Anxiety and Depression in Children and Adolescents Assessment, Inter
Although generally considered adult disorders, anxiety and depression are widespread among children and adolescents, affecting academic performance, social development, and long-term outcomes. They are also difficult to treat and, especially when they occ
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Thomas J. Huberty
Anxiety and Depression in Children and Adolescents Assessment, Intervention, and Prevention
Thomas J. Huberty Department of Counseling and Educational Psychology School Psychology Program Indiana University Bloomington, IN, USA
ISBN 978-1-4614-3108-4 e-ISBN 978-1-4614-3110-7 DOI 10.1007/978-1-4614-3110-7 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2012932615 © Springer Science+Business Media, LLC 2012 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
To Marsha, my life partner, soul mate, and best friend for her love, patience, support, and encouragement To Christopher, who reaffirms my faith and hope in our children and youth In memory of my mother
Preface
Anxiety and depression are two of the most prevalent mental health problems of childhood and adolescence, affecting up to as many as one-third of children and youth over their lifetimes, but also are among the most under-identified or misdiagnosed syndromes and disorders. They are also highly comorbid with each other and other disorders and are difficult to differentiate for clinical and research purposes. They present challenges in assessment, intervention, and consultation in clinical, community, and school settings. Because the conditions are so prevalent, complex, and comorbid, this book was conceptualized as an attempt to address the complexity from a combination of considering relevant research and applying that information to practice. The book is based on principles and research in developmental psychopathology as the organizing theme, reflected in Part I that focuses on foundations with considerations for assessment and intervention. The first chapter describes major principles, concepts, and research in developmental psychopathology, with emphasis on protective and risk factors, vulnerability, and resilience. Historically, development has been conceptualized in five domains or contexts: (a) genetic factors, (b) biological factors, (c) cultural factors, (d) social factors, and (e) family factors. In this book, a sixth contextual factor has been added: schools, because children spend approximately one-fourth of their waking hours in school. Moreover, many of the emotional and behavioral problems of children and youth are relate
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