The Oxford Handbook of Clinical Child and Adolescent Psychology

At the founding in 1896 of the first psychological clinic dedicated to children and adolescents, the study of the psychological treatment of young people lagged behind that of adults, and the basic psychopathology underlying mental disorders in this population was largely ignored. Since those early days, the field has evolved steadily and, in recent years, exponentially.

The Oxford Handbook of Clinical Child and Adolescent Psychology is a state-of-the-science volume providing comprehensive coverage of the psychological problems and disorders of childhood. International in scope and penned by the discipline's most eminent scientists and practitioners, the handbook begins with a section on conceptual and empirical issues, followed by exceptional content on specific psychiatric disorders such as intellectual disability, externalizing and internalizing disorders, communication disorders, schizophrenia and bipolar disorder, personality disorders, and many more. The third section offers chapters on special problems in childhood and adolescence, including divorce, the incarceration of parents, suicide and non-suicidal self-injury, bullying, and medical illness. A fourth section covers delivery of clinical services in diverse settings, such as schools and prisons, and the handbook concludes with several chapters on emerging trends and future directions for the field. Conceptually rich and evidence-based, this handbook is an essential resource for students, practitioners, and researchers, providing a cutting-edge compendium of the latest theoretical and empirical developments by leaders of the discipline.

Thomas H. Ollendick is University Distinguished Professor and Director of the Child Study Center at Virginia Tech. He is Past-President of the Association for the Advancement of Behavior Therapy (1995), the Society of Clinical Psychology (1999), the Society of Clinical Child and Adolescent Psychology (2007), and the Society for the Science of Clinical Psychology (2010). He was awarded the Career/Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies in 2013, and the Lifetime Achievement Award for Scientific Contributions from the Society of Clinical Psychology (APA) in 2017. His clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment, and prevention of these disorders from a social learning/social cognitive theory perspective.

Susan W. White is Professor and Doddridge Saxon Chair in Clinical Psychology at the University of Alabama. Her clinical and research interests include development and evaluation of psychosocial treatments that target transdiagnostic processes underlying psychopathology, and most of her published work is in the area of neurodevelopmental disorders. She is the Editor of the ABCT Series on Implementation of Clinical Approaches and Associate Editor for the Journal of Clinical Child and Adolescent Psychology and the Journal of Autism and Developmental Disorders. Her research has been funded by the National Institute of Mental Health and the National Institute of Child Health and Human Development as well as several foundations.

Bradley A. White is Associate Professor in the Department of Psychology at the University of Alabama. He is Consulting Editor of the Journal of Clinical Child and Adolescent Psychology and serves on committees across several professional organizations including the Society of Clinical Child & Adolescent Psychology and for the Association for Behavioral and Cognitive Therapies. He is interested in the development, impacts, and treatment of antisocial behavior across the lifespan and various settings, including community, clinical, and forensic contexts. His research addresses the role of dispositional and environmental factors in the development and maintenance of emotional, behavioral, and social functioning in children, adolescents, and young adults. He is particularly interested translating research to the reduction of antisociality and promotion of prosocial behavior, including improving the effectiveness and dissemination of evidence-based interventions for social and emotional dysfunction.