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Article 1: Danforth, J. S., Connor, D. F., & Doerfler, L. A. (2016). The development of comorbid conduct problems in children with ADHD: An example of an integrative developmental psychopathology perspective. Journal of Attention Disorders, 20, 214–229. doi: 10.1177/1087054713517546

Learning Objective: 1.3 Understand and give examples of some of the basic principles of developmental psychopathology.

Summary: Children with ADHD experience more conduct problems than would otherwise be expected from the risk factors they experience. The authors use a developmental psychopathology approach to examine how the interaction of multiple factors, including genetic risk, neurodevelopmental factors, and parent and child bidirectional influences, increases the risk of conduct problems in children with ADHD.

Questions to Consider:

1. As the authors note, our genes are not our destiny. How do genes and the environment interact to increase or decrease risk in children with ADHD?
2. The relationship between parenting and child behavior is described as bidirectional. What does this mean? Provide an example of this. What does this mean for the treatment of children with ADHD?
3. After reading about the role of parental attributions and coercion theory, what advice would you have to help parents of children with ADHD?

Article 2: Deighton, J., Argent, R., De Francesco, D., Edbrooke-Childs, J., Jacob, J., Fleming I., Ford, T., & Wolpert, M. (2016). Associations between evidence-based practice and mental health outcomes in child and adolescent mental health services. Child Psychology and Psychiatry, 21, 287–296. doi:10.1177/1359104515589637

Learning Objective: 1.4 Explain why evidence-based practice is helping children and families experiencing mental health problems.

Summary: Much of the research on evidence-based practice (EBP) is conducted in highly structured research settings. This study examined the efficacy of EBPs for children with conduct disorder or emotional disorders in a real-life setting. Relatively few children were receiving EBPs, and results suggested modest improvement for those in EBP over non-EBP treatments.

Questions to Consider:

1. Why might you expect to find differences in the efficacy of evidence-based treatments for those in routine care versus research studies?
2. Why do you think EBPs did not show more of an effect for conduct problems in routine care?
3. The study found that few children were actually receiving EBPs. Why might this be? Is this a concern? Why or why not?

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Article 1: Rodriguez, C. M. (2016). Predicting-parent child aggression risk. Journal of Interpersonal Violence,online ahead of print. doi: 10.1177/0886260516629386

Learning Objective: 2.4 Understand the way parents, families, and peers can contribute to childhood problems or protect youths from developing disorders.

Summary: Because physical abuse impacts children in so many significant ways, it is important to understand what factors increase the likelihood of physical aggression by parents. In this article, the researcher used a multiple-indicator approach to study cognitive and affective factors that may predict risk in a sample of 110 mothers. Results supported the influence of maternal attributions and anger in predicting aggression.

Questions to Consider:

1. What is the Social Information Processing model? Why is it potentially important to understanding parent–child aggression?
2. This study investigated different dimensions of attributions and found that two of the three were in keeping with hypotheses and prior research, but the third was not. Describe these results. Why might this be? How would further research investigate this further?
3. How might these results be used to inform treatment and prevention approaches with parents at risk of physical abuse?
    

Article 2: Blasco, P. M., Saxton, S., & Gerrie, M. (2014). The little brain that could: Understanding executive function in early childhood. Young Exceptional Children, 17, 3–18. doi: 10.1177/1096250613493296

Learning Objective: 2.2 Describe the structure and function of major brain regions and their relationship to childhood disorders.

Summary: Executive function deficits are common in many disorders, including ADHD and learning disabilities. This review article examines the importance of the development of executive function skills, the components of executive functions, and how adults can help strengthen these skills in young children.

Questions to Consider:

1. What are executive functions? How are executive functions and self-regulation related?
2. Describe the components of executive functioning.
3. Given what you know about children’s behavior disorders, what types of executive function deficits would you expect to see in the various disorders?

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Article 1: Cook, J. R., Hausman, A. J. D., & Hawley, K. M. (2017). Assessment practices of child clinicians: Results from a national survey. Assessment, 24, 210–221. doi:10.1177/1073191115604353

Learning Objective: 3.1.b Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment.

Summary: This survey of 1,510 clinicians examined the assessment practices of counselors, social workers, psychologists, and psychiatrists. The largest group of respondents reported using primarily unstandardized instruments, with psychologists and psychiatrists somewhat more likely to report using standardized measures.

