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This brief highlights issues relating to military service members'expression of violence outside of the military due to the constant readiness for or the exposure to organized violence. It investigates how service members are affected by these experiences, considering both the exacerbation of aggressive traits and the impact it has on mental health. The chapters address the following types of non-combat related violence:Suicide and Self-Harm in the MilitaryMilitary Sexual Violence: Sexual Assault, Sexual Harassment, and Sexual HazingIntimate Partner and Domestic Violence Among Military PopulationsViolent Criminal Behavior in the Military The volume also reviews the contributing factors to the perpetration of violence, including personality traits (i.e., aggression), the military life cycle, interpersonal dynamics, and mental health. It ultimately poses future directions to mitigate risk factors for non-combat related violence. This brief is ideal for military leaders, military psychologists, and mental health providers of service members and veterans.

This edited volume provides mental health clinicians with knowledge to effectively work with current and former first responders. It provides strategies on how to best develop and adapt clinical assessment procedures and therapeutic interventions to better meet the unique needs found in these settings. Chapters synthesize existing literature to introduce the reader to profession-specific factors issues that exist in these contexts and describe the challenges that can present when working with police, firefighters, EMS, emergency communications operators, crime scene investigators, and corrections personnel. The book covers a range of topics that clinicians and trainees need to understand the relevant issues, develop effective treatment plans, and deliver appropriate psychological services in public safety settings. First Responder Mental Health: A Clinician's Guide will be essential reading for mental health professionals working with first responders, as well as those in training.

Social development over one's lifetime is a complex area that has received consider­ able attention in the psychological, social-psychological, and sociological literature over the years. Surprisingl~ however, since 1969, when Rand McNally published Goslin's Handbook of Socialization, no comprehensive statement of the field has appeared in book form. Given the impressive data in this area that have been adduced over the last two decades, we trust that our handbook will serve to fill that gap. In this volume we have followed a lifespan perspective, starting with the social interactions that transpire in the earliest development stages and progressing through childhood, adolescence, adulthood, and, finall~ one's senior years. In so doing we cover a variety of issues in depth. The book contains 21 chapters and is divided into five parts: I, Theoretical Perspectives; II, Infants and Toddlers; ill, Children and Adolescents; Iv, Adults; and V, The Elderly. Each of the parts begins with introductory material that reviews the overall issues to be considered. Many individuals have contributed to the final production of this handbook. Foremost are our eminent contributors, who graciously agreed to share with us their expertise. We also thank our administrative and technical staff for their assistance in carrying out the day-to-day tasks necessary to complete such a project. Finall~ we thank Eliot Werner, Executive Editor at Plenum, for his willingness to publish and for his tolerance for the delays inevitable in the development of a large handbook.

Here is a practical reference offering mental health professionals 16 state-of-the-art methods for treating a variety of problems presented by outpatient and inpatient adult clients. Supported by ample clinical illustrations, each chapter offers sufficient information so that the respective methods can be replicated. Problems include obsessive-compulsive disorder, depression, schizophrenia, and obesity. The book also examines contemporary issues of accountability in treatment. This handbook meets the needs of psychologists, psychiatrists, counselors, social workers, rehabilitation specialists, and graduate students.

Behavior therapists on child and adolescent psychiatric inpatient units have played an increasing role in the treatment of a wide range of disorders. Indeed, behavioral assessment and treatment strategies in these settings have been applied to a diversity of problems, including depression, mental retardation, autism, conduct disorders, attention­ deficit hyperactivity disorder, anorexia, and bulimia. More recently, the heuristic value of behavioral methods with substance abuse, pediatric pain, and child maltreatment has been documented as well. Because of the multifaceted and complex challenges posed by children and adoles­ cents who reach inpatient units, behavioral clinicians have worked close­ ly with other professionals (e. g., psychiatrists, social workers, psychi­ atric nurses) in an effort to provide broad-spectrum, comprehensive intervention. However, as a burgeoning body of clinical research attests, the significant contribution of behavior therapy to successful treatment outcome is now indisputable. Yet, surprisingly few texts have been published concerning inpa­ tient treatment of children and adolescents. The few extant efforts in this area have not covered the broad array of issues and diagnostic popula­ tions treated, nor have they considered the pragmatic day-to-day diffi­ culties encountered by behaviorally oriented practitioners working in child and adolescent inpatient settings. This text is an attempt to remedy such shortcomings by providing a comprehensive yet practical approach to the functions of behavior therapists on inpatient psychiatric services for children and youth.

