bluuebunny/crossref_metadata_2025 huggingface dataset:
Achieving widespread dissemination of low intensity evidence-based practices: the experience of the Triple P-Positive Parenting Program
Authors: Sanders Matthew R. , Brennan Majella Murphy
Published: February 2016

Chapter 54 explores the role of brief parenting interventions as part of a comprehensive multi-level system of parenting support. With a particular focus on the challenges in training practitioners to use these low intensity, brief interventions, and the experience of the Triple P-Positive Parenting Program.
Practical service redesign: helping general practitioners to enhance depression care
Authors: Smith Michael
Published: February 2016

Chapter 55 discusses practical service redesign in order to help general practitioners enhance depression care. Using the example of the 'Doing Well' program in Scotland, the chapter explores the kind of strategies needed to implement service redesign, the challenges faced and potential solutions.
Implementing low intensity CBT in case management of clients with severe mental illness
Authors: Kavanagh David J. , Deane Frank P.
Published: February 2016

Chapter 56 presents a cognitive-behavioural conceptualization of problems and potential solutions for dissemination of LI CBT case management of clients with severe mental illness.
Effective partnerships with community groups
Authors: Khayat Kevin
Published: February 2016

"Chapter 57 considers how and why local community and voluntary groups can contribute to providing LI CBT. Many large regional or national voluntary organizations have a strong track record in mental health service provision (e.g. Rethink, Mind, and Cruse in the UK), but such groups are not the focus here, since LI CBT is a natural extension to their current range of services. Rather, this chapter considers how and why larger providers—whether public, private or voluntary sector—ought to consider incorporating the knowledge and skills of small, local groups."
Bringing the public on board: health promotion and social marketing in deprived communities
Authors: White Jim
Published: February 2016

Chapter 58 looks at two related issues: how to develop approaches that can allow very large numbers of people to access help, while ensuring those approaches are congruent with the needs of a deprived community.
Improving access to low intensity interventions for ethnic minority communities
Authors: Leibowitz Judy
Published: February 2016

Chapter 61 focuses on the issue of improving access to LI interventions for ethnic minority communities, and examines possible reasons for reduced access and suggests some strategies to address it.
Tailoring Parent-Child Interaction Therapy for Oppositional Defiant Disorder in a Case of Child Maltreatment
Authors: N’zi Amanda M. , Eyberg Sheila M.
Published: February 2016

Chapter 1 discusses a case of child maltreatment and Oppositional Defiant Disorder, and how Parent-Child Interaction Therapy (PCIT) can be tailored to such a case. It includes various aspects and stages of the treatment, including information about the case referral, key principles, assessment strategy, epidemiological and contextual considerations, case formulation, selecting an intervention model, review of the general therapy process, and information about tailoring the PCIT on a case-by-case basis.
Behavior Analytic Treatment of Behavioral Excesses and Deficits of Autism: The Case of Jorge
Authors: Williams W. Larry , Greenwald Ashley E. , Seniuk Holly A.
Published: February 2016

Chapter 3 discusses a case of behavioral analytic treatment in relation to behavioral excesses and deficits of autism, including the case history, epidemiological considerations, applied behavior analysis (ABA), early childhood behavior intervention, assessment, case formulation, intervention planning, addressing nonspecifics within the therapy module, potential treatment obstacles, ethical considerations, and common treatment mistakes to avoid.
Treatment of Depression
Authors: Robinson Patricia J.
Published: February 2016

Chapter 4 covers the treatment of depression, and discusses popular myths regarding depression, its frequency, characteristics and diagnosis, and includes case studies, assessment, case conceptualization, intervention development and course of treatment, problems that may arise in therapy, ethical considerations, common mistakes in the course of treatment, relapse prevention, and cultural factors.
Panic Disorder with Agoraphobia: A Case Illustration with Treatment Decisions Informed by Clinical Science
Authors: Craner Julia R. , Thorpe Geoffrey L. , Yoon K. Lira , Sigmon Sandra T.
Published: February 2016

Chapter 6 covers the treatment of panic disorder with agoraphobia, including a case history, assessment and clinical interview, self-reporting and monitoring, treatment approach, session breakdown, key principles and core knowledge, assessment strategy, epidemiological considerations, case formulation, developing the intervention model, dealing with nonspecific, strategies to deal with problems, common mistakes to avoid in treatment, and relapse prevention.
Treatment of Complex PTSD: The Case of a Torture Survivor
Authors: Bryant Richard A. , Nickerson Angela
Published: February 2016

Chapter 7 covers the treatment of complex PTSD of a torture survivor, and discusses the case history, key principles and core knowledge in approaching the case, assessment strategy, epidemiology, case formulation, intervention, nonspecifics encountered during treatment, problems in therapy, ethical considerations, common mistakes that can arise during treatment, relapse prevention, and cultural factors.
The Initial Evaluation and Treatment of Schizophrenia and Related Psychotic Disorders
Authors: McIntosh Belinda , Compton Michael T.
Published: February 2016

