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12 and HoldingA Guide to Asperger SyndromeA Lethal InheritanceA Mother's Courage: Talking Back to AutismA Parent's Guide to Asperger Syndrome and High-Functioning AutismA Special EducationA Toss Of The DiceA Tribe ApartA User Guide to the GF/CF Diet for Autism, Asperger Syndrome and AD/HDA Walk in the Rain With a BrainABC of Eating DisordersADD-Friendly Ways to Organize Your LifeADHD Grown UpADHD in the Schools: Assessment and Intervention StrategiesAdolescence and Body ImageAdolescent DepressionAggression and Antisocial Behavior in Children and AdolescentsAll Alone in the UniverseAlpha GirlsAmericaAnother PlanetAntisocial Behavior in Children and AdolescentsAsperger Syndrome and Your ChildAsperger Syndrome, Adolescence, and IdentityAsperger's and GirlsAssessment of Childhood DisordersAttention Deficit DisorderAttention-Deficit Hyperactivity DisorderAttention-Deficit/Hyperactivity DisorderAutism - The Eighth Colour of the RainbowAutism and MeAutism's False ProphetsAutistic Spectrum DisordersBad GirlBeen There, Done That? DO THIS!Before I DieBetween Two WorldsBeyond AppearanceBig Mouth & Ugly GirlBipolar ChildrenBipolar Disorder in Childhood and Early AdolescenceBipolar DisordersBipolar KidsBlackwell Handbook of Childhood Cognitive DevelopmentBody Image, Eating Disorders, and ObesityBody Image, Eating Disorders, and Obesity in YouthBoy AloneBrain-Based Therapy with Children and AdolescentsBreaking PointBreathing UnderwaterBringing Up ParentsBullying and TeasingBullying PreventionBut I Love HimCan't Eat, Won't EatCaring for a Child with AutismCatalystChild and Adolescent PsychiatryChild and Adolescent Psychological DisordersChild and Adolescent PsychopathologyChild NeuropsychologyChild Well-BeingChildren and SexualityChildren Changed by TraumaChildren with Emerald EyesChildren with Sexual Behavior ProblemsChildren, Sexuality and SexualizationChildren’s Dreaming and the Development of Consciousness City of OneCommunication Issues In Autism And Asperger SyndromeConcepts of NormalityConcise Guide to Child and Adolescent PsychiatryConquering the Beast WithinConsuming KidsContesting ChildhoodCount Us InCrackedCrossesCutCyber-Safe Kids, Cyber-Savvy TeensDamageDemystifying the Autistic ExperienceDescartes' BabyDilemmas of DesireDirtyDisconnected KidsDoing SchoolDon't Bother Me Mom--I'm Learning!Don't Pick On MeDying to Be ThinEarly Intervention Programs and PoliciesEating an ArtichokeEducating Children With AutismEight Stories UpElijah's CupEmerald City BluesEmotional and Behavioral Problems of Young ChildrenEpilepticEthical Dilemmas in PediatricsEvery Girl Tells a StoryExiting NirvanaExploiting ChildhoodEye ContactFacing BipolarFamily HistoryFast GirlsForever YoungFreaks, Geeks and Asperger SyndromeFreewillFrictionGirl CultureGirl in the MirrorGirlfightingGirlhoodGirlWiseHandbook of Evidence-Based Therapies for Children and AdolescentsHandbook of Preschool Mental HealthHealing ADDHelping Children Cope With Disasters and TerrorismHelping Hyperactive KidsHelping Parents, Youth, and Teachers Understand Medications for Behavioral and Emotional ProblemsHelping Students Overcome Depression and AnxietyHelping Teens Who CutHollow KidsHope's BoyHow Infants Know MindsHow to Keep Your Teenager Out of Trouble and What to Do If You Can'tHurry Down SunshineI Am Not Joey PigzaIdentifying Hyperactive ChildrenIf Your Adolescent Has an Eating DisorderIn the Company of CraziesIncorporating Social Goals in the ClassroomIntegrated YogaIntrusive ParentingIssues for Families, Schools and CommunitiesJake RileyJoey Pigza Loses ControlJoey Pigza Swallowed the KeyJuvenile-Onset SchizophreniaKim: Empty InsideLearning and Behavior Problems in Asperger SyndromeLearning Disorders and Disorders of the Self in Children and AdolescentsLearning Outside the Lines Let Kids Be KidsLiberation's ChildrenLife As We Know ItLisa, Bright and DarkLook Me in the EyeLoserLove and SexLove That DogMad at SchoolMaking ADD WorkMaking American BoysManicMastering Anger and AggressionMaverick MindMedicating