Kooperativer Bibliotheksverbund

UID:

Umfang: XII, 364 S. : , Ill.

ISBN: 978-0-472-11683-6 , 0-472-11683-5

Anmerkung: Includes bibliographical references and index

Sprache: Englisch

Fachgebiete: Altertumswissenschaften

Schlagwort(e): Fortunatus 530-600 Venantius

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017397353&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Inhaltsverzeichnis

UID:

Umfang: 35 S. , graph. Darst., Kt. , 22 cm

Serie: Working paper series / National Bureau of Economic Research 13799

Weitere Ausg.: Erscheint auch als Online-Ausgabe

Sprache: Englisch

URL: Volltext  (kostenfrei)

UID:

Umfang: Online-Ressource (XXVI, 850p, digital)

ISBN: 9780387096322

Serie: Issues in Clinical Child Psychology

Inhalt: "With its origins and conceptual underpinnings in the applied behavior analysis arm of psychology, positive behavior support (PBS) emerged during the 1980s as a comprehensive approach to addressing the need for community support for persons with disabilities who engage in challenging behavior. As a field of endeavor, PBS has experienced phenomenal growth over a span of 25 years and is now an integral component of public education in many schools in practically every state in the United States. As an applied science of human behavior, PBS brings together the precision of a careful, analytical examination of the functions of problem behavior and relies on a broader framework of person-centered values to guide support through teaching alternative skill repetoires. Therefore, PBS involves a conceptual shift in addressing challenges presented by difficult behavior associated with disabilities this shift is away from a direct and focused effort to simply reduce the occurrence of such behavior (sometimes with the use of punishing consequences) to a comprehensive values-based approach that eschews highly aversive consequences in favor of a teaching model focused on both the person and the person's total life span or ecology. Currently, the field of positive behavior support offers a significant and expanding scientific basis for the functional analysis of problem behavior that is, behavior that impedes learning and development and that, if not addressed, may result in a seriously diminished quality of life for those affected. PBS is now conceptualized as a risk-prevention system applicable at three levels of intervention: /Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school). Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school). Group, or secondary intervention, directed to a specific group or aspect of the total ecology, (e.g., a classroom). Individual, or tertiary interventions, directed to individual supports. At all three levels, the process begins with a systematic examination of the total context in which behavior of interest is manifest and addresses interventions that are concerned with each individual's well-being and overall quality of life rather than directing efforts to make individuals ""fit in"" to existing systems. At teritary levels of intervention, the process begins with a systematic examination of the total context in which problem behavior occurs, including preceding ""setting events"", biological factors, antecedent occurrences, environmental arrangements, learning styles and histories, and immediate as well as long-range consequences for problem behavior. The science of delineating functions of behavior is called functional behaviorial assessment (FBA). Results of FBA are then directed to a set of teaching interventions with a system focus which may include multiple persons in a variety of settings, and which are carefully delineated in a document called a positive behavior support plan. Progress on implementation of the plan is carefully monitored and the resultant data periodically reviewed for progress and for any needed modifications. Tertiary interventions are considered to be terminated when an individual has successfully replaced aberrant and antisocial behavior with newly learned skills that are life affirming and socially desirable. The sum of the three-level system of intervention of positive behavior support affords a comprehensive approach to preventing the emergence of life-restricting behavior through increasing degrees of support, as needed, to build a positive behavioral repetoire with entire social systems. As such, PBS respresents a scientifically validated, applied body of knowledge that spans all ages from early childhood through adulthood. It enables educational and other service providers to fully integrate a technology of sociobehavioral development with other pedagogical efforts to enhance the quality of life of recipients. It does so within a framework of expressed values that emphasize positive interactions directed to sustained lifestyle changes that enable recipients to participate fully in day-to-day community life."

Weitere Ausg.: ISBN 9780387096315

Weitere Ausg.: Buchausg. u.d.T. ISBN 978-0-387-09631-5

Sprache: Englisch

DOI: 10.1007/978-0-387-09632-2

URL: Volltext  (lizenzpflichtig)

URL: Cover

UID:

Umfang: Online-Ressource (X, 585 p, digital)