Chapter 10 covers the initial evaluation and treatment of schizophrenia and related psychotic disorders, and includes epidemiology and key principles, the case history, assessment strategy, relevant aspects of early pre-treatment course of these disorders, treatment planning, non-specific factors in treatment and treatment obstacles, ethical considerations, relapse prevention, and case conclusions.
A Contextual Approach to Dementia Care in Alzheimer’s Disease
Authors: Garrison-Diehn Christina , Rummel Clair , Fisher Jane E.
Published: February 2016

Chapter 11 covers a contextual approach to dementia care in Alzheimer’s disease (AD), and includes a case history and background, caregiver coaching, medical status, key principles and core knowledge needed in treating this condition, the contextual model of dementia, assessment, initial case formulation, non-specific factors in treatment, ethical considerations, and relapse prevention.
Borderline Personality Disorder
Authors: Rizvi Shireen L. , Salters-Pedneault Kristalyn
Published: February 2016

Chapter 12 covers Borderline Personality Disorder (BPD), and includes definition and history of the condition, description and background of dialectical behavior therapy (DBT) used to treatm BPD, background history of the patient, assessment strategy, case formulation and treatment approach, course of treatment, treatment transfer specific to this case, relapse prevention, avoiding common mistakes in therapy, and case conclusions.
Chronic Pain
Authors: Gatchel Robert , Haggard Rob
Published: February 2016

Chapter 15 covers treatment of a patient with chronic low back pain (CLBP), and covers key principles and core knowledge used to treat the case, assessment, epidemiological considerations, initial case formulation, session breakdown, the interventional model, case non-specifics, strategies for dealing with problems in therapy, ethical considerations, common mistakes to avoid, cultural factors, relapse prevention, and case conclusions.
Pedophilia: A Case Study in Empirically Supported Treatment
Authors: Stinson Jill D. , Becker Judith V.
Published: February 2016

Chapter 16 describes the clinical case of an adult male who meets diagnostic criteria for pedophilia and who has acted on his pedophilic interests on several known occasions. It addresses important historical and clinical characteristics of the case, as well as treatment efforts and indicators of risk. It also discusses the application of empirically supported practices and clinical science to the assessment, treatment, and risk management of this client, highlighting what is known from the scientific literature, and future directions that will aid in the clinical care of individuals with pedophilic diagnoses.
Commentary
Authors: Barkley Russell A.
Published: February 2016

Dr. Antshel describes an interesting and relatively typical case of a young adult referral in which ADHD has been previously diagnosed. Pat’s history of repetitive antisocial behavior and occasional contacts with the legal authorities is, sadly, relatively commonplace in children with ADHD followed to adulthood (...
Response
Authors: Antshel Kevin M.
Published: February 2016

I am grateful to Dr. Barkley not only for his astute and insightful commentary but also to have the opportunity to respond. Dr. Barkley is a veritable ADHD encyclopedia—there is no one, in my estimation, who knows the ADHD literature better than Dr. Barkley. It is a great honor to have someone so knowledgeable about ADHD comment on my clinical work....
Response
Authors: Robinson Patricia J.
Published: February 2016

Perhaps the most important issue in the thoughtful commentary provided by Obraztsova and Alloy is that of clinician choice in treatment selection. Many factors influence the decision-making process, and the evidence for possible treatment approaches, the training background of the clinician, and the feasibility of implementation are heavy-hitters. Other factors include patient preference and the context of care. In the case of Ruby, Drs. Peterson and Dr. Marks selected ACT for all of these reasons and more....
Commentary
Authors: Craighead W. Edward , Muralidharan Anjana
Published: February 2016

In the case study, “Psychiatric Treatment of Bipolar Disorder: The Case of Janice,” Rakofsky and Dunlop describe the successful treatment of a patient with a complicated history of bipolar disorder. They first provide an excellent descriptive, clinical information regarding the background and scientific findings relevant to treatment of this disorder. This information is important for several reasons. First, psychoeducation is a critical part of all evidence-based somatic and psychosocial treatments; thus, it is essential that the person providing treatment have command of this information in order to educate the patient. In addition to educating the patient about the disorder, effective intervention includes a coherent and compelling rationale for the treatment—a treatment that usually is long-term and requires adherence to a prescribed regimen of medications and psychosocial therapies....
Response
Authors: Craner Julia R. , Thorpe Geoffrey L. , Yoon K. Lira , Sigmon Sandra T.
Published: February 2016

In this short section, we will respond to the commentary on the evidence basis for our treatment approach of panic disorder with agoraphobia for Annie. Overall, we found the commentary to be insightful and thorough. We appreciate the observations that there are different choices that can be made when making decisions based on clinical research. However, we would like to take this opportunity to clarify a few points with regard to the treatment approach....
Response
Authors: Hope Debra A. , Stoyanova Milena
Published: February 2016

