Understanding Emotional Problems

Author: Windy Dryden
Publisher: Routledge
ISBN: 1134017049
Size: 55.10 MB
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Rational emotive behaviour therapy (REBT) is an approach to counselling and psychotherapy rooted in the CBT tradition and one that has a distinctive perspective on emotional problems. Understanding Emotional Problems provides an accurate understanding of the REBT perspective on eight major emotional problems for which help is sought: anxiety depression shame guilt unhealthy anger hurt unhealthy jealousy unhealthy envy. Rather than discussing treatment methods, Windy Dryden encourages the reader to accurately understand these problems and suggests that a clear, correct understanding of each disorder will provide a firm foundation for effective treatment. This concise, straightforward text presents each emotional problem in a similar way, allowing the reader to compare and contrast the similarities and differences between problems. Understanding Emotional Problems will be essential reading for therapists both in training and in practice.

Understanding The Emotional Disorders

Author: Michael W. O'Hara
Publisher: Oxford University Press
ISBN: 0199301093
Size: 42.58 MB
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Improving the measurement of symptoms of emotional disorders has been an important goal of mental health research. In direct response to this need, the Expanded Version of the Inventory of Depression and Anxiety Symptoms (IDAS-II) was developed to assess symptom dimensions underlying psychological disorders. Unlike other scales that serve as screening instruments used for diagnostic purposes, the IDAS-II is not closely tethered to the Diagnostic and Statistical Manual of Mental Disorders (DSM); rather, its scales cut across DSM boundaries to examine psychopathology in a dimensional rather than a categorical way. Developed by authors David Watson and Michael O'Hara, the IDAS-II has broad implications for our understanding of psychopathology. Understanding the Emotional Disorders is the first manual for how to use the IDAS-II and examines important, replicable symptom dimensions contained within five adjacent diagnostic classes in the DSM-5: depressive disorders, bipolar and related disorders, anxiety disorders, obsessive-compulsive and related disorders, and trauma- and stressor-related disorders. It reviews problems and limitations associated with traditional, diagnosis-based approaches to studying psychopathology and establishes the theoretical and clinical value of analyzing specific types of symptoms within the emotional disorders. It demonstrates that several of these disorders contain multiple symptom dimensions that clearly can be differentiated from one another. Moreover, these symptom dimensions are highly robust and generalizable and can be identified in multiple types of data, including self-ratings, semi-structured interviews, and clinicians' ratings. Furthermore, individual symptom dimensions often have strikingly different correlates, such as varying levels of criterion validity, incremental predictive power, and diagnostic specificity. Consequently, it is more informative to examine these specific types of symptoms, rather than the broader disorders. The book concludes with the development of a more comprehensive, symptom-based model that subsumes various forms of psychopathology-including sleep disturbances, eating- and weight-related problems, personality pathology, psychosis/thought disorder, and hypochondriasis-beyond the emotional disorders.

Understanding And Managing Emotional And Behavior Disorders In The Classroom

Author: Grad L. Flick
Publisher: Prentice Hall
ISBN: 9780130417138
Size: 75.75 MB
Format: PDF, Kindle
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Comprehensive and current, this new text will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of the disorders, to a discussion of risk and protective factors, and also a general bio-psychosocial model. Several, particularly hard-to-manage disorders are featured in multiple chapters, and assessment is briefly addressed, including comparing Functional Behavior Assessment with regular assessment, the Behavior Intervention Plans, and Individual Education Plans. Behavior problems manifested and managed in the classroom is reviewed, with an emphasis on the development of positive behavioral interventions and supports. Also discussed are specific behavior interventions for problematic behavior, focusing on how such students are best taught, and how a positive school-wide program enhances the probability of program success. Families and siblings, along with promising future directions are also included, as well as thought-provoking case studies featured throughout the text. Special features of the text include: Overview and Discussion Questions at the beginning of every chapter, and a Summary and follow-up Discussion Questions at the conclusion, boxed features found throughout each chapter to clarify and further describe important content, including law-related issues, and thought-provoking case studies are dispersed throughout. The whole text will stimulate its readers to think about the behavior problems and issues they might address in the real classroom and how to best deal with each situation.