Questions to Consider:

1. Provide some examples of standardized and unstandardized measures.
2. Why is it important to use standardized measures? The authors point out that the use of some unstandardized assessment measures is not always a problem. Why?
3. According to the article, one of the biggest impediments to the use of standardized measures is a lack of training. Given that we know that the use of standardized measures is important, why might this be? How would you address this?
    

Article 2: Gambrill, E. (2014). The Diagnostic and Statistical Manual of Mental Disorders as a major form of dehumanization in the modern world. Research on Social Work Practice, 24, 13–36. doi:10.1177/1049731513499411

Learning Objective: 3.2 Describe the DSM-5 approach to diagnosing mental disorders. Evaluate the benefits and limitations of diagnosing children and adolescents.

Summary: Gambrill (2014) presents a series of critiques of the DSM system, arguing that the DSM ignores the importance of the environment and supports the interest of the state in controlling behavior. Students will benefit by considering this strongly worded argument against the DSM.

Questions to Consider:

1. Before you read the article, what do you view as the strengths and weaknesses of the DSM?
2. According to Gambrill, why has the DSM been so successful?
3. Summarize her main arguments against the DSM. Do you find these persuasive? Why or why not?
4. After reading this article, develop counterarguments to her points. How would you challenge these arguments?

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Article 1: Lilienfeld, S. O., Ritschel, L. A., Lynn, S. J., Cautin, R. L., & Latzman, R. D. (2014). Why ineffective psychotherapies appear to work: A taxonomy of causes of spurious therapeutic effectiveness. Perspectives on Psychological Science, 9, 355–387. doi:10.1177/1745691614535216

Learning Objective: 4.3 Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Summary: In chapter 1 of the text, Weis introduced the concept of evidence-based practice. This is vitally important, yet we know that many children do not receive evidence-based treatment. Lilienfeld and colleagues consider why the gap between science and practice exists, focusing on why individuals may conclude that therapy is effective when it is not.

Questions to Consider:

1. Lilienfeld and colleagues note that evidence-based practice is controversial. Why is this so? What should be the role of clinical observation in therapy?
2. The authors offer 26 possible errors that may occur. Identify those you had not considered in the past. Why do you think that some of these are unrecognized?
3. What are the implications of these errors for you as a student of this field?
    

Article 2: Raghavan, R., Lama, G., Kohl, P., & Hamilton, B. (2010). Interstate variations in psychotropic medication use among a national sample of children in the child welfare system. Child Maltreatment, 15, 121–131. doi:10.1177/1077559509360916

Learning Objective: 4.1 Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Summary: Children in the child welfare system have high rates of psychotropic medication prescription compared to other children; however, not all children in the system are equally likely to receive prescriptions. This article compares prescription rates for over 3,000 children over the age of 2 using national data. Results indicate medication use varied significantly by state, due to factors other than mental health need.

Questions to Consider:

1. What factors were associated with increased risk of medication use? Some of these factors (such as the presence of clinically elevated symptoms) are logical. Others are less so. Why do you think these groups are more likely to receive prescriptions?
2. Why do the authors speculate that there is a difference between prescription rates in California and Texas?
3. What are the implications of this research for those who work with children?

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Article 1: Iemmi, V., Knapp, M., & Brown, F. J. (2016). Positive behavioural support in schools for children and adolescents with intellectual disabilities whose behavior challenges: An exploration of the economic case. Journal of Intellectual Disabilities, 20, 281–295. doi: 10.1177/1744629516632402

Learning Objective: 5.3 Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Summary: Even when clinicians have identified evidence-based techniques to reduce challenging behaviors, it is sometimes difficult to secure funding to provide those interventions. This study examines the cost-effectiveness of such interventions and concludes that, in this small sample, the treatment was supported.

Questions to Consider:

1. Describe the motivation for this study. To what degree should cost-effectiveness be a consideration in treatment decisions?
2. What were the results of the study? What did you find more compelling—the change in behavior or the cost? Why?
3. This study was completed with a small sample. How would you test this in a larger sample?
    

Article 2: Willingham-Storr, G. L. (2014). Parental experiences of caring for a child with intellectual disabilities: A UK perspective. Journal of Intellectual Disabilities, 18, 146–158. doi:10.1177/1744629514525132

Learning Objective: 5.1 Describe the key features of Intellectual Disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate Intellectual Disability from Global Developmental Delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Summary: In this article, Willingham-Storr describes a thematic analysis of six research articles examining stress and parenting of children with intellectual disability. The results indicate that parents report both positive and negative experiences. However, most research has been conducted with mothers, limiting conclusions that can be drawn about fathers.

