bluuebunny/crossref_metadata_2025_split huggingface dataset:
Major Depressive Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter looks at the section on Major Depressive Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). If the parent responds “Yes” to Question 1a and “No” to Question 1b (parent reports past depression but denies current episode), the interviewer should assess suicide risk (Questions 12a–12d) and then skip to the section on Persistent Depressive Disorder (Dysthymia). If the parent responds “Yes” to Question 12a, 12b, 12c, or 12d, the interviewer should obtain further details and assess the child's current risk of harm to self or others. It is important to inquire about the specifics of plan, time of occurrence, frequency of such thoughts, details of the attempt, current absence or presence of ideation, and so on, and take appropriate preventative action. Diagnosis of Major Depressive Disorder requires five “Yes” responses to Questions 4–12. At least one symptom must be depressed or irritable mood or loss of interest in usual activities. Also, the symptoms must occur together nearly every day for at least 2 weeks, and interference in functioning must be evident.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter focuses on the Attention-Deficit/Hyperactivity Disorder (ADHD) section of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). For the child to meet criteria for a diagnosis of ADHD, the parent must respond “Yes” to at least six of Questions 1–9 in the Attention Deficit section or “Yes” to at least six of Questions 1–9 in the Hyperactivity-Impulsivity section. Also, the parent must have indicated that the problem has been going on for at least 6 months, began before age 12, and occurs in more than one setting. For ages 17 and older, at least five symptoms are required for the diagnosis. It is also important to measure interference through the Feelings Thermometer.
Conduct Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter looks at the section on Conduct Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). The interviewer should ask the parent whether the child break rules, steal, lie, act aggressively toward other people or animals, or destroy things that belong to others. Diagnosis of Conduct Disorder requires three or more of the criteria in Questions 1–16 in the past 12 months, with any one criterion present in the past 6 months. If criteria are met, evidence of interference in academic, social, or occupational functioning must also be assessed. The interviewer should then inquire whether the child or adolescent has displayed at least 2 of the following characteristics: lack of remorse or guilt; lack of empathy; unconcerned about performance; or shallow or deficient affect.
Oppositional Defiant Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the section on Oppositional Defiant Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). The interviewer should first inquire whether the child has displayed any of the following characteristics: angry/irritable mood, argumentative/defiant behavior, or vindictiveness. For these questions, the parent may only respond “Yes” if they mean “a lot more than would be appropriate for the child's age.” The interviewer should not count normal sibling rivalry and arguing as a “Yes” response. The next step is to inquire whether these behaviors have led to problems for the child or for others, at home, in school, or in the child's friendships. It is important to measure interference through the Feelings Thermometer.
Non-Rapid Eye Movement Sleep Arousal Disorders
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter looks at the section on Non-Rapid Eye Movement Sleep Arousal Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). Diagnosis for Non-Rapid Eye Movement Sleep Arousal Disorders requires recurrent episodes of sleepwalking or sleep terrors. Amnesia for the episodes of sleepwalking or sleep terror must be present, and the child should have little or no dream imagery recalled. The next step is to measure interference through the Feelings Thermometer, inquiring how much the problem has interfered with the child's friendships, caused problems at school or at home, or stopped the child from doing the things they would like to do. If the child meets criteria for a sleep disorder, the interviewer should inquire about age of onset.
Screening Questions for Additional Childhood Disorders
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the section on Screening Questions for Additional Childhood Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). This section contains screening questions for additional disorders that the interviewer may wish to pursue. These include Autism Spectrum Disorder, Intellectual Disability (Intellectual Developmental Disorder), Specific Learning Disorder, Feeding and Eating Disorders, Illness Anxiety Disorder, Somatic Symptom Disorder, Schizophrenia Spectrum and Other Psychotic Disorders, Optional Interference Inquiry, and Developmental Questions. The questions here are provided for the purpose of gathering basic information, not for establishing full diagnostic criteria. Further clinical inquiry will be necessary to confirm the presence of any of these disorders. If responses to questions in these categories indicate the need for further inquiry, the interviewer should circle the question mark at the end of each set of questions in each diagnostic category.
Family and School History
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter details the Family and School History section of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS), which contains some general questions about the child’s family and school attendance and performance. If the child does not attend school for any reason, the interviewer should restructure the format of the questions. For children and adolescents who are homeschooled, the interview should ask why they are homeschooled rather than attend a school in their community. This question is not meant to judge the merits or ideology of different approaches to education but rather to examine whether the homeschooling is due to the child’s anxiety or other mental health problem.
Social Anxiety Disorder (Social Phobia)
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter discusses the Social Anxiety Disorder (Social Phobia) module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). The interviewer should first ask the child/adolescent how they feel in situations involving other people, such as at school, in the cafeteria, at camp, or during parties. The next step is to provide a list of some situations and measure the child’s discomfort in relation to the situations through the Feelings Thermometer. It is important to separate Social Anxiety Disorder symptoms from symptoms of Generalized Anxiety Disorder. The interviewer may also use discretion in inquiring about age-relevant situations. If the anxiety is restricted to evaluation and performance situations, the interviewer should specify it as “performance only.”
Generalized Anxiety Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter focuses on the Generalized Anxiety Disorder module of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). This section contains some questions that have to do with worrying. As such, the interviewer should clarify the meaning of worrying. It is important to separate Generalized Anxiety Disorder symptoms from Social Anxiety Disorder symptoms. For each worry area to which the child responded “yes,” the interviewer should inquire about the severity of excessiveness and tension, and uncontrollability by using the Feelings Thermometer. To meet diagnostic criteria for Generalized Anxiety Disorder, the child must endorse excessive worry about a number of issues or situations, report difficulty controlling the worry, endorse one physical symptoms in Question 3, and report distress or impairment in functioning (interference) as indicated in the Interference section.
Panic Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the Panic Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). The interviewer should make sure that any “yes” response is not simply caused by exposure to a certain situation or object (Specific Phobia), being the focus of attention (Social Anxiety Disorder/Social Phobia), being separated from parents (Separation Anxiety), and so on. If the child gives examples that are the result of another anxiety disorder, or elaboration of the response to Question 1b suggests that the child does not seem to understand Question 1a, then the interviewer may ask Question 1c to reassess presence of “unexpected” panic attacks. DSM-5 defines a panic attack as a discrete period of intense fear or discomfort, in which at least four of the symptoms listed develop abruptly and reach a peak within minutes of onset. To meet the criteria for Panic Disorder, the child must report recurrent, unexpected panic attacks, at least one of which has been followed for a month by one or more symptoms.
Substance Use Disorders
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter focuses on the Substance Use Disorders module of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). This section is applicable if the respondent is 12 years old or older, or if the interviewer suspects the possibility of alcohol or other drug use in a younger child. The interviewer should inquire if the child/adolescent is currently using (past year) or has ever used any of the substances listed. It is important to specify particular substances of use and try to use (and make note of) the terms used by the child or teen to describe the substance. The next step is to inquire about frequency of usage and then ask about past use, indicating the time period over which the substance use occurred. If the child does not endorse symptoms, the interviewer may skip to the module on Tic Disorders. If the child does meet criteria for Substance Use, the interviewer may proceed to the Interference section.
ADIS-5 Child Interview Summary Form
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter presents the ADIS-5 Child Interview Summary Form. The interviewer should record the appropriate term for youth who self-report as transgender, gender-queer, or a different identity, but also inquire for gender assigned at birth (on birth certificate). In addition, the interviewer should inquire for which pronouns the child prefers for the interviewer to use during the interview as well as with their parents. It is important to note that some parents may not be aware of the youth's gender identity and/or sexual orientation. Meanwhile, the Child’s Interference Rating (0–8) indicates the level of distress and interference expressed by the child or adolescent reporter. The Confidence rating (0–100) is assigned by the clinician.
Chest medicine
Authors: Sinharay Rudy 
Published: March 2024

