This comprehensive book, designed for mental health professionals and occupational therapists working with infants and children, provides the most recent advances in addressing disorders of self-regulation. Grounded in research, the development of self-regulation from infancy through early childhood is presented. Screening and assessment procedures are described in detail to help the reader evaluate self-regulation, attention, sensory processing, and parent-child interactions in infants and children. This book is the first of its kind to integrate treatment approaches from the fields of infant/child mental health and sensory integration. Clinicians learn how to address different types of regulatory problems in infants and children by working through the parent-child relationship. Specific treatment approaches for problems of mood regulation, sensory processing, attention, sleep, feeding, and play and social interactions are described in detail. Detailed case presentations are included in each chapter to demonstrate this innovative and integrated treatment approach. Full of practical advice, this book is a valuable resource for early intervention programs, day cares and preschools, and infant/child mental health programs.

A collection of nine essays addressing particular aspects of neurobehavioral dysfunction in children with developmental disabilities. The contributors sweep through complex questions of brain disease and learning ability including educational issues, provide three discussions of autism in terms of neuroanatomy and communication, and offer insights into the research issues of fetal teratogens, the effects of prenatal exposure to cocaine and drugs, and pediatric neuro-AIDS.

The Quick Reference to the Diagnostic Criteria From DSM-IV-TR® is a handy, low priced companion to the ultimate psychiatric reference, DSM-IV-TR®. It includes all the diagnostic criteria from DSM-IV-TR® in an easy-to-use, paperback format. In making DSM-IV diagnosis, clinicians and researchers may find it convenient to consult the Quick Reference to the Diagnostic Criteria From DSM-IV-TR®, a pocket sized book that contains the classification, the diagnosis criteria, and a listing of the most important conditions to be considered in a differential diagnosis for each category.

Since the DSM-IV® was published in 1994, we've seen many advances in our knowledge of psychiatric illness. This Text Revision incorporates information culled from a comprehensive literature review of research about mental disorders published since DSM-IV® was completed in 1994. Updated information is included about the associated features, culture, age, and gender features, prevalence, course, and familial pattern of mental disorders. The DSM-IV-TR® brings this essential diagnostic tool up-to-date, to promote effective diagnosis, treatment, and quality of care. Now you can get all the essential diagnostic information you rely on from the DSM-IV® along with important updates not found in the 1994 edition. Stay current with important updates to the DSM-IV-TR® Benefit from new research into Schizophrenia, Asperger's Disorder, and other conditions; utilize additional information about the epidemiology and other facets of DSM conditions; update ICD-9-CM codes implemented since 1994 (including Conduct Disorder, Dementia, Somatoform Disorders).

During the past decade, we have witnessed explosive growth in the neurosciences: structural and functional brain imaging, electrophysiology and electrodiagnosis, cell and molecular biology, genetics, and neuropsychopharmacology�to name just a few. First published 15 years ago as the only multiauthored, comprehensive textbook in the field, the fourth edition of this tremendously successful volume expands its focus on the neurosciences to encompass the great strides we've made. To convey this intensified focus, the editors have added "...and Clinical Neurosciences" to the title, with new and expanded chapters that cover topics such as the epidemiology and genetics of neuropsychiatric disorders, the neuropsychiatric aspects of delirium, the growth in clinical knowledge and clinical relevance of drug-induced delirium and encephalopathies other than delirium, and educational and certification issues in neuropsychiatry (including the requisite knowledge base and educational experience defined by the American Neuropsychiatric Association). In compiling this informative and enjoyable compendium, the editors have crafted each chapter as a complete stand-alone entity, necessitating some intentional overlap among chapters within its six broad sections on basic principles, assessment, symptomatologies, disorders, treatments, and special topics. With a remarkable 85 contributors�all recognized experts�this comprehensive text is clinically relevant and eminently practical for medical students and residents, psychiatrists, neurologists, psychologists and neuropsychologists, and a broad range of professionals who work in many different clinical settings (e.g., the general hospital setting, physical medicine/rehabilitation hospitals, psychiatric institutes, community mental health centers, alcohol and chemical dependency programs, and outpatient services and doctors' offices).

The Cognitive Behaviour Therapy program Exploring Feelings was designed by the author to be highly structured, interesting and successful in encouraging the cognitive control of emotions. Every child participating in the program has a workbook for the six two-hour sessions that includes activities and information to explore the specific feelings of being happy, relaxed, anxious or angry. There are sections in the workbook to record individual comments and responses to questions. At the end of each session, a project is explained to the child, which is to be completed before the next session. At the start of the next session the project is discussed with the person implementing the program or the group of participants using the program. A metaphor was created of the child being an astronaut or scientist exploring a new planet, as the author has noted that children with Asperger syndrome are often interested in exploration of the physical world, science and science fiction. The Exploring Feelings program is designed to explore the mental world from a scientific perspective. There are two Exploring Feelings programs, one is designed to explore and manage anxiety, the other to explore and manage anger. The original program was designed for small groups of two to five children between the ages of 9 and 12 years, with two adults conducting the program. However, the Exploring Feelings program can easily be modified so that it can be used with just one child. The activities can also be modified to be age appropriate for an adolescent or adult. The program was designed as a treatment for an anxiety disorder or anger management problem in children with Asperger's syndrome but the program can be equally applied to children with High Functioning Autism and Pervasive Developmental Disorder, Not Otherwise Specified (PDDNOS). The author also designed the program so that it does not have to be implemented by a qualified psychologist. A teacher, speech pathologist, occupational therapist or parent could implement the program without having training in Cognitive Behaviour Therapy.

