This textbook provides an overview of child and adolescent mental health. The text covers all core aspects on the subject, from the importance of knowing why mental health in children is important, to how to assess, formulate and treat a variety of presentations seen in children and young people.
Beginning with an overview of conditions and the background to emotional and behavioural problems, the book examines the different models and tools used to assess and treat children and young people and provides an outline of the practitioners working to help this population. Chapters consider the many diverse identities and groups within the population, addressing specific problems encountered in children, young people and their families from different cultural backgrounds. This revised edition addresses issues of current public debate such as gender identity and the role of social media in children's and young people’s development and behaviour.
Featuring authors from a variety of clinical and research backgrounds, this fully revised third edition is an important resource for all professionals working with children, young people and their families, including student and practitioner psychiatrists, clinical psychologists, mental health nurses and social care specialists.
PART I: AN INTRODUCTION TO CHILDREN AND YOUNG PEOPLE’S MENTAL HEALTH; 1. A BRIEF HISTORY OF CHILD AND ADOLESCENT MENTAL HEALTH SERVICES (CAMHS) TO THE PRESENT DAY; 2. THE CONCEPTUAL BASIS OF MENTAL HEALTH PRACTICE; 3. MEDICO-LEGAL FRAMEWORKS IN MAKING TREATMENT DECISIONS WITH CHILDREN AND YOUNG PEOPLE; 4. SAFEGUARDING WITHIN CHILD AND ADOLESCENT MENTAL HEALTH SERVICES; 5. POLICY AND PRACTICE IN CHILDREN AND YOUNG PEOPLE’S MENTAL HEALTH; 6. COMMISSIONING SERVICES; PART II: THE PHYSICAL AND PSYCHOLOGICAL DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE; 7. ATTACHMENT THEORY; 8. PIAGET’S STAGES OF COGNITIVE DEVELOPMENT AND ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT; 9. EMOTION PROCESSING IN CHILD AND ADOLESCENT PSYCHOPATHOLOGY; 10. EMOTIONAL LITERACY IN THE EDUCATION CONTEXT; 11. ASSESSING PAEDIATRIC DEVELOPMENT IN PSYCHIATRY; 12. GENETICS; 13. COGNITIVE ASSESSMENT IN CHILDREN AND YOUNG PEOPLE; 14. MENTAL HEALTH AND BEHAVIOURAL ISSUES IN CHILDREN AND YOUNG PEOPLE WITH A LEARNING DISABILITY; 15. SPEECH AND LANGUAGE DISORDERS;16. FEEDING/EATING PROBLEMS IN YOUNG CHILDREN; 17. CONSTIPATION AND SOILING; 18. ENURESIS; 19. BEHAVIOURAL SLEEP PROBLEMS IN CHILDREN AND ADOLESCENTS; 20. EPILEPSY; 21. CHRONIC HEALTH CONDITIONS AND MENTAL WELL-BEING IN CHILDREN AND YOUNG PEOPLE; 22. SEXUAL ORIENTATION; 23. GENDER DYSPHORIA IN CHILDREN AND YOUNG PEOPLE; 24. CULTURAL COMPETENCE IN WORKING WITH CHILDREN, YOUNG PEOPLE AND FAMILIES; 25. YOUNG CARERS; 26. YOUNG CARERS FROM BLACK ASIAN MINORITY ETHNIC (BAME) COMMUNITIES; PART III: TRAUMA; 27. MANAGING GRIEF, LOSS AND BEREAVEMENT; 28. DEVELOPMENTAL TRAUMA; 29. THE EFFECT OF CHILDHOOD MALTREATMENT ON BRAIN DEVELOPMENT; 30. ASYLUM SEEKERS, REFUGEES AND HOMELESS YOUNG PEOPLE; 31. POST-TRAUMATIC STRESS DISORDER (PTSD); PART IV: THE ASSESSMENT OF CHILDREN AND YOUNG PEOPLE’S MENTAL HEALTH; 32. MAKING SENSE OF BEHAVIOUR; 33. CHILD AND ADOLESCENT MENTAL HEALTH ASSESSMENT; 34. GENOGRAMS; 35. FAMILY ASSESSMENT; 36. PARENTING STYLES AND FAMILY SCRIPTS; 37. TRANSITION; PART V: MENTAL HEALTH ISSUES PRESENTING IN CHILDREN AND YOUNG PEOPLE; INTRODUCTION TO SECTION FIVE; 38. EPIDEMIOLOGY: SUMMARY OF MENTAL HEALTH OF CHILDREN AND YOUNG PEOPLE IN ENGLAND (2017); 39. AUTISTIC SPECTRUM CONDITIONS; 40. ATTENTION DEFICIT HYPERACTIVITY DISORDER; 41. JUVENILE DISRUPTIVE BEHAVIOUR DISORDERS: OPPOSITIONAL DEFIANT DISORDER (ODD) AND CONDUCT DISORDER (CD); 42. TIC