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 BRIEF CONTENTS
Chapter 1 Introduction 1
Chapter 2 The Developmental Psychopathology Perspective 19
Chapter 3 Biological and Environmental Contexts of Psychopathology 37
Chapter 4 Research: Its Role and Methods 65
Chapter 5 Classification, Assessment, and Intervention 83
Chapter 6 Anxiety Disorders 109
Chapter 7 Mood Disorders 143
Chapter 8 Conduct Problems 178
Chapter 9 Attention-Deficit Hyperactivity Disorder 219
Chapter 10 Language and Learning Disabilities 251
Chapter 11 Intellectual Disability 281
Chapter 12 Autism Spectrum Disorder and Schizophrenia 313
Chapter 13 Disorders of Basic Physical Functions 346
Chapter 14 Psychological Factors Affecting Medical Conditions 376
Chapter 15 Evolving Concerns for Youth 397

Glossary 411
References 419
Credits 517
Name Index 523
Subject Index 538

vii
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 CONTENTS
Preface xxiii

Chapter 1 INTRODUCTION 1
Defining and Identifying Abnormality 2
◼ ACCENT: Some Faces of Problem Behavior 2
Atypical and Harmful Behavior 3
Developmental Standards 3
Culture and Ethnicity 3
Other Standards: Gender and Situations 5
The Role of Others 5
Changing Views of Abnormality 6
How Common are Psychological Problems? 6
◼ ACCENT: Infant Mental Health 7
How are Developmental Level and Disorder Related? 8
How are Gender and Disorder Related? 8
Methodological Issues, True Differences 9
Historical Influences 10
Progress in the Nineteenth Century 10
Sigmund Freud and Psychoanalytic Theory 11
◼ ACCENT: Little Hans: A Classic Psychoanalytic Case 12
Behaviorism and Social Learning Theory 13
Mental Hygiene and Child Guidance Movements 14
Scientific Study of Youth 14
Current Study and Practice 15
◼ ACCENT: Mrs. Hillis: Improving Corn, Hogs, and Children in Iowa 15
Working With Youth and Their Families 16
▶ AARON: Clinical, Legal, and Ethical Considerations 17
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Chapter 2 THE DEVELOPMENTAL PSYCHOPATHOLOGY PERSPECTIVE 19

▶ ELIZABETH: No Obvious Explanation 20
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Theories 20
Models 20
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Concept of Development 21
Searching for Causal Factors and Processes 22
◼ ACCENT: A Possible Moderating Influence of Culture 23
Pathways of Development 22
Equifinality and Multifinality 24

ix
x Contents

Risk, Vulnerability, and Resilience 25

Risk and Vulnerability 25
◼ ACCENT: The Timing of Risky Experiences 25
Resilience 27
▶ ANN AND AMY: The “Ordinary Magic” of Resilience 27
Continuity of Disorder 28
Normal Development, Problematic Outcomes 30
Attachment 30
Temperament 31
▶ CARL: A Case of Goodness-of-Fit 32
◼ ACCENT: Sensitivity to Context: For Better or Worse 33
Emotion and Its Regulation 33
Social Cognitive Processing 34
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Chapter 3 BIOLOGICAL AND ENVIRONMENTAL CONTEXTS OF

PSYCHOPATHOLOGY 37
Brain and Nervous System 37
Brain Development: Biology and Experience 37
Structure 38
Neurotransmission 39
Nervous System and Risk for Disordered Functioning 40
Prenatal Influences 40
Perinatal and Postnatal Influences 41
Genetic Context 41
◼ ACCENT: Epigenetics and Gene Expression 42
Single-Gene Inheritance 43
Multiple-Gene Inheritance: Quantitative Methods 43
Searching For Genes and Their Effects: Molecular Methods 44
Gene–Environment Interplay 44
Learning and Cognition 45
Classical Conditioning 45
◼ ACCENT: Albert and Peter: Two Historic Cases 46
Operant Learning 45
Observational Learning 47
Cognitive Processes 47
◼ ACCENT: Thinking About Missteps 48
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Parent Roles, Styles, Psychopathology 49
Maltreatment 50
Changes in Family Structure: Divorce 54
◼ ACCENT: Family Stability 57
 Contents xi

Peer Influences 58
Community and Societal Contexts 59
School Influences 59
Socioeconomic Status and Poverty 59
Neighborhoods 61
Culture, Ethnicity, and Minority Status 62
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Chapter 4 RESEARCH: ITS ROLE AND METHODS 65

