Readers acquainted with the three earlier editions of this volume are as likely to be reassured as they are to be disoriented on seeing this latest version. The reassurances will come from the textbook's signature heft and color, a similar breadth in scope and depth in coverage, and the welcome resurfacing of many familiar names within. The disorientation should be slight but significant, perhaps beginning with the very name of the book, subtly but most certainly different from its predecessors'. The landmark Child and Adolescent Psychiatry: A Comprehensive Textbook that first appeared in 1991 had reached second and third editions within just eleven years (in 1996 and 2002, respectively). Today, 16 years after it first appeared onstage to set a new standard in the field, its latest edition comes forth, under the slightly altered title of Lewis's Child and Adolescent Psychiatry: A Comprehensive Textbook. The one-word change is at once subtle and momentous.
In this fourth edition, Melvin Lewis, for whom this landmark text has been a labor of love, makes way for two of his colleagues and students (not to mention admirers and friends) to continue his editorial vision and commitment. The book's new title reflects more than a semantic detail: in a fundamental way, Lewis embodies Mel's legacy and the values he has held dear for decades. His has been a model of professional and scholarly comportment that the two of us emulate each day. An edition, in brief, that by becoming a vehicle to improve the mental health of children and adolescents will make Melvin Lewis proud.
This fourth edition's title and cover art are the first and most apparent differences, but not the only ones. Indeed, it is in its substantially revised, updated and reorganized inner structures that the book is very much a new edition. The better testament to Lewis's ability to advance Mel's legacy may be in how different, rather than in how similar, it is from earlier versions. An evolving discipline is reflected in organically changing books that refuse to become definitive: gauging from the changes to this tome from a mere five years ago, our field is a lively and thriving one.
An Approach to the Discipline, the first of seven sections, sets the tone for the volume as a whole. If there has been a guiding principle in assembling this textbook, it has been our effort to trace the links between multiple components of our field. First chapter begins with the clinical care of a single child and ripples outward toward familial and societal dimensions: The care of children and families remains not only foremost concern, but the place from where major insights have almost invariably come.
The second section, Scientific Foundations, synthesizes three major domains of critical relevance to advance knowledge base in childhood psychiatric disorders: epidemiology and prevention, genetics, and neuroscience. While this section could never be all-inclusive, it does aim to provide a basic level of scientific literacy required to be an informed consumer of the literature; one aware that today's arcane and seemingly esoteric finding may hold the key to tomorrow's breakthrough intervention. To provide a framework for understanding these or any other pertinent scientific approaches, the section includes an overarching chapter on research methodology and statistics.
The third section, A Developmental Framework, chronologically follows normal development from the prenatal period through late adolescence. While incorporating the more relevant theories of human development, its chapters have a stronger emphasis on clinical applicability than encyclopedic coverage of specific milestones or schools of thought. The section is very much in line with experience of Mel's teaching and is capped with a review of developmental psychopathology, addressing the ways in which genetic endowment and environmental conditions can interact along the dimension of time to increase the likelihood of resilient or pathologic outcomes.
A fourth section on Nosology, Classification, and Diagnostic Assessment starts with an overview of the different ways in which child psychopathology has been historically classified. This chapter identifies differences across, and within, the major nosological schemes: the European ICD vs. the American DSM, and the various iterations of the latter. Although this discussion will eventually be eclipsed by the arrival of the forthcoming DSM-V, the more relevant point to make here is that this volume is not beholden to any given system. Thus, some chapters stay within well-demarcated diagnostic lines, others see the limitations in existing criteria, while yet others take whatever is useful from different classifications. The longer part of this section is dedicated to the diagnostic and clinical assessment process, and includes chapters that range from specific forms of assessment to the integration of the rich complexity inherent in child psychiatric practice.
Specific Disorders and Syndromes is the fifth and longest section. The same can be said of the part on treatment in the sixth section, where Continuum of Care and Location-Specific Interventions category that, while wordily titled, brings together aspects that are often as poorly interconnected in textbooks as they are out in the community.
The seventh and final section encompasses the very broadly ambassadorial Interface Areas of Child and Adolescent Psychiatry. Specifically, it includes discipline work on the borders and often well within the territories of pediatrics, schools, and the law.
