Psychology 6330/5330

All students registering for this class (graduate and undergraduate) must have the permission of instructors

This class is designed as a graduate level survey of adult AND child/adolescent psychopathology, covering several critical conceptual and diagnostic issues relevant child, adolescent and adult psychopathology. Lectures, discussions, readings, and assignments are designed to help students understand individual, interpersonal, contextual, and cultural factors contributing to the development of psychopathology. Specific psychological disorders will be highlighted and discussed. Biopsychosocial and Developmental perspectives will be emphasized. Roughly 2/3 of the class meetings are devoted to adult issues and 1/3 to child issues. The schedule and topics are as follows:

Date	Topic		Assigned readings
1/12/2004	Introduction to the course and course instructors and materials	Steve and Paul
1/14/2004	Conceptual issues in the definition of psychopathology [including diversity and cross-cultural considerations	Steve	Unit I
1/19/2004	MLK	No class
1/21/2004	Classification issues	Steve	Unit II
1/26/2004	Conceptual foundations of developmental psychology	Paul	Unit A
1/28/2004	Methodological issues in psychopathology research	Steve	Unit III
2/2/2004	Overview of DSM-IV	Steve	Unit IV
2/4/2004	The schizophrenic spectrum:Signs, symptoms and phenomena	Steve	Unit V
2/9/2004	Current issues in the genetic and biochemical conceptualization of schizophrenic spectrum disorders	Steve	Unit VI
2/11/2004	Current issues in the psychosocial and social cognitive conceptions of schizophrenic spectrum disorders	Steve	Unit VII
2/16/2004	President’s Day	No class
2/18/2004	Assessment of Schizophrenic Spectrum disorders	Steve	Unit VIII
2/23/2004	Affective spectrum disorders:Signs, symptoms and phenomena	Steve	Unit IX
2/25/2004	Current issues in the genetic, biochemical, psychosocial and social cognitive conceptions of affective spectrum disorders	Steve	Diagnostic formulation exercise 1 distributed Unit X
3/1/2004	Assessment of affective spectrum disorders	Steve	Diagnostic formulation exercise 1 due Unit XI
3/3/2004	Diagnostic interviewing with children and adolescents;	Paul	Unit B
3/8/2003	Mood disorders in children	Paul	Unit C
3/10/2004	Cluster A Personality Disorders	Steve	Autobiographical analysis paper due Unit XII
3/15/2004	Spring Break	No class
3/17/2004	Spring Break	No class
3/22/2004	Cluster B Personality Disorders	Steve	Unit XIII
3/24/2004	Cluster C Personality Disorders and Substance Abuse	Steve	Diagnostic formulation exercise 2 distributed Unit XIV
3/29/2004	Issues in the assessment of personality disorders	Steve	Diagnostic formulation exercise 2 due Unit XV
3/31/2004	Anxiety and Stress Disorders	Steve	Scholarly paper due Unit XVI
4/5/2004	Anxiety Disorders in Children	Paul	Unit D
4/7/2004	Behavioral disorders in children - ADHD	Paul	Unit E
4/12/2004	Behavioral disorders in children - ODD/CD	Paul	Unit F
4/14/2004	Autism Spectrum disorders	Paul	Unit G
4/19/2004	Learning disorders	Paul	Unit H
4/21/2004	Substance abuse disorders in children	Paul	Unit I
4/26/2004	Eating disorders in children	Paul	Unit J Diagnostic Interview and Paper must be done prior to this class.
4/28/2004	Trauma and psychopathology	Paul	Unit K
5/3/2004	Final Exam	Paul

The textbook for the adult section is: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. 4^th Ed. Text Revision (DSM-IV-TR). Washington, D.C.:Author. It is available at the UU Bookstore, and may also be had, for a few dollars less, at one of the several on-line booksellers. In addition to this text [which you need to own anyway], there are a series of weekly reading assignments. These are on electronic reserve at the Marriott library, under my name and this course number. In cases of copyright difficulties, a hard copy of the article/chapter will be made available for class xeroxing.

The required text for the child/adolescent portion of the class is: E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 3-74). London: The Guilford Press. It too is available in the bookstore.

