عمل مبتنی بر شواهد با کودکان و نوجوانان دچار مشکل عاطفی (منابع عملی برای حرفهایهای سلامت روان)
Evidence-Based Practice with Emotionally Troubled Children and Adolescents (Practical Resources for the Mental Health Professional)
معرفی کتاب «عمل مبتنی بر شواهد با کودکان و نوجوانان دچار مشکل عاطفی (منابع عملی برای حرفهایهای سلامت روان)» (با عنوان لاتین Evidence-Based Practice with Emotionally Troubled Children and Adolescents (Practical Resources for the Mental Health Professional)) نوشتهٔ Morley D. Glicken، منتشرشده توسط نشر Academic Press/Elsevier; Academic Press در سال 2009. این کتاب در فرمت pdf، زبان انگلیسی ارائه شده است.
At a time when increasing numbers of children are being treated for emotional problems, naming and treating those problems remains more of an art than a science often leaving children and their parents to navigate a confusing path.One reason for this uncertainty is that we have few objective ways of assessing a child's emotional difficulties other than judgments based on interviews and checklists of symptoms. Unlike most adults, however, young children are often unable or unwilling to talk about their symptoms, leaving mental health professionals to rely on observation and information from parents and teachers that may be incorrect or biased.Furthermore, children develop so quickly that what looks like attention deficit disorder in the fall may look like anxiety or nothing at all in the summer. Although the mental health field has made great strides in helping children manage mental illness, particularly moderate conditions, the system of diagnosis is still '200 to 300 years behind other branches of medicine,' according Dr. E. Jane Costello, a professor of psychiatry and behavioral sciences at Duke University. Dr. Costello and other experts believe that the search for a diagnosis is often a process of trial and error that may end with serious errors in diagnosis and treatment.According to government surveys at least six million American children have difficulties that are diagnosed as serious mental disorders, a number that has tripled since the early 1990s even though one of the largest continuing surveys of mental illness in children, tracking 4,500 children ages 9 to 13, found no cases of full-blown bi-polar disorder and only a few children with the mild flights of excessive energy that could be considered nascent bipolar disorder. Moreover, the symptoms diagnosed as serious emotional problems in children often bear little resemblance to those in adults. Instead, children's moods often flip on and off throughout the day, and their upswings often look more like extreme agitation than bi-polar disorder.The confusion over accurate diagnosis and treatment leaves parents with very difficult children virtually alone and confused by the conflicting signals given by doctors and other mental health professionals. If parents are lucky, they may find a specialist who listens carefully and has the sensitivity to understand their child and their family. In dozens of interviews conducted by the author, however, parents of troubled children said that they had searched for months and sometimes years to find the right therapist.The advantage of EBP, according to Hines, is that it allows the practitioner to develop quality practice guidelines that can be applied to the client, identify appropriate literature that can be shared with the client, communicate with other professionals from a knowledge-guided frame of reference and, continue a process of self-learning that results in the best possible treatment for clients.focusing on the most current research and best evidence regarding assessment, diagnosis, and treatment of children and adolescents with a range of emotional problems including, but not limited to: ADHD; Bi-Polar Disorder; anxiety and depression; eating disorders; Autism; Aspirgers Syndrome; substance abuse; social isolation; school related problems including underachievement; sexual acting out; Oppositional Defiant and Conduct Disorders; Childhood Schizophrenia; Gender Issues; Prolonged Grief; gang involvement; and a number of other problems experienced by children and adolescents. Because concrete research evidence is often not used as the basis for practice with children and adolescents, and the next edition in the DSM series, which promises more information about children isn't due until 2011, this book provides a timely guide for practitioners, students, mental health professionals, and parents to a research-oriented approach for understanding