McFall raises a number of points in his comments on our chapter describing the treatment of Andy. His primary critiques reflect three themes: (1) it is impossible to draw scientific conclusions of cause and effect for treatment outcome from a case study; (2) it is not known how successful treatment would have been had the therapist made different choices, including about how quickly to start and stop the intervention or how to handle homework noncompliance; and (3) the formulation offered little additional information. We will respond to each in turn....
Commentary
Authors: Steffen Ann M. , George Nika R.
Published: February 2016

“Friends of a friend need help with finding a placement for their mother who is getting removed from her nursing home for aggression. Any suggestions for where they could start?” This verbatim request came to us via e-mail from a local colleague the same week that we first read the case study of Marilyn and her daughter Betty. Despite already knowing the importance of good dementia care, we are impressed with this coincidence and the urgency experienced by families in these situations. This commentary highlights some of the points made by the authors of the case study. We also hope to extend our discussion to review some of the skills needed for working with older adults in a variety of settings, with implications for empirically supported practice and professional development....
Response
Authors: Garrison-Diehn Christina , Rummel Clair , Fisher Jane E.
Published: February 2016

Steffen and George’s commentary on our case study highlights the growing need for specialized clinical training for clinical psychologists providing services to older adults. Over 10,000 persons turn 65 every day, and this age wave will continue for the next 20 years. Persons over the age of 85, the fastest growing segment of the U.S. population, will increase by over 300% by 2050 (...
Commentary
Authors: Fruzzetti Alan E.
Published: February 2016

The case described by Rizvi and Salters-Pedneault provides an excellent example of the successful application of clinical science in the treatment of a client with multiple severe and chronic problems. I will highlight key DBT implementation issues throughout the case, but also will address systemic issues for both the client and for therapists employing rigorous clinical science in their use of dialectical behavior therapy (DBT)....
Response
Authors: Rizvi Shireen L. , Salters-Pedneault Kristalyn
Published: February 2016

Fruzzetti’s commentary on the case of Melissa highlights some of the important decisions we made during her treatment. As he noted, the lack of research in the area of complex clinical decision making with BPD clients means that we often had to follow evidence-based principles...
Commentary
Authors: Merckelbach Harald
Published: February 2016

Is there evidence-based physics? If you would ask a scientist, he or she would probably burst into laughter. It is like talking about black darkness or four-legged horses. Why, then, do we speak of evidence-based treatments in psychopathology? The answer is, of course, that few treatments in that domain are backed by a solid corpus of knowledge derived from research. Such state of affairs is not unique for psychopathology. Consider the example of spinal fusion that ...
Response
Authors: Lynn Steven Jay , Condon Liam , Colletti Gep
Published: February 2016

We thank Professor Merckelbach for his thoughtful commentary, which raises important questions about the treatment of DID and is replete with interesting observations (e.g., DID may represent a complex mood disorder, DID is a severity marker of a polysymptomatic condition, the need to take symptom exaggeration into account in a complete evaluation of DID). For example, Merckelbach questions whether our patient’s DID symptoms could be an example of “spontaneous developing DID, and thereby provide a falsification of the sociocognitive model,” as he presumed we “went to great lengths to avoid the suggestive shaping of DID symptoms.” Shaping influences on patients may be subtle (e.g., exposure to movies, books, magazine misinformation about DID), and symptoms may appear to arise “spontaneously.” Yet in the case of Ms. M., potentially suggestive influences were less than subtle, if not blatant. Indeed, she was not only an avid consumer of media with trauma-based depictions of multiple personalities, but relatively early in her treatment (before SJL came on board), her previous therapist at some point began to interact with supposedly separate personalities, potentially reifying them and rewarding their manifestation....
Commentary
Authors: Peterson Carol B.
Published: February 2016

Dr. Cubic’s case presentation eloquently highlights the numerous challenges of using evidence-based interventions in the treatment of eating disorders. As Dr. Cubic emphasizes in her case description, among the different types of eating disorders, anorexia nervosa (AN) (and especially AN accompanied by bulimic symptoms) is particularly difficult to treat effectively, and long-term outcome data indicate high levels of treatment nonresponse, relapse, co-occurring psychiatric symptoms, medical complications, and mortality (...
Response
Authors: Cubic Barbara
Published: February 2016

Provision of evidence-based assessment and treatment is based on synthesis of state-of-the-art research, patient factors, and clinical expertise (Rector & Cassin, 2010). Addressing all psychological disorders requires therapeutic competence, but it can be easily argued that an advanced level of competence is particularly essential to appropriately treating eating disorders. To master the content needed, a therapist must understand information related to the complex physical, mental, social, and developmental manifestations of these disorders (...
Commentary
Authors: Duckworth Melanie
Published: February 2016