ISBN: 9780387736914

Serie: Issues in Clinical Child Psychology

Inhalt: Growing numbers of young people some 10% to 20% of school-age populations have mental health problems requiring intervention, and current policy initiatives identify evidence-based therapies as the most effective and relevant forms of treatment. By reviewing evidence-based treatments (EBTs) across a wide spectrum of conditions, the Handbook of Evidence-Based Therapies for Children and Adolescents: Bridging Science and Practice closes the gaps between children s needs and services as well as those between research, training, and practice, Several EBT options, both proved and promising, are offered for each covered disorder and are bolstered by case examples, tables, and reference lists. Features include chapters on implementation issues such as diversity, family treatment, assessment strategies, and community settings, and step-by-step guidance for the researcher looking to gather empirical support for therapies. With comprehensive coverage provided by numerous leading experts in the field, this volume covers the broadest range of disorders over the widest pediatric-adolescent age range, including: Behavioral disorders, ADHD, aggression, bullying. Phobias, panic disorders, school refusal, and anxiety. Autism and pervasive developmental disorders. Depression, mood disorders, and suicidal behavior. Alcohol and drug abuse. Eating disorders and obesity. PTSD. With its emphasis on flexibility and attention to emerging issues, the Handbook of Evidence-Based Therapies for Children and Adolescents is essential reading for anyone who works to address the mental health needs of children, including clinical child, school, and counseling psychologists, clinical social workers, and child psychiatrists as well as advanced-graduate level students in these and other related fields.

Anmerkung: Includes bibliographical references and index , Front Matter; Evidence-Based Therapies for Children and Adolescents: Problems and Prospects; Empirically Supported Treatments and Evidence-Based Practice for Children and Adolescents; Methodological Issues in the Evaluation of Therapies; Evidence-Based Therapies: Translating Research into Practice; Psychosocial Treatments for Phobic and Anxiety Disorders in Youth; Panic Disorder in Adolescents; Evidence-Based Treatment of Pediatric Obsessive-Compulsive Disorder; Interventions for Posttraumatic Stress in Children and Adolescents Following Natural Disasters and Acts of Terrorism , Mood Disorders in ChildhoodEmpirically Supported Psychotherapies for Adolescent Depression and Mood Disorders; Evidenced-Based Therapies for Adolescent Suicidal Behavior; Evidence-Based Treatments for Attention-Deficit/Hyperactivity Disorder (ADHD); Evidence-Based Therapies for Oppositional Behavior in Young Children; Treating Conduct Problems, Aggression, and Antisocial Behavior in Children and Adolescents: An Integrated View; Components of Evidence-Based Interventions for Bullying and Peer Victimization; Pain and Pain Management; Evidence-Based Treatments for Children with Chronic Illnesses , Evidence-Based Therapies for Enuresis and EncopresisEvidence-Based Therapies for Children and Adolescents with Eating Disorders; Evidence-Based Therapies for Pediatric Overweight; Evidence-Based Therapies for Autistic Disorder and Pervasive Developmental Disorders; Evidence-Based Treatment for Children with Serious Emotional Disturbance; Evidence-Based Approaches to Social Skills Training with Children and Adolescents; Evidence-Based Treatments for Adolescent Substance Use Disorders; Dissemination of Evidence-Based Manualized Treatments for Children and Families in Practice Settings , Client, Therapist, and Treatment Characteristics in EBTs for Children and AdolescentsImplementing Evidence-Based Treatments with Ethnically Diverse Clients; Evidence-Based Therapy and Ethical Practice; Adoption of Evidence-Based Treatments in Community Settings: Obstacles and Opportunities; Evidence-Based Assessment for Children and Adolescents; Graduate Training in Evidence-Based Practice in Psychology; Emerging Issues in the Continuing Evolution of Evidence-Based Practice; Back Matter , pt. 1. ESTABLISHING THE NEED AND CRITERIA FOR EVIDENCE-BASED THERAPIES. Evidence-based therapies for children and adolescents: problems and prospects / Ric G. Steele, Michael C. Roberts, and T. David ElkinEmpirically supported treatments and evidence-based practice for children and adolescents / Michael C. Roberts and Rochelle L. James -- Methodological issues in the evaluation of therapies / Ric G. Steele, Jennifer A. Mize Nelson, and Timothy D. Nelson -- Evidence-based therapies: translating research into practice / Charmaine K. Hig and Bruce F. Chorpita -- pt. 2. EVIDENCE-BASED THERAPIES FOR SPECIFIC DISORDERS OR CONDITIONS. ANXIETY DISORDERS: Psychosocial treatments for phobic and anxiety disorders in youth / Wendy K. Silverman and Armando A. Pina -- Panic disorder in adolescents / Thomas H. Ollendick and Donna Pincus -- Evidence-based treatment of pediatric obsessive-compulsive disorder / Eric A Storch ... [et al.] -- Interventions for posttraumatic stress in children and adolescents following natural disasters and acts of terrorism / Annette M. La Greca -- MOOD DISORDERS AND PROBLEMS: Mood disorders in childhood / Colleen M. Cummings and Mary A. Fristad -- Empirically supported psychotherapies for adolescent depression and mood disorders / John F. Curry and Sara J. Becker -- Evidence-based therapies for adolescent suicidal behavior / Anthony Spirito and Christianne Esposito-Smythers -- DISRUPTIVE BEHAVIOR DISORDERS AND RELATED PROBLEMS: Evidence-based treatments for attention-deficit/hyperactivity disorder (ADHD) / Betsy Hoza, Nina Kaiser, and Elizabeth Hurt -- Evidence-based therapies for oppositional behavior in young children / Robert J. McMahon and Julie S. Kotler -- Treating conduct problems, aggression, and antisocial behavior in children and adolescents: an integrated view / Paul Boxer and Paul J. Frick -- Components of evidence-based interventions for bullying and peer victimization / Anne K. Jacobs -- PEDIATRIC/MEDICALLY RELATED DISORDERS: Pain and pain management / Lindsey L. Cohen, Jill E. MacLaren, and Crystal S. Lim -- Evidence-based treatments for children with chronic illnesses / T. David Elkin and Laura Stoppelbein -- Evidence-based therapies for enuresis and encopresis / Patrick C. Friman -- Evidencebased therapies for children and adolescents with eating disorders / David H. Gleaves and Janet D. Latner -- Evidence-based therapies for pediatric overweight / Craig A. Johnston and Chermaine Tyler -- OTHER DISORDERS AND PROBLEMS: Evidence-based therapies for autistic disorder and pervasive developmental disorders / Jonathan M. Campbell, Caitlin V. Herzinger, and Carrah L. James -- Evidence-based treatment for children with serious emotional disturbance / Camille J. Randall and Eric M. Vernberg -- Evidence-based approaches to social skills training with children and adolescents / Sharon L. Foster and Julie R. Bussman -- Evidence-based treatments for adolescent substance use disorders / Deborah Deas, Kevin Gray, and Himanshu Upadhyaya -- pt. 3. IMPLEMENTATION ISSUES. Dissemination of evidence-based manualized treatments for children and families in practice settings / Michael A. Southam-Gerow, Alyssa M. Marder, and A. Aukahi Austin -- Client, therapist, and treatment characteristics in EBT's for children and adolescents / Stephen Shirk and Dana McMakin -- Implementing evidence-based treatments with ethnically diverse clients / Beth A. Kotchick and Rachel L. Grover-- Evidence-based therapy and ethical practice / William A. Rae and Constance J. Fournier -- Adoption of evidence-based treatments (EBTs) in community settings: obstacles and opportunities / Julianne M. Smith-Boydston and Timothy D. Nelson -- Evidence-based assessment for children and adolescents / Vicky Phares and Jessica Curley -- Graduate training in evidence-based practice in psychology / Thad R. Leffingwell and Frank L. Collins, Jr. -- Emerging issues in the continuing evolution of evidence-based practice / T. David Elkin, Michael C. Roberts, and Ric G. Steele.