and helping children experiencing emotional difficulties and their families.particularly in populations where there has been a dramatic increase in troubled youth such as autism and substance abuse. The problems discussed in the book range from more common problems such as underachievement and parents who fail to supervise or provide effective role models to much more serious problems including Bi-Polar Disorder, Borderline Personality Disorder, and children traumatized by sexual abuse, violence, and neglect. *Fully covers assessment, diagnosis & treatment of children and adolescents, focusing on evidence-based practices*Offers detailed how-to explanation of practical evidence-based treatment techniques*Cites numerous case studies and provides integrative questions at the end of each chapter*Material related to diversity (including race, ethnicity, gender and social class) integrated into each chapter Cover Page ......Page 1 Preface ......Page 2 Acknowledgement......Page 4 About the Author......Page 5 The Current State of Assessment, Diagnosis, and Treatment of Children and Adolescents with Social and Emotional Problems ......Page 7 The Current State of Assessment, Diagnosis, and Treatment of Children and Adolescents with Social and Emotional Problems......Page 9 Bi-Polar Disorder......Page 14 Autism......Page 15 Case study: mental illness or a severe reaction to stress?......Page 16 Discussion......Page 17 References......Page 19 Further reading......Page 21 Understanding Evidence-Based Practice ......Page 22 Introduction......Page 24 Defining evidence-based practice......Page 26 Concerns about evidence-based practice from the practice community......Page 29 Responses to criticisms of evidence-based practice......Page 32 Why practitioners sometimes resist the use of EBP......Page 34 Is evidence-based practice applicable to the human services?......Page 35 References......Page 37 Further reading......Page 40 Introduction......Page 41 Post-Modernism......Page 42 The Scientific Method......Page 44 Justification and Falsification......Page 45 Mythologized knowledge......Page 46 Understanding the logical progressions in research ideas......Page 48 Questions from the chapter......Page 50 References......Page 51 Further reading......Page 52 Competency-based diagnostic tools......Page 53 Reducing errors in diagnosis......Page 58 A strength-based psychosocial assessment......Page 59 Section I: Brief Description of the Client and the Problem......Page 61 Questions About this Initial Information......Page 62 Section II: Historical Issues......Page 63 Questions......Page 64 Section III: Diagnostic Statement......Page 65 Question......Page 66 Questions......Page 67 Section V. Contract......Page 69 Questions......Page 70 Discussion of the Case......Page 71 References......Page 72 Further reading......Page 75 Evidence-Based Practice and the Troubled Families of America' s Children and Adolescents ......Page 76 The changing family in America......Page 78 Healthy families......Page 80 Families in poverty......Page 81 Family health care data......Page 82 Family resilience......Page 83 Family therapy......Page 84 Case study: family therapy before the idea of best evidence......Page 87 References......Page 90 Further reading......Page 93 Introduction......Page 94 Academic underachieving......Page 96 Best evidence of the effectiveness of special education for children and adolescents......Page 99 EBP with an academic underachiever......Page 100 Some personal observation on underachievement......Page 104 Reforming public education......Page 106 Make Funding Equitable......Page 107 Competition......Page 108 References......Page 109 Further reading......Page 111 Introduction......Page 112 Understanding loneliness and isolation......Page 113 The reasons for loneliness in children and adolescents......Page 115 Evidence based practice with lonely and socially anxious children and adolescents......Page 117 Brian elax {'}s story......Page 121 Discussion......Page 122 References......Page 126 Introduction......Page 130 Symptoms of depression......Page 131 Risk-Factors for Depression......Page 132 Evidence-based practice with depressed children and adolescents......Page 133 Case study: evidence-based practice with a depressed child......Page 135 Questions from the Chapter......Page 139 References......Page 140 Further reading......Page 142 Introduction......Page 143 Separation Anxiety Disorder......Page 144 Obsessive-compulsive Disorder......Page 145 Phobias......Page 146 Post-Traumatic Stress