The past decade has witnessed a considerable upsurge of clinical and research interest in the problems of developmentally and physically the fields of psychology, disabled persons. Indeed, professionals from special education, rehabilitation, psychiatry, and social work have all directed attention to the development and implementation of evaluation and remedial programs. The heightened activity in this area is in part a result of early assessment research with these popUlations, which provided preliminary evidence of difficulties in social and emotional adjustment in many disabled individuals. In response to these findings, many intervention efforts have been implemented to deal with these issues and improve the life situation of the disabled. Also, there were indications that developmentally and physically disabled children often were deprived of adequate educations. As a result, legal and legislative initiatives have been enacted in recent years to make public education available to all students irrespective of disability. Central to all therapeutic and psychoeducational endeavors with the disabled is psychological evaluation. Only through careful and com­ prehensive psychological evaluation can areas of deficit as well as strengths be identified. Once treatment targets and goals have been ascertained, psychological evaluation is needed to determine the efficacy of intervention strategies. However, the field of psychological evalua­ tion, in general, and with disabled persons, in particular, has become highly specialized. This is largely a function of the changing roles of psychological evaluators.

In the last decade there has been heightened clinical and investigative activity in the area of family violence. This, of course, is partly attributable to recent surveys showing a high incidence of family violence in the United States. For example, there are indications that nearly 30% of married women in this country are victims of physical abuse by spouses at some point in their marriage. Further, FBI statistics show that approximately 13% of all homicides are husband-wife killings. Moreover, it has been projected that such figures are likely to increase over the next several years. Consistent with these trends, funding of family violence research by both federal and private agencies has increased. Indeed, federal agencies, such as the National Institute of Mental Health and the National Institute of Law Enforcement and Criminal Justice, have provided considerable support for work in this area. In addition, family violence, particu­ larly wifebattering, child abuse, and sexual abuse of children has been the focus of media attention at the national level, and has generated intensive interest in both lay and profes­ sional publications. Moreover, there have been several recent governmental hearings and investigations regarding the prevalence of these problems.

This multiauthored introductory textbook could not have been conceived or brought to fruition 10 or 15 years ago. Indeed, at that time relatively little attention was accorded to the psychological needs of older adults. The general tenor of the field then was that older adults would not benefit from psychological intervention. As we now know, this was a faulty assumption that has been discredited with empirical data. Indeed, clinical research data adduced, primar­ ily in the last decade, clearly documents that older adults do benefit from specific psychotherapies that are tailored to their unique presentation of symptoms. Given the explosion of interest in this area (as evinced by increased investi­ gatory activity, national funding, and media attention) and the increased number of masters-and doctoral-level courses devoted to this topic, we felt that the time was right for a textbook in the area. Such flurry of activity also has been fueled by statistics showing how our population by the year 2030 will consist of 30% who are senior citizens. Moreover, since 12% of older adults in the community are estimated to have diagnosable psychiatric disorders and 40% to 50% of older adult medical inpatients have a concomitant psychiatric disorder, the task for clinicians in the next century will be overwhelming.

Although senior undergraduate psychology students and first year master's- and doctoral-level students frequently take courses in advanced abnormal psychology, it has been almost two decades since a book by this title has appeared. Professors teaching this course have had a wide variety of texts to select from that touch on various aspects of psychopathology, but none has been as comprehensive for the student as the present volume. Not only are basic concepts and models included, but there are specific sections dealing with childhood and adolescent disorders, adult and geriatric disorders, child treatment, and adult treatment. We believe the professor and advanced student alike will benefit from having all the requisite material under one cover. Our book contains 26 chapters presented in five parts, each part preceded by an editors'introduction. The chapters reflect updates in the classification of disorders (i. e., DSM-IV). In Part I (Basic Concepts and Models), the chapters include diagnosis and classification, assessment strategies, research methods, the psychoanalytic model, the behavioral model, and the biological model. Parts II (Childhood and Adolescent Disorders) and III (Adult and Older Adult Disorders), bulk of the book. To ensure cross­ each containing seven chapters, represent the chapter consistency, each of these chapters on psychopathology follows an identi­ cal format, with the following basic sections: description of the disorder, epidem­ iology, clinical picture (with case description), course and prognosis, familial and genetic patterns, and diagnostic considerations.