Abstract
Respiratory conditions are common, and the burden of morbidity on the general population is high. You only have to take part in a few general medical takes as a junior doctor to realize this. The questions in this chapter on chest medicine will test not only the common areas that present to practitioners, but also relevant issues such as knowledge of disease factors, ethics, and risk management. This chapter contains 55 questions that encompass all the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Gastroenterology
Authors: Sinharay Ricky 
Published: March 2024

Abstract
The aim of this chapter is to help you with your preparation with your medical school exams and raise awareness and your working practical knowledge of gastroenterology and hepatology. This chapter contains 45 questions that encompass many of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Haematology
Authors: Furmedge Dan , Sinharay Rudy 
Published: March 2024

Abstract
Tackling haematology is never easy. Revision can be a struggle, as it may not always be obvious which topic areas will be directly relevant to clinical practice. We still, however, benefit from an understanding of these areas and an appreciation of how to do and interpret the basics and when more expertise is required. This chapter contains 38 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Infectious diseases
Authors: Fink Doug 
Published: March 2024

Abstract
The practice of infectious diseases medicine necessarily demands an understanding of the person and the world in which they live. This chapter will emphasize the importance of context in assessing patients with infectious diseases. This chapter contains 24 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Neurology
Authors: Paterson Ross , Sztriha Laszlo 
Published: March 2024

Abstract
The face of neurology in clinical practice is changing; neurology is no longer primarily a diagnostic specialty. History taking and clinical examination are the cornerstone of neurological investigation though neurophobia is a recognised phenomenon amongst medical students and doctors. The questions in this chapter will attempt to highlight some of the other specific presentations needed in assessing the neurology patient. This chapter contains 80 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Surgery
Authors: Griffiths Shelly 
Published: March 2024

Abstract
The aim of this chapter is to raise your awareness and working practical knowledge of surgery. Surgery encompasses abdominal pain, lumps and bumps and complex operations. History taking and physical examination form the cornerstone of assessment. Much of the management of surgical patients occurs outside of the operating theatre, in the pre- and post-operative periods. This chapter contains 88 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Eponymous syndromes
Authors: Sinharay Rudy , Fink Doug , Griffiths Shelly , Phylactou Maria , Sinharay Ricky , White Will , Vogel Dominik 
Published: March 2024