Questions to Consider:

1. Describe the results of the study. What factors appear to affect parent adjustment?
2. Much of the research examines traditional families. Do you expect that results would vary in less traditional homes? How should this be examined in future studies?
3. Summarize what is known about fathers’ adjustment. Why do you think that so little research has been done with fathers?

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Article 1: Hurwitz, S., & Watson, L. R. (2016). Joint attention revisited: Finding strengths among children with autism. Autism, 20, 538–550. doi:10.1177/1362361315593536

Learning Objective: 6.2.b List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.

Summary: Joint attention is a commonly used indicator of autism in children. This study examined joint attention in children with ASD and other developmental disabilities to assess how joint attention is related to language and the degree to which children have the skills but do not use them or just do not have the skills.

Questions to Consider:

1. What is joint attention? When does it typically develop? How is joint attention different in children with ASD?
2. What were the results of the study? How is joint attention different in children with autism versus other developmental delays?
3. Some children with ASD were able to use joint attention, but did not do so. The authors suggest possible reasons for this. How would you examine these? What steps would you take to encourage the use of joint attention skills?
    

Article 2: Zablotsky, B., Bradshaw, C. P., Anderson, C. M., & Law, P. (2014). Risk factors for bullying among children with autism spectrum disorders. Autism, 18, 419–427. doi:10.1177/1362361313477920

Learning Objective: 6.1 Describe the key features of ASD and explain how the disorder exists along a “spectrum.”

Summary: Children with ASD struggle socially and have difficulty with friendships and at school. This study examined predictors of bullying among children with ASD through reports from 1,221 parents of children with the disorder. Results indicate that bullying is not uniform but that certain factors predict this risk.

Questions to Consider:

1. Nearly two-third of the children in the study had been victimized at some point. Does this surprise you? Why or why not? Do you think this number is accurate? Why or why not?
2. What factors increased the likelihood of bullying? Are there other potential predictors that you would like to see included in future research?
3. What are the implications of this research for inclusive versus self-contained classrooms? How do these results affect your consideration of this issue?

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Article 1: Bonifacci, P., Storti, M., Tobia, V., & Suardi, V. (2016). Specific learning disorders: A look inside children’s and parents’ psychological well-being and relationships. Journal of Learning Disabilities, 49, 532–545. doi:10.1177/0022219414566681

Learning Objective: 7.2 Differentiate between a Specific Learning Disorder and a Specific Learning Disability. Describe how learning disorders/disabilities are identified in school-age children.

Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Summary: This study examined the link between learning disabilities and well-being among children with learning disabilities and their parents. Results indicated discrepancies between what parents reported about their children and what the children themselves reported.

Questions to Consider:

1. Parents of children with learning disorders reported higher levels of stress, but few other symptoms. What does this tell you about the effects of learning disabilities on the family?
2. Parents reported more symptoms in children with learning disabilities than the children themselves did. Why might this be?
3. This was a fairly small sample. What should the next step be? Are there other variables that should be investigated?
    

Article 2: Solis, M., Miciak, J., Vaughn, S., & Fletcher, J. M. (2014). Why intensive interventions matter: Longitudinal studies of adolescents with reading disabilities and poor reading comprehension. Learning Disability Quarterly, 37, 218–229. doi:10.1177/0731948714528806

Learning Objective: 7.2 Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Summary: In this study, researchers examined fifth-grade students who were identified using a response to intervention framework and assigned to three treatment conditions and followed for three years. Results indicate the importance of ongoing intervention beyond the early- to mid-elementary school grades.

Questions to Consider:

1. Describe the intervention process. How was this different than you might find in younger students?
2. Without intensive intervention, how will students with reading disabilities catch up?
3. Why is it important that the texts used in the intervention cover topics than other content areas?

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Article 1: Rimestad, M. L., Lambek, R., Christiansen, H. Z., & Hougaard, E. (2016). Short- and long-term effects of parent training for preschool children with or at risk of ADHD: A systematic review and meta-analysis. Journal of Attention Disorders, online ahead of print. doi:10.1177/1087054716648775

Learning Objective: 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.

Summary: This meta-analysis examines the efficacy of parent training for children age 2.5 to 6 with ADHD symptoms. Results across 16 studies and 1,003 children indicate that parent training predicted change in parent-rated outcomes, but not independently assessed symptoms.