Fundamentals of Research 66
Selection of Participants 66
Observation and Measurement 67
Reliability of Research Results 68
Validity of Research Results 68
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Case Studies 69
▶ MAX: Risk for Childhood Schizophrenia 70
Correlational Studies 70
◼ ACCENT: Experiments of Nature 72
Randomized Experiments 72
◼ ACCENT: Translational Research: From Lab to Real-World Settings 73
Single-Case Experimental Designs 74
◼ ACCENT: Epidemiological Research: More than Counting Noses 76
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Cross-Sectional Research 76
Retrospective Longitudinal Research 76
Prospective Longitudinal Research 77
Accelerated Longitudinal Research 77
Qualitative Research 77
Examples of Qualitative Studies 78
Combining Qualitative and Quantitative Methods 78
Ethical Issues 79
Voluntary Informed Consent 79
Confidentiality 79
Balancing It All: Harm and Good 81
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Chapter 5 CLASSIFICATION, ASSESSMENT, AND INTERVENTION 83

Classification and Diagnosis 83
The DSM Approach 84
▶ KEVIN: Seeking a Diagnosis 86
◼ ACCENT: Co-Occurrence: A Common Circumstance 87
▶ SAMUEL: A Case of Co-Occurring Disorders 87
◼ ACCENT: Dimensionality and the DSM 89
xii Contents

Empirical Approaches to Classification 89

Stigmatization and the Impact of Labels 91
◼ ACCENT: The Impact of Stigmatization 92
Assessment 93
▶ ALICIA: An Initial Assessment 93
Conducting a Comprehensive Assessment 94
The Interview 94
Problem Checklists and Self-Report Instruments 95
Observational Assessment 96
Projective Tests 96
Intellectual–Educational Assessment 97
Assessment of Physical Functioning 98
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Prevention 102
Treatment 103
Evidence-Based Interventions 106
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Chapter 6 ANXIETY DISORDERS 109

An Introduction to Internalizing Disorders 109
Defining and Classifying Anxiety Disorders 110
Normal Fears, Worries, and Anxieties 111
Classification of Anxiety Disorders 111
Epidemiology of Anxiety Disorders 112
◼ ACCENT: Culture, Ethnicity, and Disorder 112
Specific Phobias 113
Diagnostic Criteria 113
Description 113
Epidemiology 113
▶ CARLOS: A Specific Phobia 114
Developmental Course 114
Social Phobia (Social Anxiety Disorder) 114
Diagnostic Criteria 114
Description 114
▶ LOUIS: Social Phobia and Its Consequences 115
Selective Mutism and Social Anxiety 115
▶ BRUCE: Selective Mutism 116
Epidemiology 116
Developmental Course 117
Separation Anxiety 117
Diagnosis and Classification 117
Description 117
Epidemiology 118
 Contents xiii

Developmental Course 118

▶ KENNY: Separation Anxiety 119
School Refusal 119
Definition 119
Description 119
Epidemiology and Developmental Course 120
Generalized Anxiety Disorder 120
Diagnostic Criteria 120
Description 121
▶ JOHN: Generalized Anxiety Disorder 121
Epidemiology 121
Developmental Course 122
Panic Attacks and Panic Disorder 122
Diagnostic Criteria 122
▶ FRANK: Panic Attacks 122
Epidemiology 123
Description and Developmental Pattern 123
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Diagnostic Criteria 124
Description 126
PTSD and Child Abuse 126
Epidemiology 126
◼ ACCENT: Reactions to Mass Violence 128
Developmental Course and Prognosis 129
Obsessive-Compulsive Disorder 129
Diagnostic Criteria 129
▶ STANLEY: The Martian Rituals 129
Description 129
▶ SERGEI: Impairment in Functioning 130
Epidemiology 130
Developmental Course and Prognosis 131
Etiology of Anxiety Disorders 131
Biological Influences 131
Psychosocial Influences 133
Assessment of Anxiety Disorders 135
Interviews and Self-Report Instruments 135
Direct Observations 136
Physiological Recordings 136
Interventions for Anxiety Disorders 136
Psychological Treatments 136
Pharmacological Treatments 139
Treating Obsessive-Compulsive Disorder 139
xiv Contents

Prevention of Anxiety Disorders 140

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Chapter 7 MOOD DISORDERS 143

