Disorders Of Childhood Summary

The first thing Parritz and Tory discuss in chapter four of the book Disorders of Childhood. Development and Psychopathology is classification. Classifying disorders is important in a clinical environment because it not everyone has the same knowledge base about a disorder. It allows doctors and metal health practitioners to communicate effectively about a particular diagnosis. Classification also helps with research.
In mental health the most used classification tool is the DSM. It was first published in 1952 and the latest edition the DMS 5 was published in 2013. The 1952 edition had only one childhood diagnosis. DSM 5 has many. Reliability and validity are extremely important in any classification system. Two of the most common classifications

There can be co-occurrence where two disorders are likely to occur together such as depression and anxiety. There are several reasons for comorbid disorders. The same vulnerability in a child may be a risk factor for several disorders, a younger child may show symptoms of multiple difficulties that haven’t yet developed into one diagnosis, one disorder could be the beginning of another disorder, and one disorder could cause another disorder.
Before a child can be diagnosed information needs to be collected or assessed. After the information is collected a clinician must decide if a diagnosis should be made, what method will be used for the diagnosis, and what the diagnosis should be. It should be noted that not every child will fit into an exact diagnosis. Once a diagnosis is made a child should not be labeled or defined by the diagnosis in a negative way.
The first part of the assessment is the interview. It is best if both parents attend because mothers and fathers report different types of information. The presenting problem should be discussed along with other important family information. Weaknesses and strengths should both be reported. Cultural differences should be considered. The information received from the child is crucial. Interview with children could include structured play, questions, and

Ethical issues such as autonomy, confidentiality, protection, and communication must be followed. The success of treatment can be based on outcome or process. Outcome research compares the success of therapy for children who received treatment and those who have not received treatment. Process research reports the types of treatment with the most positive outcomes.
There are three levels of interventions. Primary prevention seeks to reduce or eliminate the risks and occurrences of childhood disorders. Secondary intervention is given after the first sign of a disorder. Tertiary prevention addresses disorders that already exist. Many factors come together in helping children with dysfunctional behavior which ideally will include support at home, in therapy, at school, and through the community.
This information from chapter four of the book Disorders of Childhood. Development and Psychopathology is useful in understanding children and adolescents as future clients. I found it fascinating how some children externalize disorders with aggressive and oppositional behaviors towards others, and some children internalize disorders and become anxious and socially isolated from others. Behind each type of behavior is a disorder that needs to be