This book offers a comprehensive and readable account of theoretical aspects of the origins and normal development of handedness and its relationship to cerebral lateralization. It reviews the evidence for links between non-right-handedness and various developmental disorders: mental impairment, autism, epilepsy, and disorders of spoken and written language.

In this book, the author discusses a range of common neurodevelopmental disorders affecting young people - autism, depression, schizophrenia, ADHD, Tourette's Syndrome and obsessive-compulsive disorder - from the unique perspective of their proposed common origin in the function and dysfunction of the brain's frontostriatal system. It is argued that these disorders have much in common with each other in their phenomenology, co-morbidity, genetics and neuropathology.

Using cases taken from the authors' case files or from case files of other working clinicians, this casebook portrays the rich and arresting nature of disorders as they are displayed in real people. Cases illustrate every major DSM-IV category and are followed by a therapy outcome section which gives the 'rest of the story' of what happened to these clients. The authors draw on an extremely current and thorough database, look at the multiple causes of disorders, and incorporate developmental and cultural issues in each case. Two complex cases are included without a diagnosis to give readers an opportunity to come up with diagnoses on their own.

Borna disease is a fatal neurological disease of horses that is now spreading to cats, dogs, certain birds, and perhaps all warm-blooded animals. Because of the difficulty of isolating and detecting the virus agent, however, controversy remains about possible links between it and human neuropsychiatric disorders. Specialists from around the world overview the data about various aspects of the virus, critique the data and discuss the controversies, and if possible suggest the direction of future research. The goal is to offer an encyclopedic snapshot of the understanding to date on the virus and the disease.Copyright © 2004 Book News, Inc., Portland, OR

A revision of the successful book that incorporates the most up-to-date changes from the quick paced field of biological psychology. Completely re-written and re-conceived in every edition, this book marries the clinical aspects of the field with the roots of biological research. The author uses many human examples to help make the material interesting and relevant to readers. For Intro Psychology students, or anyone with an interest in physiological psychology, biological psychology, or neuroscience.

Today a brain scan reveals our thoughts, moods, and memories as clearly as an X-ray reveals our bones. We can actually observe a persons brain registering a joke or experiencing a painful memory. Drawing on the latest imaging technology and the expertise of distinguished scientists, Rita Carter explores the geography of the human brain. Her writing is clear, accessible, witty, and the books 150 illustrations--most in color--present an illustrated guide to that wondrous, coconut-sized, wrinkled gray mass we carry inside our heads. Mapping the Mind charts the way human behavior and culture have been molded by the landscape of the brain. Carter shows how our personalities reflect the biological mechanisms underlying thought and emotion and how behavioral eccentricities may be traced to abnormalities in an individual brain. Obsessions and compulsions seem to be caused by a stuck neural switch in a region that monitors the environment for danger. Addictions stem from dysfunction in the brain's reward system. Even the sense of religious experience has been linked to activity in a certain brain region. The differences between men and women's brains, the question of a "gay brain," and conditions such as dyslexia, autism, and mania are also explored.

Narrative play is a way of communicating with children using imaginative stories and narratives to share and make sense of life events. This book describes using narrative play therapeutically with children who have lived in multiple families, children who have problems with social understanding and children who have learning difficulties. Ann Cattanach explains how children's stories and narratives, whether they are about real or imagined events, can be interpreted as indicators of their experiences, their ideas, and a dimension of who they are. She demonstrates this with examples of children's stories from her clinical experience, and provides narrative play techniques and sample scripts both for therapists and for parents whose circumstances require a therapeutic parenting approach. This book is essential reading for play therapists, social workers and other professionals working with children, as well as parents and carers of children who are experiencing social and/or learning difficulties.

The 21st annual edition of a respected review. Covers developmental studies, child-care and methodological issues, temperament, clinical issues, autism, physical illness, child abuse, adolescence. Not indexed. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

Brings to gether pediatrics, pediatric neurology, and child and adolescent psychiatry to review the neurobiology of major psychiatric illness and brain dis orders in relation to the developing nervous system. For students and clinicians.

Focuses on the long-term consequences of sexual abuse experienced by people with learning difficulties. Case studies. U.K. perspective. For practitioners and the general consumer.

In the seventeenth century, the philosopher Spinoza examined the role emotion played in human survival and culture. Yet hundreds of years and many significant scientific advances later, the neurobiological roots of joy and sorrow remain a mystery. Today, we spend countless resources doctoring our feelings with alcohol, prescription drugs, health clubs, therapy, vacation retreats, and other sorts of consumption; still, the inner workings of our minds-what feelings are, how they work, and what they mean-are largely an unexplored frontier. With scientific expertise and literary facility, bestselling author and world famous neuroscientist Antonio Damasio concludes his groundbreaking trilogy in Looking for Spinoza, exploring the cerebral processes that keep us alive and make life worth living.

