- Email: [email protected]
Developmental neuropsychiatry, vol. I. Fundamentals, vol. II. Assessment, diagnosis and treatment of developmental disorders
working team reports have traditionally been published in Gastroenterology International. Unfortunately, this excellent journal is not indexed in many of the commonly used bibliologic databases, making it relatively unavailable to North American readers. The collection of this important body of knowledge in one book is in itself a major accomplishment. The working team chapters have been authored by world renown authorities in their area of expertise. The literature review supporting each chapter is comprehensive and contemporary. Stylistically, the book is easy to read and benefits from strong editing by Drossman. Chapters are complimentary, not overlapping, and serve well the goal of presenting a cohesive overview of the functional GI disorders. The book is clearly weighted towards nomenclature and classification. In this area, it clearly is without peer. In setting the goal of consensus, the book by necessity avoids comprehensive and all inclusive discussions regarding treatment. Those expecting to find comprehensive reviews of the use of the medical, psychopharmacology, psychotherapeutic, and behavioral treatment for the various functional GI disorders will come away somewhat disappointed. This is a reasonable compromise with the need to balance consensus versus comprehensiveness. However, this weakness does not detract from the overall worth of this important book. It is a must on the shelf of any investigator or clinician in the areas of gastroenterology, consultation liaison psychiatry, or psychology. It is fair to say that this book represents an essential tool for those working in this important boundary area between the medical and behavioral sciences. Drossman and coworkers have done great credit to the biopsychosocial model of disease. This book is a joy to read and will not disappoint anyone who shares their belief in the biopsychosocial model. KEVIN
W. OLDEN,
M.D.
San Francisco, California PII SO163-8343(96)00110-7
Developmental Neuropsychiafry, Vol. I. Fundamentals, Vol. II. Assessment, Diagnosis and Treatment of Developmental Disorders. By James C. Harris. New York, Oxford University Press, 1995 (Vol. I, $49.95), 272 pp; (Vol. II., $67.951, 596 pp. Trainees, clinicians, and researchers are faced with the increasingly daunting task of staying abreast of
the panoply of riches within the expanding base of psychiatry and such related disciplines as the social and neurosciences and normal development. This two-volume work by a single author is by far the best attempt to facilitate this task in an integrated, comprehensive, yet readable and digestible manner. Regarding overall utility, the focus on developmental disabilities and mental retardation is incidental in Volume I. The “heavy” material of basic neural science (molecular neurobiology, developmental neuroanatomy, neurotransmitters and signaling mechanisms, sleep and circadian rhythms, and the genetic aspects of neuropsychiatry) comprises Part I, Volume I. It provides an excellent, easily comprehended introduction for those whose training preceded the explosion of advances in these areas, an easily mastered review for those trained at a later time, and a framework for understanding the sections to follow. Similarly, Part II, “Cognitive Neuroscrence,” considers the basic underpinnings of psychiatry tattention, emotion, language, memory, neural networks, and consciousness) in a flowing sequence that effortlessly carries the reader along to the most enjoyable (a heady word rarely associated with a work of textbook proportions) portion of Volume I. In Part III, “The Developmental Perspective,” Dr. Harris blends an historical overview with state of the art detail of ethology, cognitive development, emotion expression and regulation, emergence of the self, evolution of language and development of representation, and temperament and personality. Major contributors are cited in a seamless fashion that gives the reader more of a sense ot: reading a novel or informative article than an encyclopedic review. This reviewer was particularly impressed by the manner in which the grave of a hunter dating back 40,000 years, the alarm calls produced by newborns, the expansion of the brain in HIX~~ i&llis 2 million years ago, and the impact of early learning as illustrated by the simultaneous rearing of a 2-year-old child and an S-year-old pygmy chimpanzee were so neatly integrated to explain the evolution of language and representational memory. The last chapter aptly prepares the reader to understand the role of language as it relates to psychiatric disorders. Volume II focuses on assessment, diagnosis, and treatment-related issues and is divided into six parts. Part I, “Methods of Assessment and Investigation,” considers the special aspects of intewiewing developmentallv disordered patients, under-
67
Book Reviews