A Historical Perspective 144
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Definition and Classification of Depression 145
Defining Depression 145
Depressive Disorders: The DSM Approach 146
Depression: Empirical Approaches 146
Description of Depression 147
▶ NICK: The Problems of Depression 147
Epidemiology of Depression 147
Age and Sex 148
Socioeconomic, Ethnic, and Cultural Considerations 149
Co-occurring Difficulties 149
Depression and Development 149
▶ AMY: Preschool Depression 150
Etiology of Depression 151
Biological Influences 151
Temperament 152
Social-Psychological Influences 153
Impact of Parental Depression 155
▶ MARY: Family Interactions and Depression 157
▶ JOE AND FRANK: Different Outcomes 158
Peer Relations and Depression 158
Assessment of Depression 159
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Pharmacological Treatments 160
Psychosocial Treatments 161
Prevention of Depression 164
Bipolar Disorder 164
DSM Classification of Bipolar Disorders 165
▶ SCOTT: Mixed Moods and Aggression 165
Description of Bipolar Disorder 166
Epidemiology of Bipolar Disorder 167
▶ BIPOLAR DISORDER: Families Need Support 168
Developmental Course and Prognosis 168
▶ JOSEPH: Early Bipolar Symptoms 168
Risk Factors and Etiology 169
Assessment of Bipolar Disorder 169
Treatment of Bipolar Disorder 170
 Contents xv

Suicide 170
Prevalence of Completed Suicides 170
Suicidal Ideation and Attempts 171
▶ PATTY: A Suicide Attempt 172
Suicide and Psychopathology 172
Risk Factors 172
◼ ACCENT: Non-Suicidal Self-Injury 173
Suicide Prevention 174
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Chapter 8 CONDUCT PROBLEMS 178

Classification and Description 179
DSM Approach: Overview 179
DSM Approach: Oppositional Defiant Disorder 179
▶ HENRY: Preschool Oppositional Behavior 180
DSM Approach: Conduct Disorder 181
◼ ACCENT: Are Conduct Problems a Mental Disorder? 183
Empirically Derived Syndromes 183
Gender Differences: Relational Aggression 185
Violence 186
◼ ACCENT: Fire Setting 187
Bullying 188
▶ HENRY: A Victim of Bullying 189
Epidemiology 190
Gender, Age, and Context 190
Patterns of Co-occurrence 191
Developmental Course 192
Stability of Conduct Problems 192
Age of Onset 192
◼ ACCENT: Callous-Unemotional Traits 193
Developmental Paths 194
Etiology 195
The Socioeconomic Context 195
◼ ACCENT: Moving Out of Poverty 196
Aggression as a Learned Behavior 196
Family Influences 197
Peer Relations 201
Cognitive–Emotional Influences 202
Biological Influences 203
Substance Use 205
Classification and Description 205
Epidemiology 206
xvi Contents

▶ RODNEY: Alcohol and Nicotine Use 206

Etiology and Developmental Course 207
Assessment 209
Interviews 209
Behavior Rating Scales 209
Behavioral Observations 209
Intervention 210
Parent Training 210
Cognitive Problem-Solving Skills Training 212
Community-Based Programs 213
Multisystemic Therapy 213
▶ MAGGIE: The Need for Multiple Services 214
Pharmacological Intervention 214
Prevention 215
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Chapter 9 ATTENTION-DEFICIT HYPERACTIVITY DISORDER 219

Evolving Ideas About ADHD 220
%4. Classification and Diagnosis 220
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Inattention 222
Hyperactivity and Impulsivity 222
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Motor Skills 223
Intelligence, Academic Achievement 223
Executive Functions 224
Adaptive Behavior 224
Social Behavior and Relationships 224
▶ CORY: Being a “Bad Boy” 225
Health, Sleep, Accidents 226
◼ ACCENT: Autos, Adolescence, and ADHD 226
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▶ JIMMY: Combined Subtype of ADHD 227
▶ TIM: Predominantly Inattentive Subtype of ADHD 228
Co-Occurring Disorders 228
Learning Disabilities 229
Externalizing Disorders 229
Internalizing Disorders 229
Epidemiology 230
Gender 230
Social Class, Race/Ethnicity, and Culture 231
◼ ACCENT: ADHD and African American Youth 231
Developmental Course 232
 Contents xvii