This book is about the doing and experiencing of diagnosis in everyday life. Diagnoses are revealed as interactive negotiations rather than as the assigning of diagnostic labels. The authors demonstrate, through detailed discourse analyses, how the diagnostic process depends on power and accountability as expressed through the talk of those engaged in the diagnostic process. The authors also show that diagnostic decisions are not only made by professional experts trained in the art and science of diagnosis, but they can also be made by anyone trying to figure out the nature of everyday problems. Finally, diagnostic reasoning is found to extend beyond typical diagnostic situations, occurring in unexpected places such as written letters of recommendation and talk about the nature of communication. Together, the chapters in this book demonstrate how diagnosis is a communication practice deeply rooted in our culture. The book is interdisciplinary and unusually broad in its focus. The authors come from different experiential scholarly backgrounds. Each of them takes a different look at the impact and nature of the diagnostic process. The diagnoses discussed include autism, Alzheimer's disease, speech and language disorders, and menopause. The focus is not only on the here and now of the diagnostic interaction, but also on how diagnoses and diagnostic processes change over time. The book can serve as an undergraduate or graduate text for courses offered in various disciplines, including communication, sociology, anthropology, communication disorders, audiology, linguistics, medicine, and disability studies.

Occupational Therapy Models for Intervention with Children and Families explores recent theoretical models that enable occupational therapists to practice and interact with families in a more holistic and occupation-centered manner. This comprehensive and dynamic text offers the latest information on viewing the broader contexts of environment and family in order to meet diverse occupational needs in a range of settings. Sandra Barker Dunbar presents a variety of case scenarios that feature culturally diverse populations and varying diagnoses of children with occupational needs. With contributions from 11 renowned leaders in occupational therapy, this comprehensive text is designed to increase awareness and understanding of theoretical models and their relationship to current occupational therapy practice with today's children and families. Inside Occupational Therapy Models for Intervention with Children and Families, traditional frames of reference in pediatric practice are explored, including sensory integration and neurodevelopmental treatment. Some current theoretical models discussed include the Model of Human Occupation, the Person-Environment-Occupation model, the Ecology of Human Performance model, and the Occupational Adaptation model. The new Occupational Therapy Practice Framework is incorporated throughout the text. Employing a practical approach to this significant aspect of pediatric practice in occupational therapy, Occupational Therapy Models for Intervention with Children and Families is an invaluable tool for students at all curriculum levels.

The leading clinical reference on behavioral neurology! This state-of-the-art second edition reflects groundbreaking coverage of both clinical and theoretical aspects of brain-behavior studies. Features five new chapters in such rapidly expanding areas as cerebral plasticity, functional brain imaging, alterations in states of consciousness, and genetics of neural development.

A collection of 13 essays written by psychology faculty at the University of Massachusetts integrating research and theory to demonstrate how both can be a means to solving difficult problems across the spectrum of human adversity. The papers are arranged in a life cycle order and tackle tough questions from birth through old age, including discussions of the effects of prenatal cocaine exposure on infants, autism, adolescent suicide, the roots of gang violence, sexual abuse, and the biological factors of marital aggression. This depressing list of overwhelming problems is lightened by the psychologists' firm convictions that it is possible to find workable solutions for them. Annotation c. by Book News, Inc., Portland, Or.

People with autism often experience difficulty in understanding and expressing their emotions and react to losses in different ways or in ways that carers do not understand. In order to provide effective support, carers need to have the understanding, the skills and appropriate resources to work through these emotional reactions with them. Autism and Loss is a complete resource that covers a variety of kinds of loss, including bereavement, loss of friends or staff, loss of home or possessions and loss of health. Rooted in the latest research on loss and autism, yet written in an accessible style, the resource includes a wealth of factsheets and practical tools that provide formal and informal carers with authoritative, tried and tested guidance. This is an essential resource for professional and informal carers working with people with autism who are coping with any kind of loss.

This book assembles, for the first time, information required for the recognition, understanding, and treatment of behavioral problems resulting from neurological conditions. Its focus is two-pronged: 1) on conditions where cognitive-behavioral manifestations are major symptoms, such as attention deficit hyperactivity disorder, autism, and developmental language disorder; and 2) on conditions where these symptoms are significant but secondary, such as brain tumors, epilepsy, and AIDS. This multi-authored guide also outlines effective approaches to behavioral therapy for these conditions. Pediatric Behavioral Neurology is an excellent resource for practitioners whose work demands knowledge of the symptoms, signs, and treatment of behavioral and cognitive disorders caused by brain abnormalities. It is comprehensive, yet concise and easy to use. Annotation. A link between neurological abnormalities in childhood and their cognitive-behavioral manifestations normally diagnosed and treated by psychologists and psychiatrists. The 21 contributors, reviewing technical information from both fields, provide clinical and educational reviews of the diagnosis and treatment of neurobehavioral disorders, including language disorders, mental retardation, autism, abnormalities of consciousness (a persistent vegetative state), attention deficit hyperactivity disorder, learning disabilities, progressive brain disorders, epilepsy, brain tumors, and AIDS. The concluding chapter focuses on behavioral therapy in the light of new neurological understanding. Annotation c. by Book News, Inc., Portland, Or.