ChildrenMind FieldsMind to MindMommy I'm Still in HereMore Than a LabelMy Flesh and BloodMyths of ChildhoodNew Hope for Children and Teens with Bipolar DisorderNew Look at ADHD: Inhibition, Time, and Self-ControlNo Child Left DifferentNo Two AlikeNon-Drug Treatments for ADHDNot Much Just Chillin'NurtureShockOdd Girl OutOdd Girl Speaks OutOne Hot SecondOne in ThirteenOphelia SpeaksOphelia's MomOur Journey Through High Functioning Autism and Asperger SyndromeOut of the WoodsOvercoming ADHDOvercoming School AnxietyParenting a Child Who Has Intense EmotionsParenting Children With ADHDParenting Your Out-Of-Control TeenagerPediatric PsychopharmacologyPediatric PsychopharmacologyPediatric PsychopharmacologyPeople with HyperactivityPhobic and Anxiety Disorders in Children and AdolescentsPINSPlease Don't Label My ChildPraising Boys WellPraising Girls WellProblem Child or Quirky Kid?Problem GirlsPsychotherapy for Children and AdolescentsPsychotherapy with Children and AdolescentsPurgeRaising a Moody ChildRaising BlazeRaising Generation RxRaising Resilient ChildrenReady or Not, Here Life ComesReclaiming Our ChildrenRedressing the EmperorReducing Adolescent RiskRemembering Our ChildhoodResilience in ChildrenRethinking ADHDReweaving the Autistic TapestryRitalin is Not the Answer Action GuideRitalin NationRunning on RitalinRunning with ScissorsRutter's Child and Adolescent PsychiatrySeeing EzraSex and the American TeenagerSex, Therapy, and KidsSexting and Young PeopleSexual Teens, Sexual MediaShort Term 12Should I Medicate My Child?SmashedSnapshots of AutismSongs Without WordsSophie Spikey Has a Very Big ProblemSpeakStaying Connected to Your TeenagerStick FigureStraight Talk about Psychiatric Medications for KidsStraight Talk about Psychological Testing for KidsStraight Talk about Your Child's Mental HealthStrange SonStudent DepressionSuicidal Behavior in Children and AdolescentsSurvival Strategies for Parenting Children with Bipolar DisorderSurviving OpheliaTaking Charge of ADHD, Revised EditionTaming the Troublesome ChildTemple GrandinThe American Psychiatric Publishing Textbook Of Child And Adolescent PsychiatryThe Anti-Romantic ChildThe Bipolar ChildThe Boy Who Loved WindowsThe Boy Who Was Raised as a DogThe Buffalo TreeThe Bully Action GuideThe Bully, the Bullied, and the BystanderThe Burn JournalsThe Color of AbsenceThe Curious Incident of the Dog in the Night-TimeThe Depressed ChildThe Developing MindThe Dragons of AutismThe Einstein SyndromeThe EpidemicThe Evolution of ChildhoodThe Explosive ChildThe Eyes of van GoghThe Fasting GirlThe Field of the DogsThe Flight of a DoveThe Hidden Gifts of the Introverted ChildThe Horse BoyThe Identity TrapThe Inner World of a Suicidal YouthThe Inside Story on Teen GirlsThe Kindness of StrangersThe Last Normal ChildThe Little MonsterThe Medicated ChildThe Myth of LazinessThe New Gay TeenagerThe Nurture AssumptionThe OASIS Guide to Asperger SyndromeThe Other ParentThe Perversion of YouthThe Philosophy of AutismThe Psychoanalytic Study of the ChildThe Real Truth About Teens and SexThe Ride TogetherThe Rise and Fall of the American TeenagerThe Science of ADHDThe Sex Lives of TeenagersThe Survival Guide for Kids With LD*The Unhappy ChildThen Again, Maybe I Won'tTherapy with ChildrenThings I Have to Tell YouThings Tom LikesThrough the Glass WallThumbsuckerTotally WiredTouching Spirit BearTrauma in the Lives of ChildrenTreating ADHD and Comorbid DisordersTreatment of Childhood DisordersTwistedUnder the Wolf, Under the DogUnhappy TeenagersUnstrange MindsWastedWe've Got IssuesWeather Reports from the Autism FrontWhat about the KidsWhat in the World Are Your Kids Doing Online?What Works for Whom?What Would Joey Do?What's Happening to My Body? Book for BoysWhat's Happening to My Body? Book for GirlsWhat's Happening to Tom?When Nothing Matters AnymoreWhen Your Child Has an Eating DisorderWhose America?Why Don't Students Like SchoolWill's ChoiceWinnicott On the ChildWorried All the TimeYou Hear MeYoung Minds in Social WorldsYoung People and Mental HealthYour Child, Bully or Victim?