Assignments given by Golding will count toward 65% of the final grade; Florsheim’s assignments will account for 35% of the final grade. These assignments are described below:

a) An in-depth scholarly paper dealing with some aspect of adult psychopathology. The paper should be no more than 20 typewritten pages [1 “ margins, font no smaller than 10] and should address a reasonably circumscribed topic that makes sense given your own career goals. You are expected to do quite a bit of scholarly integration and critical analysis of both the underlying theoretical disputes, empirical data, and clinical observations. You must obtain approval for your topic no later than 2/18/2004. I maintain an extensive library of references, and can probably help point you in a reasonable direction. Addition suggestions are in the bibliography section of the required readings. Throughout the class, I will make suggestions as to possible topics. This assignment counts for 40% of your grade. Due 3/31/2004.

b) Part of your learning task in this course is to appreciate the nature of various psychopathological phenomena. Mostly, we will be addressing this from the point of view of a clinician or a third-party. But, as demonstrated by the Solomon reading in the Depression section, and the Bassman and Stanton readings in the Schizophrenia section, I will attempt to help you begin to understand these phenomena from the client’s point of view. I believe this is a critical task for all students of psychopathology. To assist you in developing this knowledge base, the second grading assignment is to 1) find a first person autobiographical account of whatever phenomenon you are interesting in [can be written, or a film where one of the characters reveals their own perceptions of a psychopathological phenomenon, or an accounting of interactions with someone manifesting a psychopathological phenomenon; 2) analyze that account in terms of how it relates to diagnostic criteria and theoretical formulations, as they currently exist, as well as how it differs from the “received view” [the current “accepted view”]. You need not restrict yourself to topics covered in class – any reasonably recognized psychopathological phenomenon is okay. This part of the grading will account for 15% of your grade. Again, I will try to be helpful, and will make available resources of which I might know. However, you will also find that, if you investigate a psychopathological phenomenon, good scholars will include references to various autobiographical accounts, so part of the fun, as well as the learning, takes place by investigating the literature on the phenomenon. It may overlap with the first assignment if you wish. Due 3/10/2004

c) Thirty percent of your grade will come from two take home diagnostic exercises. Each will consist of a short phenomenological and descriptive account on an individual’s perceptions, actions and behavior. Your task will be to analyze those from the perspective of DSM-IV criteria and indicate potential diagnostic considerations, the reasoning that leads you to those considerations, and the data that you would seek out before reaching a final diagnostic formulation. Each exercise will count 15%, will be handed out on a Wednesday, and due the following Monday.

d) Fifteen percent of your grade will come from preparation and class discussions. While I intend to lecture, to some extent, each week, learning in the class needs to be active. The expectation is that you will have read, and thought about, the weeks readings in advance. Usually, the extent to which a student is prepared is pretty obvious, but I will also call upon students, randomly, during class periods, to ask about material in that week’s readings.

Attendance: You are required to attend all classes and to complete assigned readings prior to class. Attendance and participation will count for 20 percent of your child/adolescent grade.

Clinical interview: Students will be required to conduct a mock diagnostic interview on a classmate. Graduate students will be given the opportunity to conduct a diagnostic interview with an adolescent client. Students will be required to turn in their interview data and a short report (2-3 pages) on the interview process, focusing on the what they found to be particularly difficult and interesting (20% of child/adolescent grade).

Exam: An open book take-home exam will be distributed on 12/5/02 and due 12/12/02. This exam will include several short and long essay questions and will require about six hours to complete (60%).

**American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. 4^th Ed. Text Revision (DSM-IV-TR). Washington, D.C.:Author. xi-xxxvii;1-37;897-898.

**Lopez, S., & Guarnaccia, P. (2000). Cultural psychopathology:Uncovering the social world of mental illness. Annual Review of Psychology, 51, 571-598.

**Mechanic, D. (1997). Psychopathology and public policy. Clinical Psychology: research and Practice, 4(3), 272-275.

**Mezzich, J. E., Kirmayer, L. J., Kleinman, A., Fabrega-Jr, H., Parron, D. L., Good, B. J., Lin, K. M., & Manson, S. M. (1999, Aug). The place of culture in DSM-IV. Journal of Nervous and Mental Disease, 187(8), 457-464.