What happens when emotion becomes unbearable? In some psychotic patients, delusions, hallucinations, and incoherence are the result, while others suffer from negativism, autism, or emotional paralysis. In this remarkable book, Dr. David Garfield builds on the work of Semrad, Jung, and Bleuler in identifying affect as ôthe driving force behind all our actions and omissionsö; and in using emotion as the focus and guide for healing psychotic patients. This is particularly important in an age when antipsychotic drugs and modern neuroscience have rendered many patients less symptomatic, but still dysfunctional. The book is divided into three sections, which correspond with the three stages of psychotherapy of psychosis. The first section deals with finding and understanding unbearable affect in the initial clinical work with psychosis. Unbearable affect is seen as the focal point around which psychosis turns. The book explores techniques for identifying affect in the patient's first communications; examines the precipitating event that brought the patient to clinical attention; and establishes links among primary mental processes, affect, and psychosis. The second section outlines techniques for helping patients contain and transform unbearable affect. These include special techniques for dealing with ôshame, pride, and paranoid psychosesö; as well as persecutory states. This section also addresses the therapist's role as the missing eyes and hands of the patient, and the necessity that the patient make contact with the emotionality of the clinician. The book's third section is geared toward keeping patients out of psychosis once they have stabilized. It llustrates how healthy emotional change can enable patients to enlist the help of others in difficult affect-laden situations, contrasts theories of change in the psychotherapy of psychosis with the affect-centered approach, and addresses the issue of posttreatment access to the therapist. Built on a solid theoretical foundation and furnished with clinical experience and practical advice, Unbearable Affect provides a powerful tool through which to approach the healing of psychotic patients. Mental health professionals who work with psychotic patients in hospitals, prisons, shelters, clinics, or private practice will find this sensitive book highly illuminating.

An invaluable resource for therapists, this lucidly written book provides research-based strategies for addressing the core problems of Asperger syndrome (AS) and helping clients manage frequently encountered comorbidities, such as anxiety disorders and depression. Detailed case examples illustrate the complexities of AS and the challenges it presents in daily life, relationships, and the workplace. The author presents a cogent rationale for cognitive-behavioral intervention and offers clear guidelines for conducting assessments and designing and implementing individualized treatment plans. Throughout, the emphasis is on helping people with AS decrease distress while preserving and building on their unique strengths. Special features include a case formulation worksheet and other helpful reproducibles.

Stigma is an illuminating excursion into the situation of persons who are unable to conform to standards that society calls normal. Disqualified from full social acceptance, they are stigmatized individuals. Physically deformed people, ex-mental patients, drug addicts, prostitutes, or those ostracized for other reasons must constantly strive to adjust to their precarious social identities. Their image of themselves must daily confront and be affronted by the image which others reflect back to them. Drawing extensively on autobiographies and case studies, sociologist Erving Goffman analyzes the stigmatized person's feelings about himself and his relationship to "normals" He explores the variety of strategies stigmatized individuals employ to deal with the rejection of others, and the complex sorts of information about themselves they project. In Stigma the interplay of alternatives the stigmatized individual must face every day is brilliantly examined by one of America's leading social analysts.

Details how brain function is assessed with behavioral or neuropsychological instruments, presenting approaches used by both clinical neuropsychologists and behavioral neurologists.

The first volume in a sub-series on developmental and behavioral pediatrics, drawn from lecture presentations and workshops of a national conference, Developmental-Behavioral Disorders: Update, sponsored by the Hackensack Medical Center. Topics include chronic handicaps in adolescents, divorce, self-esteem, hospitalization, the oppositional child, latchkey children, child abuse, epilepsy, autism and Rett syndrome, adolescent alcohol abuse, and therapies for learning disabilities or attention deficit disorder. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

Philosophical Psychopathology is a benchmark volume for an emerging field where mental disorders serve as the springboard for philosophical insights. It brings together innovative, current research by Owen Flanagan, Robert Gordon, Robert Van Gulick, and others on mental disorders of consciousness, self-consciousness, emotions, personality, and action and belief as well as general methodological questions about the study of mental disorder. Topics include the problem of despair, multiple personality disorder, autism and the theory of the mind debate, and the effectiveness of psychotherapy. An extensive introduction shows how to interpret philosophical psychopathology as an interdisciplinary field and locates the contributions in the book conceptually and in terms of the surrounding literature. Psychopathology promises to clarify and illuminate a host of philosophical issues. The twelve chapters focus chiefly on issues in applied philosophy of mind (personal identity and self- consciousness, voluntary action and self-control, cognition and practical reasoning), in the science of mind (the medical model of mental disorders, philosophy of science and psychiatry, psychopathology and folk psychology), and in the ethical and experiential dimensions of psychopathology.

The devaluation of those perceived as "different" has profound repercussions both for individuals and for society. This book brings together leading researchers to present groundbreaking findings on such topics as the dimensions of stigma, why people stigmatize others, how targeted individuals are affected by and respond to stigmatization, and influences on social interactions. Chapters are organized around a cohesive conceptual framework that incorporates the perspectives of both the perceiver and the target; the relevance of personal and collective identities; and the interplay of affective, cognitive, and behavioral reactions in stigmatization.

Neuropsychological testing can identify changes in cognition, behavior, and emotion; aid in determining the cause of the change (e.g., neurologic disease, psychiatric disorders, or developmental problems); and assist clinicians in planning treatment and rehabilitation. To use these tests properly, professionals need an authoritative source of advice and guidance on how to administer, score, and interpret them. Written by two leading experts in neuropsychological assessment, Essentials of Neuropsychological Assessment is that source. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered. Essentials of Neuropsychological Assessment provides comprehensive instruction on test administration, scoring, and interpretation. The authors also address practical and conceptual issues related to neuropsychological assessment in geriatric, pediatric, forensic, and other specialized settings, as well as the essentials of report writing and common neuropsychological syndromes.