Handbook Of Behavioral And Emotional Problems In Girls

Author: Debora Bell
Publisher: Springer Science & Business Media
ISBN: 9780306486746
Size: 67.38 MB
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The first major reference work that addresses the specific emotional and behavioral problems of girls Provides an integrative, conceptual framework in which to understand and address the needs of girls - that is, then handbook examines not only the most current theories and research on girls but also addresses real-world potential for assessment, treatment, and prevention Examines a wide variety of behavioral and emotional problems confronting girls, including mood and anxiety disorders; eating and body image disorders; ADHD, PDDs, LDs, and mental retardation; aggression and delinquency; physical abuse; sexual abuse, and neglect; abuse and violence in dating relationships; substance abuse and homelessness; and gender-identity disorder

Helping Parents Youth And Teachers Understand Medications For Behavioral And Emotional Problems

Author: Mina K. Dulcan
Publisher: American Psychiatric Pub
ISBN: 9781585622535
Size: 62.76 MB
Format: PDF, Docs
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This book of practical handouts is an essential resource for psychiatrists, pediatricians, and others who prescribe medicine for youth with behavioral and emotional problems. Written in language that lay readers -- parents, teachers, and youth -- can understand, this book covers today's most effective medications for pediatric behavioral and emotional disorders. This time-saving resource offers essential information for the patient, family, and school, including 64 medications from alprazolam to zolpidem. Each entry contains the basic information needed to reinforce clinical discussions, ensure that key points aren't forgotten or overlooked, and provide answers to important questions that arise between visits. Now in its third edition, this handy treatment aid has been restructured to enhance clinical use. The book is organized by generic drug name, with brand names indicated and indexed. Each medication has a handout for adults -- parents and teachers -- and a separate handout for youth. Each parent and teacher handout describes how the medication works, how long its effects last, some of the side effects and interactions with other medications and foods, and what could happen if the medication is stopped suddenly. Each medication handout for youth explains how to take the medication, how the doctor will follow patients' progress, and how the medication might affect patients. The clinician can photocopy handouts from the book or conveniently print them from the accompanying CD-ROM. Written by experienced clinicians, all medication information has been updated and new medications have been added. This fully enhanced third edition features * Information on new medications such as atomoxetine (Strattera) and aripiprazole (Abilify)* Explanations of new concerns about potential side effects and FDA black box warnings for antidepressants and stimulants* Expanded coverage of medications for sleep* Appendixes that list medications typically used for certain indications, to enable the clinician to discuss options with the family or to check off medications that have been tried* Additional sources of information for the clinician and for patients and their families, including books, Web sites, and helpful organizations Helping Parents, Youth, and Teachers Understand Medications for Behavioral and Emotional Problems, Third Edition, is a valuable resource that will help busy clinicians promote understanding, enhance compliance, and improve therapeutic outcomes.

Age At Injury Emotional Problems And Executive Functioning In Understanding Disrupted Social Relationships Following Childhood Acquired Brain Injury

Size: 32.94 MB
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TitleAbstract/titlePurpose– Clinically significant childhood acquired brain injury (ABI) is associated with increased risk of emotional and behavioural dysfunction and peer relationship problems. The purpose of this paper is to determine how emotional and peer related problems for children with ABI compare with those of children referred to mental health services, and to identify clinical predictors of peer relationship problems in a heterogeneous sample typical of a specialist community rehabilitation setting.Design/methodology/approach– Participants were 51 children with clinically significant ABI (32 traumatic brain injury; 29 male) referred for outpatient neuropsychological rehabilitation. Emotional, behavioural and social outcomes were measured using the Strengths and Difficulties Questionnaire (SDQ), and executive functioning was measured with the Behaviour Rating Inventory of Executive Functions. Correlational analyses were used to explore variables associated with peer relationships. A subgroup (n=27) of children with ABI were compared to an age and sex matched mental health group to determine differences on SDQ subscales.Findings– The SDQ profiles of children with clinically significant ABI did not significantly differ from matched children referred to mental health services. Time since injury, peer relationship problems, metacognitive, and behavioural problems correlated with age at injury. These variables and SDQ emotional problems correlated with peer relationship problems. Linear multiple regression analysis indicated that only metacognitive skills remained a significant predictor of peer relationship problems, and metacognitive skills were found to significantly mediate between age at injury and peer relationship problems.Research limitations/implications– The study confirms the significant effect of childhood ABI on relationships with peers and mental health, those injured at a younger age faring worst. Within the methodological constraints of this study, the results tentatively suggest that age of injury influences later peer relationships via the mediating role of poor metacognitive skills within a heterogeneous clinical sample.Originality/value– This is the first study to examine the roles of emotional, behavioural and executive variables on the effect of age at injury on peer relationship problems in a sample with a wide range of ages and ages of injury.