DISORDERS AND TOURETTE SYNDROME; 43. DEPRESSION IN CHILDREN AND YOUNG PEOPLE; 44. BIPOLAR DISORDER IN CHILDREN AND YOUNG PEOPL; 45. FEAR AND ANXIETY; 46. OCD AND RELATED DISORDERS; 47. PSYCHOSIS IN CHILDREN AND YOUNG PEOPLE; 48. EATING DISORDERS; 49. SOMATOFORM AND RELATED DISORDERS IN CHILDREN AND YOUNG PEOPLE; 50. CHRONIC FATIGUE SYNDROME/ MYALGIC ENCEPHALOMYELITIS IN CHILDREN AND YOUNG PEOPLE; 51. SCHOOL ATTENDANCE PROBLEMS; 52. ADDICTIONS; 53. SCREEN-BASED ACTIVITIES AND SOCIAL MEDIA; 54. SELF-HARM AND SUICIDE; PART VI: THERAPEUTIC APPROACHES TO WORKING WITH CHILDREN, YOUNG PEOPLE AND THEIR FAMILIES; 55. GENERAL PRINCIPLES OF CLINICAL PSYCHOPHARMACOLOGY IN CHILDREN AND ADOLESCENTS: A PRACTICAL GUIDE; 56. CREATIVE THERAPIES (ART AND PLAY); 57. CHILD AND ADOLESCENT PSYCHOTHERAPY; 58. COUNSELLING CHILDREN AND YOUNG PEOPLE; 59. COGNITIVE BEHAVIOUR THERAPY; 60. COGNITIVE ANALYTIC THERAPY (CAT); 61. DIALECTICAL BEHAVIORAL THERAPY; 62. THEORY AND PRACTICE OF BEHAVIOUR MODIFICATION; 63. SOCIAL STORIES™; 64. FAMILY THERAPY MODELS AND PRACTICE; 65. BRIEF SOLUTION-FOCUSSED THERAPY; 66. NARRATIVE THERAPY; 67. THE OPEN DIALOGUE APPROACH; 68. THE GROUP PROCESS; 69. THEORETICAL UNDERPINNINGS OF PARENT-LED INTERVENTIONS TO TREAT PSYCHOPATHOLOGY IN CHILDREN; 70. PARENTING PROGRAMMES; PART VII: MAKING SENSE OF AVAILABLE SERVICES; 71. EARLY ACCESS: SELF HELP FOR CHILDREN, YOUNG PEOPLE AND FAMILIES WITH MENTAL HEALTH DIFFICULTIES; 72. EARLY ACCESS: FEEL THE FEAR AND DO IT ANYWAY: SETTING UP A VOLUNTEER SUPPORT GROUP; 73. EARLY ACCESS: OVERVIEW OF THIRD-SECTOR SUPPORT FOR CHILDREN, YOUNG PEOPLE AND THEIR FAMILIES; 74. EARLY ACCESS: HEALTH VISITING SERVICE; 75. EARLY ACCESS: FAMILY NURSE PARTNERSHIP: A SOUTHAMPTON MODEL; 76. EARLY ACCESS: PRIMARY MENTAL HEALTH IN THE COMMUNITY; 77. EARLY ACCESS: THE DEVELOPMENT AND PRACTICE OF ELSA; 78. EARLY ACCESS: EMOTIONAL LITERACY AND FIRST AID IN SCHOOLS; 79. EARLY ACCESS: A CAMHS’ SINGLE POINT OF ACCESS: NOTTINGHAM CITY’S WHOLE SYSTEM MODEL; 80. SPECIALIST SERVICES: CHILD AND ADOLESCENT MENTAL HEALTH SERVICES (CAMHS); 81. SPECIALIST SERVICES: FORENSIC CHILD AND ADOLESCENT PSYCHIATRY; 82. BUILDING RESILIENCE AND STRENGTHS (BRS); 83. SPECIALIST SERVICES: SECURE ADOLESCENT INPATIENT; 84. SPECIALIST SERVICES: ACUTE INPATIENT; 85. SPECIALIST SERVICES: AN INPATIENT UNIT FOR CHILDREN WITH COMPLEX HEALTH NEEDS; 86. SPECIALIST SERVICES: ROLE OF THE EDUCATIONAL PSYCHOLOGIST; 87. SPECIALIST SERVICES: EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORERS AND SOCIAL STORIES FOR PARENTS OF AUTISTIC CHILDREN; 88. SPECIALIST SERVICES: WORKING WITH CHILDREN IN CARE AND RESIDENTIAL SCHOOLS (A WHOLE SERVICE/SYSTEMS APPROACH TO EMOTION-REGULATION); 89. SOCIAL CARE PROVISION FOR CHILDREN AND FAMILIES IN CAMHS: THE IMPORTANCE OF THE ROLE OF A SOCIAL WORKER WITHIN CAMHS TEAMS …WITHOUT BECOMING A THERAPIST
Cathy Laver-Bradbury, SRN, RSCN, HV cert, MSc Nursing Non-Medical Prescriber, has worked in CAMHS in the UK for the last 27 years specialising in neurodevelopmental disorders. Margaret J.J. Thompson, MBChB, MD, FRCP, DCh, DRCOG, is a retired clinical academic. She has worked in CAMHS in the UK since 1973. Her particular research and clinical interests are in mental health in pre-schoolers, attention deficit hyperactivity disorders, parenting and in-service delivery. She has published extensively in these areas. Christopher Gale, RNMH, PhD, MSc, BA (Hons), has worked in child and adolescent mental health services since 1999, developing student nurses to registration since 2008. Christine M. Hooper, CQSW, MSc, worked as a CAMHS social worker prior to gaining an MSc in Family and Marital Therapy. She left CAMHS to work in the private sector.