standing the role of neuropsychological testing, and medical imaging modalities. Part II, “Developmental Disorders,” considers DSM-IV diagnoses of mental retardation, learning disorders, pervasive developmental disorders, and traumatic brain injury, as well as cerebral palsy. Part III provides details about cytogenetic, genetic, and metabolic disorders as well as those caused through mother’s substance abuse. Part IV discusses attention deficit/ hyperactivity, schizophrenia, tourette’s and sleep disorders, and destructive behavior (aggression and self injury). Each chapter in Parts II to IV considers to some extent the history of the disorder, epidemiology, clinical features, etiology, diagnosis and assessment, and treatment-related issues. The descriptions are succinct yet adequately comprehensive to give the reader a working knowledge of the disorder and basic considerations for management. The last two parts present overviews of psychotherapy, behavior therapy, psychopharmacological interventions, counseling and treatment of genetic diseases, and “Public Law and the Rights of the Disabled.” Volume II is notable for presenting material and references not commonly available to most general or child/adolescent psychiatrists and other mental health professionals not specializing in work with the developmentally disabled. Some readers might be upset that a particular area of clinical concern to them (e.g., rumination in the mentally retarded) is not addressed. However, this volume is so easily read yet encyclopedic in its purview that such oversights are easily forgiven. The appendices on neuropsychological testing and state regulations regarding psychotropic drug use as well as the glossaries on MRI and behavioral terms should prove of special value to readers needing to verify a definition or who are not well versed in those areas. The chapter on “Behavior Therapy” should also be of special value. For nonphysicians and those without recent exposure to the advances in psychopharmacology, the glossary of psychotropic medications will be welcome. In summary, this two-volume set with its biopsychosocial orientation is ideal for a quick but comprehensive overview of neuropsychiatry as a whole (Volume I) and of mental retardation and developmental disorders in particular (Volume II). It also serves as a readily available reference to both common and unusual developmental disorders or syndromes and their treatment, to assessment approaches, and as a guide to legal issues and matters of competence. Psychotherapeutic and psychophar-
68
macological issues should be especially useful for nonmental health professionals and consideration of counseling and treatment of genetic disorders should be equally valuable for all those likely to work with mentally retarded or developmentally disordered persons. I would recommend it for personal use or at least for its availability in the hospital library for reference or Board review. THEODORE
A. PETTI,
Indianapolis,
M.D.
Indiana
PI1 SO163-8343(96MOlll-9
Bridge to Recovery. By Robert L. DuPont and John T. McGovern. Washington, D.C. American Psychiatric Press, Inc., 1994 ($22.50) 159 pp. This short and readable book was prepared by two authors with the active involvement of a distinguished and heterogeneous 29 member committee of addiction specialists, academics, and representatives of major social institutions. The book eventuated from “intensive, prolonged discussions in early 1990 concerning the best ways to help professions integrate 12-step programssuch as AA and programs modeled on it-into their everyday activities.” The stated objective of the book was to facilitate building bridges among major social institutions (health care, education, religion, criminal justice system, workplace) and various 12-step programs. The book is divided into three sections. The first, occupying about half the book, is a history and description of the inner workings of 12-step programs including controversies within the 12-step movement and suggestions for building bridges with other institutions. The second section provides the perspective and experience of institutions with addicts and 12-step programs. A final brief section presents a research agenda for better understanding the relationship among social institutions and 12step programs, particularly factors that support effective referrals to 1Zstep programs. Most valuable are the descriptions of the day-to-day workings of self-help programs, the recommendations for building bridges and increasing access among the 12step programs and various institutions, and finally, the suggestions for future research. The book is based primarily on clinical understandings and commonly held clinical beliefs and
W. OLDEN,
M.D.
San Francisco, California PII SO163-8343(96)00110-7
Developmental Neuropsychiafry, Vol. I. Fundamentals, Vol. II. Assessment, Diagnosis and Treatment of Developmental Disorders. By James C. Harris. New York, Oxford University Press, 1995 (Vol. I, $49.95), 272 pp; (Vol. II., $67.951, 596 pp. Trainees, clinicians, and researchers are faced with the increasingly daunting task of staying abreast of
the panoply of riches within the expanding base of psychiatry and such related disciplines as the social and neurosciences and normal development. This two-volume work by a single author is by far the best attempt to facilitate this task in an integrated, comprehensive, yet readable and digestible manner. Regarding overall utility, the focus on developmental disabilities and mental retardation is incidental in Volume I. The “heavy” material of basic neural science (molecular neurobiology, developmental neuroanatomy, neurotransmitters and signaling mechanisms, sleep and circadian rhythms, and the genetic aspects of neuropsychiatry) comprises Part I, Volume I. It provides an excellent, easily comprehended introduction for those whose training preceded the explosion of advances in these areas, an easily mastered review for those trained at a later time, and a framework for understanding the sections to follow. Similarly, Part II, “Cognitive Neuroscrence,” considers the basic underpinnings of psychiatry tattention, emotion, language, memory, neural networks, and consciousness) in a flowing sequence that effortlessly carries the reader along to the most enjoyable (a heady word rarely associated with a work of textbook proportions) portion of Volume I. In Part III, “The Developmental Perspective,” Dr. Harris blends an historical overview with state of the art detail of ethology, cognitive development, emotion expression and regulation, emergence of the