Disorder (PTSD)......Page 147 Evidence-based practice with problems anxiety of in children and adolescents......Page 150 Debriefing......Page 153 Combinations of Therapy......Page 154 Case study: EBP with an anxious child......Page 155 Questions from the chapter......Page 157 References......Page 158 Further reading......Page 161 Bulimia nervosa......Page 162 Evidence-based practice with bulimic youth......Page 163 Anorexia nervosa......Page 164 Evidence-based practice with anorexic youth......Page 165 Evidence-based practice with binge eating......Page 167 Obesity......Page 168 Evidence-based practice with obese youth......Page 169 Case study: evidence-based practice and binge eating in an 8-year-old child......Page 171 Questions from the chapter......Page 175 References......Page 176 Introduction......Page 180 Short Tests......Page 181 Psychosocial Variables......Page 183 Related Medical Problems......Page 184 Best evidence for the treatment of substance abuse......Page 185 Short-term Treatment......Page 186 Longer-term Treatments......Page 188 Treatment Strategies......Page 189 Natural Recovery......Page 191 The strengths Perspective......Page 193 Case study: a brief intervention after an alcohol-related car accident......Page 194 Research problems and best evidence......Page 196 References......Page 197 Further reading......Page 201 Introduction......Page 202 Harassment, homophobia, and vulnerability......Page 203 Resilience in GLBT children and adolescents......Page 205 Evidence-based practice with gay, lesbian, bisexual and transgender children and adolescents......Page 206 Case study 1: the stages of acceptance......Page 208 Discussion......Page 209 Case study 2: coming out......Page 210 Case study 3: confronting homophobia......Page 212 Discussion......Page 214 References......Page 216 Further reading......Page 217 Diagnosing ADHD......Page 218 Psychostimulants......Page 220 Psychosocial interventions......Page 222 Case study: when medication does not work......Page 224 References......Page 227 Further reading......Page 229 Introduction......Page 230 Symptoms of autism......Page 232 The causes of autism......Page 233 Evidence-based practice in the treatment of autism......Page 234 Asperger' s syndrome......Page 235 Asperger' s disorder or high-level autism?......Page 236 Evidence-based practice in the treatment of Asperger' s disorder......Page 237 Case study: Asperger' s or normal behavior?......Page 238 References......Page 240 Further reading......Page 242 Personality Disorders......Page 243 Borderline personality disorder......Page 244 Bi-polar disorder in children and adolescents......Page 246 Childhood schizophrenia......Page 249 Adolescent onset schizophrenia......Page 250 The stigma of mental illness......Page 252 The consumer-survivor recovery movement......Page 253 Case study: evidence-based practice with a borderline personality disordered adolescent client......Page 255 References......Page 259 Further reading......Page 262 Coping with disabilities......Page 263 Case study: evidence-based practice with a homebound disabled adolescent......Page 265 Serious and fatal illness......Page 268 A case study: evidence-based practice with a terminally ill adolescent......Page 269 Jacob' s behavioral chart......Page 272 Bereavement......Page 273 Best evidence for grief work......Page 274 Case study: evidence-based practice with an adolescent' s prolonged grief......Page 276 References......Page 279 Evidence-Based Practice with Spoiled Children and Cyber-Bullies ......Page 282 Evidence-Based Practice with Spoiled Children and Cyber-Bullies......Page 284 Spoiled children......Page 286 Case study: evidence-based practice with a spoiled child......Page 287 Cyber-bullying and relational aggression in children and adolescents......Page 290 Case study: mean girls get caught......Page 293 Questions from the chapter......Page 296 References......Page 297 Introduction......Page 298 Judging risk factors of child abuse......Page 301 Evidence-based practice with abused children......Page 303 EBP with an abused child: a case study utilizing the strengths perspective......Page 306 Lynn......Page 307 Discussion......Page 309 References......Page 311 Further reading......Page 314 Legal definitions of sexual violence......Page 316 Evidence of sexual violence by children and adolescents......Page 317 Child victims of sexual assault......Page 320 EBP with youthful sexual offenders......Page 321 Chemical Castration......Page 322 Behavioral Treatments......Page 323 Discussion......Page 