*Widiger, T. (1997). The construct of mental disorder. Clinical Psychology: research and Practice, 4(3), 262-271.

?**Blashfield, R., & Livesley, W. (1999). Classification. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 3-28). Oxford: Oxford University Press.

**Carson, R. C. (1997). Costly compromises: A critique of the Diagnostic and Statistical Manual of Mental Disorders. In S. Fisher & R. P. Greenberg (Eds.), From placebo to panacea: Putting psychiatric drugs to the test (pp. 98-112). NY: Wiley.

**Follette, W., & Houts, A. (1996). Models of scientific progress and the role of theory in taxonomy development: A case study of the DSM. Journal of Consulting and Clinical Psychology, 64(6), 1120-1132.

**Kendell, R., & Jablensky, A. (2003). Distinguishing between the validity and utility of psychiatric diagnoses. American Journal of Psychiatry, 160(1), 4-12.

**Widiger, T. (2003). Personality disorder and Axis I psychopathology:The problematic boundary of Axis I and Axis II. Journal of Personality Disorders, 17(2), 90-108.

**Garber, J., & Hollon, S. (1991). What can specificity designs say about causality in psychopathology research. Psychological Bulletin, 110, 129-136.

**Moher, D., Schulz, K., & et al. (2001). The CONSORT statement:Revised recommendations for improving the quality of reports of parallel-group randomized trials. Journal of the American Medical Association, 285(15), 1987-1991.

**Neiderhiser, J. (2001). Understanding the roles of genome and envirome:Methods in genetic epidemiology. British Journal of Psychiatry, 157(Supp.40), 12-17.

**Raulin, M., & Lilienfeld, S. (1999). Research strategies for studying psychopathology. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 49-80). Oxford: Oxford University Press.

**Rutter, M., & Silberg, J. (2002). Gene-environment interplay in relation to emotional and behavioral disturbance. In S.T.Fiske, D. Schachter & C. Zahn-Waxler (Eds.), Annual Review of Psychology: Volume 53 (pp. 463-490). Palo Alto:CA: Annual Reviews.

**Safer, D. (2002). Design and reporting modifications in industry-sponsored comparative psychopharmacology. Journal of Nervous and Mental Disease, 190(9), 583-592.

**Sher, K., & Trull, T. (1996). Methodological issues in psychopathology research. Annual Review of Psychology, 47, 371-400.

**Frances, A., First, M., Widiger, T., & et al. (1991). An A to Z guide to DSM-IV conundrums. Journal of Abnormal Psychology, 100, 407-412.

**Hilsenroth, M., Ackerman, S., Blagys, M., & et al. (2000). Reliability and validity of DSM-IV Axis V. American Journal of Psychiatry, 157(11), 1858-1863.

**McLemore, C. W., & Benjamin, L. S. (l979). Whatever happened to interpersonal diagnosis? A psychosocial alternative to DSM-III. American Psychologist, 34, pp. 17-34.

**Spitzer, R., & Wakefield, J. (1999). DSM-IV diagnostic criterion for clinical significance:Does it help solve the false positives problem? American Journal of Psychiatry, 156(12), 1856-1864.

**Widiger, T., & Clark, L. (2000). Toward DSM-V and the classification of psychopathology. Psychological Bulletin, 126(6), 946-963.

**Aleman, A., Hijman, R., de Haan, E., & Kahn, R. (1999). Memory impairment in schizophrenia. American Journal of Psychiatry, 156(9), 1358-1366.

**Bassman, R. (2001). Overcoming the impossible: My journey through schizophrenia. Psychology Today, Jan.

**Kosterkötter, J., Hellmich, M., & et al. (2001). Diagnosing schizophrenia in the initial prodromal phase. Archives of General Psychiatry, 58, 158-164.