Lewis comes up to 87 chapters, 155 contributing authors and over 1000 pages of text. The fact is that books today are not what they used to be just a decade ago, and the place and function of the academic textbook needs to be reconsidered in light of today's hegemony of the internet as a source of living and constantly shifting knowledge. Knowledge that in turn brings up a whole new set of questions about the information available to clinicians, practitioners and patients: What is the least disorienting and most reassuring source of information after all? Do not get us wrong: neither one of us is a pessimist. This book and confident that it will teach and inspire the readers it reaches, that it can provide a sense of overarching coherence one would be hard pressed to find elsewhere.
Lewis's previous edition was already available as an e-book that included hypertext links. This new edition follows suit with updated technology, and a shorter, pocket companion version with self-assessment questions is planned. In these ways, this traditional textbook will continue to advance into electronic territory. Paper stock and wet forests shuddered at the thought of what the next edition might entail. As it turns out, it entailed very little, at least by ways of paper: By then the resource had all but ceased to be a book, having migrated almost entirely to the web as OMIM (http://www.ncbi.nlm.nih.gov/omim).
Contents
Section I - An Approach to the Discipline
Chapter 1.1 - The Art of the Science: A Child, Family, and Systems-Centered Approach
Chapter 1.2 - Prevailing and Shifting Paradigms: A Historical Perspective
Chapter 1.3 - Ethics
Chapter 1.4 - Education and Training
Chapter 1.5 - Child and Family Policy: A Role for Child Psychiatry and Allied Disciplines
Chapter 1.6 - Money Matters: Funding Care
Chapter 1.7 - Diverse Populations
- Chapter 1.7.1 - Cultural Child and Adolescent Psychiatry
- Chapter 1.7.2 - The Hearing or Visually Impaired Child
- Chapter 1.7.3 - Sexual Minority Youth
Chapter 1.8 - International Child and Adolescent Mental Health
Section II - Scientific Foundations
Chapter 2.1 - Research Methodology
- Chapter 2.1.1 - Understanding Research Methods and Statistics: A Primer for Clinicians
- Chapter 2.1.2 - Evidence-Based Practice as a Conceptual Framework
- Chapter 2.1.3 - Respect for Children as Research Subjects
Chapter 2.2 - Epidemiology and Public Health
- Chapter 2.2.1 - Epidemiology
- Chapter 2.2.2 - Prevention of Psychiatric Disorders
Chapter 2.3 - Genetics
- Chapter 2.3.1 - From Genes to Brain: Developmental Neurobiology
- Chapter 2.3.2 - Assessing Risk: Gene Discovery
- Chapter 2.3.3 - Molecular Basis of Select Childhood Psychiatric Disorders
Chapter 2.4 - Neurosciences
- Chapter 2.4.1 - Neuroimaging Methods in the Study of Childhood Psychiatric Disorders
- Chapter 2.4.2 - Neurochemistry, Pharmacodynamics, and Biological Psychiatry
Section III - A Development Framework
Chapter 3.1 - Normal Development
- Chapter 3.1.1 - The Infant and Toddler
- Chapter 3.1.2 - The Preschool Child
- Chapter 3.1.3 - Development of School-Age Children
- Chapter 3.1.4 - Adolescence
Chapter 3.2 - Developmental Psychopathology
Section IV - Nosology, Classification, and Diagnostic Assessment
Chapter 4.1 - Classification
Chapter 4.2 - Diagnostic Assessment
- Chapter 4.2.1 - Clinical Assessment of Infants and Toddlers
- Chapter 4.2.2 - Clinical Assessment of Children and Adolescents: Content and Structure
- Chapter 4.2.3 - Structured Interviewing
- Chapter 4.2.4 - Psychological and Neuropsychological Assessment of Children
- Chapter 4.2.5 - Assessing Communication
- Chapter 4.2.6 - Formulation and Integration
Section V - Specific Disorders and Syndromes
Chapter 5.1 - Developmental Disorders
- Chapter 5.1.1 - Autism and the Pervasive Developmental Disorders
- Chapter 5.1.2 - Mental Retardation