Using the biopsychosocial model of pain assessment and treatment, Gatchel presents the reader with an overview of the assessment and treatment procedures that he employed in addressing the pain symptoms of a patient who participated in an interdisciplinary pain rehabilitation program headed by Gatchel. The following is a summary of my comments on the key dimensions of the chapter....
Response
Authors: Gatchel Robert , Haggard Rob
Published: February 2016

While not clearly spelled out in the reference to the stepwise approach, this entire chapter actually describes the process of the stepwise approach to assessment and treatment of chronic pain populations. This case study was specific to one particular patient’s case, but many of the critical points may be generalized to all patients in an interdisciplinary pain program. Some of these include a thorough medical evaluation for confirmatory findings regarding prior diagnoses and to rule out any comorbid factors that might impair the patient’s rehabilitation. The medical intake evaluation should also evaluate range of motion, areas of tenderness, and neurological symptoms, as well as gate and posture. Intake questions for the behavioral medicine personnel to address include ascertaining whether there are any clinical symptoms of depression, including suicidal ideation, anxiety, or other diagnostic criteria for a comorbid mood disorder that need to be addressed apart from the pain management program. In further defining these comorbid conditions, drug dependence/opioid dependence would be screened for and treatment options explored based upon findings....
Commentary
Authors: Ward Tony
Published: February 2016

The pedophilia case discussed in the chapter by Jill Stinson and Judith Becker is an excellent example of empirical and theory-driven sexual offending treatment. The patient, John, was given a range of cognitive behavioral interventions that represents some of the best treatment available for sexual offenders. However, I would like to make three observations. First, John has been in treatment for a long time and has made only modest progress. Second, all three treatment approaches used are examples of a risk management approach. The focus is on John’s array of risk factors and psychological deficits, and constructive, strength-based elements only function as moderators of treatment implementation. Third, John has comorbid mental disorders alongside his pedophilia and therefore is not a straightforward example of a sex offender. This fact points to a need to take his mood disorder and personality dysfunction in account when designing a treatment program....
Complicated Grief
Authors: Law Roslyn
Published: February 2016

Chapter 2 discusses complicated grief, and how the IPT therapist selects grief as an interpersonal focus when the onset of the patient’s symptoms is associated with the death of a significant other and manifests in a bereavement-related depression. It covers how this reaction differs from the predictable sorrow associated with bereavement – the experience of deprivation and desolation. It examines how the DSM-IV echoes this distinction by excluding immediate bereavement reactions in making the diagnosis of major depression, and how clinicians may diagnose major depression only if symptoms persist for more than 2 months after the death or are characterized by marked functional impairment, morbid preoccupation with worthlessness, suicidal ideation, psychotic symptoms, or psychomotor retardation.
Major Depressive Disorder
Authors: Ravitz Paula , Maunder Robert
Published: February 2016

Chapter 4 describes a case of IPT treatment of major depressive disorder with a focus on role transitions, and how social roles are central to our sense of identity, how all individuals may hold numerous roles (partner, child, parent, sibling, neighbor, community member, etc.), besides having vocational roles (colleague, employee, employer, or professional). It looks at how social roles determine the ‘rules of engagement’ (around communication, sharing of responsibilities) and expectations we have of one another, and how a change in one’s social role (losing a job, moving to another city, becoming partnered, ending a spousal or long-term romantic relationship, adjusting to a disabling or disfiguring medical condition, becoming a new parent) can generate a shift in or loss of one’s sense of self. It examines how these role transitions also evoke changes in one’s needs for or access to social supports and how a role change can be stressful enough to provoke an episode of major depression, especially in individuals with limited social support, insecure or disorganized attachment, or a history of or genetic vulnerability to depression.
Major Depressive Disorder
Authors: Luty Sue
Published: February 2016

Chapter 5 provides a case that illustrates many of the difficulties of working with an individual whose key problem area is interpersonal deficits, and the case illustrates the complexities of defining and exploring interpersonal deficits with a patient whose depressive symptoms had accented a unique personality style. It examines the history, formulation, process of therapy, and the difficulties and successes in working with such a patient, and provides an example of using the therapeutic relationship to advance the treatment, and issues taken to supervision are also outlined.
Interpersonal Social Rhythm Therapy (IPSRT) for Bipolar Disorder
Authors: Nusslock Robin , Frank Ellen
Published: February 2016

Chapter 7 focuses on interpersonal and social rhythm therapy (IPSRT) for bipolar disorder, and reviews the theoretical foundation and empirical support for IPSRT, then provides a detailed case illustration to elucidate the mechanisms of IPSRT.
Interpersonal Psychotherapy for Posttraumatic Stress Disorder (PTSD)
Authors: Graf Elizabeth P , Markowitz John C
Published: February 2016

