bluuebunny/crossref_metadata_2025_split huggingface dataset:
Psychosocial Treatments That “Work” for Ethnic Minority Youth
Authors: Holly Lindsay E. , Stoll Ryan D. , Rapp Amy M. , Pina Armando A. , Chavira Denise A. 
Published: November 2018

Abstract
This chapter critically evaluates treatments for internalizing and externalizing disorders in ethnic minority youth based on empirically supported treatment criteria and the methodological robustness of the scientific evidence. There continues to be no well-established treatment for externalizing or internalizing disorders in ethnic minority youth. There continues to be no evidence that treatments are robust across cultures and subcultures, and there is a lack of attention to explanatory variables (e.g., acculturation, cultural orientation, values). In the meantime, an articulation for providers is suggested based on data about putative mediators of change and best practices for working in the contexts of cultural diversity. For researchers, the chapter articulates four avenues believed to be the core to advancing treatment science for ethnic minority youth.
Intellectual Disabilities
Authors: Matson Johnny L. , Cervantes Paige E. 
Published: November 2018

Abstract
Intellectual disability (ID) is characterized by significant deficits in intellectual skills and adaptive behavior. ID affects approximately 1% of the population; an individual’s ID can range from mild to profound based on the level of impairment and supports needed. Individuals often present with associated challenging behaviors and medical and psychiatric comorbidities that create a complicated clinical picture. Comprehensive assessment is critical for effective treatment. Intervention for ID is focused on addressing the discrepancies between an individual’s ability and environmental demands by providing supports to improve daily functioning. A multidisciplinary approach is necessary. Evaluation and treatment procedures will likely evolve as etiological understanding of ID improves. Greater research and policy attention to several areas of clinical practice are needed to improve prognosis and quality of life. This chapter details diagnostic criteria, assessment and intervention strategies, gaps in and future directions of research and practice, and implications for clinical practice.
Communication Disorders: Language Impairments
Authors: Dollaghan Christine 
Published: November 2018

Abstract
A variety of communication disorders, including problems in hearing, speech, and language, can interfere with a child’s ability to understand and be understood by other people. Communication disorders sometime co-occur with other physical and neurodevelopmental abnormalities, but often their causes are unknown. The most prevalent of the idiopathic communication disorders is child language impairment (LI). LI is defined by significant deficits in understanding (receptive skills) or generating (expressive skills) meaningful linguistic content; it affects 5–8% of children. Best evidence on identifying LI supports a comprehensive multimethod and multisource assessment by a certified speech–language pathologist. With respect to intervention, evidence strongly favors treated over untreated children for expressive language goals; less conclusive evidence is available concerning treatment for receptive language skills. Despite increases in the evidence base, additional population-based and longitudinal investigations are needed concerning the accuracy of predictions and clinical decisions for children with LI.
Specific Learning Disabilities
Authors: Lonigan Christopher J. 
Published: November 2018

Abstract
Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.
Depressive Disorders
Authors: Dietz Laura J. , Silk Jennifer , Amole Marlissa 
Published: November 2018

Abstract
Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.
Trauma- and Stressor-Related Disorders
Authors: Nader Kathleen , Williams Mary Beth 
Published: November 2018

Abstract
Developmental age and symptom variations influence treatment needs for trauma- and stressor-related disorders (TSRD). TSRD include disorders found in children age 6 and under (reactive attachment disorder, disinhibited social engagement disorder, post-traumatic stress disorder [PTSD] &lt; 6) and those described for individuals who are older than age 6 (PTSD, PTSD with dissociative symptoms, acute stress disorder, adjustment reactions, and other specific TSRD, e.g., complicated grief). Treatments for children under age 6 primarily focus on caregiver–child dyads. Post-trauma symptoms such as those described for PTSD with dissociative symptoms, complicated grief, and complicated trauma require alterations in proven trauma-focused methods. In addition to appropriately timed processing of the trauma, treatments for youths are best when they are multifaceted (also include, for example, focus on support systems and relationships; self-skills, e.g., regulation, coping; and other age, symptom, and trait-related factors). For children, treatment methods often include creative methods as well (e.g., drawings, storytelling).
Incontinence: A Biobehavioral Perspective
Authors: Friman Patrick C. 
Published: November 2018

