Child and Adolescent Psychiatry

Assessment 7 individuals do exist. Thus you may see pure emotional symptoms in generalised anxiety disorder, pure behavioural sy ...

8 Chapter 1 commonly display some behavioural problems, such as marked temper tantrums, and some emotional problems, such as unu ...

Assessment 9 damage, unresolved infantile conflicts, etc.), the identification of a single cause for a psychiatric disorder is r ...

10 Chapter 1 syndrome could be of genetic relevance, while a history of parental friction could be of environmental relevance, a ...

Assessment 11 Many parents are frightened that you will judge them ‘guilty as charged’ and may be defensive and prickly in antic ...

12 Chapter 1 models of their own, assuming instead that all right-thinking members of the public hold similar, albeit less detai ...

Assessment 13 Some ‘how to’ tips What means will you employ to answer the five key questions and engage the family? There are no ...

14 Chapter 1 Similar methods can be used to explore irritability, fearfulness or any other reported area of problems. It is also ...

Assessment 15 Who is close to whom? Who gets into most trouble? Who least? How are they treated differently? Circumstances: hou ...

16 Chapter 1 need to ask directly about obsessions and compulsions – children and adolescents are often ashamed to admit to such ...

Assessment 17 example, sexualised doll play)? Beware of overhasty interpretation of brief episodes of play. How to: obtain infor ...

18 Chapter 1 How to: do a physical examination Systematic observation of a child or adolescent’s physical features and skills is ...

Assessment 19 3 Observe them standing with feet together, arms outstretched, eyes closed. 4 Check eye, face, and tongue movement ...

20 Chapter 1 The neurocutaneous disorders These disorders involve characteristic combinations of brain and skin abnormalities (r ...

Assessment 21 be explained by several alternative diagnoses, and you then need to review the evidence for and against each possi ...

CHAPTER 2 Classification The underlying principles guiding diagnostic groupings Making it useful Classification should facilitat ...

Classification 23 differences between diagnostic groups should be more immediately rele- vant to aetiology, associated problems, ...

24 Chapter 2 subsidiary hump in the tail of the main distribution (as for severe intellec- tual disability). Second, there may b ...

Classification 25 and 2.2). Factor analyses are used to identify dimensions while cluster analyses identify categories. Whereas ...

26 Chapter 2 hyperactivity or pervasive misery refers to problems that are present in a range of different settings. In the term ...