Infancy and the Preschool Years 232

Childhood 232
Adolescence and Adulthood 233
Variation and Prediction of Outcome 233
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Executive Functions and Inhibition 234
Sensitivity to Reward 234
Temporal Processing and Aversion to Delay 235
Multiple Pathways? 235
Neurobiological Abnormalities 235
◼ ACCENT: ADHD: Category or Dimension? 237
Etiology 237
Genetic Influences 237
Prenatal Influences and Birth Complications 238
Diet and Lead 238
Psychosocial Influences 238
A Schema of the Development of ADHD 239
Assessment 239
Interviews 240
Rating Scales 240
Direct Observation 241
Other Procedures 241
Intervention 241
Prevention 241
Pharmacological Treatment 241
◼ ACCENT: Medication Does Not Always Work 242
Behaviorally Oriented Treatment 243
◼ ACCENT: The Summer Treatment Program (STP) 246
Multimodal Treatment 247
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Chapter 10 LANGUAGE AND LEARNING DISABILITIES 251

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▶ THOMAS: So Many Abilities 252
Definitional Concerns 253
Identifying Specific Disabilities 253
◼ ACCENT: Response to Intervention 254
Language Disabilities 255
Normal Language Development 255
DSM Classification and Diagnosis 256
Description 257
▶ RAMON: Phonological Disorder 257
▶ AMY: Problems in Language Expression 258
xviii Contents

▶ TRANG: Problems in Language Reception and Expression 258

Epidemiology and Developmental Course 258
Co-occurring Disorders 259
Cognitive Deficits and Theories 260
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DSM Classification and Diagnosis 261
Reading Disabilities (RD) 261
Disabilities of Written Expression 263
▶ C.J.: Writing, Writing, All Day Long 265
Mathematics Disabilities (MD) 266
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Social Relations and Competence 267
Academic Self-Concept and Motivation 267
Brain Abnormalities In Language and Learning Disabilities 268
Language and Reading: Brain Structure 268
Language and Reading: Brain Function 268
◼ ACCENT: Intervention and Brain Changes 269
Etiology of Language and Learning Disabilities 270
Genetic Influences 270
◼ ACCENT: The FOXP2 Story 271
Psychosocial Influences 271
Assessing Language and Learning Disabilities 272
◼ ACCENT: Clues for Identifying Reading Disorder 272
Intervention for Language and Learning Disabilities 273
Prevention 273
Intervention for Language Disabilities 273
Intervention for Learning Disabilities 274
Special Education Services 275
Inclusion: Benefits and Concerns 277
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Chapter 11 INTELLECTUAL DISABILITY 281

◼ ACCENT: Sticks and Stones and Stigma 282
Definition and Classification 282
The AAIDD Approach 282
The DSM and Past Approaches 284
Nature of Intelligence and Adaptive Behavior 284
Measured Intelligence 284
◼ ACCENT: Measured Intelligence: A History of Abusive Ideas 286
Adaptive Functioning 287
Description 288
▶ ANNALISE: Profound Intellectual Disability 289
Co-Occurring Disorders 290
 Contents xix

Epidemiology 291
Developmental Course and Considerations 291
Etiology 292
▶ JOHNNY: Unknown Cause of MR 292
Pathological Organic Influences 293
Multigenic Influences 293
Psychosocial Influences 293
Multifactor Causation 294
Genetic Syndromes and Behavioral Phenotypes 295
Down Syndrome (DS) 295
◼ ACCENT: The Down Syndrome Advantage 297
Fragile X Syndrome (FXS) 296
▶ SAMMIE: An Example of Fragile X Syndrome 297
Williams Syndrome (WS) 298
▶ ROBERT: An Example of Williams Syndrome 299
Prader–Willi Syndrome (P-WS) 299
Family Accommodations and Experiences 300
◼ ACCENT: Deciding What’s Best for Children with ID 300
Rewards and Satisfactions 301
Assessment 302
Developmental and Intelligence Tests 302
Assessing Adaptive Behavior 303
Intervention 304
Changing Views; Greater Opportunity 304
Prevention 304
◼ ACCENT: Examples of Early Intervention Programs 305
Educational Services 305
▶ JIM: Life in the Mainstream 306
Behavioral Intervention and Support 307
◼ ACCENT: Functional Communication Training 310
Psychopharmacology and Psychotherapy 309
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Chapter 12 AUTISM SPECTRUM DISORDER AND SCHIZOPHRENIA 313

