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Post traumatic stress disorder develops after exposure to one or more terrifying events that have caused, or threatened to cause the sufferer grave physical harm. This book discusses how trauma-focused cognitive therapy can be used to help children and adolescents who suffer from post traumatic stress disorder.Cognitive therapy is frequently used to treat adults who suffer from PTSD with proven results. Post Traumatic Stress Disorder provides the therapist with instructions on how CT models can be used with children and young people to combat the disorder. Based on research carried out by the authors, this book covers: assessment procedures and measures formulation and treatment planning trauma focused cognitive therapy methods common hurdles. The authors provide case studies and practical tips, as well as examples of self-report measures and handouts for young people and their parents which will help the practitioner to prepare for working with this difficult client group.Post Traumatic Stress Disorder is an accessible, practical, clinically relevant guide for professionals and trainees in child and adolescent mental health service teams who work with traumatized children and young people.

Since the beginnings of psychology as a discipline, interpersonal trust has been regarded as a crucial aspect of human functioning. Basic levels of interpersonal trust among people were believed to be necessary for the survival of society and the development of successful psychosocial functioning. Some research has shown that interpersonal trust is linked to physical health, cognitive functioning, and social functioning (including close relationships) across development. This book presents research in the growing field of interpersonal trust during childhood and adolescence (up to the onset of adulthood). It deals with the extent to which children and adolescents demonstrate the multiple facets of trust and trustworthiness, and how these multiple facets affect their social relationships with a wide range of social contacts: parents, peers, and social groups. It will be of interest to developmental, social, educational and clinical psychologists.

Not long ago, conducting child assessment was as simple as stating that “the child gets along with others” or “the child lags behind his peers”. Today's pediatric psychologists and allied professionals, by contrast, know the critical importance of using accurate measures with high predictive quality to identify pathologies early, form precise case conceptualizations, and provide relevant treatment options. Assessing Childhood Psychopathology and Developmental Disabilities provides a wide range of evidence-based methods in an immediately useful presentation from infancy through adolescence. Noted experts offer the most up-to-date findings in the most pressing areas, including: (1) Emerging trends, new technologies, and implementation issues. (2) Interviewing techniques and report writing guidelines. (3) Intelligence testing, neuropsychological assessment, and scaling methods for measuring psychopathology. (4) Assessment of major pathologies, including ADHD, conduct disorder, bipolar disorder, and depression. (5) Developmental disabilities, such as academic problems, the autism spectrum and comorbid pathology, and self-injury. (6) Behavioral medicine, including eating and feeding disorders as well as pain management. This comprehensive volume is an essential resource for the researcher's library and the clinician's desk as well as a dependable text for graduate and postgraduate courses in clinical child, developmental, and school psychology. (A companion volume, Treating Childhood Psychopathology and Developmental Disabilities, is also available to ensure greater continuity on the road from assessment to intervention to outcome.)

Offering a systematic approach to evidence-based assessment and planning for children living with trauma and family violence, this practical book shows how to assess and analyse the needs of the child, make specialist assessments where there are continuing safeguarding concerns and plan effective child-centred and outcome-focused interventions.

During the past decade, significant advances have been made in the field of neurodevelopmental disorders, resulting in a considerable impact on conceptualization, diagnostics, and practice. The second edition of Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders brings readers up to speed clearly and authoritatively, offering the latest information on neuroimaging technologies, individual disorders, and effective treatment of children and adolescents. Starting with the basics of clinical child neuropsychology and functional anatomy, the authors present a transactional framework for assessment, diagnosis, and intervention. The book carefully links structure and function—and behavioral and biological science—for a more nuanced understanding of brain development and of pathologies as varied as pervasive developmental disorders, learning disabilities, neuromotor dysfunction, seizure disorders, and childhood cancers. This volume features a range of salient features valuable to students as well as novice and seasoned practitioners alike, including: Overview chapters that discuss the effects of biogenic and environmental factors on neurological functioning. New emphasis on multicultural/cross-cultural aspects of neuropsychology and assessment. Brand new chapters on interpretation, neuropsychological assessment process, and report writing. An integrative model of neurological, neuroradiological, and psychological assessment and diagnosis. Balanced coverage of behavioral, pharmacological, and educational approaches to treatment. Case studies illustrating typical and distinctive presentations and successful diagnosis, treatment planning, and intervention. Important practice updates, including the new HIPAA regulations. Child Neuropsychology, 2nd Edition, is vital reading for school, clinical child, and counseling psychologists as well as neuropsychologists. The book also provides rich background and practical material for graduate students entering these fields.

