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  • Издательство: Routledge
  • Год: 2005
  • ISBN: 0-415-19491-1
  • Кол-во страниц: 1024
  • Загружен: 09 Feb 2010 12:28
  • Размер файла: 12.18МБ
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  • Нумерация страниц в тексте: есть
  • Соответствие оригиналу: да
  • Статус вычитки: текст вычитан
  • Язык: Английский

Содержание (оглавление)

Illustrations
Figures
1.1 Well-being and strains across the family lifecycle
2.1 Predisposing, precipitating, maintaining and protective factors to consider in psychological problems of children and adolescents
2.2 Patterns of parenting
2.3 Modifying effect of parental support on the psychological distress of children who receive regular, occasional and no corporal punishment

2.4 Marital satisfaction across the lifespan
4.1 Stages of the consultation process
4.2 Intake information form
4.3 Genogram symbols
4.4 The Boyle genogram completed in 1994
4.5 Child-centred assessment: example of a genogram, lifeline and indicators of emotional climate used in a child-centred assessment

4.6 Process of recursive reformulation
4.7 Karpman’s triangle
5.1 Example of progress notes from an assessment session
5.2 Example of progress notes from a treatment session
5.3 Example of a comprehensive assessment report
5.4 Example of an end-of-episode case summary
5.5 Example of a letter to a referring agent
5.6 Example of a letter to a client
5.7 Relationships between various types of report arising out of psychological consultations

5.8 Clinic audit form
5.9 Client audit form
5.10 Referrer audit form
6.1 Typical sleep requirements in childhood
6.2 Classification of sleep disorders in DSM IV
6.3 Classification of sleep disorders in ICD-10
6.4 Factors to consider in childhood sleep problems
6.5 Sleep diary
6.6 Child’s start chart for sleep problems
7.1 Prevalence of wetting and soiling from birth to adolescence
7.2 Parent recording chart for monitoring changes in soiling and/or wetting
7.3 Parent recording chart for monitoring diet, fluids, exercise and laxative use
7.4 Factors to consider in enuresis
7.5 Factors to consider in encopresis
7.6 Child’s star chart for enuresis and encopresis
8.1 Classification of disorders of learning and communication in DSM IV
8.2 Classification of disorders of learning and communication in ICD-10
8.3 Example of a report on a case of specific reading disorder (or dyslexia)
8.4 Abilities assessed by subtests of the WISC-III
8.5 Factors to consider in adjustment problems in cases of traumatic brain injury
9.1 Classification of pervasive developmental disorders in DSM IV
9.2 Classification of pervasive developmental disorders in ICD-10
10.1 Classification of disruptive behaviour disorders in DSM IV
10.2 Classification of disruptive behaviour disorders in ICD-10
10.3 Factors to consider in childhood conduct problems
10.4 Three-column chart for monitoring antecedents and consequences of positive and negative target behaviours

10.5 Child’s star chart for conduct problems
10.6 Monitoring chart for time out
10.7 Points chart for an adolescent
10.8 Adolescents’ privileges and fines
10.9 Daily report card
11.1 Factors to consider in attention deficit hyperactivity disorder (ADHD)
12.1 Classification of disorders where anxiety is a major feature in DMS IV
12.2 Classification of disorders where anxiety is a major feature in ICD-10
12.3 Factors to consider in childhood anxiety problems
12.4 Form for tracking fear
12.5 Relaxation exercises handout for parents and youngsters
12.6 Factors to consider in school refusal (SR)
13.1 Classification of disorders where repetition is a central feature in DSM IV
13.2 Classification of disorders where repetition is a central feature in ICD-10
13.3 Self-monitoring form for obsessive-compulsive disorder (OCD)
13.4 Factors to consider in obsessive-compulsive disorder
13.5 Form for assessing antecedents and consequences of tics throughout the day
13.6 Form for assessing the number of tics in a single time slot over a week
14.1 Classification of psychological conditions with predominantly physiological symptoms in DSM IV

14.2 Classification of psychological conditions with predominantly physiological symptoms in ICD-

14.3 Psychological and physiological dimensions along which the aetiology and symptomatology of typical paediatric presentations fall

14.4 Factors to consider in somatic complaints
14.5 Diary for recording pain
14.6 Self-monitoring system for physical illnesses
14.7 Child’s star chart for somatic complaints
14.8 Factors to consider in headaches
15.1 The 12 steps of AA
15.2 Factors to consider in adolescent drug abuse
16.1 Classification of disorders where mood is a major feature in DSM IV
16.2 Classification of disorders where mood is a major feature in ICD-10
16.3 Factors to consider in depression
16.4 A model of depression for psychoeducation
16.5 Self-monitoring form for depression
16.6 Factors to consider in suicide risk
17.1 Factors to consider in eating disorders
18.1 Classification of schizophrenia and other psychotic disorders in DSM IV
18.2 Classification of schizophrenia and other psychotic disorders in ICD-10
18.3 A diathesis-stress model of schizophrenia
18.4 Factors to consider in schizophrenia
18.5 Psychoeducational notes where a family member has a diagnosis of schizophrenia
19.1 A model of the sequence of events leading to an abusive act
19.2 Factors to consider in physical child abuse
19.3 Checklist of four conditions that predict positive treatment response in families where child abuse has occurred

20.1 Four feeding patterns associated with non-organic failure to thrive (NOFT)
20.2 Factors to consider in neglect, emotional abuse and related problems
21.1 A model of patterns of interaction in which repeated sexual abuse may be embedded
21.2 Factors to consider in child sexual abuse
21.3 A flow chart for taking action following an allegation of child sexual abuse
22.1 A co-operative foster-care system
22.2 A conflictual foster-care system
23.1 Factors to consider in parental post-separation adjustment and parenting abilities
23.2 Factors to consider in children’s adjustment following separation or divorce
24.1 Factors to consider in children’s grief reactions

  Загрузить Carr A. The Handbook of Child and Adolescent Clinical Psychology. A Contextual Approach

* * * * * 1 Голосов


Скриншот
This second edition of the hugely successful Handbook of Child and Adolescent Clinical Psychology incorporates important advances in the field to provide a reliable and accessible source of practical advice.

Beginning with a set of general conceptual frameworks for practice, the book gives specific guidance on the management of problems commonly encountered in clinical work with children and adolescents, drawing on best practice in the fields of clinical psychology and family therapy. In six sections, thorough and comprehensive coverage of the following areas is provided:
DT Frameworks for practice
DT Problems of Infancy and Early Childhood
DT Problems of Middle Childhood
DT Problems in Adolescence
DT Child Abuse
DT Adjustment to Major Life Transitions
Each chapter dealing with specific clinical problems includes detailed discussion of diagnosis, classification, epistemology and clinical features, as well as illustrative case examples.

This book will be invaluable both as a reference work for experienced practitioners, and an up-to-date, evidence-based practice manual for clinical psychologists in training.

The Handbook of Child and Adolescent Clinical Psychology is one of a set of three handbooks published by Routledge, which includes The Handbook of Adult Clinical Psychology (Edited by Alan Carr & Muireann McNulty) and The Handbook of Intellectual Disability and Clinical Psychology Practice (Edited by Alan Carr, Gary OReilly, Patricia Noonan Walsh and John McEvoy).



Психологический юмор, анекдоты