Questions to Consider:

1. What is a meta-analysis? How were the studies chosen for this analysis? What are the strengths and weaknesses of this approach?
2. The difference between parent report and independently assessed symptoms has been reported elsewhere. Brainstorm several possible explanations for this discrepancy.
3. Results indicated a significant effect of parent training on negative parenting. Why is this important?
    

Article 2: Theule, J., Wiener, J., Tannock, R., & Jenkins, J. M. (2013). Parenting stress in families of children with ADHD. Journal of Emotional and Behavioral Disorders, 21, 3–17. doi:10.1177/1063426610387433

Learning Objective: 8.1 Describe the key features of ADHD and how the signs and symptoms of this disorder vary from early childhood through adulthood.

Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.

Summary: This meta-analysis examines the relationship between parenting stress and ADHD across 44 studies. Results indicated that parents of children with ADHD reported more stress than children without a diagnosis, but similar levels to parents of other clinically referred children.

Questions to Consider:

1. Results indicate that there is no difference in parenting stress between ADHD and other diagnoses. Why might this be?
2. What parent and contextual factors predicted stress? Are there factors not examined in this study that should be examined in the future?
3. Why is the inclusion of both published and unpublished studies a strength and a weakness?

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Article 1: Murray, J., & Farrington, D. P. (2010). Risk factors for conduct disorder and delinquency: Key findings from longitudinal studies. The Canadian Journal of Psychiatry, 55, 633–642. doi:10.1177/070674371005501003

Learning Objective: 9.2 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis.

Summary: This review summarizes the results of several longitudinal studies examining family, social, and individual risk factors for conduct disorder.

Questions to Consider:

1. How similar are conduct disorder and delinquency? Defend your answer.
2. This study lists a number of risk factors, but some are stronger than others. Which factors are the strongest? How might we intervene with these?
3. Now that a number of factors have been consistently identified, what are the next steps in this line of research?
    

Article 2: Lewis, R. M., Petch, V., Wilson, N., Fox, S., & Craig, C. E. (2015). Understanding conduct disorder: The ways in which mothers attempt to make sense of their children’s behavior. Clinical Child Psychology and Psychiatry, 20, 570–584. doi:10.1177/1359104514538040

Learning Objective: 9.2 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis.

Summary: This qualitative study of six mothers of children with conduct disorder examined how mothers understand their children’s behavior and what it means to seek treatment.

Questions to Consider:

1. What are the strengths and weaknesses of this type of design?
2. The mothers in the study seemed to shift point of view depending on the topic and their emotions. What were your thoughts on their understanding of what caused their children’s behavior?
3. The mothers reported negative feelings about treatment, including shame and stigma. If this is a common experience, how can we help parents to feel more comfortable seeking treatment?

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Article 1: Spear, L. (2013). The teenage brain: Adolescents and alcohol. Current Directions in Psychological Science, 22, 152–157. doi:10.1177/0963721412472192

Learning Objective: 10.1 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Describe the key features of substance use disorders in adolescents and explain how adolescent substance use differs from adult substance use.

Summary: Spear considers research on adolescent alcohol sensitivity to help understand alcohol. Models in rats have age-related differences in alcohol sensitivity and limited data suggests that the same be true in humans.

Questions to Consider:

1. How can using animal models help us to learn about human behavior? What are the strengths and weaknesses of this work?
2. What evidence do we have from rats to help us understand age-related differences in alcohol use?
3. There is less research on humans, but what does it suggest? How do the animal and human results help us understand adolescent behavior?
    

Article 2: Conn, B. M., & Marks, A. K. (2017). An ecological approach to understanding adolescent prescription drug misuse. Journal of Adolescent Research, 32, 183–204. doi:10.1177/0743558415589369

Learning Objective: 10.2 Evaluate three major pathways for the development of substance use disorders in adolescents some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis.

Summary: Twenty psychiatric inpatient adolescents participated in an interview study about non-medical use of prescription drugs to identify patterns of risk. Conn and Marks examined social and cognitive factors, identifying risks related to culturally related beliefs, socialization agents, and the media.

Questions to Consider:

1. What is a social ecological approach? Why did the authors select that approach for this study?
2. Prior to reading the results, what would you have expected to find? That is, what factors would you anticipate predicting this drug use? Were your expectations supported?
3. What are the implications of this research for the prevention of non-medical use of prescription drugs?