**Meehl, P. E. (l982). Schizotaxia, schizotypy, schizophrenia. American Psychologist, 17, pp. 827-838.

**Stanton, B., & David, A. (2003). First person accounts of delusions. Psychiatric Bulletin, 24, 333-336

**Tsuang, M., Stone, W., & Faraone, S. (2000). Toward reformulating the diagnosis of schizophrenia. American Journal of Psychiatry, 157(7), 1041-1050.

?**Cornblatt, B., Green, M., & Walker, E. (1999). Schizophrenia: Etiology and neurocognition. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 277-310). Oxford: Oxford University Press.

**Kapur, S. (2003). Psychosis as a state of aberrant salience: A framework for linking biology, phenomenology, and pharmacology of schizophrenia. American Journal of Psychiatry, 160, 13-23.

**Rivas-Vazquez, R., Blais, M., Rey, G., & Rivas-Vazquez, A. (2000). Atypical antipsychotic medications:Pharmacological profiles and psychological implications. Professional Psychology:Research and practice, 31(6), 628-640.

**Valenstein, E. (1998). Chapter 3:Theories of drug action and biochemical causes of mental disorder; Chapter 4: A closer look at the evidence;Chapter 5: The interpretation of the evidence. Blaming the brain: The truth about drugs and mental health. New York: Free Press (Simon and Schuster). Pp. 59-163.

*Dohrenwend, B. P., & Egri, G. (1981). Stressful life events and episodes of schizophrenia: Schizophrenia Bulletin, 7, 12-23.

**Hooley, J., & Candela, S. (1999). Interpersonal functioning in schizophrenia. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 311-338). Oxford: Oxford University Press.

**Kraemer, H., Stice, E., Kazdin, A., & et al. (2001). How do risk factors work together? Mediators, moderators, and independent, overlapping, and proxy risk factors. American Journal of Psychiatry, 158(6), 848-856.

**Kraemer, H, Measelle, J, Ablow, J., & et al. (2003). A new approach to integrating data from multiple informants in psychiatric assessment and research: Mixing and matching contexts and perspectives. American Journal of Psychiatry, 160(9), 1566-1577.

**Liddle, P, Ngan, E, Duffield, G., & et al. (2002). Signs and symptoms of psychotic illness (SSPI): A rating scale. British Journal of Psychiatry, 180, 45-50.

**Appelbaum, P, Robbins, P., & Roth, L. (1999). Dimensional approach to delusions:Comparison across types and diagnoses. American Journal of Psychiatry, 156(12), 1938-1943.

**Brown, T, Chorpita, B., & Barlow, D. (1998). Structural relationships among dimension of the DSM-IV anxiety and mood disorders and dimensions of negative affect, positive afftect, and autonomic arousal. Journal of Abnormal Psychology, 107(2), 179-192.

Keller, M. B, Klein, D. N, Hirschfeld, R. M. A., & et al. (1995). Results of the DSM-IV mood disorders field trial. American Journal of Psychiatry, 152, 843-849.[RECOMMENDED, BUT NOT REQUIRED]

Shankman, S. A., & Klein, D. N. (2003). The relation between depression and anxiety: An evaluation of the tripartite, approach-withdrawal and valence-arousal models. Clinical Psychology Review, 23(4), 605-637. [RECOMMENDED, BUT NOT REQUIRED].

**Davidson, R, Pizzagelli, D, Nitschke, J., & Putnam, K. (2002). Depression: Perspectives from affective neuroscience. In S.T.Fiske, D. Schachter & C. Zahn-Waxler (Eds.), Annual Review of Psychology: Volume 53 (pp. 545-574). Palo Alto:CA: Annual Reviews.

**Ingram, R, Scott, W., & Siegle, G. (1999). Depression:Social and cognitive aspects. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 203-226). Oxford: Oxford University Press.

Howland, R., & Thase, M. (1999). Affective disorders:Biological aspects. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 166-202). Oxford: Oxford University Press.

Sullivan, P, Neale, M., & Kendler, K. (2000). Genetic epidemiology of major depression: Review and meta-analysis. American Journal of Psychiatry, 157(10), 1552-1562.

**Brown, C., Schulberg, H. C.., & Madonia, M. J. (1995). Assessing depression in primary care practice with the Beck Depression Inventory and the Hamilton Rating Scale for Depression. Psychological Assessment, 7, 59-65.

