386 Index
positive reinforcement, 328, 331
post-traumatic stress disorder (PTSD), 28, 96,
123, 124–9
Prader–Willi syndrome, 236
preschool problems, 182–6
outcome in adulthood, 184
outcome in later childhood, 183–4
Preschool to School/Court studies, 36, 182,
183 , 184
prevalence studies, 33 , 36–7
prevention, 310–18
disruptive behavioural disorders, 76–7,
315–16
feasibility, 312–13
future programmes, 317
intellectual disability, 233
juvenile delinquency, 87–8
maltreatment, 223, 224
post-traumatic stress disorder, 128
substance abuse, 209
by targeting risk and protective factors,
313–15
types, 310–11
problem-solving skills training programmes,
76, 106, 339–40
protective factors, 288
targeting in prevention, 313–15
provocative soiling, 161
psychodynamic therapies, 342, 343, 344, 348
psychological examination, 10
psychometric assessment, 10, 364
psychopathic tendencies, 70
psychopathology, looked-after children and
adolescents, 35 , 363–4
psychosomatics, 171–81
psychotherapy, 76, 342, 343
effectiveness, 306
punishment, 86, 328, 331–2
Quality of Life (QoL) measures, 314–15
reactive attachment disorder, 146
reading difficulties, 69, 250–8, 270
see alsospecific reading difficulties/disorder
(SRD)
recurrent abdominal pain (RAP), 177–8
rejection by peers, 294–5
relationship difficulties, 5–6
repetitive or restricted behaviours, 47, 48
resilience, 288
and criminality, 314
and maltreatment, 220
and post-traumatic stress disorder, 126
response cost, 332
Rett syndrome, 50
reverse causality, 271, 280
rewards, 155, 328, 333
rheumatic fever, 134
rhythmic movement disorder, 168
risk factors
adversity and stressors, 282–91
in assessment, 3, 8–10
brain disorders, 239–43
cumulative risk, 287–8
insecure attachment, 259–69
intellectual disability, 229–38
language disorders, 244–9
reading difficulties, 250–8
school and peer factors, 292–7
see alsonature v. nurture debate
rubella, 233, 236
rules, 188, 345
Sally–Anne test, 53
scapegoating, 274, 363, 367
schizophrenia, 4, 193–8
characteristic features, 193–5
differential diagnosis, 195–6
treatment and prognosis, 197–8, 324
school-based treatment, 75, 92–3, 143–4
school factors, 17, 74, 292–6
school refusal, 89–94
differential diagnosis, 91–2
epidemiology, 89, 191
features, 89–91
prognosis, 93–4
treatment, 92–3
underlying psychiatric conditions, 92
school reports, 17, 75, 221
secure attachment, consequences, 263, 268
seizures, 48, 154, 243, 246
selective mutism, 141–4, 247
selective serotonin reuptake inhibitors (SSRIs),
54, 93, 100, 106, 121, 134, 144, 202, 305,
323
and suicide risk, 106, 121, 323
see alsofluoxetine
self-harm, 85, 118–21
separation anxiety, 39 , 92, 96
separation anxiety disorder, 90, 92, 98–9, 184
separation and loss, as stressful experiences,
153, 261, 262, 264 , 283, 284
service provision, 370–9
boundary issues, 373
budget considerations, 373–4
cost effectiveness, 374–7
evaluation/monitoring, 377–8
inclusiveness, 372
intellectually disabled children and
adolescents, 234–5
planning, 370–1
shortfalls in, 34 ,37
sex ratioseegender ratio
sexual abuse, 210, 215–16
assessment/investigation, 222–3
effects, 73, 220–1
shared environment, 272
effects, 273 , 274
significant/stressful life events, 16, 96, 123,
129–30, 153, 282, 283–5
single-parent families, 316, 340, 341
sleep disorders, 163–70
and psychiatric disorders, 163
types, 166–9
sleep hygiene, 164, 165
sleep–wake cycle, 163–4, 166