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Article 1: Kolomeyer, E., & Rank, K. (2016). Family-based cognitive-behavioral therapy for an intelligent, elementary school-aged child with Generalized Anxiety Disorder. Clinical Case Studies, 15, 443–458. doi:10.1177/1534650116668046

Learning Objective: 11.3 Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined therapy to treat children with anxiety or OCD.

Summary: This case study describes the treatment of an 8-year-old girl with Generalized Anxiety Disorder. Following treatment, her symptoms were significantly reduced.

Questions to Consider:

1. What were Jane’s presenting complaints? How are you able to identify that these are greater than everyday concerns?
2. Summarize the assessment and case conceptualization. How does this fit with the research and theoretical background provided earlier in the article?
3. Describe the treatment that she received. How can this case inform further research or interventions with children?
    

Article 2: Santhanam, R., Fairley, M., & Rogers, M. (2008). Is it trichotillomania? Hair pulling in childhood: A developmental perspective. Clinical Child Psychology and Psychiatry, 13, 409–418. doi:10.1177/1359104508090604

Learning Objective: 11.2 Describe the key features of OCD in children and adolescents, its primary causes, and related conditions.

Summary: Students are often fascinated by trichotillomania, but it is not commonly covered in great deal in an abnormal child psychology course. This study examined 38 children to develop a framework for understanding this problem in infants, children, and young people.

Questions to Consider:

1. How do hair pulling symptoms vary by age group?
2. What interventions would you recommend by age group?
3. The authors note that this study was exploratory in nature. What would you recommend for a next study? What else should be examined?

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Article 1: Lenz, A. S., & Hollenbaught, K. M. (2015). Meta-analysis of trauma-focused cognitive behavioral therapy for treating PTSD and co-occurring depression among children and adolescents. Counseling Outcome Research and Evaluation, 6, 18–32. doi:10.1177/2150137815573790

Learning Objective: 12.1.b Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Summary: This meta-analysis evaluates the results of 21 studies covering 1,860 children and adolescents to examine the effectiveness of trauma-focused cognitive behavioral therapy for PTSD and co-occurring depression. Results supported the efficacy of the treatment for both PTSD and co-occurring depression.

Questions to Consider:

1. What is trauma-focused cognitive behavioral therapy?  How would this treatment involve children and their parents?
2. What were the results of this study? How did these results vary by group (age, gender, etc.)? What does this say about the efficacy of this therapy?
3. What are the implications of this study? With whom should this therapy be used? Are there any limitations to this study?
    

Article 2: Stryker, R. (2013). Movement without movement: ‘RAD kids’ as circulatory problems in United States adoption pipelines. Norwegian Centre for Child Research, 20, 337–353. doi:10.1177/0907568213483148

Learning Objective: 12.2 Differentiate between Reactive Attachment Disorder and Disinhibited Social Engagement Disorder in terms of their key features, causes, and treatment.

Summary:  Stryker describes the case of two children who had been through overseas adoption and had RAD. This case study highlights the shortcomings of intervention efforts to allow children to move from institutional care to nuclear families.

Questions to Consider:

1. Describe the Evergreen model. How was it developed? What research supported it?
2. Why did Bettina and Sergei’s adoptive parents seek treatment? How well did this work? What happened to the two children?
3. Some therapists continue to practice at least portions of the Evergreen model. Should they? Why or why not?
    

Article 3: Lamela, D., & Figueiredo, B. (2015). A cumulative risk model of child physical maltreatment potential: Findings from a community-based study. Journal of Interpersonal Violence, online ahead of print. doi:10.1177/0886260515615142

Learning Objective: 12.3 List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and evidence-based treatments.

Summary:  Many studies have identified individual risk factors for child maltreatment. This study sought to consider those factors in combination with one another to determine if there is a linear cumulative relationship or a threshold cumulative risk. Results supported the threshold model such that parents with six or more risk factors were much more likely to engage in physical maltreatment.

Questions to Consider:

1. What is the difference between linear cumulative risk and threshold cumulative risk? Why is it important to consider these instead of just looking at individual risk factors?
2. What risk factors were investigated? Why were these chosen? What other risk factors might be included in future research?
3. What are the limitations of this research? How should these results inform work with families?