As with so many recent works, these editors set out to "bridge the
gap" between evidence based, scientific approaches, the academic royal
road to expertise, and the pragmatic, most useful way of doing things from a
clinician's perspective. Perhaps
uniquely, these authors contrived to have at least a psychologist and
psychiatrist write each chapter as a way of appearing multidisciplinary, to
gain the perspective of each in each chapter, often with multiple authors.
In this way, the 19 chapters address the increasingly fragile population
of modern children, but inevitably, still following the model that these
children are possessed of some illness entity, some sickness, without really
engaging in a meaningful discourse around the morbidity in social settings, and
no mention of social capital and other epidemiological work is effectively
entertained. Social phobia, yes, social
capital no. If one becomes ill, this is
internally systemic, and treated in this way.
Miller and others (see the review
of Facing Human Suffering) have a different slant on things in
balancing, or at least confronting, the "bridge", as does Weisz, with
a specific approach to children and adolescents (see the review
of Psychotherapy for Children and Adolescents: Evidence-Based Treatments and Case Examples).
In this book, even Ferdinand et al's chapter 16, dealing with prevention
and intervention, makes only passing reference to society, and its demands, by
demonstrating primary intervention to be a form of preparation of schools and
other settings to deal with vulnerable individuals. Vulnerable here then
implies that there are those who will get ill, all things being equal, and
those that will not.
A more modern approach perhaps, is that there are certainly vulnerable
brains which will become ill in even normal settings, but that there are also
normal brains which will become unsettled in extreme settings, and there is no
shortage of this in today's world. And of course there are vulnerable brains in
extreme settings too. There is also the
question of the pressure of modern society representing a less than normal,
more than extreme setting in everyday experience, and then of course there is
the breakdown of family, decline in values that rely on religious opiates, and
drugs, environmental toxins and so on, hence the rising rate of psychiatric
conditions in each successive generation of children.
These Ch 16 authors do mention "interventions may aim to strengthen
coping and problem solving strategies" but again, little mention of what
may happen beyond the individual, and certainly another issue: for many Western
countries in the world, smaller numbers of local medical and nursing graduates
entering the postgraduate training programs.
The nature of the work has changed, and shortages of mental health
workers in the medical fields, if not psychology, are now common. Countries like Australia cannot meet their
mental health nurses and psychiatry registrar quotas and must recruit far and
wide. And then there is the recovery
movement and its input on behalf of the philosophy of consumers of these
services. Finally, many Western countries have a backward view of the value of
psychological input and its burgeoning evidence base, and the most uncertain
value medication in remission, versus improvement.
Controversies also abound with regard to ADHD and other contentious
diagnostic and treatment entities, and other authors such as Scott Lilienfeld
and colleagues have pointed out the thinness of the science which is
overrepresented in this book as more competent than clinicians believe it to be
(see the following books by Scott and others Rethinking ADHD and also Science and Pseudoscience in Clinical Psychology
However, the book stays true to itself and its market
in most competent ways, with three sections dedicated to Foundational issues,
Assessment and treatment of specific disorders, and predictably, future
directions for research and practice, without really doing much real
"bridging" as the other books above may have done in a somewhat more
direct and philosophical way.