A Bit of History 313
Autistic Disorder (Autism) 314
DSM Classification and Diagnosis 314
▶ PAUL: Autistic Aloneness 314
Description: Primary Features 315
Description: Secondary Features 317
Co-occurring Disorders 320
Epidemiology 321
◼ ACCENT: An Epidemic of Autism? 322
xx Contents

Developmental Course 322

Neurobiological Abnormalities 323
Etiology 324
Autism Spectrum Disorder and Other PDDs 326
▶ LESLIE: PDD-NOS 328
Assessment of ASD 328
▶ NICHOLAS: Childhood Disintegrative Disorder 329
Prevention of ASD 330
Intervention for ASD 330
◼ ACCENT: The Early Start Denver Model (ESDM) 331
Schizophrenia 335
DSM Classification and Diagnosis 335
Description: Primary and Secondary Features 336
Epidemiology 337
Developmental Course 337
▶ MARY: A Tragic Course of Childhood Schizophrenia 339
Neurobiological Abnormalities 338
Etiology 340
Assessment 342
Prevention 342
Intervention 343
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Chapter 13 DISORDERS OF BASIC PHYSICAL

FUNCTIONS 346
Problems of Elimination 347
Typical Elimination Training 347
Enuresis 347
▶ JAY: Enuresis and Its Consequences 347
Encopresis 349
▶ SUSAN: Encopresis and Its Consequences 349
Sleep Problems 350
Sleep Development 350
Common Sleep Problems 351
Sleep Disorders 352
Treating Sleep Problems 354
▶ MATTHEW: Recurrent Nightmares 355
◼ ACCENT: Sleep Apnea 356
Problems of Feeding, Eating, and Nutrition 357
Common Eating and Feeding Problems 357
Early Feeding and Eating Disorders 357
Obesity 359
▶ SEAN: Obesity and Family Environment 361
 Contents xxi

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Definition and Classification: An Overview 362
Classification and Description: DSM Approach 363
▶ ALMA: Like a Walking Skeleton 363
Epidemiology 365
Developmental Course and Prognosis 366
Etiology 366
▶ RILEY: A Combination of Factors Leading to an Eating
Disorder 367
◼ ACCENT: Being Buff: Weight and Shape Concerns in Young
Men 369
▶ IDA: A Sparrow in a Golden Cage 371
Intervention 371
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Chapter 14 PSYCHOLOGICAL FACTORS AFFECTING MEDICAL

CONDITIONS 376
Historical Context 376
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Asthma 377
▶ LOREN: Managing Asthma 377
Consequences of Chronic Conditions 379
Adjustment and Chronic Illness 380
▶ LISA: Diabetes Management and Family Context 383
Cancer: Adapting to Chronic Illness 384
◼ ACCENT: The Impact of HIV/AIDS in Children and Adolescents 385
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Adherence to Medical Regimens 386
Psychological Modification of Chronic Pain 389
▶ CINDY: Chronic Headache Pain 390
Reducing Procedure-Related Pain and Distress 390
◼ ACCENT: Preventing Childhood Injury 393
Preparation for Hospitalization 394
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Chapter 15 EVOLVING CONCERNS FOR YOUTH 397

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Maternal Employment and Child Care 398
Adoptive Families 400
Foster Care 402
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Fragmentation, Utilization, Evaluation 404
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xxii Contents

Third World Poverty and Health 406

Exposure to Armed or Sociopolitical Conflict 407
Diversity and International Cooperation 409
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Glossary 411
References 419
Credits 517
Name Index 523
Subject Index 538
 PREFACE

In roughly one hundred years, the study of young people has moved from relative ignorance to considerable knowledge
about human development in general and disordered behavior more specifically. The last few decades arguably have
witnessed unprecedented progress in understanding the problems of children and adolescents and how they and their
families might be assisted. Of course, there is much yet to be learned and the needs of youth are considerable, so the study
of young people is an especially worthwhile enterprise. We hope that this text makes clear the challenge and excitement of
the endeavor.
Now in its eighth edition, Abnormal Child and Adolescent Psychology has enjoyed enormous success. It has been grat-
ifying for us to know that it continues to make a substantial contribution to the field. At the inception of this text (initially
entitled “Behavior Disorders of Children”), relatively few comprehensive books were available in the field. Just as important
was the need for a text that emphasized certain themes that we considered critical to the study of problems of youth. These
themes have stood the test of time, have evolved, and have become more widely and subtly recognized as essential. Indeed,
their early incorporation into the text undoubtedly accounts in part for its ongoing success.