- Chapter 5.1.3 - Learning Disabilities
- Chapter 5.1.4 - Disorders of Communication
Chapter 5.2 - Attention and Disruptive Disorders
- Chapter 5.2.1 - Attention-Deficit/Hyperactivity Disorder
- Chapter 5.2.2 - Oppositional Defiant and Conduct Disorders
- Chapter 5.2.3 - Aggression in Children: An Integrative Approach
- Chapter 5.2.4 - Fire Behavior in Children and Adolescents
Chapter 5.3 - Childhood Onset Schizophrenia and Other Early-Onset Psychotic Disorders
Chapter 5.4 - Mood Disorders
- Chapter 5.4.1 - Depressive Disorders
- Chapter 5.4.2 - Bipolar Disorder
- Chapter 5.4.3 - Suicidal Behavior in Children and Adolescents: Causes and Management
Chapter 5.5 - Anxiety Disorders
- Chapter 5.5.1 - Anxiety Disorders
- Chapter 5.5.2 - Obsessive-Compulsive Disorder
- Chapter 5.5.3 - Trichotillomania
Chapter 5.6 - Tic Disorders
Chapter 5.7 - Eating Disorders
- Chapter 5.7.1 - Eating and Growth Disorders in Infants and Children
- Chapter 5.7.2 - Anorexia Nervosa and Bulimia Nervosa
- Chapter 5.7.3 - Obesity
Chapter 5.8 - Substance Use Disorders
Chapter 5.9 - Sleep Disorders
Chapter 5.10 - Somatoform Disorders
Chapter 5.11 - Delirium and Catatonia
Chapter 5.12 - Elimination Disorders: Enuresis and Encopresis
Chapter 5.13 - Gender Identity Disorder
Chapter 5.14 - Personality Disorders in Children and Adolescents
Chapter 5.15 - Neglect, Abuse, and Trauma-Related Conditions
- Chapter 5.15.1 - Child Abuse and Neglect
- Chapter 5.15.2 - Post traumatic Stress Disorder
- Chapter 5.15.3 - Reactive Attachment Disorder
- Chapter 5.15.4 - Munchhausen Syndrome by Proxy
- Chapter 5.15.5 - Children Exposed to Disaster: The Role of the Mental Health Professional
Section VI - Treatment
Chapter 6.1 - Pediatric Psychopharmacology
- Chapter 6.1.1 - Clinical and Developmental Aspects of Pharmacokinetics and Drug Interactions
- Chapter 6.1.2 - General Principles, Specific Drug Treatments, and Clinical Practice
Chapter 6.2 - Psychotherapies
- Chapter 6.2.1 - Psychotherapy for Children and Adolescents: A Critical Overview
- Chapter 6.2.2 - Cognitive and Behavioral Therapies
- Chapter 6.2.3 - Interpersonal Psychotherapy
- Chapter 6.2.4 - Psychodynamic Principles in Practice
- Chapter 6.2.5 - Group Therapy
- Chapter 6.2.6 - Family Therapy
Chapter 6.3 - The Continuum of Care and Location-Specific Interventions
- Chapter 6.3.1 - Milieu-Based Treatment: Inpatient and Partial Hospitalization, Residential Treatment
- Chapter 6.3.2 - Intensive Home-Based Family Preservation Approaches, Including Multisystemic Therapy
- Chapter 6.3.3 - Community-Based Treatment and Services
Chapter 6.4 - Child and Adolescent Psychiatric Emergencies
Section VII - Interface Areas of Child and Adolescent Psychiatry
Chapter 7.1 - Pediatrics
- Chapter 7.1.1 - The Consultation and Liaison Processes to Pediatrics
- Chapter 7.1.2 - Integrating Behavioral Services into Pediatric Care Settings: Principles and Models
- Chapter 7.1.3 - Mental Health Issues in the Medically Ill Child or Adolescent
- Chapter 7.1.3.1 - Cancer
- Chapter 7.1.3.2 - The Role of the Child and Adolescent Psychiatrist on the Pediatric Transplant Service
- Chapter 7.1.3.3 - Psychosocial Aspects of HIV/AIDS
- Chapter 7.1.3.4 - Epilepsy
- Chapter 7.1.4 - Life-Limiting Illness, Palliative Care, and Bereavement
Chapter 7.2 - Schools
Chapter 7.3 - The Law
- Chapter 7.3.1 - The Child and Adolescent Psychiatrist in Court
- Chapter 7.3.2 - Divorce and Child Custody
- Chapter 7.3.3 - Adoption
- Chapter 7.3.4 - Malpractice and Professional Liability
Postscript - Looking Back, Dreaming Forward: Reflections on the History of Child Psychiatry
Book Details
- Hardcover: 1088 pages
- Publisher: Lippincott Williams & Wilkins; 4th edition (May 2, 2007)
- Language: English
- ISBN-10: 0781762146
- ISBN-13: 978-0781762144
- Product Dimensions: 11.2 x 8.8 x 1.6 inches
List Price: $239.00