326 References......Page 329 Further reading......Page 333 The amount of school violence......Page 334 The reasons for increased school violence......Page 337 Gang influences on school violence......Page 338 Gang violence......Page 339 Methods of decreasing school violence......Page 340 Additional approaches to decreasing school violence......Page 342 Characteristics of children with potential for school violence......Page 344 An alternative profile: invisible children......Page 345 The relationship between family deterioration and school violence......Page 347 A program for violent families......Page 349 Case study: an innovative school district develops a program to decrease school violence......Page 350 References......Page 352 Further reading......Page 354 Oppositional defiant disorder (ODD)......Page 355 Conduct disorder......Page 356 Violence in children under 18......Page 357 Early signs of aggression and anti-social behavior......Page 359 Early and late starters of violence......Page 360 Pessimism about the effectiveness of clinical work with violent youth......Page 362 Treating early onset violence......Page 363 Childhood onset conduct disorder: a case study......Page 367 Discussion......Page 369 Questions from the chapter......Page 370 References......Page 371 Evidence-Based Practice and the Effectiveness of Indigenous Helpers, Mentors, and Self-Help Groups with Children and Adolescent Health and Mental Health Problems ......Page 375 Introduction......Page 377 Self-help groups......Page 378 Evidence of the effectiveness of self-help groups with children and adolescents......Page 380 Mentoring......Page 382 Q and A with the author about the meaning of these studies......Page 384 Case study: referral of an adolescent client to a self-help group for severe depression......Page 388 The CES-D: a measure of depression......Page 389 References......Page 391 Evidence-Based Practice and Resilient Children and Adolescents ......Page 394 Introduction: understanding resilience......Page 396 Attributes of resilient children......Page 397 Coping with stress as an additional aspect of resilience......Page 402 Biological factors......Page 404 Within the family......Page 405 Jake' s story......Page 406 Understanding Jake' s resilience......Page 408 References......Page 410 More help and less medications for children......Page 413 Improve the status and salaries of human service professionals......Page 414 Improve health care......Page 415 Reduce adult pressure on young children......Page 416 Improve the well-being of children......Page 417 Safe and healthy communities......Page 418 Improve American education......Page 419 Final words......Page 421 America......Page 422 References......Page 423 Further reading......Page 424 Index ......Page 425
دانلود کتاب عمل مبتنی بر شواهد با کودکان و نوجوانان دچار مشکل عاطفی (منابع عملی برای حرفهایهای سلامت روان)
This book on evidence-based practice with children and adolescents focuses on best evidence regarding assessment, diagnosis, and treatment of children and adolescents with a range of emotional problems including ADHD; Bi-Polar Disorder; anxiety and depression; eating disorders; Autism; Asperger’s Syndrome; substance abuse; loneliness and social isolation; school related problems including underachievement; sexual acting out; Oppositional Defiant and Conduct Disorders; Childhood Schizophrenia; gender issues; prolonged grief; school violence; cyber bullying; gang involvement, and a number of other problems experienced by children and adolescents.
The psychosocial interventions discussed in the book provide practitioners and educators with a range of effective treatments that serve as an alternative to the use of unproven medications with unknown but potentially harmful side effects. Interesting case studies demonstrating the use of evidence-based practice with a number of common childhood disorders and integrative questions at the end of each chapter make this book uniquely helpful to graduate and undergraduate courses in social work, counseling, psychology, guidance, behavioral classroom teaching, and psychiatric nursing.
- Fully covers assessment, diagnosis & treatment of children and adolescents, focusing on evidence-based practices
- Offers detailed how-to explanation of practical evidence-based treatment techniques
- Cites numerous case studies and provides integrative questions at the end of each chapter
- Material related to diversity (including race, ethnicity, gender and social class) integrated into each chapter