PERHAPS A GIFT VOUCHER FOR MUM?: MOTHER'S DAY
Joan L. Luby, MD, is the Samuel and Mae S. Ludwig Professor of Psychiatry (Child) at Washington University School of Medicine in St. Louis, where she is also founder and director of the Early Emotional Development Program. Dr. Luby’s research focuses on preschool mood disorders, particularly depression--its clinical characteristics, biological markers, and associated alterations in brain and emotional development in young children with depressive syndromes. Another key area of interest is treatment development that focuses on early psychotherapeutic intervention, sensitive periods, and neural markers of change. Dr. Luby’s contributions include establishing the criteria for identification, validation, and early intervention in depressive syndromes in the preschool age group, as well as studies showing the effect of parental nurturance and early experiences of poverty on brain development. She is a recipient of honors including the Gerald Klerman Prize for Clinical Research from NARSAD (now the Brain and Behavior Research Foundation) and the Irving Philips Award for Prevention from the American Academy of Child and Adolescent Psychiatry. Dr. Luby has published extensively in general and child psychiatry journals and serves on a number of editorial boards.
This comprehensive, superbly written and edited second edition provides a vital conceptual framework for considering child mental health, with tutorials on brain development, sensitive periods, and the impact of the early caregiving environment. It examines specific disorders that appear during the preschool period and describes interventions that have proven efficacious. This book should be required reading for child mental health professionals and developmental researchers. --Charles A. Nelson III, PhD, Professor of Pediatrics and Neuroscience, Harvard Medical School; Richard David Scott Chair, Boston Children's Hospital This very timely volume is a valuable resource for students and clinicians interested in the mental health of preschoolers. It has the rare virtue of being remarkably readable while providing a scholarly review of recent advances in early psychopathology and its treatment. Luby has made an important contribution to disseminating knowledge about the psychiatric conditions and therapeutic interventions of early childhood. --Alicia F. Lieberman, PhD, Irving B. Harris Endowed Chair in Infant Mental Health, University of California, San Francisco Invaluable. All mental health disciplines are increasingly recognizing the importance of early development, and the critical need for clinicians to apply knowledge of early disruptions and adversity to growth and psychopathology models. This book offers tools from research to construct more effective interventions. I have used the book as a text with graduate students in social work, psychology, education, and child psychiatry, and recommend it strongly. --Anne R. Gearity, PhD, clinical faculty, Department of Psychiatry, University of Minnesota A masterful and nuanced revision of an outstanding work, and one that I am sure will be referred to frequently. Readers will find much that is both scientifically and clinically useful as the chapters cogently summarize the state of the science in an accessible manner. Most impressive about this second edition is the strong developmental neuroscience theme, including coverage of normative early childhood brain development and the neural substrates of particular clinical problems. --Lauren S. Wakschlag, PhD, Professor and Vice Chair for Scientific and Faculty Development, Department of Medical Social Sciences, Northwestern University This second edition presents a comprehensive approach for understanding preschool mental health issues, expanding on the first edition. An increased focus on brain development and neurological issues reminds us of the biological underpinnings of development and behavior. At the same time, attention to environmental factors underscores the importance of early detection and intervention. A wide range of professionals who work with young children and their families should consider this resource as indispensable for informing their practice. --Robin L. Hojnoski, PhD, School Psychology Program, Lehigh University
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