It is gratifying that classroom use of the first edi- has published 13 textbooks and specializes in re-<br >tion of this textbook was sufficient to justify the search design， mental retardation， and public pol-<br >preparation of a revised version. The second edi- icy issues. Thus we each contribute somewhat dif-<br >tion offers updated and expanded coverage in a ferent perspectives on childhood psychological<br >number of areas and presents the most recent the- problems. Together， we represent the views of re-<br >ories and research developments. As before， the searchers， teachers， and practitioners in diverse<br >book is a text for courses on child psychopathol- fields.<br >ogy， abnormal child psychology， exceptional and Our shared commitment is to a level-headed，<br >maladjusted children， child adjustment and behav- rational approach to the study and treatment of<br >ior problems， and educational psychology. Some children s problems， based on the best， most de-<br >familiarity with introductory psychology or child finitive research available. This means that we<br >psychology provides a helpful background for the give greater weight to replicated findings from<br >use of this text， but is not absolutely essential， well-controlled research studies of the origin， na-<br >Throughout the book， we have attempted to avoid ture， prognosis， and treatment of behavior disor-<br >unnecessary technical terms when possible and to ders than to more subjective clinical case studies，<br >concentrate on clear and straightforward expla- while recognizing that the latter also prove infor-<br >nations. As a further aid to students， unfamiliar mative. This book reflects our belief that in addi-<br >key terms are defined at the beginning of each tion to sensitive clinical observations， probing and<br >chapter. Students should read these brief defini- objective research is the best means for under-<br >tions before beginning a chapter， and should re- standing children s disturbances and ultimately for<br >view them afterward to ensure that they under- treating and preventing them. Inevitably， a re-<br >stand the material， search orientation favors some theories and treat-<br > This book s coverage and orientation ref~iects m~nts over others that are less empirically based.<br >the varied professional backgrounds of the au- For example， social learning theory and behavior<br >thors. Donna Gelfand was trained as a clinical psy- therapy have particularly lent themselves to rig-<br >chologist and later specialized in developmental orous research scrutiny. However， no contempo-<br >psychology. She first taught psychology at San rary theory or type of treatment is completely suc-<br >Jose State University， and for many years has cessful or free from flaws， and even the most<br >taught at the University of Utah. William (Bill) Jen- seemingly misguided have some strengths. We<br >son earned a master s degree in experimental aim for good， impartial scholarship rather than fa-<br >psychology and a Ph.D. in child psychology. Fob voritism to any particular orientation. We have<br >lowing postdoctoral training in clinical psychology， tried conscientiously to present all schools of<br >he directed a child and family treatment unit of a thought accurately and fairly， and to criticize each<br >community mental health program. He is now a according to objective criteria.<br >faculty member in educational psychology at the Users of the first edition will note that this re-<br >University of Utah. Clifford Drew teaches in the vision covers most of the original topics， but in a<br >special education and the educational psychology modified order. Instructors can assign chapters in<br >departments at the University of Utah， where he any order they prefer， but will find that for users <br >