self, evolution of language and development of representation, and temperament and personality. Major contributors are cited in a seamless fashion that gives the reader more of a sense ot: reading a novel or informative article than an encyclopedic review. This reviewer was particularly impressed by the manner in which the grave of a hunter dating back 40,000 years, the alarm calls produced by newborns, the expansion of the brain in HIX~~ i&llis 2 million years ago, and the impact of early learning as illustrated by the simultaneous rearing of a 2-year-old child and an S-year-old pygmy chimpanzee were so neatly integrated to explain the evolution of language and representational memory. The last chapter aptly prepares the reader to understand the role of language as it relates to psychiatric disorders. Volume II focuses on assessment, diagnosis, and treatment-related issues and is divided into six parts. Part I, “Methods of Assessment and Investigation,” considers the special aspects of intewiewing developmentallv disordered patients, under-
67
Book Reviews
standing the role of neuropsychological testing, and medical imaging modalities. Part II, “Developmental Disorders,” considers DSM-IV diagnoses of mental retardation, learning disorders, pervasive developmental disorders, and traumatic brain injury, as well as cerebral palsy. Part III provides details about cytogenetic, genetic, and metabolic disorders as well as those caused through mother’s substance abuse. Part IV discusses attention deficit/ hyperactivity, schizophrenia, tourette’s and sleep disorders, and destructive behavior (aggression and self injury). Each chapter in Parts II to IV considers to some extent the history of the disorder, epidemiology, clinical features, etiology, diagnosis and assessment, and treatment-related issues. The descriptions are succinct yet adequately comprehensive to give the reader a working knowledge of the disorder and basic considerations for management. The last two parts present overviews of psychotherapy, behavior therapy, psychopharmacological interventions, counseling and treatment of genetic diseases, and “Public Law and the Rights of the Disabled.” Volume II is notable for presenting material and references not commonly available to most general or child/adolescent psychiatrists and other mental health professionals not specializing in work with the developmentally disabled. Some readers might be upset that a particular area of clinical concern to them (e.g., rumination in the mentally retarded) is not addressed. However, this volume is so easily read yet encyclopedic in its purview that such oversights are easily forgiven. The appendices on neuropsychological testing and state regulations regarding psychotropic drug use as well as the glossaries on MRI and behavioral terms should prove of special value to readers needing to verify a definition or who are not well versed in those areas. The chapter on “Behavior Therapy” should also be of special value. For nonphysicians and those without recent exposure to the advances in psychopharmacology, the glossary of psychotropic medications will be welcome. In summary, this two-volume set with its biopsychosocial orientation is ideal for a quick but comprehensive overview of neuropsychiatry as a whole (Volume I) and of mental retardation and developmental disorders in particular (Volume II). It also serves as a readily available reference to both common and unusual developmental disorders or syndromes and their treatment, to assessment approaches, and as a guide to legal issues and matters of competence. Psychotherapeutic and psychophar-
68
macological issues should be especially useful for nonmental health professionals and consideration of counseling and treatment of genetic disorders should be equally valuable for all those likely to work with mentally retarded or developmentally disordered persons. I would recommend it for personal use or at least for its availability in the hospital library for reference or Board review. THEODORE
A. PETTI,
Indianapolis,
M.D.
Indiana
PI1 SO163-8343(96MOlll-9
Bridge to Recovery. By Robert L. DuPont and John T. McGovern. Washington, D.C. American Psychiatric Press, Inc., 1994 ($22.50) 159 pp. This short and readable book was prepared by two authors with the active involvement of a distinguished and heterogeneous 29 member committee of addiction specialists, academics, and representatives of major social institutions. The book eventuated from “intensive, prolonged discussions in early 1990 concerning the best ways to help professions integrate 12-step programssuch as AA and programs modeled on it-into their everyday activities.” The stated objective of the book was to facilitate building bridges among major social institutions (health care, education, religion, criminal justice system, workplace) and various 12-step programs. The book is divided into three sections. The first, occupying about half the book, is a history and description of the inner workings of 12-step programs including controversies within the 12-step movement and suggestions for building bridges with other institutions. The second section provides the perspective and experience of institutions with addicts and 12-step programs. A final brief section presents a research agenda for better understanding the relationship among social institutions and 12step programs, particularly factors that support effective referrals to 1Zstep programs. Most valuable are the descriptions of the day-to-day workings of self-help programs, the recommendations for building bridges and increasing access among the 12step programs and various institutions, and finally, the suggestions for future research. The book is based primarily on clinical understandings and commonly held clinical beliefs and