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Article 1: Cole, D. A., Jacquez, F. M., LaGrange, B., Pineda, A. Q., Truss, A. E., Weitlauf, A. S., . . . Dufton, L. (2011). A longitudinal study of cognitive risks for depressive symptoms in children and young adolescents. The Journal of Early Adolescence, 31, 782–816. doi:10.1177/0272431610376248

Learning Objective: 13.2 Analyze the major causes of depressive disorders in children and adolescents ranging from genetic-biological factors to social-cultural influences.

Summary: This study followed children with either high or low cognitive vulnerability of depression in a 3-year, three-wave study. Results indicated that these cognitive factors predicted later depressive symptoms. There was overlap between the cognitive factors and the effect of these factors diminished over the course of the study.

Questions to Consider:

1. What are the three cognitive diatheses that they were studying? Which would you expect would be most predictive of later depression?
2. The results indicated that attributional style was less critical than negative cognitions or self-competence. Why might this be?
3. These results came from a very specific population. Would you expect them to be different or largely the same in a different group? Why?
    

Article 2: Uran, P., & Kilic, B. G. (2015). Family functioning, comorbidities, and behavioral profiles of children with ADHD and Disruptive Mood Dysregulation Disorder. Journal of Attention Disorders, online ahead of print. doi:10.1177/1087054715588949

Learning Objective: 13.1 Describe the key features of Disruptive Mood Dysregulation Disorder (DMDD) and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD.

Summary:  This study compared children with ADHD and DMDD, and healthy controls on a number of factors to identify characteristics that distinguish between the groups. Compared to children with ADHD, those with DMDD demonstrated greater comorbidity and more impaired behavioral patterns.

Questions to Consider:

1. Describe the methodology of this study. What were the strengths and weaknesses?
2. Results indicated that family functioning was more impaired in the DMDD group than the ADHD group. Why might this be?
3. What interventions are recommended for families and children with DMDD?
    

Article 3: Freuchen, A., & Groholt, B. (2015). Characteristics of suicide notes of children and young adolescents: An examination of the notes from suicide victims 15 years and younger. Clinical Child Psychology and Psychiatry, 20, 194–206. doi:10.1177/1359104513504312

Learning Objective: 13.3 Differentiate suicidal and non-suicidal self-injury and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity.

Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Summary:  Through psychological autopsy, this study examined suicide notes from 18 youth and compared these children with suicide victims who did not leave notes. Notes were similar to those left by older suicide victims, explaining the reason for the suicide, giving instructions, and declaring love.

Questions to Consider:

1. Describe the process of psychological autopsy. How was this study completed?
2. As you read the summary of what was in the notes, what were your thoughts? What questions would you like to ask?
3. The notes are described as logical. The note writers are also more likely to have demonstrated suicidal behavior before the suicide than non-note writers. What are the implications of this for suicide prevention and risk identification?

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Article 1: Hauser, M., & Correll, C. U. (2013). The significance of at-risk or prodromal symptoms for Bipolar 1 Disorder in children and adolescents. The Canadian Journal of Psychiatry, 58, 22–31. doi:10.1177/070674371305800106

Learning Objective: 14.1 Differentiate among Bipolar I, Bipolar II, and Cyclothymic Disorder and show how children might manifest these disorders differently than adults.

Describe some of the most common genetic, biological, and social-familial causes of bipolar disorders in children and adolescents.

Summary: Although bipolar disorder may have its onset in childhood, more often it begins in early adulthood. However, there is increasing evidence that there may be prodromal signs in adolescents, suggesting the need for improved screening of at-risk youth.

Questions to Consider:

1. What signs may indicate that a person is developing bipolar disorder? What risk factors increase the likelihood of bipolar disorder?
2. Why has it been difficult to identify a prodrome for bipolar disorder?
3. Why is work in this area important for prevention?
    

Article 2: Yung, A. R., Nelson, B., Baker, K., Buckby, J. A., Baksheev, G., & Cosgrave, E. M. (2009). Psychotic-like experiences in a community sample of adolescents: Implications for the continuum model of psychosis and prediction of schizophrenia. Australian and New Zealand Journal of Psychiatry, 43, 118–128. doi:10.1080/00048670802607188

Learning Objective: 14.2 Describe the key features of Schizophrenia and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for Schizophrenia in children and adolescents

Summary: Psychotic experiences are generally viewed as something rare and out of the mainstream. This study examines psychotic-like experiences in a sample of 875 high school students. Results suggest that infrequent psychotic-like experiences are not uncommon and may not be associated with increased risk for psychotic disorder, although frequent experiences may be associated with a greater risk.