**Nezu, A. M, Nezu, C. M, McClure, K. S., & Zwick, M. L. (2002). Assessment of depression. In I. H. Gotlib & C. L. Hammen (Eds.), Handbook of depression (pp. 61-85). New York: Guilford.

**Benjamin, L. (1999). Psychosocial factors in the development of personality disorders. In C.R. Cloninger (Ed.), Personality and psychopathology (pp. 309-342). Washington,D.C>: American Psychopathological Association.

**Lenzenweger, M. (1999). Schizotypic psychopathology:Theory, evidence, and future directions. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 605-627). Oxford: Oxford University Press.

Livesley, W, Jang, K., & Vernon, P. (1998). Phenotypic and genetic structure of traits delineating personality disorder. Archives of General Psychiatry, 55(10), 941-948. [RECOMMENDED, BUT NOT REQUIRED]

Widiger, T. (1998). Four out of five ain't bad. Archives of General Psychiatry, 55(10), 865-866. [RECOMMENDED, BUT NOT REQUIRED]

**Hare, R, Cooke, D., & Hart, S. (1999). Psychopathy and sadistic personality disorder. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 555-584). Oxford: Oxford University Press.

**Harris, G, Rice, M., & Quinsey, V. (1994). Psychopathy as a taxon:Evidence that psychopaths are a discrete class. Journal of Consulting and Clinical Psychology, 62(2), 387-397.

**Paris, J. (1999). Borderline personality disorder. In T. Millon, P. Blaney & R. Davis (Eds.), Oxford Textbook of Psychopathology (pp. 628-652). Oxford: Oxford University Press.

Moldin, S, Rice, J, Erlenmeyer-Kimling, L., & Squires-Wheeler, E. (1994). Latent structure of DSM-III-R Axis II psychopathology in a normal samples. Journal of Abnormal Psychology, 103, 259-266. [RECOMMENDED, BUT NOT REQUIRED]

**McDermut, W., Zimmerman, M., & Chelminski, I. (2003). The construct validity of depressive personality disorder. Journal of Abnormal Psychology, 112(1), 49-60.

**Robinson, T.E. & Berridge, K.C. (2003). Addiction. Annual Review of Psychology, 54, 25-53.

Westen, D., & Shedler, J. (1999). Revising and assessing Axis II, Part II: Toward an empirically based and clinically useful classification of personality disorders. American Journal of Psychiatry, 156(2), 273-285.[HIGHLY RECOMMENDED, BUT NOT REQUIRED]

**Thomas, C., Turkheimer, E., & Oltmanns, T. (2003). Factorial structure of pathological personality as evaluated by peers. Journal of Abnormal Psychology, 112(1), 81-91.

**Widiger, T., & Coker, L. (2002). Assessing personality disorders. In James N. Butcher (Ed.), Clinical personality assessment: Practical Approaches (pp. 407-434). New York: Oxford University Press.

Riso, L., Klein, D., Anderson, R., & et al. (1994). Concordance between patients and informants on the Personality Disorder Examination. American Journal of Psychiatry, 151(4), 568-573. [RECOMMENDED, BUT NOT REQUIRED – NOT ON ELECTRONIC RESERVE]

**McNally, R. (2003). Progress and controversy in the study of posttraumatic stress disorder. In S.T.Fiske, D. Schachter & C. Zahn-Waxler (Eds.), Annual Review of Psychology: Volume 54 (pp. 229-253). Palo Alto:CA: Annual Reviews.

**Beidel, D. C., & Nay, W. T. (2003). Anxiety disorders. In M. Hersen (Ed.), Diagnostic interviewing (3rd ed.) (pp. 85-110). New York,NY: Kluwer Academic.

Mash, E. J. & Dozois, D. J. (2003). Child psychopathology: A developmental-systems perspective. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 3-74). London: The Guilford Press.

Rutter, M., & Sroufe, A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12, 265-296.

Sameroff, Arnold J. (2000). Dialectical Processes in Developmental Psychopathology.