Although senior undergraduate psychology students and first year master's-and doctoral-level students frequently take courses in advanced abnormal psychology, it has been almost two decades since a book by this title has appeared. Professors teaching this course have had a wide variety of texts to select from that touch on various aspects of psychopathology, but none has been as comprehensive for the student as the present volume. Not only are basic concepts and models included, but there are specific sections dealing with childhood and adolescent dis­ orders, adult and geriatric disorders, child treatment, and adult treatment. We believe the professor and advanced student alike will benefit from having all the requisite material under one cover. Our book contains 26 chapters presented in five parts, each part preceded by an editors'introduction. The chapters reflect updates in the classification of disorders (i. e., DSM-IV). In Part I (Basic Concepts and Models), the chapters include diagnosis and classfication, assess­ ment strategies, research methods, the psychoanalystic model, the behavioral model, and the biological model. Parts II (Childhood and Adolescent Disorders) and III (Adult and Older Adult Disorders), each containing seven chapters, represent the bulk of the book. To ensure cross-chapter consistency, each of these chapters on psychopathology follows an identical format, with the following basic sections: description of the disorder, epidemiology, clinical picture (with case description), course and prognosis, familial and genetic patterns, and diag­ nostic considerations.

Embracing all aspects of personality study, Advanced Personality addresses major established theories and vital current research topics in the field, from the perspectives of both clinical and scholarly settings. This impressive text-reference features chapters that cover, among other topics-psychobiological theories of personality- conscious and unconscious functioning-and personality disorders from a trait perspective. Written for entry-level graduate and upper-level undergraduate students, the book includes an introductory chapter with a chronological table listing all major figures in the history of the field, and tables that summarize key aspects of various theories.

This book offers clear and direct answers to the questions most frequently asked by students and trainees learning how to talk to clients and extract critical data from them. Its development reflects the old adage that'necessity is the mother of invention.'For many years, the editors taught beginning level mental health clinicians. They found, however, no text to be satisfactory--including a number that they themselves were involved in producing. Some were too difficult; some were too simplistic; some were too doctrinaire; still others had missing elements. Written in a reader-friendly'how-to'style, the chapters in Basic Interviewing are not weighed down by references. Rather, each contributor suggests readings for students and instructors who wish to pursue questions further. After the initial overview chapter, there are 12 chapters addressing the nuts-and-bolts concerns of all clinicians that can be particularly vexing for neophytes. They cover a variety of issues from the most specific--like how to begin and end interviews--to the more general--like how to build rapport and identify targets for treatment. Throughout, rich clinical illustrations facilitate the pragmatic application of fundamental principles. Beginning graduate students in counseling and clinical psychology, social work, and other allied mental health fields, as well as psychiatric trainees, will find this text to be an indispensable companion.

In the last decade, mental health professionals have been under mounting pressure to demonstrate the cost effectiveness of their treatment choices and practices. Progress has been made, related in part to improvements and refinements in diagnostic classifications that are increasingly empirically determined and behaviorally based. Historically, however, research on the treatment of children and adolescents has lagged behind research on the treatment of adults. The growing realization that early intervention can prevent serious psychological dysfunction in adulthood has stimulated much more interest and attention in recent years, and a number of innovative and efficacious treatment strategies have been developed. But most of these are not widely known outside the contexts of the major research programs in which they originated and were tested. Complete protocols have rarely been disseminated or replicated; descriptions are typically embedded in the'methods'sections of journal articles or briefly given in chapters of volumes addressing a diversity of problems. The Handbook of Psychological Treatment Protocols for Children and Adolescents is the first attempt to bridge this gap between clinical research and practice. Drawing together systematic, empirically-based guidelines for accountable clinical work with children and adolescents with varying presenting problems, it is a compendium of state-of-the-art treatment manuals. Specific instructions and relevant case illustrations facilitate the practitioner's efforts to replicate the approaches. The Handbook will be welcomed by a wide range of mental health professionals and their students.