Abnormal Child and Adolescent Psychology

Linda Wilmshurst, PhD, ABPP, is in Private Practice and teaches graduate students on-line at Capella University. She has previously taught in graduate programs and practiced, internationally. Linda is a Diplomate in Clinical Psychology, American Board of Professional Psychology, and is a licensed clinical and school psychologist in Florida.

• List of Figures List of Tables Preface Part I. The Foundations of Abnormal Child and Adolescent Psychology 1. Abnormal Child Psychology: Past, Present and Future 2. Understanding Abnormal Development: Theoretical Perspectives 3. Understanding Abnormal Development: Risks, Protective Factors and Culturally Diverse Youth 4. Developmental Considerations in Research and Practice: Ethical Issues and Research Methods 5. Issues in Diagnosis, Assessment and Treatment Part II. Emotional, Behavioral, and Learning Difficulties in Children and Youth: Their Nature and Their CourseSection 1. Neurodevelopmental Disorders (An Introduction) 6. Intellectual Disability (Intellectual Developmental Disorder, IDD) 7. Autism Spectrum Disorder (ASD) 8. Specific Learning Disabilities (SLD) 9. Attention Deficit/Hyperactivity Disorder (ADHD) Section II. Internalizing Disorders 10. Anxiety Disorders and Obsessive Compulsive and Related Disorders 11. The Mood Disorders: Depression, Bipolar Disorder, Suicide (and Non-suicidal Self Injury) and Suicide Prevention. Section III. Externalizing Problems 12. Behavioral Problems and Disruptive Disorders Section IV. Problems with Onset in Later Childhood or Adolescence 13. Eating and Feeding Disorders 14. Substance Related Disorders Section V. Stress, Trauma Related Disorders and Child Maltreatment: An Introduction 15. Stress, Trauma-Related Disorders and Child Maltreatment

The 2009 edition of Abnormal Child Psychology is well-organized and thorough. Dr. Wilmshurst’s proposal for revising the text focuses on updating the previously included content, while re-organizing some of the latter sections (expanding from 2 to 5 sections) to better fit with the new DSM-5. It is important, as Dr. Wilmshurst suggests, to maintain the five recurrent themes woven throughout the text, as well as use of the K-3 paradigm. This is a core text and I would adopt it if the proposed changes were incorporated in the revised text. Dr. Kerri Kim, Brown University.The current edition matches my course very well. I like the way the book is organized and am hopeful that the organization will be retained in the updated version. This is a core text for advanced undergraduate and first year graduate courses. Professor Jessica Hoffman, New England University. The two strongest features in my view are the 5 recurrent themes mentioned early in the text and the coverage of the coverage of the clinical diagnostic categories from a developmental perspective. I will probably adopt the second edition of this text. Ronald Kendrick EdD. Campbell University