In recent years there has been an increase in research into childhood depression, and it is now recognised that depression can severely impair young people in many aspects of their life, school, peer and social relationships, and frequently persists into adulthood.Depression: Cognitive Behaviour Therapy with Children and Young People provides an accessible guide to recognising and treating depression in young people. Based on a successful manual developed for research trials, this book presents an overview of a cognitive behavioural model for working with this age group, as well as practical ideas about how to start therapy. Topics covered include: engaging young people setting goals for therapy cognitive behaviour assessment and formulation solutions for problems practitioners may face encouraging parents and agencies to support therapy. Depression includes case examples and practical tips to prepare the practitioner for working with young people. Information is presented in a readable and practical style making this book ideal for professionals working in child and adolescent mental health services, as well as those in training. It will also be a useful guide for people working in community services for young people.Online resources:The appendices of this book contain worksheets that can be downloaded free of charge to purchasers of the print version. Please visit the website to find out more about this facility

In this volume, Kathleen Nader has compiled an articulate and comprehensive guide to the complex process of assessment in youth and adolescent trauma. There are many issues that are important to evaluating children and adolescents, and it is increasingly clear that reliance on just one type of assessment does not provide the most accurate results. From history to recent advances, this book covers a wide range of methods and measures for assessing trauma, including case examples to illustrate the integration of these different facets. Altogether, the broad scope and inclusive depth of this work make it an essential addition to the field of trauma assessment.

What if we could resolve childhood trauma early, rather than late? We are understanding more and more about how early traumatic experiences affect long-term mental and physical health: Physical impacts are stored in muscles and posture Threats of harm are stored as tension Overwhelming emotion is held inside Negative emotional patterns become habit Coping and defense mechanism become inflexible What if we could resolve childhood trauma before years go by and these effects solidify in body and mind? In a perfect world, we'd like to be able to shield children from hurt and harm. In the real world, children, even relatively fortunate ones, may experience accidents, injury, illness, and loss of loved ones. Children unfortunate enough to live in unsafe environments live through abuse, neglect, and threats to their well-being and even their life. What if we could resolve childhood trauma fully, gently, and completely while the child is still young? We Can. Read Children and Traumatic Incident Reduction and find out how!'This book is a must for any therapist working with kids. Naturally, it focuses on the approach of Traumatic Incident Reduction, but there is a lot of excellent material that will be useful even to the therapist who has never before heard of TIR and may not be particularly interested in learning about it. The general approach is respectful of clients, based on a great deal of personal experience by contributors as well as on the now extensive research base supporting TIR, and fits the more general research evidence on what works'. --Robert Rich, PhD Book #2 in the TIR Applications Series. Series Editor: Robert Rich, PhD Learn more about TIR books at www.TIRbook.com

Mental disorders such as attention-deficit hyperactivity disorder (ADHD), depression, and autism have devastating consequences on the lives of children and adolescents. Early assessment of their mental health problems is essential for preventative measures and intervention. This timely, authoritative guide will be of interest to everyone involved i

Aims to show how community-based psychosocial approaches promote the psychosocial well being of children following war and terrorism. This book focuses on community-based interventions that link individual mental health/psychosocial well being with the health and stability of the community.

With a Foreword by Hiroshi Azuma.

Entirely revised, rewritten and augmented with 11 completely new chapters, this new edition builds strongly on the aims of the previous edition to provide the latest scientific validation of cognitive behaviour therapy with practical treatment guidance for clinical child psychologists and psychiatrists working with disturbed children. Coverage ranges broadly from school refusal and adjustment to parental divorce through eating and sleeping disorders to substance abuse. It will be invaluable to clinicians wanting to provide ever more effective psychological treatment for children and families. From a review of the first edition:'... clearly written by a number of international authorities in the field.... This book will be useful to child psychiatrists and other child mental health professionals, as well as social workers, educationalists and school nurses. It is highly recommended for bench and departmental libraries.'European Child and Adolescent Psychiatry

The two volumes of the Handbook of Psychological and Educational Assessment of Children, Second Edition, cover all aspects of child and adolescent assessment. Leading clinical scientists summarize the state of the science of assessment paradigms, instruments, and methods. With an emphasis on practical clinical considerations, chapters also delve into issues related to test development, psychometrics, and bias. Conveniently designed for reference or text use, this vast knowledge base has been synthesized into two volumes which may be purchased separately or together. INTELLIGENCE, APTITUDE, AND ACHIEVEMENT surveys assessment of intelligence, learning styles, and academic achievement; covers historical issues and psychometric methods; and addresses diversity issues, ethical concerns, and special topics in mental testing. PERSONALITY, BEHAVIOR, AND CONTEXT reviews the use of projective methods, interviewing and observation, and objective methods of assessing personality and behavior; discusses the assessment of specific syndromes and symptoms; and presents tools for assessing adaptive skills and the family context.