Weitere Ausg.: ISBN 9780387736907

Weitere Ausg.: Buchausg. u.d.T. Handbook of evidence-based therapies for children and adolescents New York, NY : Springer, 2008 ISBN 9780387736907

Weitere Ausg.: ISBN 0387736905

Sprache: Englisch

Fachgebiete: Psychologie

Schlagwort(e): Kinderpsychotherapie ; Evidenz-basierte Medizin ; Jugendpsychotherapie ; Evidenz-basierte Medizin ; Kinderpsychotherapie ; Evidenz-basierte Medizin ; Jugendpsychotherapie

DOI: 10.1007/978-0-387-73691-4

URL: Volltext

URL: Volltext  (lizenzpflichtig)

URL: Cover

UID:

Umfang: 1 Online-Ressource (xvi, 303 p) , ill , 25 cm

ISBN: 9798400648267

Serie: Greenwood guides to science and religion

Anmerkung: Includes bibliographical references (p. [285]-298) and index , Barrierefreier Inhalt: Compliant with Level AA of the Web Content Accessibility Guidelines. Content is displayed as HTML full text which can easily be resized or read with assistive technology, with mark-up that allows screen readers and keyboard-only users to navigate easily

Weitere Ausg.: ISBN 9798216130697

Weitere Ausg.: ISBN 9780313331138

Weitere Ausg.: ISBN 9780313014642

Weitere Ausg.: Erscheint auch als ISBN 0313331138

Sprache: Englisch

DOI: 10.5040/9798400648267

URL: lizenzpflichtig