Part one describes diagnostic issues, etiology of fear
and panic, development and epidemiology of anxiety disorders, developmental
issues, and comorbidity of childhood and adolescent anxiety disorders, from a
prevalence point of view, finishing with a combined psychosocial and
pharmacological approach, written by March and Ollendick themselves. This is the best chapter in the book, as the
In a perfectly evidence-based world, selecting an
appropriate treatment from among the many possible options would be reasonably
straightforward. However, in the
complex world of clinical practice, choices are rarely so clear-cut ...
expected outcomes vary by disorder, by treatment modality, and certainly by
factors specific to the child, the clinician, and the setting(s) in which they
live and work (p. 141).
A lessons from the clinic section follows in this
chapter, emphasizing the importance of differential therapeutics, rating
scales, the limits of tailoring treatments, dose-response and time-response
issues, the monitoring of desirable and undesirable outcomes, emphasis on psychoeducation,
all well done but far too brief. A huge
decision tree is provided in the practice guidelines section for OCD as an
example, very comprehensive, and this book would've been stronger with more of
this discussion and integration.
Section II consists of chapters dedicated to phobia,
social anxiety, school refusal, separation anxiety, child onset panic disorder,
generalized anxiety disorder, OCD, PTSD and selective mutism. Again, unlike Weisz and others, the discussions
are heavy on research, assessment, diagnosis, and light on how-to-do this and
how to actually sit down and confront the issues, e.g. school refusal. Novice psychologists confronting the
conditions for the first time would be hard-pressed to find the manual in the
chapter, of lets say what to do on day one.
These are academic chapter's hell bent on informing, and there really
are lots of those around. Few are as
integrated as they need to be, and all assume that the reader will receive
training from somewhere else, a workshop, which will provide. They will tell us Kendall 1990 did something
with this or that condition, and of course we might have to then seek out
Kendall. What Kendall and colleagues
produced is not discussed; there are no windows that set out in stepwise
cookbook fashion what the approach was, or how it works.
Edited books like these, with around 140 references
per chapter are great reference sources, but after reading, they go on the
shelves with not much further need.
Books such as Weisz's are likely to hardly rest there for many moments
before being whipped out, heuristically useful as they are, with much more
pragmatics, much less aesthetics, although they balance the divide better then
This is then for me the divide between the edited
textbook-like March and Ollendick offering from Oxford, and the paperback I-
wrote- it- all- myself work such as John Weisz's offering from Cambridge
University Press: I know who wins the race in dealing with the same subject
matter. In the editing, March and
Ollendick's authors have trotted out the litany of things they must, but as
Miller pointed out, the student will be left disappointed and not really
informed or equipped. On the other
hand, John Weisz wrote it all himself, structured and organized each chapter himself,
and the result is an immediate reference guide for the serious clinician who
wants to know the evidence base, and also, really accurately, what to then do
with the results of those offerings, and not to have to go to Kendall and find
out what the application really was.
Read both offerings, of similar lengths, and the Weisz
offering is the most valuable in terms of bridging the gap between the evidence
base and clinical practice, where children and adolescents are concerned.
This does not imply that the March/Ollendick offering
is not a superior, competent work in itself: it just does not compare in what
it says it sets out to do, comparing it to books of similar length, published
in the same year, and setting out the same parameters and ambitions. Weisz's organization is also superior, given
his control over all the chapters as writer, and his reference sections at the
end are superior, breaking down authors and subjects into separate sections,
and then by page numbers. Weisz also
went wider, bringing in communications theory, from the sixties, existentialism
from Buber and others, wide ranging far beyond the March/Ollendick parameters,
and paying more than lip service to clinical applications, in detail.
Both books serve their purpose admirably: I know which
one I would buy however, and which one will get used most often, with telling
© 2005 Roy Sugarman
Roy Sugarman, Ph.D., Conjoint Senior
Lecturer in Psychiatry, University of New South Wales, Australia