Prevention: What Works with Children and Adolescents? deals with the prevention of psychological problems which are of central concern to those who fund and develop health, social and educational services for children, adolescents and their families. Problems addressed in this book include developmental delay in low birth weight infants and socially disadvantaged children; adjustment problems in children with sensory and additional disabilities and autism; challenging behaviour in children with intellectual disabilities; physical and sexual abuse; bullying; adjustment problems in children with asthma and diabetes; teenage smoking; alcohol use and drug abuse; teenage pregnancy, STDs and HIV infection; post-traumatic adjustment problems and adolescent suicide. Conclusions drawn in this book are based on the results of over 200 rigorously conducted studies of more than 70,000 children.

The field of child and adolescent psychopharmacology is rapidly growing, but psychopharmacological treatments for children cannot be straightforwardly extrapolated from adult studies, which presents clinicians with assessment and prescribing challenges. This important book synthesises research findings about drug treatment of a broad range of psychiatric disorders in children, including attention-deficit hyperactivity disorder, obsessive-compulsive disorder, major depression, schizophrenia, bipolar mania, aggression in pervasive developmental disorder, Tourette's syndrome and substance abuse. They examine the issues of tolerability and efficacy, and appropriate use, within a social and developmental context. For each disorder, pharmacotherapy is discussed in the wider context of neurobiology, etiology, diagnosis and treatment. This will be essential reading for all mental health professionals to inform practice and improve patient outcomes.

The statistics are appalling. Between 8% and 10% of U.S. high school students carry guns to school every day. In a typical mid-size city, 30 to 50 cases of school violence are reported daily, and half of these cases involve guns. School Violence: Assessment, Treatment, Prevention shows us the reality behind the statistics. Its distinguished contributors include leading clinicians, researchers, school counselors, and legal authorities who closely examine every aspect of this complex epidemic, challenging us to solve this multifaceted public health problem and offering concrete recommendations on how to do it.The comprehensive volume is divided into four parts: • Part I, Contributing Factors, presents the multiple contributing factors, including those involved in creating violent children and violence-prone schools, the nature and context of school violence, and its biological and cultural causes. For example, although the number of violent deaths by shooting in schools remained stable through the 1990s, the number of violent acts against female students increased significantly, as did gang activity and the availability of guns in schools.• Part II, Assessment and Management, details diagnostic assessment, management, and treatment of children and adolescents who have the potential for or have threatened school violence. Eyewitnesses describe the shootings and their aftermaths in Pearl, Mississippi, and Littleton, Colorado, including the extensive measures taken to decrease the traumatic effect of these incidents on the children and adolescents and their families, the educators, and the community at large. Also presented is a model for time-limited, cognitive-behavioral group therapy for those who sustain or witness violent injuries in schools -- a model that could be adapted to other settings.• Part III, Legal Aspects, begins by putting us on notice that anyone aware of a potentially violent act by a youth has a legal responsibility to alert the intended victim(s) and others who could warn or protect them, offering a uniquely insightful view -- by the plaintiff attorney for the victims of school violence in Paducah, Kentucky -- of the Tarasoff case and its ramifications.• Part IV, Prevention, concludes with what we can do now to help prevent school violence, detailing effective prevention measures that range from the innovative (a method that focuses on the school as a whole rather than on individuals and uses a social system and power-dynamics perspective) to the everyday (teaching tolerance and conflict resolution). Psychiatric practitioners, clinical social workers, pediatricians, art and activity therapists, school counselors and administrators, and other educators and mental health care professionals -- and concerned adults -- who want to help prevent violence in our schools and minimize its traumatic effects on children, parents, and the community at large will appreciate this lucid, in-depth treatment of what has become one of today's most disturbing issues.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

Essential Reading for clinicians, managers and researchers in child psychiatry, this authoritative book provides accessible coverage of essential theory as well as clear practical guidance to inpatient child psychiatric treatment. This method of treatment has fallen out of fashion in recent years in favour of community-based care, but remains a useful setting for treating more seriously ill patients. Bringing together contributions from across the profession, this book covers the'state-of-the-art'in current clinical treatment, and sets a bold new agenda for the future, arguing that inpatient child psychiatric units retain great potential for creative, effective, relevant treatment.