Neuropsychological testing can identify changes in cognition, behavior, and emotion; aid in determining the cause of the change (e.g., neurologic disease, psychiatric disorders, or developmental problems); and assist clinicians in planning treatment and rehabilitation. To use these tests properly, professionals need an authoritative source of advice and guidance on how to administer, score, and interpret them. Written by two leading experts in neuropsychological assessment, Essentials of Neuropsychological Assessment is that source. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered. Essentials of Neuropsychological Assessment provides comprehensive instruction on test administration, scoring, and interpretation. The authors also address practical and conceptual issues related to neuropsychological assessment in geriatric, pediatric, forensic, and other specialized settings, as well as the essentials of report writing and common neuropsychological syndromes.

Clinical Neuropsychology comprehensively reviews the major neurobehavioral disorders associated with brain dysfunction. Since the third edition appeared in 1993 there have been many advances in the understanding and treatment of neurobehavioral disorders. This edition, like prior editions, describes the classical signs and symptoms associated with the major behavioral disorders such as aphasia, agraphia, alexia, amnesia, apraxia, neglect, executive disorders and dementia. It also discusses advances in assessing, diagnosing and treating these disorders and it addresses the brain mechanisms underlying these deficits. A multi-authored text has the advantage of having authorities write about the disorders in which they have expertise. The fourth edition adds new authors and five entirely new chapters on phonologic aspects of language disorders, syntactic aspects of language disorders, lexical-semantic aspects of language disorders, anosognosia, hallucinations and related conditions. This is the most comprehensive edition of this text to date. It will be of value to clinicians, investigators, and students from a variety of disciplines, including neurology, psychology, cognitive neuroscience, psychiatry, and speech pathology.

This book, like the first edition, will be recognised as a thoughtful and comprehensive text for students of psychopathology, and trainees in clinical psychology, and as a useful review of the latest knowledge of concepts and practice, for professionals concerned with child mental health in clinical, social and educational services, and within the community at large. In this new edition, clinical formulation and therapeutic programme planning are introduced, and a range of new topics (e.g. suicide/parasuicide, PTSD, bereavement, eating disorders and Special Needs) are included. Other major areas such as Attention-Deficit Hyperactivity Disorder, Depression, and Autism, have been extended. There is greater emphasis on school-related problems, and psychology of health, as well more guidance on practical decisions and strategies of treatment. Effective childhood interventions can have huge importance, not only to childrens lifelong development, but also to the wellbeing and happiness of parents and families. This book looks at childhood problems and interventions within a framework of normal development and learning, and a recognition of family influences and resources. The approach here is systemic and family-orientated. All those who knew the first edition, and those who are familiar with the work and enthusiasm of Martin Herbert, will welcome this book; others will quickly appreciate the value of this text by one of the worlds leading clinical child psychologists. From a review of the first edition: ' successful in bringing a clear sense of identity to clinical child psychology and showing how it relates to child psychiatry and other disciplines there are always useful comments and practical tips for clinical intervention this is an important book.' Journal of Child Psychology and Psychiatry

In this book the author explores the impact of various genetic syndromes on children's lives. She describes conditions such as Down's Syndrome, Williams Syndrome, Angelman Syndrome and Prader-Willi Syndrome, discussing their practical implications for daily life and the physical and behavioral symptoms associated with them. An accessible introduction to genetics precedes detailed investigations of the ways in which young people are affected by genetic conditions: the extent to which their behavior is determined, the difficulties they face and the ways in which they can achieve independence and fulfillment. Case studies of individuals the author has worked with add to the personal approach of this book and help to ensure 'the child behind the syndrome' is always visible.

People with Asperger Syndrome (AS) understand and respond to the world in a very different way from people without this condition. The challenge for psychotherapists working with Asperger clients lies in setting aside their own preconceptions and learning to understand their client's perspective. Behavior that, in a "neurotypical" client, may be evidence of a problem, in an Asperger client may simply be a manifestation of Asperger ways of approaching the world. Paula Jacobsen demonstrates, through case studies, how to interpret classic analytic and psychodynamic theories in relation to people with AS. Readable and sympathetic, her book will be illuminating reading for people with AS, family and friends as well as professionals.

This book is a unique interdisciplinary sequence of articles on the cognitive neuroscience of emotion by some of the most well-known researchers in the area. It explores what is known about cognitive processes in emotion at the same time it reviews the processes and anatomical structures involved in emotion, determining whether there is something about emotion and its neural substrates that requires they be studied as a separate domain. Divided into four major focal points and presenting research that has been performed in the last decade, this book covers the process of emotion generation, the functions of amygdala, the conscious experience of emotion, and emotion regulation and dysregulation. Collectively, the chapters constitute a broad but selective survey of current knowledge about emotion and the brain, and they all address the close association between cognitive and emotional processes. By bringing together diverse strands of investigation with the aim of documenting current understanding of how emotion is instantiated in the brain, this book will be of use to scientists, researchers, and advanced students of psychology and neuroscience.

This exceptional work thus clarifies many misconceptions about psychoanalytic theory, furnishes unique insight into what Lacan call the 'time of analysis, ' and grants a clearer understanding of the relationship between language and the unconscious.

experience in the lives of many individuals. This book discusses in depth the psychosocial adaptation of the person to 18 commonly encountered chronic illnesses and disabilities, along with the characteristics associated with the successful and unsuccessful adaptation. The illnesses are divided into four groupings: sudden onset disabilities, disease-related health disorders, sensory impairments, and neurological and neuromuscular disabilities. The book presents a comprehensive review of 20 instruments that are used to measure psychosocial adaptation, information that is currently scattered among numerous journals and monographs and has never before been synthesized. The book also outlines some of the major counseling intervention strategies applied to persons with chronic illnesses and disabilities.