Chapter 9 provides the evidence and theoretical rationale for using IPT to treat post-traumatic stress disorder (PTSD). A detailed case example illustrates technique, and the discussion that follows raises clinical issues central to treating patients with PTSD.
Interpersonal Psychotherapy for Social Anxiety Disorder
Authors: Lipsitz Joshua D
Published: February 2016

Chapter 10 discusses interpersonal psychotherapy for social anxiety disorder, and covers interpersonal problem areas, stages of IPT, assessing symptom change, state of the empirical evidence, and a case example showing personal, psychiatric, family, and medical history, differential diagnosis and indication for IPT, IPT formulation, and case discussion.
Interpersonal Psychotherapy for Borderline Personality Disorder
Authors: Bleiberg Kathryn L , Markowitz John C
Published: February 2016

Chapter 11 discusses ITP for Borderline Personality Disorder (BPD), and covers adaptations, and a case example that investigates the phases and termination of therapy, and a case discussion.
Treatment of Adolescent Depression with Interpersonal Psychotherapy
Authors: Mufson Laura , Lewis Laurie Reider , Gunlicks-Stoessel Meredith , Young Jami F
Published: February 2016

Chapter 12 discusses the adaptation of IPT for depressed adolescents (IPT-A), and the hopes of building upon the research demonstrating its efficacy with depressed adults. It examines how the interpersonal model seemed appropriate for adolescents given their focus on interpersonal relationships and the significant developmental changes that occur in these relationships, such as separation and individuation from parents and increased focus on peer and romantic relationships. It also covers how IPT-A strategies help adolescents to bolster self-confidence and make steps toward increasing independence while also helping them to understand how they still depend on others and how they can negotiate their relationships more successfully.
Interpersonal Psychotherapy for Peripartum Depression
Authors: Bleiberg Kathryn L
Published: February 2016

Chapter 13 discusses IPT for peripartum depression, and covers adaptations and research, perinatal bereavement after miscarriage, and a case example covering a mental status examination, the phases of treatment, and a discussion of the case.
Interpersonal Psychotherapy in Developing Countries
Authors: Verdeli Helena , Baily Charles D.R , Nanyondo Christine , Keith Jessica A , Elis Ori
Published: February 2016

Chapter 18 discusses IPT in developing countries, and covers the effectiveness of group IPT modified for the cultural context of southwestern Uganda (IPT-GU), compared to a treatment-as-usual (TAU) control condition, how group IPT was adapted for this situation, the phases of intervention, and a case example.
Interpersonal Psychotherapy by Telephone
Authors: Blanco Carlos , Lipsitz Joshua D , Caligor Eve
Published: February 2016

Chapter 22 discusses IPT via telephone, and discusses where this treatment option may be useful, the benefits and pitfalls, and a case discussion.
Ethical Responsibilities About Confidentiality
Authors: Fisher Mary Alice
Published: February 2016

Chapter 1 discusses ethical responsibilities about confidentiality, and includes definitions, underlying principles, formal ethical standards, professional guidelines and recommendations, and decision making.
Introduction to Part II: The Ethics of Conditional Confidentiality
Authors: Fisher Mary Alice
Published: February 2016

Part 2 of this resource discusses the ethics of conditional confidentiality, and covers the steps in the Ethical Practice Model, and the chapter titles in this section reflect the subject matter of each step in the model.
Step 1: Preparing
Authors: Fisher Mary Alice
Published: February 2016

Chapter 4 walks therapists through Step 1 - some of the preparation that is required for protecting patients’ confidentiality rights. This is presented as the first Step in the Confidentiality Practice Model (Box 3.1 in Chapter 3) because some of the most important decisions a therapist makes about confidentiality must be made before the patient arrives. It includes learning ethical standards that define confidentiality, learning laws that can affect therapists’ ability to protect confidentiality, organizing laws based on their ethical implications, obtaining consultation and developing resources, making difficult decisions, and practice pointers.
Step 3: Obtaining Truly Informed Consent Before Disclosing Confidential Information Voluntarily
Authors: Fisher Mary Alice
Published: February 2016

Chapter 6 walks therapists through Step 3, and covers how to obtain truly informed consent before disclosing confidential information voluntarily. It emphasizes that ‘confidential’ is a reminder that every disclosure of patient information constitutes an exception to the rule of confidentiality, and how therapists are often tempted (or urged by others) to create their own ‘personal exceptions’, and this chapter is therefore a reminder that, ethically speaking, confidentiality is still the rule. It also examines how, in the absence of a legal requirement to disclose, information about a patient should ordinarily remain confidential, and therapists should not disclose it without first obtaining the patient’s consent, either as part of the informed consent process at intake or in preparation for a patient-specific disclosure.
Step 5: Avoiding Preventable Breaches of Confidentiality
Authors: Fisher Mary Alice
Published: February 2016

