- Oxford Library of Psychology
- Copyright Page
- About the Editors
- List of Contributors
- Cultural Perspectives for Assessing Infants and Young Children
- Theoretical and Empirical Foundations for Early Relationship Assessment in Evaluating Infant and Toddler Mental Health
- Assessment of Early Parent–Child Relationships
- The Interpersonal Context of Early Childhood Development: A Systemic Approach to Infant–Family Assessment
- Assessment in Early Care and Education Environments
- Historical Background of the Study of Temperament and New Perspectives on Assessment
- Distinguishing Temperament From Psychopathology
- Infant Temperament and Early Self-Regulation
- The Preschool Age Psychiatric Assessment: A Structured Parent Interview for Assessing Psychiatric Symptoms and Disorders in Preschool Children
- Dimensional and Multicultural Assessment of Preschoolers’ Behavioral, Emotional, and Social Problems
- Assessment of Attachment in Infancy and Early Childhood
- Assessment of Sensory Processing Disorder: The Interplay of Sensation, Affect, and Relationship
- Assessment of Language in Young Children
- Affective Disorders
- Social Processes and Risk for Autism
- The Contribution of Developmentally Sensitive Measurement to Assessment of Disruptive Behavior in Young Children
- Fear and Anxiety in Young Children and Their Assessment
- A Community-Based Approach to Infant Mental Health Assessment: Infants and Parents at High Psychosocial Risk
- Screening for Risk in a Primary Care Setting
- Addressing Barriers and Limitations of Developmental Screening in Community Contexts: Moving Beyond the Red Flag
- Epilogue and Future Directions
Abstract and Keywords
This chapter introduces the revised volume and notes that the book highlights the most recent empirical data and conceptual developments in the field. Each chapter is introduced within four major sections of the volume including (1) Contextual Factors in Early Assessment; (2) Temperament and Regulation in Assessment of Young Children; (3) Early Problems and Disorders; and (4) Translation and Varied Applied Settings for Assessment. It notes that developmental, social, and cultural contexts in relation to the assessment of early problems and disorders are included in the volume in hopes that the field will continue to generate and empirically test multilevel, systemic models that can be applied to the assessment and understanding of mental disorders in infants, toddlers, preschoolers, and their families.
Keywords: Early Mental Health Assessment, Conceptual Themes in Early Assessment, Challenges to the Field of Mental Health Assessment, Empirically Based Assessment, Contextual Factors in Early Assessment
Rebecca DelCarmen-Wiggins, PhD is a health scientist administrator and research program officer with expertise in mental health and behavioral issues in the National Institutes of Health (NIH) Office of the Director, Office of Research on Women's Health (ORWH). Dr. DelCarmen-Wiggins was previously the Chief of the Neurodevelopmental Disorders of Early Childhood Research Program in the Division of Developmental Translational Research at the National Institute of Mental Health (NIMH). Trained as a clinical child psychologist, Dr. DelCarmen-Wiggins is also a licensed psychologist in Washington, DC and Maryland. She is the recipient of a National Service Research Award. She has conducted research studies in the area of infant attachment and has authored or coauthored articles and book chapters in the topic of mental health in young children. Her recent work is focused on advancing women's health and improving how research addresses the influence and intersection of sex and gender in health and disease.
Alice Carter, PhD is a Professor in the Psychology Department at the University of Massachusetts Boston working to advance early identification of psychopathology and neurodevelopmental disabilities as well as factors that place children at risk for difficulties in social and emotional development. Dr. Carter was previously an Associate Professor in the Department of Psychology at Yale University with a joint appointment in the Yale Child Study Center. A former fellow of Zero to Three, Dr. Carter is an author or co-author of over 200 articles and chapters and the co-author of the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) with Margaret Briggs-Gowan, PhD. Her recent work is focused on addressing health disparities by improving early identification, evaluation, and treatment of infants and toddlers with autism spectrum disorders.
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