THEME 1: DEVELOPMENTAL PSYCHOPATHOLOGY

At the heart of the text is the partnership of the developmental psychopathology perspective and the more traditional
(usual) clinical/disorder approach. The latter underscores description of the symptoms, causes, and treatments of disorders
of young people. The developmental psychopathology perspective assumes that problems of youth must be viewed within
a developmental context. The developmental psychopathology perspective is articulated in early chapters of the book and
guides discussion of specific disorders in subsequent chapters.
A primary assumption of developmental psychopathology is the belief that normal and disturbed behavior are related
and are best viewed as occurring along a dynamic pathway of growth and experience, with connections to the past and to
the future. This proposition is reflected in the text in several ways. Consideration is given to the timing and processes of
normal development and how these may go awry in psychopathology. We also take seriously the assumption that behav-
ioral development cannot be readily parsed by age, and thus we employ a broad time frame for discussing psychological
problems in childhood and adolescence. Understanding these problems is enhanced by anchoring them in the early years
of life and linking them to outcomes in adulthood.

THEME 2: MULTIPLE TRANSACTIONAL INFLUENCES

A second theme woven throughout the text is the view that behavioral problems result from transactions among variables.
With few—if any—exceptions, behavior stems from multiple influences and their continuous interactions. Biological struc-
ture and function, genetic transmission, cognition, emotion, social interaction, and numerous aspects of the immediate
and broader environment play complex roles in generating and maintaining psychological and behavioral functioning.
Developmental psychopathologists are committed to the difficult task of understanding and integrating these multiple
influences—efforts that are addressed throughout the text.

THEME 3: THE INDIVIDUAL IN CONTEXT

Following from this, a third theme emphasizes that the problems of the young are intricately tied to the social and cultural
contexts in which they experience life. Children and adolescents are embedded in a circle of social and environmental
influences involving family, peer, school, neighborhood, societal, and cultural circumstances. At any one time, youths bring
their personal attributes to these circumstances, are affected by them, and in turn, influence other people and situations.
Meaningful analysis of psychological problems thus requires that the individual be considered in developmental context.
Such aspects as family interactions, friendships, gender, educational opportunity, poverty, ethnicity and race, and cultural
values all come into play.

xxiii
xxiv Preface

THEME 4: THE EMPIRICAL APPROACH

A fourth major theme is a bias toward the empirical approach. Prudent and insightful thinking is required in both figuring
out the puzzles of behavioral problems and applying acquired knowledge. We believe that empirical approaches and the
theoretical frameworks that rely on scientific method provide the best avenue for understanding the complexity of human
behavior. Research findings thus are a central component of the book and inform our understanding of the problems expe-
rienced by youth and how the lives of young people might be improved.

THEME 5: THE PERSON AT THE CENTER

Concern for the optimal development of the child or adolescent is given important emphasis throughout this text. While
there is no doubt that empirical studies further our understanding of development, it is helpful to examine problems from
a more personal viewpoint. Thus, by also viewing problems through the lens of the experience of troubled youths and their
families, students better come to understand how psychopathology is manifested, what needs a youth may have, how inter-
vention can help a child, and a plethora of other factors. The many case descriptions in the text are vital in bringing forth
the personal. So also are the several other individual accounts, quotations, and photographs. Real-life is singularly captured
by the hyperactive child who realizes that he is considered a “bad boy,” the sister who believes she has become a better per-
son through caring for her intellectually challenged brother, and the parents who report being “jolted” by a TV description
of a youth whose problems were similar to those of their undiagnosed child.