Abstract
Incontinence in childhood in either of its forms, enuresis and encopresis, is one of the most prevalent and distressing of all childhood problems. Due to widespread misunderstanding, incontinence is a significant precipitating factor in the mistreatment of afflicted children. Interpretations of and treatments for enuresis and encopresis have shifted in the past few decades from a mostly psychopathological perspective to a biobehavioral perspective. Although the primary clinical features of incontinence are medical/organic, environmental and psychosocial elements are factors, and the most empirically supported treatments have a significant behavioral dimension. This chapter reviews the literatures on enuresis and encopresis with attention focused on clinical description, causes and correlates, assessment, treatment, challenges, and implications for practice. Case examples are included to illustrate these features.
Disruptive and Conduct Disorders, Delinquency
Authors: Kimonis Eva R. , Fleming Georgette E. 
Published: November 2018

Abstract
Disruptive and conduct disorders, comprising oppositional defiant disorder and conduct disorder, are characterized by behaviors that violate the rights of others or bring the individual into significant conflict with societal norms or authority figures. These disorders are highly prevalent, emerge early in childhood, and are associated with profound disability and societal burden. Given the heterogeneity in presentation and outcomes of youth with disruptive and conduct disorders, attempts have been made to identify more homogeneous subgroups. Notably, children displaying callous–unemotional traits (e.g., lack of empathy, remorse/guilt) represent a distinct group with severe, aggressive, and chronic conduct problems. To identify this and other important clinical considerations, it is imperative that conduct problem assessment is effective and comprehensive. Assessment findings should inform implementation of evidence-based treatment tailored to the child’s and family’s individual needs. Additional clinical considerations and recommendations for the next frontiers of research into disruptive and conduct disorders are discussed.
Child Maltreatment
Authors: Jackson Yo 
Published: November 2018

Abstract
Child maltreatment is acting or failure to act on the part of a caretaker in a manner that poses a threat to a child’s well-being, health, and safety. The present chapter reviews the prevalence and nature of child maltreatment in the United States. The types of abuse, qualities of perpetrators, and physical and mental health outcomes on youth victims are also presented. Assessment tools for identifying abuse and the effects of abuse are discussed along with evidence-based methods for intervention for families exposed to child maltreatment. Along with a case example, recommendations for improving the knowledge base on child maltreatment are presented along with suggestions for refining methods for assessing and treating child maltreatment. Implications for clinical practice are also examined.
Children Who Bully or Are Bullied
Authors: Espelage Dorothy , Hong Jun Sung 
Published: November 2018

Abstract
Bullying and cyberbullying among youth continue to be major public health issues that are quite disruptive to healthy academic, social, and mental health development. This chapter identifies the prevalence of these forms of bullying and the adverse outcomes. A social–ecological framework is used to discuss why youth become victims or perpetrators of bullying. From a social–ecological approach, youth are placed at risk for involvement in bullying by multiple factors, including individual characteristics, family dynamics, school climate factors, peer influences, and influences from the larger community. Also, these ecological structures can create a protective shield from involvement in bullying. Subsequent to the review of research , what works to prevent bullying and cyberbullying is discussed.
Children and Adolescents With Medical Conditions
Authors: Marchante-Hoffman Ashley N. , La Greca Annette M. 
Published: November 2018

Abstract
Physical health concerns are common among youth and are linked to mental health. Attention to the interplay between physical and mental health is critical for healthcare providers. This chapter highlights crosscutting issues, assessments, and interventions relevant to child health populations. To understand the interaction between medical and psychological health in youth, chronic pediatric conditions (Type 1 diabetes and sickle cell disease) are described as prototypes for understanding psychosocial issues (e.g., adherence, pain management) that affect youth with medical conditions. Evidence suggests that these children with medical conditions, especially those poorly managed or controlled, are at greater risk for psychosocial issues (e.g., stress, comorbid psychological concerns, family conflict) compared to the general population. Careful risk assessment and individual or family interventions are critical for these youth and are a focus here. Well-established interventions for diverse youth with medical conditions are discussed, and recommendations for future work in this area are provided.
Behavioral Teratogenic Effects of Alcohol: Focus on Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure
Authors: Doyle Lauren R. , Mattson Sarah N. 
Published: November 2018

