Faculty Bibliography

This editorial presents an overview of the two books discussed in the issue Journal of the American Academy of Child & Adolescent Psychiatry. The first book is about fighting stigma that argues against several myths. It is important to keep debates around stigma alive and to investigate the myths and realities of stigma, rather than just assuming that stigma is an all-powerful force, that we are necessarily bound to our patients with a shared stigma, or that it explains more than it really does. The second book examines treatment for a behavior that has been imbued with all the hallmarks of stigma, including shame and secrecy.

This article provides an overview of the books featured in the present issue of Journal of the American Academy of Child & Adolescent Psychiatry book forum section. The books encounter some of the challenges that come with moving a unique identity into a diagnostic construct. Feng Liu reviews a book about evaluating and assessing autism spectrum disorders (ASD), which is how we as professional caregivers move individuals into a group. Janella Hong takes us in a different direction, looking at a book that explores identity from within a group whose members often found meaning by being part of that group; this particular book quickly became significantly dated, not because the experiences it describes belong to a different era, but because formally, in certain circles, that group vanished and became part of another group. Finally, Aaron Roberto reviews a novel about an adolescent with ASD who works "in the real world, " imaginative literature with a poignant message about how a child with an ASD might find it difficult to become the next Tommy Hilfiger. Three books, 3 genres, all of which explore the relationship of the individual to the group.

Reviews the book, Reading Anna Freud by Nick Midgley (see record 2012-32286-000). Reading Anna Freud is less a work of criticism than a work of orientation, and doubly valuable as such. First, because of the Freud family fame, one sometimes presumes one knows more about them than one really does (indeed, a misplaced presumption of familiarity is at the core of so much of the popular contempt hurled Sigmund's way). Second, orienting yourself to Anna Freud is a way of orienting yourself to child mental health: from how we speak to children and the role of schools in a child's psychological health to developmental psychopathology and the consultation-liaison service. What comes through in Reading Anna Freud is that the core of Freud's success was not just patient, compassionate intellectualism, genes, or an ability to get published, but advocacy. Moreover, you do not need a degree or an internal review board to be an advocate. In fact, it is in this regard that she is most inspiring. Although the book provides a historical and personal orientation, it is intended as an orientation to Freud's intellectual contributions, and Midgely does an excellent job translating her work, some of it nearly a century old, into a language that is still alive, relevant, and enriching.

The future of the textbook as we know it is in doubt. Knowledge is being shuttled into the virtual world, where it is collaborative, linked, multimedia, and transnational. The iterative nature of knowledge never fit comfortably with textbooks. They have always been notoriously out of date by the time they roll off the press. Nevertheless, there remains something comforting in the textbook's authoritative heft, which is lost not only in the vapor-thin flicker of Web pages but also in the suspicion with which we approach anything online, knowing full well that the provenance is dubious. Sock puppetry is not just a children's craft anymore; it's a modern form of authorship. Of course, textbooks have value as a corpus of knowledge that is not constantly changing; as a way of studying a topic without being distracted by the rabbit holes of the Internet; and as a backup: all knowledge will not be lost in a blackout. What the future of the textbook means for expert knowledge is unclear. How can hardcover and paperback textbooks carve out a place in tomorrow's society? One answer may be to look back.

The relations between attention-deficit hyperactivity disorder (ADHD) and motor skills are well documented, with research indicating both early and lifelong motor deficits in children with this disorder. Despite neuroanatomical and neurodevelopmental differences, which may predict differential rates of motor impairment between ADHD subtypes, evaluation of motor skill deficits in children with different presentations are limited in scope and equivocal in findings. The present investigation evaluated early motor development history and objectively measured motor skills in children with ADHD-Inattentive subtype (ADHD-I) and ADHD-Combined subtype (ADHD-C). One hundred and one children with ADHD-I (n = 53) and ADHD-C (n = 48) were included. Variables included Full-Scale IQ (FSIQ), history of motor delays, and utilization of early intervention services, as well as objectively measured motor impairment as assessed via tasks of fine-motor coordination. No between-group differences were found for FSIQ, but differences in age emerged, with the ADHD-I group being older. No differences in early motor delays were observed, though a considerably higher percentage of children with ADHD-C demonstrated early difficulties. Surprisingly, although children and adolescents with ADHD-C reported more frequent utilization of early intervention services, those with ADHD-I exhibited greater levels of current motor impairment on objective tasks. Given the over-representation of older children in the ADHD-I group, data were reanalyzed after excluding participants older than 10 years of age. Although the between-group differences were no longer significant, more than twice the number of parents of children with ADHD-C reported early motor delays, as compared with the ADHD-I group. Overall, children with ADHD-I were more likely to exhibit current objectively measured motor impairment, possibly due to later identification, less intervention, and/or different neurodevelopmental substrates underlying this disorder subtype.

This article reviews the progression of a research program designed to develop, implement, and study the implementation of "achievable" evidence-based practices (EBPs) in schools. We review challenges encountered and ideas to overcome them to enhance this avenue of research. The article presents two federally funded randomized controlled trials involving comparison of a four-component targeted intervention (Quality Assessment and Improvement, Family Engagement and Empowerment, Modular Evidence-Based Practice, Implementation Support) versus a comparison intervention focused on personal wellness. In both studies, primary aims focused on changes in clinician attitudes and behavior, including the delivery of high-quality EBPs and secondary aims focused on student-level impacts. A number of challenges, many not reported in the literature, are reviewed, and ideas for overcoming them are presented. Given the reality that the majority of youth mental health services are delivered in schools and the potential of school mental health services to provide a continuum of mental health care from promotion to intervention, it is critical that the field consider and address the logistical and methodological challenges associated with implementing and studying EBP implementation by clinicians.

In many systems, sleep plays a vital role in memory consolidation and synaptic homeostasis. These processes together help store information of biological significance and reset synaptic circuits to facilitate acquisition of information in the future. In this review, we describe recent evidence of sleep-dependent changes in olfactory system structure and function which contribute to odor memory and perception. During slow-wave sleep, the piriform cortex becomes hypo-responsive to odor stimulation and instead displays sharp-wave activity similar to that observed within the hippocampal formation. Furthermore, the functional connectivity between the piriform cortex and other cortical and limbic regions is enhanced during slow-wave sleep compared to waking. This combination of conditions may allow odor memory consolidation to occur during a state of reduced external interference and facilitate association of odor memories with stored hedonic and contextual cues. Evidence consistent with sleep-dependent odor replay within olfactory cortical circuits is presented. These data suggest that both the strength and precision of odor memories is sleep-dependent. The work further emphasizes the critical role of synaptic plasticity and memory in not only odor memory but also basic odor perception. The work also suggests a possible link between sleep disturbances that are frequently co-morbid with a wide range of pathologies including Alzheimer's disease, schizophrenia and depression and the known olfactory impairments associated with those disorders.