UID:
almahu_9948025414602882
Format:
1 online resource (463 p.)
ISBN:
1-282-28687-0
,
9786612286872
,
0-08-092306-2
Series Statement:
Practical resources for the mental health professional
Content:
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
Note:
Description based upon print version of record.
,
Front Cover; Evidence-Based Practice with Emotionally Troubled Children and Adolescents; Copyright Page; Contents; Dedication; Preface; Acknowledgement; About the Author; Part One: The Current State of Practice with Children and Adolescents; Chapter 1: The Current State of Assessment, Diagnosis and Treatment of Children and Adolescents with Social and Emotional Problems; 1.1 The Numbers of Children and Adolescents Estimated to have Emotional Difficulties; 1.2 What does this Data Suggest?; 1.3 Case Study: Mental Illness or a Severe Reaction to Stress?; 1.4 Discussion; 1.5 Summary
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1.6 Questions from the ChapterReferences; Part Two: The Core Beliefs of Evidence-Based Practice; Chapter 2: Understanding Evidence-Based Practice; 2.1 Introduction; 2.2 Defining Evidence-Based Practice; 2.3 Concerns about Evidence-Based Practice from the Practice Community; 2.4 Responses to Criticisms of Evidence-Based Practice; 2.5 Why Practitioners Sometimes Resist the Use of EBP; 2.6 Is Evidence-Based Practice Applicable to the Human Services?; 2.7 Summary; 2.8 Questions from the Chapter; References; Chapter 3: The Importance of Critical Thinking in Evidence-Based Practice
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3.1 Introduction3.2 Ways of Knowing; 3.3 Mythologized Knowledge; 3.4 Understanding the Logical Progressions in Research Ideas; 3.5 Summary; 3.6 Questions from the Chapter; References; Chapter 4: Diagnosis and Assessment: An Evidence-Based Approach Using the Strengths Perspective with Children and Adolescents; 4.1 Introduction; 4.2 Competency-based Diagnostic Tools; 4.3 Reducing Errors in Diagnosis; 4.4 A Strength-Based Psychosocial Assessment; 4.5 A Case Study: Evidence-Based Practice and the Assessment Process
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4.6 A Strength-Based Psychosocial Assessment Outline and the Relevant Information Pertaining to the Case4.7 Summary; 4.8 Questions from the Chapter; References; Part Three: Evidence Based Practice with Special Problems of Children and Adolescents; Chapter 5: Evidence-Based Practice and the Troubled Families of America's Children and Adolescents; 5.1 Introduction; 5.2 The Changing Family in America; 5.3 Healthy Families; 5.4 Families in Poverty; 5.5 Family Health Care Data; 5.6 Family Resilience; 5.7 Family Therapy; 5.8 Case Study: Family Therapy Before the Idea of Best Evidence; 5.9 Summary
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5.10 Questions from the ChapterReferences; Chapter 6: Evidence-Based Practice with Children and Adolescents Experiencing Educational Problems; 6.1 Introduction; 6.2 Academic Underachieving; 6.3 Best Evidence of the Effectiveness of Special Education for Children and Adolescents; 6.4 EBP with an Academic Underachiever; 6.5 Some Personal Observation on Underachievement; 6.6 Reforming Public Education; 6.7 Summary; 6.8 Questions from the Chapter; References; Chapter 7: Evidence-Based Practice with Children and Adolescents Experiencing Social Isolation and Loneliness; 7.1 Introduction
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7.2 Understanding Loneliness and Isolation
,
English
Additional Edition:
ISBN 0-12-374523-3
Language:
English