Chapter 8 discusses avoiding preventable breaches of confidentiality, which can include appropriate conversations in inappropriate places, potentially appropriate disclosures made without appropriate consent, overdisclosures, accidental disclosures; and ‘technology glitches’ (transporting patient data on laptops or disks that are easily lost or stolen). It covers ethical responsibilities, avoidable pitfalls, and practice pointers.
Confidentiality Considerations With Specific Populations
Authors: Fisher Mary Alice
Published: February 2016

Chapter 11 covers confidentiality considerations with specific populations, and includes information on multiple-party cases, couple and family cases, minors in therapy, elderly patients, cultural minorities, and cases involving end-of-life or after-death situations.
Confidentiality in Specific Roles and Settings
Authors: Fisher Mary Alice
Published: February 2016

Chapter 12 discusses confidentiality in specific roles and settings, and covers educational settings, academic and training settings, research settings, medical settings, legal settings and forensic roles, military and intelligence settings, business, industrial, and organizational settings, independent clinical practice, home offices, rural and ‘small-world’ settings, services provided in the patient’s home or other out-of-office setting, and consultation and supervision roles.
Ethics-Based Staff Training About Confidentiality
Authors: Fisher Mary Alice
Published: February 2016

Chapter 13 discusses ethics-based staff training about confidentiality, including ethical standards and professional recommendations, legal requirements, integrating ethical and legal training about confidentiality, separating ethics-based training from technical training or administrative training, and recommendations when planning integrated staff training.
Clinical Child and Adolescent Psychology
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 1 discusses the specialty of clinical child and adolescent psychology, which includes research and practice applications to prevent or intervene with a range of mental and behavioral disorders; psychological aspects of physical conditions; and developmental challenges of children, adolescents, and their families. It also covers the various teams and professionals with whom the specialist may work, including teachers, pediatricians and pediatric nurses, community health teams, clinical researchers, and scientist, and it provides definitions of the specialty, populations served by the specialists, procedures and techniques used, work settings, relationships with other specialties, historial developments, and evidence-based practice.
Case Formulation Models with Children, Adolescents, and Their Families
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 4 discusses how case formulation helps therapists take an active and directive role in the collaborative endeavor of psychotherapy, how problems are defined, the types of changes that can be expected, and how to reach these goals, which all derive from the therapist's conceptualization of the case. It also discusses how case conceptualization is the framework for providing interventions that flexibly meet the specific needs of the client and guide the therapist's decision making, based on a knowledgeable appreciation of relevant evidence-based interventions. It then covers how formal psychological testing and the care in which a thorough assessment is made not only differ among practitioners, but how they can be heavily influenced by their theoretical orientation. It also covers the different views of dealing with problematic behavior, including either a failure to learn the necessary adaptive behaviors or competencies, or the learning of ineffective or maladaptive behaviors, and how careful assessment is necessary, including definition, observation, and recording of behaviors needing modification.
Ethical Issues When Working with Children and Adolescents
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 8 reviews the Ethical Principles of Psychologists and Code of Conduct adopted by the American Psychological Association (APA) in 2002, and approved with amendments in June of that year. It focuses on some of the very basic questions and definitions in areas of the code as they apply to working with children. It also identifies potential risks associated with working with children as related to the professional code of ethics and to provide suggestions to aid in minimizing these risks. It also provides a model of helpful dialogue for the child clinician when ethical issues arise, which will assist the child and adolescent psychologist in navigating the complicated maze woven by all the interested parties tied to the child in treatment. While focused primarily on clinical practice, some discussion on issues about conducting research with children is also covered.
Interpersonal and Cultural Competencies
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 9 discusses two separate competency areas that are important for all clinical child and adolescent psychologists, which are providing clinical work with sufficient interpersonal competence to facilitate the effectiveness of the clinical work, and providing clinical work with knowledge of, and sensitivity toward, the cultural factors that affect children's and families' behaviors and that affect the therapist-client interaction. It covers the difference between these very different competencies, and discusses how both are considered because they require finely tuned sensitivity to clients' worldviews. Both sets of competencies require an empathic awareness of children's and families' feelings and concerns, and the contextual factors that influence them. It also discusses literature and practice issues related to these two distinct areas of professional competency.
Childhood Trauma and a Framework for Intervention
Authors: Blaustein Margaret E.
Published: February 2016

Trauma impacts well over 20% of the population, with far-reaching personal and societal consequences that are often ameliorated by environmental supports. In this chapter, the prevalence, complex impacts and developmental influences of childhood trauma are described, and relevance of trauma to the educational community is established. The Attachment, Self-Regulation, and Competency (ARC) framework is introduced as one whole-school approach to developing a trauma-informed system.
Students Exposed to Community Violence
Authors: Rohde-Collins Dorothy
Published: February 2016

