- 6. References.- 5 An Evaluation of Cognitive Behavior Therapy for Hyperactive Children.- 1. Introduction.- 2. Cognitive Training: Rationale and Procedures.- 3. Review of Cognitive Training Studies.- 3.1. Studies with Unmedicated Children.- 3.2. Studies with Medicated Children.- 4. Summary of Treatment Effects.- 4.1. Effects on Cognitive Performance.- 4.2. Effects on Academic Performance.- 4.3. Effects on Behavior.- 5. Concluding Comments and Suggestions.- 6. References.- 6 On the Psychiatric Importance of Neurological Soft Signs.- 1. Introduction.- 1.1. Definition.- 1.2. Statement of the Problem.- 2. The Standard Neurological Examination.- 2.1. Selected Standardized Examinations.- 3. Methodological Issues: Frequent Threats to Internal Validity within Soft-Sign Studies.- 3.1. Reliability Issues.- 3.2. Other Threats to Internal Validity.- 4. The Validity of Soft Signs: Their Relationship to Behavioral, Cognitive, and Neurological Status.- 4.1. Populations of Study.- 5. Etiological Variables.- 6. Conclusions.- 7. References.- 7 Language Dysfunction and Childhood Behavior Disorders.- 1. Introduction.- 2. Overview of Speech and Language Disorders.- 2.1. Definition.- 2.2. Prevalence.- 3. The Relationship between Speech and Language Dysfunction and Behavioral Problems.- 3.1. Early Studies.- 3.2. Methodological Limitations.- 3.3. The UCLA Studies.- 3.4. The Ontario Study.- 4. The Relationship between Language Dysfunction and Specific Behavior Disorders.- 4.1. Language Dysfunction and Delinquency.- 4.2. Language Dysfunction and Hyperactivity.- 5. Etiological Considerations: Does Speech or Language Dysfunction Precede Behavior Disturbance or the Converse?.- 5.1. Behavior Disturbance Leads to Language Dysfunction.- 5.2. Language Dysfunction Leads to Behavior Disturbance.- 5.3. Common Underlying Factors.- 6. Conclusion.- 7. References.- 8 Motivational and Cognitive Aspects of Learning Disabilities.- 1. Introduction.- 2. Definitional Issues.- 3. The LD Child as a Maladaptive Learner.- 3.1. Classroom Observations.- 3.2. Maladaptive Behavior on Laboratory Tasks.- 3.3. Individual Differences among LD Children.- 4. Potential Causes of Maladaptive Achievement Behavior.- 4.1. Influences on Normal Development.- 4.2. Inefficient Executive Functioning in Younger and Mentally Retarded Children.- 4.3. Executive Processing Deficiencies in LD Children.- 5. Factors Responsible for Individual Differences in LD Children’s Responses to School Failures.- 5.1. Child Characteristics: Which LD Children Are Most Vulnerable to the Effects of Failure?.- 5.2. Experiential Sources of Influence.- 6. Implications for Remediation and Prevention.- 7. Conclusion.- 8. References.- 9 Failure to Thrive: A Critical Review.- 1. Definition and Prevalence.- 2. Theory and Research on FTT.- 2.1. Psychoanalytic View.- 2.2. Psychopathology in the Mothers of FTT Infants.- 2.3. Interactional View.- 2.4. Factors Associated with FTT.- 2.5. Risk Factors.- 3. Treatment.- 4. Conclusion.- 5. References.