ORGANIZATION OF THE TEXT

As a relatively comprehensive introduction to the field, Abnormal Child and Adolescent Psychology includes theoretical
and methodological foundations of the field and devotes most discussion to specific problems of youth—that is, to the
characteristics, epidemiology, developmental course, etiology, assessment, treatment, and prevention of psychopathology.
Although we have not formally divided the chapters into broader sections, they are conceptualized as three units.
UNIT I, consisting of Chapters 1 through 5, presents the foundation for subsequent discussion. A broad overview
of the field is presented, including basic concepts, historical context, developmental influences, theoretical perspectives,
research methodology, classification and diagnosis, assessment, prevention, and treatment approaches. These chapters
draw heavily on the psychological literature and also recognize the multidisciplinary nature of the study and treatment of
youth. We assume that readers have some background in psychology, but we have made an effort to serve those with rela-
tively limited background or experience.
UNIT II, consisting of Chapters 6 through 14, addresses major disorders. There is considerable organizational con-
sistency across these chapters. For most disorders, classification, clinical description, epidemiology, developmental course,
etiology, assessment, and prevention/treatment are discussed in that order. At the same time, flexible organization is a guid-
ing principle so that the complexity inherent in specific chapter topics is not sacrificed.
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problems.
UNIT III consists of Chapter 15, which rounds out and extends what has gone before. The chapter examines evolving
concerns regarding the development of youth. The focus is on selected critical family issues, mental health services, and
briefly on youth living in countries other than the United States.

CONTENT: HIGHLIGHTS AND UPDATES

It almost goes without saying that the study of the psychopathology of youth, as it catapults ahead, must include judicious
consideration of recent research and issues. Such consideration is reflected by the provision of new information through-
out the text. The updated content not only points to new findings and issues but, importantly, it also confirms or extends
Another random document with
no related content on Scribd:
 ¹⁄₂ lb. treacle
¹⁄₂ lb. sugar
2 table-spoons powdered ginger
1 tea-spoon carbonate of soda
3 eggs
Melt the butter, sugar, and treacle in a saucepan, and pour them
gradually when not too hot over the well-beaten eggs stirring
continually. Add the soda and ginger, then the flour, stirring it well in.
Bake in a slow oven for an hour and half in a well-greased tin.

One Egg Cake

¹⁄₂ cup butter

1 cup powdered sugar
1 egg
1 cup milk
2 cups flour
¹⁄₂ tea-spoon carbonate of soda
1 tea-spoon cream of tartar
1 tea-spoon vanilla, or the grated rind and juice of half a
lemon
Cream the butter and add the sugar. Beat well together. Beat the
egg till light and add it, and then the milk with the soda dissolved in
it. Stir in the flour with which the cream of tartar should be mixed.
Beat well together and add the vanilla. Bake in a shallow tin in a
moderate oven for half-an-hour.

Plain Sultana Cake

1 lb. flour
¹⁄₄ lb. butter
¹⁄₄ lb. sugar
¹⁄₂ lb. sultanas, currants, or raisins
 2 ozs. peel
2 eggs
¹⁄₂ pint milk
Rub the butter into the flour. Add the sugar, then the peel cut into
small pieces, and well-floured fruit. Beat the eggs till light and
creamy. Add them to the mixture. Dissolve the soda in the milk. Work
all together thoroughly with the hands. Bake at once for an hour to
an hour and a half.
OR,
Substitute one tea-spoon baking powder for the carbonate of
soda. Beat the butter to a cream. Add the sugar, eggs, and fruit,
beating all the time. Mix the baking powder with the flour. Add the
flour to the mixture with the milk and beat well. Bake about one and
a half hours in a moderate oven.

Seed Cake—Lunch
1 lb. flour
¹⁄₄ lb. dripping or butter
¹⁄₄ lb. moist sugar
1 tea-spoon ground carraway seed
1 egg
1 oz. candied peel
¹⁄₂ pint milk
¹⁄₂ tea-spoon carbonate of soda
Rub the butter into the flour. Add sugar, seed, candied peel, egg,
and the milk in which the soda has been dissolved. Mix the whole
thoroughly, working together with the hand. Bake at once for one and
a quarter hours in a moderate oven.
THE END
 Index

Almond Cake, 16.

” ” (Dutch), 19.

” Cakes, 91.

” Icing, 67.

Almonds, How to Blanch, 4.

American Hard Gingerbread, 73.

American Soft Gingerbread, 72.

American Sponge Cake, 11.

Angel Cake, 17.

Baking Powder, 2.

Balloon Cakes, 113.

Berwick Sponge Cake, 11.

Black Cake, 51.

Boiled Icing, 66.

Bottle Cakes, 91.

Bread Cake, 78.

Breakfast Scones, 114.

Brioche, 79.

Buttercup Cake, 42.

Butter Rings, 92.

Californian Fig Cake, 35.

Caraway Cakes, 93.

Chocolate Cakes, 42-44.

