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Ebook Psychiatric interview of children and adolescents: Part 2

(BQ) Part 2 book “Psychiatric interview of children and adolescents” has contents: Evaluation of externalizing symptoms, comprehensive psychiatric formulation, symptom formation and comorbidity, diagnostic obstacles (resistances), countertransference, and other contents. | CHAPTER 10 Evaluation of Externalizing Symptoms Evaluation of Hyperactive and Impulsive Behaviors Although distractibility was traditionally considered the core feature of at­ tention-deficit/hyperactivity disorder (ADHD), researchers, more recently, have proposed that the central deficit in ADHD is a problem of behavioral inhibition that involves a delay in the development of self-control and self­ regulation. The behavior of children with ADHD is regulated more by imme­ diate circumstances (i.e., external sources) and less by executive functions and considerations of time and the future. As Barkley (1997, p. 313) stated, “ADHD is far more a deficit of behavioral inhibition than of attention.” DSM-5 (American Psychiatric Association 2013) distinguishes three types of ADHD: inattentive, hyperactive-impulsive, and combined. The inatten­ tive type predominates in pediatric populations, whereas the hyperactive­ impulsive and combined types are more prevalent in child psychiatric pop­ ulations. The ADHD types are associated with different clinical, comorbid, and prognostic courses. According to Faraone et al. (1998), children with the combined type have the highest rates of comorbid disruptive, anxiety, and depressive disorders. In comparison with children who have the combined type, children with the inattentive type have similar rates of comorbid anxi­ ety and depressive disorders but lower rates of disruptive disorders. Chil­ dren with the hyperactive-impulsive type, compared with children with the 239 240 Psychiatric Interview of Children and Adolescents other subtypes, have the highest rates of externalizing disorders but lower rates of associated anxiety and depression. Children with the combined or inatten­ tive types have higher rates of academic problems than do children with the hyperactive-impulsive type. Compared with children with the other two types, children with the combined type have higher lifetime rates of conduct, oppo­ sitional, bipolar, .