Developmental Psychopathologyand Wellness: Genetic andEnvironmental InfluencesJ.J. Hudziak (Ed.)Arlington VA: American Psychiatric

Publishing, 2008. pp. 300. £31.00 (pb).

ISBN: 978-1-58862-279-5.

In 1974 Achenbach coined �develop-mental psychopathology� to emphasise

the developmental dimension in the

study of childhood psychopathology.

Over 30 years later, this book aims to

re-assess the paradigm with contribu-

tions from various experts including

Achenbach.

Part 1 sees Rutter mapping out the

key questions. How do genes and the

environment interact to result in psy-

chopathology? How does developmental

stage bear influence on this? Why are

there age differences in susceptibility to

disorders and treatment? What are the

continuities and discontinuities of psy-

chopathology over time and between

normality and disorder? Such ques-

tions were the scaffolding that originally

defined development psychopathology.

Has 30 years of research advanced the

paradigm?

Part 2 explores genetic and environ-

mental influences on development and

psychopathology. March and Susser

differentiate environmental factors into

individual, neighbourhood, and immi-

grant group levels. Angold describes sex

as a developmental process, dissecting

its composite levels (genes, chromo-

somes, hormones, genitalia, societal

perspectives) and their relation to psy-

chopathology at different developmen-

tal stages. Other chapters relate the

findings of longitudinal studies on per-

sonality and temperament.

Part 3 explores genetic and environ-

ment interplay for specific psychiatric

disorders (e.g. pervasive developmental

disorders) or symptoms (e.g. anxious/

depression). Other chapters illustrate

the role of 5-HTLLPR and BDNF poly-

morphisms in depressed maltreated

children (Kaufman), and the interaction

between DAT and DRD4 polymor-

phisms and prenatal smoking in ADHD

(Reierson et al.).

In Part 4, Faraone formulates gene-

environment interplay using an �ecoge-netic framework� of four patterns,

differentiated by the necessity or suffi-

ciency of genetic and/or environmental

factors in influencing pathology. In the

only chapter specifically applying to

clinical practice, Hudziak and Bartels

advocate a developmentally-aware fam-

ily-based approach. They urge us to go

beyond DSM-diagnostic criteria by

using developmental psychiatry re-

search findings to tailor prevention

and treatment strategies to specific

aetiological subtypes.

Overall, we learn the utility of tech-

niques such as longitudinal modelling

(which can track the stability of psy-

chopathology and help identify causal

factors), twin studies (which can tease

apart genetic and environmental influ-

ences) and molecular genetic and neu-

roimaging research. Such studies serve

to illuminate pieces of the jigsaw puzzle.

However, the interaction of genetic and

environmental processes is vast in

scope and complexity; the jigsaw puzzle

is greater than the sum of its parts. The

question is whether knowing small

pieces of albeit cutting-edge research

is good enough to make valid and useful

interpretations; this question is never

quite addressed by the book and more

could have been done to compare and

contrast the different contributions.

With detailed descriptions of re-

search, but without a strong narrative

or a clinical emphasis, the book

is aimed at the academic. However,

the content itself is sufficient to mark

this book as an important pillar in the

academic study of both developmental

psychopathology and psychiatry as a

whole.

Aaron K. Vallance

Imperial College, London

Children and Bullying: HowParents and Educators can ReduceBullying at SchoolK. RigbyOxford: Blackwell Publishing, 2008. pp.

232. £14.99 (pb). ISBN: 978-1-4051-

6254-8.

Children and bullying is a thoroughly

detailed exposition on how parents and

teachers can help to reduce bullying.

Rigby is realistic in his approach,

believing that it is more about reduction

than eradication. The book is very

readable, well structured and informa-

tive, with the author looking at the issue

holistically. Interestingly, the author

notes that bullying is a reflection of

the human condition and generally

defines it as �the systematic abuse of

power in interpersonal relationships�,citing examples in recent history such

as slavery.

Parents are increasingly being pro-

vided with the opportunity to take part

in anti-bullying initiatives and this book

is a timely recognition of that. It under-

stands their contribution to the issue

and values their inclusion in the dis-

cussion. Schools have the greatest

power differences amongst social

groupings and so there is often space

for conflict. Rigby identifies these power

differences and gives us the opportunity

to get inside the mind of a bully as well

as offering a focus on bystander sup-

port. The author states what some good

schools are doing about bullying, and

educators are provided with guidance

on how to write an anti-bullying policy.

Mental health issues are covered both

for the victim and the perpetrator, and

the author suggests that these charac-

teristics can be inherited. Parenting

styles are discussed and parents are

encouraged not to feel guilty about what

their child experiences. Excellent advice

is given on how to help children with

their bullying problems. The section

about the influence parents have on

their children at different ages will be

enjoyed by anyone who has heard

themselves talking to a child and

sounding like their own mother!

Ben Robinson

Anti-Bullying Development Officer

Leicestershire County Council

Mental Health Interventions andServices for Vulnerable Childrenand Young PeoplePanos Vostanis (Ed.)London: Jessica Kingsley Publishers,

2008. pp. 295. £19.99 (pb). ISBN: 978-

1-84310-489-6.

This book is an interesting read dealing

as it does with matters of policy as well

as intervention for vulnerable children

and young people. The definition of

vulnerability is broad, encompassing

children vulnerable because of their

social context, fostered due to a break-

down of care and/or abuse, homeless,

refugee and asylum seeking, children of

alcoholic or substance abusing parents,

as well as children with physical illness

or disability, and young offenders.

Although children and young people

vulnerable as a result of serious mental

illness are interestingly not included,

much of the content is very relevant for

this group.

The content is divided into three

parts: Part I, Evidence, policy and leg-

islation, Part II, Applied interventions,

and Part III, Applying the evidence and

therapeutic principles to different

welfare and health systems, cultural

110 Book News