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“The organization of the handbook and the concise chapters divided into clinically relevant topics result in an easy to read guide on the often challenging topic of early childhood mental health. The divisions by diagnoses are the most helpful as they provide a quick but informative overview of a topic. This is a valuable resource for clinicians to use to easily reference a topic and get sufficient, but not burdensome, information. Part III is especially informative as it discusses therapies for early childhood intervention and provides only the necessary information.”

—Doody's Review Service


“A milestone in understanding preschool psychiatric disorders has been reached with the publication of the Handbook of Preschool Mental Health...which offers significant insights on development and its influences on the onset of preschool mental disorders....This book is a rich source of information useful to practicing clinicians, including psychiatrists, pediatricians, family physicians, psychologists, and allied professionals, and to students of medicine.”

—Journal of Clinical Psychiatry (on the first edition)


“Should appeal to professionals working with preschool age children….The book should increase awareness of mental health in preschool age children and knowledge of age-appropriate assessments, and interventions applicable to both school and home settings.”

—Physical and Occupational Therapy in Pediatrics (on the first edition)


“A well-written and comprehensive work, appropriate for use by clinicians and trainees in psychiatry, psychology, nursing, and social work. It is also a useful resource for others who work with young children, including early childhood educators and pediatricians. It does an excellent job of pointing out the role of child development in the assessment and treatment of preschool children. Thoughtful and thought provoking, it encourages consultation and collaboration among disciplines.”

—Journal of Child and Adolescent Psychopharmacology (on the first edition)


“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 and Professor, Department of Psychiatry, 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, 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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Table of Contents

I. Developmental Psychopathology of Early-Onset Disorders: Risk and Resilience

1. Sensitive Periods of Development: Implications for Risk and Resilience, Sonya Troller-Renfree & Nathan A. Fox

2. Effects of Early Environment and Caregiving: Risk and Protective Factors in Developmental Psychopathology, Neha Navsaria, Kirsten Gilbert, Shannon Lenze, & Diana Whalen

3. Brain Development during the Preschool Period, Jessica N. Bullins, Shaili C. Jha, Rebecca C. Knickmeyer, & John H. Gilmore

II. Behavioral and Emotional Disorders in Preschool Children

4. Oppositional Defiant Disorder and Conduct Disorder, Walter Matthys, Tessa Bunte, & Kim Schoemaker

5. Attention-Deficit/Hyperactivity Disorder, Mini Tandon

6. Anxiety Disorders, Chad M. Sylvester & Daniel S. Pine

7. Depressive Disorders: Phenomenology and Alterations in Emotion Processing, Joan L. Luby & Andy C. Belden

8. Autism Spectrum Disorders, Natasha Marrus & John N. Constantino

9. Attachment Disorders, Brandon Duft, Brian Stafford & Charles H. Zeanah

10. Sleep Disorders, Melissa M. Burnham, Erika E. Gaylor, & Thomas F. Anders

III. Empirically Supported Interventions for Disorders in Preschool Children

11. Parent–Child Interaction Therapy and Its Adaptations, R. Meredith Elkins, Nicholas D. Mian, Jonathan S. Comer, & Donna B. Pincus

12. Cognitive-Behavioral Therapies, Devi Miron & Michael S. Scheeringa

13. Attachment-Based Parent–Child Relational Therapies, Cecilia Martinez-Torteya, Katherine Rosenblum, & Sheila Marcus

14. Updates on Early Interventions for Autism Spectrum Disorder: Timing, Targets, and Mechanisms, Connie Kasari, Amanda C. Gulsrud, & Shafali Jeste

15. Updates on Preschool Psychopharmacological Treatment, Mary Margaret Gleason & Lauren Teverbaugh

16. Integrating Translational Developmental Neuroscience into Early Development for Preschool Psychopathology: A Proposed Model and Example, Michael S. Gaffrey

Index

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About the Editor

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.

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Contributors

Thomas F. Anders, MD, UC Davis MIND Institute, University of California, Davis, Sacramento, California

Andy C. Belden, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Jessica Bullins, BS, Department of Neurobiology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina

Tessa Bunte, MD, PhD, Department of Psychiatry, University Medical Center Utrecht, Utrecht, The Netherlands

Melissa M. Burnham, PhD, College of Education, University of Nevada, Reno, Reno, Nevada

Jonathan Comer, PhD, Center for Children and Families, Florida International University, Miami, Florida

John Constantino, MD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Brandon Duft, MD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

R. Meredith Elkins, PhD, Columbia University Clinic for Anxiety and Related Disorders, Columbia University Medical School, New York, New York

Nathan A. Fox, PhD, Department of Human Development, University of Maryland, College Park, College Park, Maryland

Michael Gaffrey, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Erika Gaylor, PhD, Center for Learning and Development, SRI International, Menlo Park, California

Kirsten Gilbert, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

John Gilmore, MD, Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina

Mary Margaret Gleason, MD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

Amanda Gulsrud, PhD, Semel Institute for Neuroscience and Behavior, University of California, Los Angeles, Los Angeles, California

Shafali Jeste, MD, Semel Institute for Neuroscience and Behavior, University of California, Los Angeles, Los Angeles, California

Shaili C. Jha, BS, Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina

Connie Kasari, PhD, Semel Institute for Neuroscience and Behavior, University of California, Los Angeles, Los Angeles, California

Rebecca Knickmeyer, PhD, Department of Psychiatry, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina

Shannon Lenze, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Joan L. Luby, MD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Sheila M. Marcus, MD, Department of Psychiatry, University of Michigan Health System, Ann Arbor, Michigan

Natasha Marrus, MD, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Cecilia Martinez-Torteya, PhD, Department of Psychology, DePaul University, Chicago, Illinois

Walter Matthys, MD, PhD, Department of Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands

Nicholas Mian, PhD, Department of Psychology, University of New Hampshire, Manchester, New Hampshire

Devi Miron, PhD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

Neha Navsaria, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Donna B. Pincus, PhD, Center for Anxiety and Related Disorders, Boston University, Boston, Massachusetts

Daniel S. Pine, MD, Section on Development and Affective Neuroscience, National Institute of Mental Health, Bethesda, Maryland

Katherine L. Rosenblum, PhD, Center for Human Growth and Development, University of Michigan, Ann Arbor, Michigan

Michael S. Scheeringa, MD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

Kim Schoemaker, PhD, Department of Clinical Child and Family Studies, Vrije University Amsterdam, Amsterdam, The Netherlands

Brian S. Stafford, MD, MPH, Animas Valley Institute, Durango, Colorado

Chad Sylvester, MD, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Mini Tandon, DO, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Lauren A. Teverbaugh, MD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

Sonya Troller-Renfree, BA, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, Maryland

Diana J. Whalen, PhD, Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, Missouri

Charles H. Zeanah, MD, Department of Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana

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Audience

Practitioners working with infants and young children and their caregivers, including clinical psychologists, psychiatrists, social workers, counselors, and early intervention specialists; developmental psychologists; also of interest to pediatricians.

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Course Use

May serve as a supplemental text in graduate-level courses

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Previous editions published by Guilford:

First Edition, © 2006
ISBN: 9781606233504

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New to this edition:

• Many new authors; extensively revised with the latest research and empirically supported treatments.
• Heightened focus on brain development and the neural correlates of disorders.
• Section on risk and resilience, including chapters on sensitive periods of development and the early environment.
• Chapters on parent–child interaction therapy, cognitive-behavioral therapies, attachment-based therapies, and translational approaches to early intervention.