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It seems as though each day more children are diagnosed with attention-deficit/hyperactivity disorder (ADHD). ADHD causes challenges not only for the patient but also for their parents, siblings, teachers, and other significant people in their lives. They have an increased vulnerability to addiction and crime. Controversially, stimulants are the primary choice for treatment of ADHD in medical management, and the side effects of this long-term pharmacological management has raised many questions. Psychosocial management including parent training, behavior therapy, and educational inputs are also major components of treatment and should not be ignored. Thus, it is vital to explore the latest best practices for the diagnosis, assessment, and management of ADHD. New Developments in Diagnosing, Assessing, and Treating ADHD is a collection of research on innovations in the management of ADHD. While highlighting topics including adolescent care, neurological disorders, and mental health, this book is ideally designed for academicians, clinicians (especially psychiatrists, clinical psychologists, and pediatricians), social workers, psychiatric nurses, rehabilitation centers, researchers, and students interested in the handling of this disorder and the long-term effects and social risk factors associated with treatment.
Now in a revised and updated third edition reflecting a decade of changes in the field, this leading text prepares new practitioners to support all students' academic, behavioral, and social–emotional success. The multiple roles and functions of the school psychologist are described and illustrated with vivid vignettes. Readers gain vital skills for planning and implementing evidence-based prevention and intervention efforts and collaborating to facilitate systems change. Guided by a problem-solving perspective, the book provides tools for effective, culturally responsive practice in today's diverse schools. End-of-chapter discussion questions and activities enhance learning. New to This Edition *Incorporates key advances in evidence-based assessment, intervention, and multi-tiered systems of support. *Increased attention to supporting the growing numbers of culturally and linguistically diverse students in schools. *Addresses changes in school psychology training programs and professional standards. *New emphasis on implementation science.
This edited book presents international perspectives on the role of mental health problems in understanding and managing the risk of violent extremism. The chapters included in this book address two themes. First, they describe the research findings on the nature and prevalence of the range of mental health problems (psychosis, personality disorder, post-traumatic stress disorder, anxiety and depression, autism spectrum disorders) in young people and adults who have in the past, committed acts of violence motivated at least in part by extremist ideologies, or who have attempted or threatened such acts, or who for other reasons are thought to be at risk of doing so. Second, the chapters examine what is known about the relationship – or the functional link – between mental health problems and violent extremism. The focus of this book is on clinical practice and understanding the nature of the challenge faced by practitioners and their response to it. It will therefore be of interest to mental health practitioners, service managers and commissioners, and policy makers with a remit to understand and mitigate risk of radicalisation and violent extremism. The chapters in this book were originally published in The Journal of Forensic Psychiatry & Psychology.
This book is a comprehensive analysis of the definitions, concepts, and recent research on malingering, feigning, and other response biases in psychological injury/ forensic disability populations. It presents a new model of malingering and related biases, and develops a “diagnostic” system based on it that is applicable to PTSD, chronic pain, and TBI. Included are suggestions for effective practice and future research based on the literature reviews and the new systems, which are useful also because they can be used readily by psychiatrists as much as psychologists. In Malingering, Feigning, and Response Style Assessment in Psychiatric/Psychological Injury, Dr. Young ambitiously sets out to articulate and synthesize the polarities involved in the assessment of response styles in psychological disabilities, including PTSD, pain, and TBI. He does so thoroughly and very even-handedly, neither minimizing the degree that outright faking can be found in substantial numbers of examinees, nor disregarding the possibility that there can be causes for validity test failure other than malingering. He reviews the prior systems for classifying evidence of malingering, and proposes his own criteria for feigned PTSD. These are conservative and well-grounded in the prior literature. Finally, the book contains dozens of very recent references, giving testament to Dr. Young's immersion in the personal injury literature, as might be expected from his experience as founder and Editor in Chief for Psychological Injury and the Law. Reviewer: Steve Rubenzer, Ph.D., ABPP Board Certified Forensic Psychologist
The best-selling Clinical Psychology: Science, Practice, and Diversity presents an inclusive and culturally competent view of the vast world of clinical psychology. Through lively examples, robust scholarship, and a highly readable narrative, award-winning author Andrew M. Pomerantz explores the key topics of clinical assessment, psychotherapy, and ethical and professional issues while also incorporating discussions of current controversies and specialized topics. The Fifth Edition includes a new career-focused feature, original videos addressing ethical issues, and updates reflecting the latest research findings in the field. INSTRUCTORS: Clinical Psychology is accompanied by free SAGE edge online resources, including In My Practice whiteboard videos. These original videos breathe life into concepts via stories drawn from the author′s own experience as a practicing clinician.
Introduction to Clinical Psychology: An Evidence-Based Approach, 4th Edition by University of Ottawa authors Catherine M. Lee and John Hunsley introduces students to the theories and practices of clinical psychology and conveys the important work done by clinical psychologists. This text is designed to be helpful not only to those who will go on to careers in clinical psychology, but also to those who will choose other career paths.
There has been an ongoing debate about the capabilities and limits of the bio-natural sciences as sources and the methodological measure in the philosophy of psychiatry for quite some time now. Still, many problems remain unsolved, at least partly for the following reasons: The opposing parties do not tend to speak with each other, exchange their arguments and try to increase mutual understanding. Rather, one gets the impression that they often remain in their "trenches", busy with confirming each others' opinions and developing their positions in isolation. This leads to several shortcomings: (1) Good arguments and insights from both sides of the debate get less attention they deserve. (2) The further improvement of each position becomes harder without criticism, genuinely motivated by the opposing standpoint. (3) The debate is not going to stop, at least not in the way it would finish after a suggested solution finds broad support; (4) Related to this, insisting on the ultimate aptnessof one side is just plainly wrong in almost every case. Since undeniably, most philosophical positions usually have a grain of truth hidden in them. In sum, many controversies persist with regard to the appropriate methodological, epistemological, and even ontological level for psychiatric explanation and therapies. In a conference which took place in December last year, we tried to contribute to a better understanding about what really is at issue in the philosophy of psychiatry. We asked for a common basis for several sides, for points of divergence and for the practical impact of different solutions on everyday work in psychiatry. Since psychiatry as a whole is a subject that is to wide to be covered in a single meeting, we focused on the following four core topics: 1. Competing accounts of psychiatric biologism, reductionism, and physicalism. 2. Mental disease and brain disease in the light of current neuroscientific and epigenetic findings. 3. Normative suppositions for different accounts of mental disease. 4. Normative implications of different accounts of mental disease. These topics, which have been vigorously as well as fruitfully discussed at our conference, will (ideally) be, too, in the center of our contribution to Frontiers. More precisely, we think of arranging a "research topic" which assembles the issues of the conference. At this point, it seems promising to us to group three or four Target Articles (TA) and let them get criticized by a couple of commentaries from different angles to give the issue a much broader and detailed perspective.