Harkness, Sara and Charles M. Super (2000). Culture and Psychopathology. In Arnold J.

Sameroff, Michael Lewis, and Suzanne M. Miller. Handbook of Developmental Psychopathology

2/2/04 Unit B Diagnostic Interviewing with Children and Adolescents: Theory and Pragmatics

Costello, A.J. (1996). Structured Interviewing. In M. Lewis (Ed.) Child and Adolescent Psychiatry: A Comprehensive Textbook. Second Edition. (pp. 457-464).

Hammen, C., & Rudolph, K. D. (2003). Childhood mood disorders. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 233-278). London: The Guilford Press.

Albano, A. M., Chorpita, B. F., & Barlow, D. H. (2003) Childhood anxiety disorders. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp.279-329). London: The Guilford Press.

Fletcher, K. E. (2003). Childhood posttraumatic stress disorder. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 330-371). London: The Guilford Press.

Barkley, R. A. (2003). Attention-deficit/hyperactivity disorder. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp.75-143). London: The Guilford Press.

Hinshaw, S. P., & Lee, S. S. (2003). Conduct and oppositional defiant disorders. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 144-198). London: The Guilford Press.

Cairns, Robert B. and Beverly D. Cairns (2000). The Natural History and Developmental

Functions of Aggression. In Arnold J. Sameroff, Michael Lewis, and Suzanne M. Miller.

Handbook of Developmental Psychopathology (pg. 403-426). New York: Kluwer Academic /

Lahey, Benjamin B., Keith McBurnett, and Rolf Loeber (2000). Are Attention-Deficit /

Hyperactivity Disorder and Oppositional Defiant Disorder Developmental Precursors to Conduct

Disorder? In Arnold J. Sameroff, Michael Lewis, and Suzanne M. Miller. Handbook of

Dodge, Kenneth A. (2000). Conduct Disorder. In Arnold J. Sameroff, Michael Lewis, and

Suzanne M. Miller. Handbook of Developmental Psychopathology (pg. 447-459). New York:

Klinger, L. G., Dawson, G., & Renner, P. (2003). Autistic disorder. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp.409-454). London: The Guilford Press.

Lyon, G. R., Fletcher, J. M., & Barnes, M. C. (2003). Learning disabilities. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 520-588). London: The Guilford Press.

Chassin, L, Ritter, J., Trim, R. S., & King, K. M. (2003). Adolescent substance use disorders. In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 199-232). London: The Guilford Press.

Zucker, Robert A., Steven T. Chermack, and Geoffrey M. Curran (2000). Alcoholism: A life

Span Perspective on Etiology and Course. In Arnold J. Sameroff, Michael Lewis, and Suzanne

M. Miller. Handbook of Developmental Psychopathology (pg. 569-584). New York: Kluwer

Hops, Hyman, Judy A. Andrews, Susan C. Duncan, Terry E. Duncan, and Elizabeth Tildesley

(2000). Adolescent Drug Use Development: A Social Interactional and Contextual Perspective.

In Arnold J. Sameroff, Michael Lewis, and Suzanne M. Miller. Handbook of Developmental

Wilson, G. T., Becker, C. B., & Heffernan, K. (2003). Eating disorders (2003). In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 687-715). London: The Guilford Press.

Tyrka, Audrey R., Julia A. Graber, and Jeanne Brooks-Gunn (2000). The Development of

Disordered Eating: Correlates and Predictors of Eating Problems in the Context of Adolescence.

In Arnold J. Sameroff, Michael Lewis, and Suzanne M. Miller. Handbook of Developmental

Wekerle, C. & Wolfe, D. A. (2003). Child maltreatment (2003). In E. J. Marsh & R. A. Barkley (Eds.), Child Psychopathology. Second Edition (pp. 632-686). London: The Guilford Press.

Davidson, Laura M., Sabra S. Inslicht, and Andrew Baum (2000). Traumatic Stress and

Posttraumatic Stress Disorder among Children and Adolescents. In Arnold J. Sameroff, Michael

Lewis, and Suzanne M. Miller. Handbook of Developmental Psychopathology (pg. 723-733).