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Purpose – This chapter has two central purposes. The first is to suggest that western, as well as non-western, illness categories are culture bound. The second is to elucidate the diagnostic and treatment implications associated with adopting a reductionistic diagnostic approach, including for psychiatric as well as nonpsychiatric illnesses.

Approach – A comparative approach is used to highlight the differences between American psychiatry's diagnostic system (i.e., DSM) and French child psychiatry's diagnostic system (CFTMEA). The analysis begins by identifying the overarching differences between the systems, then analyzes the differences between their respective versions of the Attention Deficit/Hyperactivity Disorder diagnostic category, and ends by tracing the diagnostic and treatment implications of those differences.

Findings – This analysis reveals that the systems differ in three significant ways: (1) theoretical orientation (biological vs. psychodynamic), (2) the view that symptoms should be counted as opposed to understood, and (3) the presence of symptom checklists versus their absence. Additionally, these differences encourage American clinicians to both administer the ADHD diagnosis to a greater number of symptomatic children and to treat these children with psychiatric medications.

Contributions to the field – The analysis makes three contributions to the field: (1) the comparative analysis highlights the limitations of the DSM's ADHD definition; (2) it strengthens the case for seeing western diagnostic categories in general, and the DSM categories in particular, as cultural artifacts; (3) it elucidates the profound relationship between diagnostic systems and both diagnostic rates and treatment practices.

We describe a 13 1/2‐year‐old boy with de novo inverted interstitial duplication 8q22.1‐q21.1 associated with mild phenotypic abnormalities, learning disabilities and autism. Psychometric and psychiatric evaluation was performed. Clinical genetic evaluation was supported by chromosome analysis of blood lymphocytes using GTG‐banding technique and Fluorescent In Situ Hybridization (FISH) with whole chromosome painting 8 probe. Clinical evaluation revealed mild phenotypic abnormalities, moderate learning disabilities and mild autistic disorder. The karyotype of the proband was interpreted as 46, XYqh+pat, 8q+.ish inv dup(8)(q22.1;q21.2)(wcp8+) de novo. Although partial trisomy for other segments of 8q, as well as mosaic trisomy 8, have been described in numerous cases, interstitial duplication of 8q21‐q22 seems extremely rare and the severity of the phenotypic abnormalities ranges from mild to profound.

The purpose of this paper was to assess empathy dimensions in Tunisian psychiatry trainees and to evaluate their relationship with relevant professional and extra-professional factors.

An online questionnaire survey was administered to the psychiatry trainees affiliated in the four faculties of medicine of Tunisia (n = 120). It comprised, in addition to sociodemographic and professional variables, the interpersonal reactivity index, a multidimensional instrument that evaluates perspective taking, empathic concern, personal distress and fantasy. Other self-report measures were used to assess emotion regulation, social support and self-efficacy. Data were analyzed using Statistical Package for Social Sciences.

The response rate was 71%. Descriptive statistics showed that personal distress’ scores were lower than the other empathy dimensions’ scores. Perspective taking scores were negatively correlated with emotion regulation difficulties. Personal distress scores were positively correlated with emotion regulation difficulties. Hierarchical regression analysis revealed that being an only child significantly contributed to perspective taking and having an extra-professional activity significantly contributed to less personal distress. Perceived stress, social support and having a master’s degree were significant predictors for empathic concern. Self-efficacy was a significant predictor of perspective taking, with emotion regulation difficulties mediating this relationship.

Interventions dedicated to improve psychiatry trainees’ empathy should focus not only on clinical practice and medical education but also on emotional support and recovery activities.

A unique feature of this study is the investigation of the potential impacts of emotion regulation difficulties and perceived self-efficacy on empathic abilities of psychiatry trainees.

The paper presents results from the implementation and evaluation of a EU/WHO multi‐centre programme on the promotion of children's psychosocial development through primary health care services. The aims of the study were to develop methods for use by primary health care workers in their contact with families on issues pertaining to healthy psychosocial development in the first two years of life, to develop a training programme for primary health care workers to implement in their contact with the families, to evaluate the effectiveness of the programme and to promote the implementation of the developed intervention techniques through the network of primary health care services.

Psychology, the scientific study of the mind and of behavior, has experienced a rapid professional growth during the past 30 years. The number of research articles published each year continues to multiply, attendance at professional meetings and conferences increases at an almost exponential rate, and students continue to enroll in psychology courses in large numbers.

Evidence‐based practices (EBPs) are increasingly being implemented in real‐world settings. While intervention effectiveness is dependent on fidelity, interventions are often adapted to service settings according to the needs of stakeholders at multiple levels. This study aims to examine the naturalistic implementation of The Incredible Years (IY) parenting programme in a residential substance abuse treatment programme for pregnant and parenting women.

The study took place in a residential substance abuse treatment programme serving pregnant and parenting women and their children. Participants included 120 female clients. The primary IY facilitator was a master's level counselling psychologist. In person observations of IY sessions were completed by a trained bachelor's level anthropologist. Ethnographic field notes were collected and then coded in keeping with a priori themes and to identify emergent themes. The Parent Group Leader Checklist was used to evaluate quality and integrity of the IY basic parent programme.

Quantitative analyses indicate that fidelity varied by type of checklist activity. Specifically, adherence to the IY programme was highest in beginning topic activities, setup, and home activity review, and lowest in role play, vignettes, and wrap‐up activities. Qualitative analyses revealed a number of adaptations in implementation of IY. Adaptations fit into two broad categories: modification of programme delivery and modification of programme content. Within each of these categories modifications included organisation‐driven adaptations, provider‐driven adaptations, and consumer‐driven adaptations.

Changes to evidence‐based practice generally take two forms – adaptations consistent with model intent and theoretical approach and changes that represent drift from core elements of the EBP. The challenge for implementation science is to develop frameworks in which models can be adapted enough to make them viable for the service context (or the service context adapted to fit the model), yet avoid drift and maintain fidelity. Attending to the complexities of adaptation prior to and during implementation in a planned way is likely to help organisations better utilise EBPs to meet their unique needs while maintaining fidelity.

The paper shows that identification of types of intervention adaptations and drift allows for consideration of systematic approaches, frameworks, and processes to increase adherence during EBP implementation in community mental health and substance abuse treatment settings.

The purpose of this paper is to present an annotated bibliography of books and journal titles to assist researchers, clinicians, educators and parents in need of information on child and adolescent psychopathology.

Resources that include a wide range child and adolescent mental disorders were selected. Criteria for book selection was based on those that include evidence-based therapies. Journal titles were selected based on impact factor according to Journal Citation Reports.

The scholarship on child and adolescent psychopathology is immense. After a review of the literature, 15 books and eight journal titles that reflect the diverse nature of child and adolescent mental health disorders are included.

This is an original bibliography that will be helpful to librarians assisting patrons with information needs about child and adolescent mental health disorders.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

The purpose of this paper is to evaluate the feasibility of a screening test for looked after children in order to identify undetected psychiatric disorders.

Children aged four to 16 in care in one London Borough for four consecutive months were eligible for screening. Carers, teachers and children aged over 11 were asked to complete the Strengths and Difficulties Questionnaire (SDQ). Where the SDQ suggested that a psychiatric disorder was “possible” or “probable”, participants were then invited to complete the Developmental and Well‐Being Assessment, which was rated by a senior psychiatrist to generate diagnoses if appropriate.

The paper finds that over one year, 23 children were eligible for screening. A total of 18 underwent the initial stage of screening, and seven were subsequently diagnosed with a formal psychiatric disorder.

This study illustrates the unmet need for mental health interventions among children looked after by the local authority and confirms the feasibility of a simple screening protocol.