Abstract
Prenatal exposure to teratogens may alter fetal development and significantly impact later life. Perhaps the best known teratogen is alcohol; prenatal alcohol exposure causes a broad range of effects that can cause lifelong impairment. Of greatest significance are the functional impairments in behavior and cognition. Recognition of these impairments led to the inclusion of the neurobehavioral disorder associated with prenatal alcohol exposure (ND-PAE) in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders under “conditions for further study.” This proposed diagnosis captures the significant neurodevelopmental and mental health impacts associated with prenatal alcohol exposure and requires impairment in neurocognitive functioning, self-regulation, and adaptive functioning. This chapter reviews clinical impacts of prenatal alcohol exposure, with particular focus on ND-PAE. Methods for comprehensively assessing fetal alcohol spectrum disorders, specifically ND-PAE, are discussed as well as preliminary evidence for implementing effective interventions with these individuals.
School Settings
Authors: Holt Melissa K. , Green Jennifer Greif , Guzman Javier 
Published: November 2018

Abstract
Schools are a primary setting for mental health service provision to youth and are also main sources of referral to community mental health service providers. This chapter examines the school context and its key role in the child and adolescent mental health services system. The chapter first provides information about the association of emotional and behavioral disorders with school experiences, including academic performance. Next, the chapter presents a framework for mental health service provision and assessment in schools, including describing methods for identifying students who might need mental health services and tracking their progress. Further, several evidence-based interventions are highlighted as examples of effective practices in schools. The chapter concludes with recommendations for clinical practice in school settings.
Community Mental Health Settings as a Context for Evidence-Based Practice
Authors: Marchette Lauren Krumholz , Thomassin Kristel , Hersh Jacqueline , MacPherson Heather A. , Santucci Lauren , Weisz John R. 
Published: November 2018

Abstract
One avenue for improving access to quality mental health care for children, adolescents, and their families is to provide services in the communities where they live. There has been growing support for the implementation of evidence-based practice in community mental health settings to address the complex needs of diverse young clients. Evidence-based practice encompasses psychometrically sound assessments and empirically supported treatments with appreciation of the culture of communities in which they are provided. This chapter reviews the background of the community mental health movement, describes community mental health settings and the current status of youth evidence-based practices in community care contexts, and explores barriers to and prospects for bringing tested practices for youths into community-based care.
Psychiatric Inpatient Treatment for Children and Adolescents
Authors: James Anthony C. 
Published: November 2018

Abstract
Inpatient treatment of children and adolescents forms an important part of modern psychiatric care. The place of residential treatment has changed: First, effective evidence-based community treatments are now more readily available; at the same time, the increasing recognition of youth mental illness has led to greater demands for admission. Admission of more suicidal adolescents with higher complexity and greater levels of violence and self-harm has resulted in a complex inpatient environment. Second, there is a drive for shorter admissions, partly driven by costs and resource limitations. The running of residential services is a complex activity, and understanding the group dynamics and careful integration of multiple therapeutic modalities by a multidisciplinary team is important to any successful outcome. There are specialized services, including eating disorder, forensic/secure, learning disability, and autism units. The outcome of inpatient care is favorable, although costly, and crucially requires managed integration with outreach and community psychiatric services.
Transdiagnostic Approaches With Children
Authors: Temkin Andrea B. , Yadegar Mina , Cho Christine , Chu Brian C. 
Published: November 2018

Abstract
In recent years, the field of clinical psychology has seen a growing movement toward the research and development of transdiagnostic treatments. Transdiagnostic approaches have the potential to address numerous issues related to the development and treatment of mental disorders. Among these are the high rates of comorbidity across disorders, the increasing need for efficient protocols, and the call for treatments that can be more easily disseminated. This chapter provides a review of the current transdiagnostic treatment approaches for the treatment of youth mental disorders. Three different types of transdiagnostic protocols are examined: mechanism-based protocols, common elements treatments, and general treatment models that originated from single-disorder approaches to have broader reach. A case study illuminates how a mechanism-based approach would inform case conceptualization for a client presenting with internalizing and externalizing symptoms and how a transdiagnostic framework translates into practice.
Congratulations, We Wish You Success
Authors: Mellish Liz 
Published: November 2018