Children from chronically violent communities who are frequently exposed to such violent behavior are more likely to have difficulty regulating emotions, meeting behavioral expectations, and maintaining focus in the classroom; all important characteristics related to school success. Over time, the violent nature of their neighborhood can cause children to develop a negative worldview and distrust of outsiders. This chapter will help teachers minimize the negative effects of chronic community violence and increase academic achievement through the implementation of interventions at the community-, family-, and student-level.
Students With Parents Involved in Substance Abuse or Dependence
Authors: Devine Brian R.
Published: February 2016

This chapter will discuss the negative consequences that students may face when they have parents involved in substance abuse and will provide suggestions for educators to support them. These students often experience decreased performance in school, impaired social-emotional functioning, and are at increased risk for substance abuse themselves. Parental substance abuse is a widespread problem that affects children and adolescents from all racial/ethnic groups and socio-economic conditions, and its consequences for students can be severe. Many times, teachers and other school personnel are the only other adults in a student’s life that can impose a meaningful impact and decrease the likelihood for negative outcomes. It is therefore important to consider the role educators can play in supporting affected students.
Students Anticipating the Death of a Family Member or Loved One
Authors: Fleischman Jarena G.
Published: February 2016

Educators realize that a set structure and routine in the classroom helps students know what to expect as well as prepare for their upcoming classes. Likewise, children and adolescents thrive on established family routines at home, with parents determining expectations and house rules, allowing their children to know exactly what to expect. Without having to worry about what to expect at home, children can focus on learning and continue towards achieving important developmental milestones. However, when a terminal illness leads to the expected or anticipated death of a family member or close loved one, set expectations and routines are often deviated from and replaced with an intense focus on the terminal family member’s needs. These changes can have a profound effect on the children living in the home, which can in turn influence academic achievement and behavior in school. This chapter will focus on helping educators understand and support the array of social-emotional and academic needs of children and adolescents who are forced to endure the apprehension of losing an immediate family member and then the actual loss of that individual.
Students Affected by Sexual Abuse
Authors: Collin-Vézina Delphine
Published: February 2016

This chapter offers a wide overview of the most prominent findings regarding child sexual abuse (CSA), and suggestions for providing support and intervening appropriately in schools. Studies show that one out of 8 adults was sexually abused during childhood or teenage years, which confirms that CSA is a widespread type of maltreatment. CSA is a substantial risk factor in the development of a host of short and long-term negative consequences, including school-related problems and mental health difficulties. Intervention strategies are now well established in the field, along with school-based prevention programs that have been shown to be effective in increasing student’s knowledge on CSA and self-protection skills, although there is little evidence that primary prevention programs do prevent CSA from occurring in the first place. This chapter will highlight research findings that speak to teachers’ knowledge and perceived ability to intervene among CSA victims, and to the disclosure processes in the context of school settings. For a more comprehensive understanding of child maltreatment and the range of educational supports, readers are encouraged to also review Chapters 14 (neglect) and 15 (physical and emotional abuse).
Students Affected by Neglect
Authors: Bernard Mardi , Newell Elizabeth Popard
Published: February 2016

Educators strive to provide an engaging environment which fosters the development of lifelong learners, and enthusiastically seek students that present with the optimal levels of academic engagement. These students are ambitious, independent, self-directed, and persistently strive toward competence and academic mastery.7 However, students who have experienced neglect may experience barriers that inhibit their ability to meet this ideal standard. Due to a multitude of interrelated factors in their neglectful home environment, these students may present with serious deficits in cognitive, academic, behavioral, social, and emotional development. This chapter is written to help teachers and school-based professionals understand and support the needs of students with a history of neglect including those whose neglect is ongoing. For a more comprehensive understanding of child maltreatment and the range of educational supports, readers are encouraged to also review Chapters 13 (sexual abuse) and 15 (physical and emotional abuse).
Creating Safe and Supportive Schools for Students Impacted by Traumatic Experience
Authors: Ristuccia Joel M.
Published: February 2016

Addressing the needs of students impacted by traumatic experience begins with the development of trauma sensitive school ecologies. This can be achieved by addressing student needs in four domains: competence, self-regulation, relationships, and physical health/well-being. The characteristics of a trauma sensitive school include: 1. Staff awareness of the impact of trauma on learning; 2. Safe school environments for students, including physical, emotional and social safety; 3. Connections between students and the school community; 4. Coordination of efforts among school based, home and community based resources; and 5. Flexible and innovative responses to student needs to reinforce students’ sense of safety, connection to school, and success in school. The Flexible Framework (FF) is a process tool that is used to develop safe and supportive (trauma sensitive) school ecologies by assessing current needs, supporting the brainstorming of needed initiatives, guiding the implementation of new initiatives, and coordinating school wide efforts.
Addressing Trauma and Other Barriers to Learning and Teaching: Developing a Comprehensive System of Intervention
Authors: Adelman Howard s. , Taylor Linda
Published: February 2016