Questions to Consider:

1. What is the dimensional model of psychosis?
2. What were the different types of psychotic-like experiences that were identified? Which of these were most predictive of future problems?
3. Why do you think that magical thinking showed different results? What would be a good follow up study to investigate this?

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Article 1: Murray, S. B., Thornton, C., & Wallis, A. (2012). A thorn in the side of evidence-based treatment for adolescent anorexia nervosa. Australian and New Zealand Journal of Psychiatry, 46, 1026–1028. doi:10.1177/0004867412455231

Learning Objective: 15.2 Critically evaluate inpatient and outpatient treatment programs for adolescents with eating disorders.

Summary: This short article describes research supporting family-based treatment of anorexia nervosa but notes that there is a potential research–practice gap that needs to be further examined.

Questions to Consider:

1. Describe family-based treatment. What does it require of parents?
2. What evidence is there for the efficacy of this approach? What evidence is lacking?
3. What is a research–practice gap? Why might one be anticipated here? What are some steps to address this concern?
    

Article 2: Blodgett Salafia, E. H., & Gondoli, D. M. (2011). A 4-year longitudinal investigation of the processes by which parents and peers influence the development of early adolescent girls’ bulimic symptoms. Journal of Early Adolescence, 31, 390–414. doi:10.1177/0272431610366248

Learning Objective: 15.2 Outline some of the main causes of eating disorders ranging from genetic-biological factors to social-cultural influences.

Summary:  This study followed 85 girls from fifth to the eight grade to examine the influence of peers and parents on bulimic symptoms. Results suggested that peers and parents both played a role by affecting body dissatisfaction, though peers were a somewhat stronger influence than mothers or fathers.

Questions to Consider:

1. Describe prior research on parents’ and peers’ influence on body dissatisfaction and eating disorders.
2. Several figures are presented describing results. In words, what do these models show?
3. Both parents and peers influenced bulimic symptoms. Why is this important? How can this be used in prevention and treatment?

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Article 1: Rennick, J. E., & Rashotte, J. (2009). Psychological outcomes in children following pediatric intensive care unit hospitalization: A systematic review of the research. Journal of Child Health Care, 13, 128–149. doi:10.1177/1367493509102472

Learning Objective: 16.3 Define the field of pediatric psychology and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Summary: This article reviews 28 research studies examining children’s psychological outcomes after intensive care stays. Results indicate that some, but not all, children experience psychological distress after hospitalization. Further research is necessary to fully understand the risk factors so that these can be addressed.

Questions to Consider:

1. The authors categorize children’s responses in four ways. How did the children describe their experiences?
2. What types of negative effects do we see most commonly?
3. How might a trauma model help in understanding this experience for children? What further research is required?
    

Article 2: Girling, I., Colville, S., Borrelli, M., Bowman, N., Christie, D. (2016). From referral to discharge: Young people and parents’ experience of a systemic paediatric psychology service. Clinical Child Psychology and Psychiatry, 21, 297–307. doi:10.1177/1359104515589639

Learning Objective: 16.3 Define the field of pediatric psychology and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Summary: Psychological interventions among pediatric patients help reduce future medical encounters and have been shown to increase treatment adherence. Thus, it is important to assure patient satisfaction to promote use of pediatric psychology services. The present study examined satisfaction in 44 families and found that the majority believed that the service had improved their situation.

Questions to Consider:

1. What benefits due to pediatric psychology interventions have been found in the past?
2. Describe the services that the participants in this study received. How satisfied were the patients? What positives and negatives did they note?
3. How might patient experience be improved in the future?
    

Article 3: Mruzek, D. W., McAleavey, S., Engel, S., & Smith, T. (2016). A novel enuresis alarm for toilet training students with intellectual disability. Journal of Special Education Technology, 31, 217–227. doi:10.1177/0162643416673915

Learning Objective: 16.1 Describe the key features of childhood elimination disorders, their causes, and their evidence-based treatment.

Summary: The use of alarms for nocturnal enuresis is well established. The present study extended this work to daytime enuresis in the treatment of three children with intellectual disability. The results generally supported the effectiveness of the intervention.

Questions to Consider:

1. Explain, using classical conditioning, how this alarm system works.
2. Is this technique an advance over prior systems? If so, in what way? How did the staff view this intervention?
3. How might you improve this study or the intervention itself?