” ” 93, 94.

” Icing, 67, 68.

Cider Cake, 52.

Cinnamon Biscuits, 94.

” Cakes, 85.

Coburg Cakes, 95.

Cocoanut Cake, 17.

” Cones, 96.

” Icing, 68.

Cocoanut Pound Cake, 18.

” Rings, 96.

Coffee Cake, 36.

Cornflour Cakes, 97.

Cringles, 115.

Crullers, 85.

Crumpets, 112, 115.

Currant Cake, 52.

Dough Cake, 80.

Doughnuts, 86.

” with Yeast, 86.

Dropped Scones, 116.

Dutch Almond Cake, 19.

Echaudés, 117.

Eggs, How to Beat, 5.

Eversley Cake, 19.

Fillings for Layer Cakes, 31-34.

Fluffy Cakes, 98.

Fruit Cakes, 53, 54.

” Cake without Eggs, 126.

” Layer Cake, 37.

Gateau de Savoie, 12.

Gelatine Icing, 66.

Genoa Cake, 55.

German Biscuits, 99.

Gingerbread, 126.

” hard, 73.

” loaf, 74.

” nuts, 99.

” soft, 72, 73.

Ginger Snaps, 100.

Gold Cake, 44.

Golden Corn Cake, 117.

Ground Rice Biscuits, 100.

Hazel Nut Biscuits, 101.

Icing without Eggs, 66.

Imperial Cake, 55.

Jam Sandwich, 37, 38.

Kletskoppen, 101.

Kugelhupf, 80.
Lady Cake, 20.

Layer Cakes, 29, 30.

” ” Fillings for, 31-34.

Lemon Layer Cake, 38.

Little Biscuits, 102.

Little Breakfast Rolls, 118.

Little Dutch Cakes, 102.

Louisa Cakes, 103.

Macaroons, 103.

Madeleines, 104.

Marbled Cake, 45.

Measures, Table of, 2.

Measuring, 1.

Milanese Cake, 13.

Muffins, 111, 113.

Nut Cake, 46.

Oat Cakes, 105.

One Egg Cake, 127.

Orange Biscuits, 105.

” Wafers, 106.

Oven, Management of, 6.

Pitcaithley Bannock, 56.

Plain Icing, 65.

Plain Sultana Cake, 127.

Portuguese Gingerbread, 74.

Potato Flour Cake, 20.

Pound Cakes, 21, 22.

Puff-ball Doughnuts, 87.

Raisins, How to Stone, 3.

Ribbon Cake, 39.

Rice Cake, 22, 23.

” Cakes, 107, 109.

Rock Cakes, 107, 108.

Scones, 118, 119.

” Soda, 119.

Scotch Bun, 82.

” Gingerbread, 75.

Seed Cake, 56.

” ”, 128.

” Dough Cake, 82.

Shortbread, 46, 47.

”, 108.

” Biscuits, 109.

Simnel Cake, 57.

Snowballs, 87.

Snow Cake, 24.

” Cakes, 109.

Spice Cake, 59.

Sponge Cake, 13.

” ” American, 11.

” ” Berwick, 11.

” Fingers, 110.

Sugar Cakes, 110.

Sultana Cakes, 59-61.

Sultana or Seed Cake, 61.

Swiss Roll, 40.

Table of Measures, 2.

Tea Buns, 120.

” Cakes, 121, 123.

Tins, How to Grease, 6.

Tutti Frutti Icing, 69.

Walnut Cake, 47.

Wedding Cake, 51.

White Cakes, 24, 25.

White Fruit Cake, 62.

Whole Meal Biscuits, 110.

Yellow Icing, 69.

York Cakes, 123.

Yorkshire Cake, 124.

” Parkin, 76.

PRINTED BY
TURNBULL AND SPEARS,
EDINBURGH
 Transcriber’s Notes
Punctuation inconsistencies and omissions have been fixed.
Page 45: The m in muslin was printed upside down in the original; this has been fixed.
Page 73: “mi k” changed to “milk”
Page 109: “grated cocoannt” changed to “grated cocoanut”
The recipe list for Almond Cake--I includes brandy but this is not referenced in the
instructions of the original.
The recipe for Plain Sultana Cake references soda in the instructions, but this is
missing from the ingredient list in the original.
 *** END OF THE PROJECT GUTENBERG EBOOK THE CAKE
AND BISCUIT BOOK ***

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