"This is a valuable book for supervisory level personnel who can establish policy and who will be in a position to influence others who work directly with the persons with special needs." -- Contemporary Psychology

This book offers a rigorous examination of a variety of therapeutic, assessment, and diagnostic techniques in clinical psychology, focusing on practices that are popular and influential but lack a solid grounding in empirical research. Featuring chapters from leading clinical researchers, the text helps professionals and students evaluate the merits of novel and controversial techniques and differentiate between those that can stand up to scientific scrutiny and those that cannot. Reviewed are widely used therapies for alcoholism, infantile autism, and ADHD; the use of EMDR in the treatment of posttraumatic stress disorder; herbal remedies for depression and anxiety; suggestive techniques for memory recovery; and self-help models. Other topics covered include issues surrounding psychological expert testimony, the uses and abuses of projective assessment techniques, and unanswered questions about dissociative identity disorder. Offering a balanced, constructive review of available research, each accessibly written chapter concludes with a glossary of key terms.

A comprehensive guidebook to diagnosing and treating youth with SED Handbook of Serious Emotional Disturbance in Children and Adolescents presents current theory, research, practice, and policy concerning serious emotional disturbance (SED) and highlights

Penetrating and comprehensive, this new volume integrates the most up-to-date theory and research relating to childhood dysfunction and its determinants. Grounded in a developmental systems framework, each chapter considers the significant biological, behavioral, social, cognitive, and affective models pertaining to a particular childhood disorder.

Disorders of Personality: DSM-IVTM and Beyond is the fully revised Second Edition of Theodore Millon's landmark work on personality disorders. In this new edition, practitioners, researchers, teachers, and students will find the same clarity of insight that made the previous edition the standard text on personality disorders. Like its predecessor, the Second Edition guides the reader through the special complexities of this group of disorders and aids clinicians in the difficult work of diagnosis. It serves as an indispensable companion volume to DSM-IVTM, especially in the light of advances that have transformed personality disorders from an area of marginal relevance in diagnostic practice to one that is now central to the comprehensive multiaxial format.

Discusses the psychiatric and behavioral consequences of neurological condition affecting the brain. Full-color format and abundant, high-quality illustrations and includes such topics as principles of neuropsychiatric assessment, neuropsychiatric disorders, delirium and dementia, and more. For residents and physicians.

A century's worth of information on the physical, social, and mental effects of child abuse and neglect is gathered together in this extraordinary study. John Money adopts the historical figure of Kaspar Hauser as the paradigm case of abusive neglect and deprivation that have typified reports of child abuse for more than a century. Hauser was a physically stunted adult with the mind of a child, who was abandoned at the city gate of Nuremburg in 1828, after seventeen years of neglect and isolation in a dungeon. The notoriety of his case gave the impetus to many learned arguments regarding the significance of nature versus nurture. Money summarizes the various incorrect theories that have been advanced since Hauser's time by pediatricians, psychologists, and psychiatrists. He underscores recent studies showing that depriviation drastically impairs the normal functioning of growth hormones, thus causing physical dwarfism, mental retardation, and defective social development. He shows how children from abusive environments can be effectively treated by a move to a new home and affectionate stimulation of the skin senses. Data collected on more than thirty modern cases of the Kaspar Hauser syndrome are presented to support Money's arguments. This groundbreaking work concludes with a review by Joshua Kendall of the Kaspar Hauser figure in nineteenth and twentieth century poetry, prose, and drama. We see how various artists have used the image of Kasper Hauser as a potent and haunting symbol of our troubled modern society.

The book presents summaries of the latest research findings and related treatment procedures on the disorders most often encountered by those practicing in applied settings (e.g., clinic and counseling centers, schools, homes and hospitals). The primary emphasis is on intervention techniques and strategies for changing behaviors. Etiology and assessment are also discussed. Its 17 chapters-written and updated by 37 experts in their fields-cover a wide range of topics: obsessive compulsive disorders, childhood depression, childhood fears and phobias, attention-deficit hyperactivity disorder, academic problems, conduct disorder, somatic disorders, childhood autism, mental retardation, children medically at risk, psychopharmacotherapy, and the legal and ethical issues in child therapy. New for the 3rd Edition are chapters on post-traumatic stress syndrome, sexual and other abuse, and behavior informatics -- the use of computer technology in child therapy prevention. Recommended as an instant resource for psychologists, psychiatrists, clinical social workers -- any professional who works with disturbed children or adolescents.

DSM-IV presents a challenging task for all clinicians. Just reviewing the diagnostic standards is time consuming and often confusing even for the most experienced practitioner; and what is more, learning the standards alone does not immediately translate into clinical application. This book helps professionals quickly learn how to apply the diagnostic criteria to patients. Every DSM-IV diagnosis is simplified and clearly interpreted, emphasizing what the clinician needs to know most when making a diagnosis. Case vignettes, extensive evaluations, and the author's informed commentary combine to enable mental health practitioners to readily incorporate DSM-IV into practice. Taking the reader step-by-step through the diagnostic process for every DSM-IV category, the author clearly explains how to derive a complete, five-axis diagnosis. Each set of criteria is discussed in detail, illustrated by a vivid clinical vignette and interpreted in lucid terms. With this logical organization, the book provides a full course in diagnostic thinking, presented by a master clinician who has evaluated and treated over 15,000 patients.

