Common Emotional and Behavioral Disorders in Preschool Children: Presentation, Nosology, and Epidemiology

Autor/inn/en	Egger, Helen Link; Angold, Adrian
Titel	Common Emotional and Behavioral Disorders in Preschool Children: Presentation, Nosology, and Epidemiology
Quelle	In: Journal of Child Psychology and Psychiatry, 47 (2006) 3-4, S.313-337 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2006.01618.x
Schlagwörter	Anxiety Disorders; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Preschool Children; Psychopathology; Epidemiology; Emotional Disturbances; Classification; Mental Disorders; Depression (Psychology); Symptoms (Individual Disorders); Clinical Diagnosis; Test Validity; Test Reliability + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychopathologie; Epidemiologie; Gefühlsstörung; Classification system; Klassifikation; Klassifikationssystem; Mental illness; Geisteskrankheit; Psychiatrische Symptomatik; Testvalidität; Testreliabilität
Abstract	We review recent research on the presentation, nosology and epidemiology of behavioral and emotional psychiatric disorders in preschool children (children ages 2 through 5 years old), focusing on the five most common groups of childhood psychiatric disorders: attention deficit hyperactivity disorders, oppositional defiant and conduct disorders, anxiety disorders, and depressive disorders. We review the various approaches to classifying behavioral and emotional dysregulation in preschoolers and determining the boundaries between normative variation and clinically significant presentations. While highlighting the limitations of the current DSM-IV diagnostic criteria for identifying preschool psychopathology and reviewing alternative diagnostic approaches, we also present evidence supporting the reliability and validity of developmentally appropriate criteria for diagnosing psychiatric disorders in children as young as two years old. Despite the relative lack of research on preschool psychopathology compared with studies of the epidemiology of psychiatric disorders in older children, the current evidence now shows quite convincingly that the rates of the common child psychiatric disorders and the patterns of comorbidity among them in preschoolers are similar to those seen in later childhood. We review the implications of these conclusions for research on the etiology, nosology, and development of early onset of psychiatric disorders, and for targeted treatment, early intervention and prevention with young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10