This chapter clarifies why efforts to address problems related to trauma in schools need to go well beyond just enhancing availability and access to individual, clinically-oriented mental health services. From this perspective, we emphasize that trauma and all other student learning, behavior, and emotional problems can and should be approached within the context of a comprehensive system of intervention within schools and school districts. Specifically highlighted are the nature and scope of a unifying and comprehensive systemic approach and the mechanisms needed to develop and sustain it.
Lessons for Developing Resilience
Authors: Everly George S. Jr. , Firestone Rachel M.
Published: February 2016

This chapter seeks to further define resiliency while also delving into the nature of psychological trauma. Cognitive appraisal and the nature of resulting emotional reactions will serve as mechanisms for understanding response to critical incidents. Strategies to help students understand critical incidents and to restore core beliefs will be discussed. The Johns Hopkins University model of Human Resistance, Resiliency and Recovery will provide a framework for providing realistic expectations, fostering group cohesion and social support, developing positive cognitions, and building self-efficacy and hardiness among students. Working from this model, this chapter offers a discussion of seven core skills to build and foster resiliency among school-aged children and youth.
Strong, but Age-Dependent, Protection Elicited by a Deoxyribonucleic Acid/Modified Vaccinia Ankara Simian Immunodeficiency Virus Vaccine
Authors: Chamcha Venkateswarlu , Kannanganat Sunil , Gangadhara Sailaja , Nabi Rafiq , Kozlowski Pamela A. , Montefiori David C. , LaBranche Celia C. , Wrammert Jens , Keele Brandon F. , Balachandran Harikrishnan , Sahu Sujata , Lifton Michelle , Santra Sampa , Basu Rahul , Moss Bernard , Robinson Harriet L. , Amara Rama Rao
Published: February 2016

Background.  In this study, we analyzed the protective efficacy of a simian immunodeficiency virus (SIV) macaque 239 (SIVmac239) analogue of the clinically tested GOVX-B11 deoxyribonucleic acid (DNA)/modified vaccinia Ankara (MVA) human immunodeficiency virus vaccine.

Methods.  The tested vaccine used a DNA immunogen mutated to mimic the human vaccine and a regimen with DNA deliveries at weeks 0 and 8 and MVA deliveries at weeks 16 and 32. Twelve weekly rectal challenges with 0.3 animal infectious doses of SIV sootey mangabey E660 (SIVsmE660) were administered starting at 6 months after the last immunization.

Results.  Over the first 6 rectal exposures to SIVsmE660, <10-year-old tripartite motif-containing protein 5 (TRIM5)α-permissive rhesus macaques showed an 80% reduction in per-exposure risk of infection as opposed to a 46% reduction in animals over 10 years old; and, over the 12 challenges, they showed a 72% as opposed to a 10% reduction. Analyses of elicited immune responses suggested that higher antibody responses in the younger animals had played a role in protection.

Conclusions.  The simian analogue of the GOVX-B11 HIV provided strong protection against repeated rectal challenges in young adult macaques.
Depression Fotonovela
Authors: Cabassa Leopoldo J.
Published: February 2016

Latinos in the United States face serious mental health care disparities. A combination of person-level barriers, such as low levels of acculturation, stigma, negative attitudes towards mental health treatments, and limited health literacy, contribute to these inequities in mental health care. In this chapter, we review the literature on how person-level barriers impact mental health care disparities in the Latino community. We describe how a depression fotonovela, “Secret Feelings”, that integrates cultural elements from the Latino community and uses an entertainment-education approach can help address these barriers. We also discuss the practice and research implications of using “Secret Feelings” to improve mental health care in the Latino community.
Montaigne on Violence
Authors: Nazarian Cynthia
Published: February 2016

This article explores the treatment of violence in Michel de Montaigne’s Essays. Although the essayist deplores it as a particularly human evil, violence is neither universally destructive nor lacking in value in his book, which proposes an agonistic view of violence that tracks an equally agonistic conception of virtue. An examination of cruelty, torture, valor, and vulnerability shows the ways in which violence’s destabilization works to provide an ethical testing grounds for the stability of the soul. Rather than turning to pacifist or compassionate alternatives, Montaigne praises valor as the quality that emerges out of the moral struggle that is violence—not the highest of virtues, but perhaps the most human in a fallen, brutal age.
Montaigne on Women
Authors: McKinley Mary
Published: February 2016

Women appear in different lights in the Essays; Montaigne can alternately praise and disparage them. He often presents them in binary opposition to men, but at times he subtly aligns himself with them, thereby troubling that binary divide that had characterized men’s writings about women since antiquity. The Essays record his ongoing questioning about the nature of women and their relationship to men. Montaigne recognized the political influence of certain noble women. Although he rarely mentions the women in his family, they were a prominent presence in his home life, and his essays obliquely reflect his experiences with them. Finally, the dedication of a woman guaranteed the posterity of his Essays through a series of editions into the seventeenth century, and in the twentieth century a woman became the first scholar and editor of Montaigne in North America.