After a child's autism diagnosis, how can therapists, educators, and early interventionists best support parents and caregivers? This book is filled with the first-hand parent feedback professionals need to answer this critical question. Building on their research project that captured the experiences of more than 60 families, the authors reflect on excerpts from dozens of interviews that reveal parents' needs, concerns, beliefs, and dreams. Through these candid revelations and the authors' expert commentary, professionals will increase their understanding of the parent experience so they can provide the best possible services for children and families. Readers will discover invaluable insights they'll use to * avoid misunderstandings and communicate accurately and sensitively * understand parents' complex emotions and perceptions * nurture strong, respectful partnerships with parents * conduct effective assessment and intervention * demystify assessment results for parents * assist families in choosing and evaluating intervention services * help families manage the short- and long-term issues that arise when parenting a child with ASD * increase their own awareness of the vocabulary of autism and the facts and mysteries of the disorder. Essential reading for students, new professionals, and established practitioners alike, this incisive, accessible guide gives readers something they can't get elsewhere � a deep understanding of parents' needs and feelings, directly from over 60 families with firsthand experience.

To avoid unfair and abusive practice in social care, policy makers and professionals need to examine the body of values, rules and methods which guide their work, and to move towards a more sophisticated participatory approach to social responsibility. Presenting the stories of individuals from all levels of the social and legal systems, including service users, judges, therapists, psychiatrists, social workers, social policy academics and parents, Ethical Practice and the Abuse of Power in Social Responsibility represents and unites academic, professional and personal perspectives. Topics covered include accountability and confidentiality; system abuse in psychiatric medicine, child protection and child care work; community poverty action; children's rights in statutory agency decision making; the use of information technology in family law disputes. The book contains background material, a review of current research, case studies and useful addresses, and lays guidelines for future policy. It is essential reading for social care academics, policy makers and professionals seeking to refine their practice to understand the invisible and prejudicial structures and processes which govern their work.

Advances in cognitive neuroscience are rapidly transforming how scientists think about psychopathology. This highly readable book illuminates the interplay among biological processes and psychological and social-contextual factors in the development of such widely encountered problems as depression, schizophrenia, ADHD, dyslexia, and autism. From leading developmental scientist Bruce F. Pennington, the book explains the variety of methods currently being used to investigate the mind-brain connection, including behavioral and molecular genetics, studies of brain structure and function, neuropsychology, and treatment studies. Chapters summarize what investigators in these fields have learned about the etiology and brain mechanisms of specific disorders and syndromes; integrate these findings with existing psychological and developmental analyses; and examine the implications for diagnosis, prevention, and treatment.

Although a variety of professionals regularly evaluate large numbers of children with learning problems, very little exists in the way of uniform standards or approaches, either within or across disciplines. This unique work synthesizes--in one accessible volume--the available information on learning disorders from such relevant disciplines as education, neuropsychology, cognitive psychology, and child psychiatry. Presenting the state of the art in both research and practice, DIAGNOSING LEARNING DISORDERS combines a comprehensive review of the etiology and neuropsychology of each disorder with a detailed section on diagnosis and treatment. Part I covers background issues that are important for understanding subsequent chapters on specific learning disorders. The author provides a neuropsychological framework for the nosology that is used and delineates the validity of the diagnostic approach being proposed. Providing a format for reviewing what is known about each of the disorders, he discusses the clinical processes of making diagnostic decisions and providing feedback. The relationships between symptoms, history, behavioral observations, test data, and the diagnostic conclusion are analyzed. Guidelines for communicating a diagnosis to parents, the children themselves, and other professionals are included. In Part II, each chapter focuses on a specific learning disorder. These include: dyslexia and other developmental language disorders, attention deficit hyperactivity disorder, right hemisphere learning disorder, autism spectrum disorder, and acquired memory disorder. Each chapter is divided into two sections, one reviewing the research on the disorder and the other considering differential diagnosis and treatment options. Each chapter offers a basic definition of the disorder and takes into account four levels of analysis: etiology, brain mechanisms, neuropsychological phenotype, and symptoms. Detailed case presentations are provided to help clinicians become more proficient at the differential diagnosis of these common problems of childhood. Rounding out the volume, Part III examines the implications for research and practice. Both scholarly and clinically practical, DIAGNOSING LEARNING DISORDERS is a valuable resource for neuropsychologists, school psychologists, child clinical and developmental psychologists, speech and language pathologists, special educators, child psychiatrists, and pediatricians. It also serves as a text for graduate courses on learning disabilities, developmental disabilities, cognitive assessment, and developmental neuropsychology.

For anyone involved in the special education process, here is a comprehensive practical guide to the most frequently used and helpful tests for diagnosing suspected disabilities of all kings intellectual, perceptual, language, achievement, psychosocial and social maturity from the early childhood years through adolescence.

This important volume examines the various problems facing practitioners who deal with disturbed young people, covering the principles and methods of psychotherapy in a wide range of settings. For example, how can clinicians accommodate treatments according to age and developmental status? How can techniques be adapted to include a broad range of specific disorders, from schizophrenia, depression, autism, anxiety and abuse to bed-wetting and stuttering? How far should parents be involved? What setting is most appropriate, group, individual, in-patient, or out-patient? How does the practitioner choose and assess the most effective treatment? This volume addresses these questions and will be essential reading for all mental health professionals involved in psychotherapy with young people.

