By Cathryn A. Galanter, Peter S. Jensen
Imbued with a shared ardour for kids s psychological health and wellbeing, the DSM-IV-TR® Casebook and remedy consultant for baby psychological Health displays its editors and participants conviction that during the meticulous presentation and cautious research of situations, analysis and remedy may be greatly more suitable. The ebook is designed to be either an essential reference and a instructing software for trainees, running shoes, and clinicians of kid and adolescent psychiatry, together with social staff, psychiatrists, psychologists, and nurse clinicians. the center of the e-book is its situations, that are equipped into 4 components via expanding complexity. every one case is followed by way of 3 professional commentaries, simulating the event of assembly with a panel of supervisors or looking on the reader s education point specialists who're one of the best within the box. At a time while twenty percentage of kids and kids within the usa have diagnosable psychological illnesses, but seventy five to eighty percentage of these so troubled don't obtain applicable psychiatric care, the DSM-IV-TR® Casebook and therapy advisor for baby psychological Health constitutes an important and lengthy late source
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Additional info for DSM-IV-TR Casebook and Treatment Guide for Child Mental Health
Readers will have the opportunity to read how experts in the field conceptualize diagnoses and recommend treatment for these complex situations. Part III, “Toughest Cases: Diagnostic and Treatment Dilemmas,” includes examples in which the diagnosis is unclear, the patient has not responded to previous treatment, and/or only limited evidence is available on the correct means of treatment. Part IV, “Kids in Crisis,” concerns youth who have psychopathology in the context of extreme psychosocial stressors.
Because children with comorbid anxiety symptoms exhibited an enhanced response to BMOD in the MTA study (Pelham and Fabiano 2008), Alicia is an excellent candidate for BMOD. By focusing on functional impairments during the diagnostic assessment, the clinician will have compiled a list of target behaviors to be used as treatment goals. For Alicia, this list would include needing instructions repeated during class and staying on task/completing assignments. The antecedent and consequent conditions that influence these behaviors should be identified.
115 8 My Mind Is Breaking: Psychosis . . . . . 129 9 She Just Won’t Eat a Thing: Anorexia Nervosa . . . . . . . . . . 143 10 The Blinker: Tourette’s Disorder . . . . . 163 11 She Never Falls Asleep: Disordered Sleep in an Adolescent . . . . . . . . . . 181 12 The World Is a Very Dirty Place: Obsessive-Compulsive Disorder . . . . . 197 This page intentionally left blank Introduction to Classic Cases Peter S. D. Cathryn A. D. Our intention in Part I was to illustrate “classic” or “easy” cases, yet as we reviewed the experts’ commentaries, we realized that even these so-called easy cases illustrate the complexity of patient presentations in typical real-world conditions.
DSM-IV-TR Casebook and Treatment Guide for Child Mental Health by Cathryn A. Galanter, Peter S. Jensen