AbstractThis chapter explores Romanian dancers’ participation in organized dance competitions, both within Romania and internationally, and investigates the informal competition that exists between the members of the Banat Romanian dance community. It includes three themes. The first traces a historical trajectory on the changing importance of performances of local, regional, and national identity in dance competitions. The second theme examines the challenges faced by the judges during formal dance competitions, revealing that judgments are made according to their personal backgrounds, and their desire to encourage maximum participation through making positive commentary rather than stressing the exclusivity of individual participants. The final theme explores informal competitiveness between dancers and leaders; the author proposes that this reinforces the sense of community among dancers, and that notions of formal competition and informal competitiveness coexist in the minds of both the dancers and the leaders.
Non-Competitive Body States
Authors: Wait Nalina , Brannigan Erin 
Published: November 2018

AbstractThis chapter describes the structures of power embodied in dance training methods at the material level, the effect that this has on the dancers, and the philosophical and ideological means through which such structures can be understood. The chapter revisits Australian dance theorist Elizabeth Dempster’s (2002, 2005) application of Michel Foucault’s theories of “discipline” and the “docile body” in in her analysis of the oppositional dance techniques of classical ballet and ideokinesis. It returns to this debate to better articulate how the competition inherent in many codified dance forms is opposed to the kind of (un)disciplined labor involved in somatic-based practices. This labor engages sensory acuity to attend to somatic intelligence (bodily forms of knowledge) to access new information and possibilities. This project requires an extension of current terminology, specifically extending Foucault’s notion of surveillance as a kind of self-surveillance, which can be further bifurcated as prohibitive and emancipatory.
Reclaiming Competitive Tango
Authors: McMains Juliet 
Published: November 2018

Abstract
This chapter explores Argentina’s Campeonato Mundial de Baile de Tango (World Tango Dance Championships) in the context of tango’s history in the English-designed ballroom dance competitions that have defined tango’s international image since the “tango-mania” of the early twentieth century. Use of the Mundial by the Argentine government to advance commercial and national branding agendas is examined in conjunction with the Mundial’s use by dancers to launch careers and expand acceptance of same-sex dancing. It is argued that Argentines are redefining tango competition on their own terms in ways that both reclaim the dance from foreigners and simultaneously reproduce some of the same aesthetic shifts that were effected through tango’s inclusion in ballroom dance competitions, resulting in a whiter, more homogenous, and externally focused expression.
Why Are Breaking Battles Judged?
Authors: Fogarty Mary 
Published: November 2018

AbstractThis chapter considers the competitive form of hip-hop dance in terms of aesthetic judgments and the social structure of taste. It discusses how breaking battles are judged, particularly in relation to the rise of international breaking competitions in a global context. The competitive aesthetic of hip-hop dance is explored via interviews with dancers, judges, and promoters at a number of high-profile international events. The chapter considers the complex interactions of tastes, reputations, organizations, and economics that structure the judging process. Finally, the place of competition within art forms is considered, as well as the ways in which such competition can shape an art form’s development.
Making Play Work
Authors: O’Shea Janet 
Published: November 2018

AbstractThis chapter examines the divergent functions of the live martial arts practice of sparring, as combative activity, as competition, as play, and as intersubjective exchange. In this process, the chapter examines the multiple connotations of competition within the overlapping spheres of game and sport. Central to this inquiry are the differences between competitive pleasure and competitive spectacle. In line with sports sociologists and historians, this chapter maintains that sport emphasizes competitive spectacle and hinges on outcome—winning or losing—rather than highlighting the pleasure of competition, suggesting that attention to physical, contestatory, and exploratory interactions between people may offset a societal overemphasis on winning. An intentional reclaiming of amateurism, with its attention to experimentation, can also play a role, as can a reconsideration of the significance of failure.
Freedom to Compete
Authors: Quinlan Meghan 
Published: November 2018

AbstractGaga, the movement language developed by Israeli choreographer Ohad Naharin, is advertised as “an experience of freedom and pleasure” in which students are encouraged to move at their own pace and not compare themselves to others, yet there are several aspects of the intensives that fall in line with contemporary neoliberal ideals of individualism and competition, such as the rehearsal of choreography and the presence of the creator of Gaga. This chapter explores the contradictions at Gaga dance intensives between the practice’s philosophical imperative to focus on the self and pleasure, and the desire of many dancers to impress the teachers and gain professional contacts or jobs. The chapter argues that the idyllic philosophies of Gaga are unable to neatly exist in the competitive socioeconomic climate of the contemporary concert dance world, urging a rethinking of how dancers participate in both corporeal and corporate economies.