Based on an annual TEACCH conference held in May 1985, this volume explores recent advances in our understanding of causes and neurological mechanisms as described by the leading scientists and clinicians in the field, including the latest genetic and pharmacologial research. Contributors develop chapters expanding on their conference contributions, addressing issues of neurological and genetic theory and practice, neurochemistry, biochemistry, nutrition, and medication for autistic people. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

We are social animals, with evolved mechanisms to discern the beliefs and desires of others. This social reason is linked to the concept of intentionality, the ability to attribute beliefs and desires to others. In this book Jay Schulkin explores social reason from philosophical, psychological, and cognitive neuroscientific perspectives. He argues for a pragmatist approach, in which the role of experience--that is, interaction with others--is central to any consideration of action in the social world. Unlike some philosophers of mind, Jay Schulkin considers social reason to be a real feature of the information processing system in the brain, in addition to a useful cognitive tool in predicting behavior. Throughout the book, he incorporates neurobiological evidence for a domain-specific system for social cognition. Topics covered include the centrality of intentional attribution to social cognition, the rise of cognitive science in the twentieth century, the functional argument for the role of experience, intentional understanding in nonhuman primates, theory of mind and natural kinds in children, autism as a disorder of theory of mind, and the integration of emotions into theory of mind.

Facilitates the transition from the concepts and terminology to actual clinical situations by providing clinical vignettes for illustration and study.

Provides a bridge between behavioral and biomedical approaches to stereotyped movements (sterotypy), postulating that the disparate conditions which produce the movements are related. Introduces new conceptual tools for understanding sterotypy, new methods for measuring repetitive actions, and new research into the neurological context of sterotypy, with chapters on aspects including dopaminergic and serotonergic effects on sterotypy, normal infant stereotypes, and sterotypy in conditions such as autism and Parkinsonism. Annotation c. by Book News, Inc., Portland, Or.

This Second Edition incorporates all the most recent developments in the field of neuropsychology, as well as research findings about brain-behavior relations, cognitive psychology, and psychological assessment. It has been considerably expanded and contains several new chapters on test selection administration, preparation of the client, report-writing and informing interview, executive functions, occupational interest and aptitude, and malingering and symptom validity testing. The first four chapters--a framework for conducting an assessment--focus on history taking, test selection, profiling of test results, report writing, and informing the client. The remaining thirteen chapters contain nearly all the tests and assessment techniques covered in the previous edition plus almost the same number of new ones. Some of the new tests included are: Kaufman-Brief Intelligence Test, Mini-Mental State Examination, Weschler Individual Achievement Test, and Design Fluency. For each test the authors provide a thorough description, source and price, instructions for administration, approximate time for administration, scoring procedures, sample score sheets, normative data, and information on reliability and validity. They also discuss when special tests may be of particular use and emphasize clinical techniques helpful in making inferences about the functional integrity of brain regions. An important feature of this compendium is that it does not limit itself to the adult age range, but includes all available norms for pediatric and gerontological populations, as well as neuropsychological tests developed specifically for children.

Stahl's Essential Psychopharmacology has established itself as the preeminent source of education and information in its field. This much expanded second edition enlists advances in neurobiology, and recent clinical developments, to explain with renewed clarity the concepts underlying drug treatment of psychiatric disorders. New neurotransmitter systems, new theories on schizophrenia, clinical advances in antipsychotic and antidepressant therapy, new coverage of attention deficit disorder, sleep disorders and drug abuse, and a new chapter on gender and sexual psychopharmacology--these are all features of this edition. The fully revised text is complemented by many new illustrations, instructive and entertaining as before, and enhanced to reflect new knowledge and topics covered for the first time. The illustrations and their captions may be used independently of the main text for a rapid introduction to the field or for review, and self-assessment tests follow each chapter. Even more, this will be the essential text for students, scientists, psychiatrists and other mental health professionals, enabling them to master the complexities of psychopharmacology, and plan sound treatment approaches based on current knowledge. A Teacher's Set of Essential Psychopharmacology, second edition, consists of the hardback book plus a Mac/PC compatible CD-ROM, which contains all the figures from the text in cleverly crafted PowerPoint® presentations in two versions: the complete sequence of more than 500 animated figures from the textbook, and the same images without animation.

A classic work that has revolutionized thinking throughout the Western world about the nature of the psychiatric profession and the moral implications of its practices.

This practical casebook and widely adopted text presents effective, creative approaches to helping children who have experienced such stressful situations as parental death or divorce, abuse and neglect, violence in the school or community, and natural disasters. While the book retains the focus on in-depth case studies that made prior editions so popular, 17 of the 21 chapters are entirely new, and all chapters reflect the latest knowledge on crisis intervention, trauma, and short-term play therapy. Timely new topics include the crisis of parental military deployment, the impact of Hurricane Katrina on families, immigration-related trauma, terrorism, and disrupted adoption.

There are certain phenomena, such as hypnosis, hysteria, multiple personality disorder, recovered memory syndrome, claims of satanic ritual abuse, alien abduction syndrome, and culture-specific disorders that, although common, are difficult to explain completely. The purpose of this volume is to apply a model of social relations to these phenomena in order to provide a different explanation for them. The author argues that they are socially-constructed illness roles or purposive behaviour patterns into which patients fall while receiving either unintentional or intentional cues during interactions with care-takers and authority figures. The application of the social-relations model raises some important, yet previously overlooked, questions about these phenomena, illustrates some important aspects of human nature and consciousness, places illness behaviours in their larger, cultural context, and shows the way to a new and different view of mental life.