Abstract
Eponymous syndromes are diseases and syndromes which have been given names, usually those who identified or were associated with them. This chapter looks at eponymous syndromes where possible by using their generic features, rather than by focusing on their specific historical names which can be controversial or have little to do with the pathology underpinning the diseases coined. This chapter contains 13 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Interprofessional Teamwork in Palliative Care
Authors: Portz Jennifer D. , Lakin Joshua R. 
Published: March 2024

Abstract
Interprofessional teams are foundational to good palliative care. In this chapter the authors examine the evidence base and conceptual foundations of interprofessional teamwork and assess the role, function, and impact of teamwork across the core domains of palliative care, as delineated by the 2018 updated National Consensus Project Clinical Practice Guidelines for Quality Palliative Care: (1) structure and process of care; (2) physical aspects of care; (3) psychological aspects of care; (4) social aspects of care; (5) spiritual, religious, and existential aspects of care; (6) cultural aspects of care; (7) end-of-life care; and (8) ethical and legal aspects of care.
Palliative Care
Authors: Altilio Terry , Seaman Jennifer 
Published: March 2024

Abstract
Palliative care has evolved into a specialty grounded in the concept of engaging with patients, from the time of diagnosis of serious illness and regardless of their place on the health-illness continuum, as whole people, interconnected with their families, caregivers, and communities. As the practice disciplines of modern hospice and palliative care emerged and evolved across the past 50 years, so too has the terminology used to describe what is now referred to as the specialty of palliative care. In addition to the terminology used in the world of professionals and the public, palliative care clinicians have integrated terms and descriptors that are part of the parlance of the specialty. Just as palliative care addresses all dimensions of a person’s life, it requires a team of diverse clinicians, each an expert in their domain, to provide comprehensive, coordinated, whole-person care. Because this specialty brings together professionals from varied educational backgrounds and care settings to work together under one tent—and because their population can include patients of any age, and with virtually any serious illness, there are naturally differences of opinion about the terms used and how practitioners understand them. This chapter explores the macro, meso, and micro landscapes of palliative care: its origin story, common definitions, linguistic controversies, and U.S. versus international perspectives; the language of teams, teamwork, and team terminology; and the ground-level terminology adopted by the specialty to define practitioners and practice, with the goal of setting a course for future work.
Hospice
Authors: Reese Dona J. , Bolton Amy Ruth 
Published: March 2024

Abstract
Palliative care is a holistic care model that originated with the hospice movement in England. Hospice care developed into an insurance benefit in the United States that focused on quality of life for people nearing end of life, delivered by an interprofessional team. This chapter reviews the history of palliative care, describing the origins of the interprofessional team, the development of hospice as the origin of interprofessional palliative care, the unique role of each interprofessional member of a hospice team, and benefits and challenges of interprofessional collaboration specific to the hospice setting. Barriers to full utilization of all disciplines are described, as well as best practices for successful interprofessional collaboration.
Looking Forward in Interprofessional Palliative Care
Authors: Wallace Cara L. , Saks Naomi Tzril , Donesky DorAnne , Milic Michelle M. 
Published: March 2024

Abstract
Though palliative care is considered an interprofessional approach, in application it is often taught in silos with little opportunity for clinicians to develop interprofessional competencies and skills. This chapter provides a road map for intentionally interprofessional palliative care, encompassing all levels of the field (i.e., education, practice, policy, research, national organizations, etc.), with particular emphasis on the roles of advocacy, diversity and inclusion, and research implementation. Intentionally interprofessional palliative care has the potential to address some of the most concerning issues currently facing the field, while transforming the provision of care for patients and caregivers, including sustainability for all who devote themselves to the fierce and loving accompaniment of the seriously ill and dying.
The Respiratory System
Authors: Leach Richard 
Published: March 2024

Abstract
Summary
This chapter reviews lung anatomy, including alveolar microanatomy, pulmonary mechanics, control of breathing, gas exchange, pulmonary circulation, and, although not directly related to the respiratory system, the transport of oxygen to the tissues. It examines lung ventilation–perfusion and heart–lung interactions, the impact of low atmospheric pressure and respiratory disease on these relationships. Finally, it briefly acknowledges the many other respiratory system functions, including chemical and drug clearance from the systemic circulation, breakdown of microthrombi, hormone activation (e.g. conversion of angiotensin I to angiotensin II), speech generation, and immune protection. The chapter is divided into the following sections: Introduction, Gross Anatomy of the Lungs and Respiratory Tract, Pulmonary Mechanics, Alveolar Microstructure and Micromechanics, Gas Exchange and Control of Breathing, Pulmonary Circulation, Oxygen Delivery, Heart–Lung Interactions, and Other Lung Functions.
Emergency Planning and Disaster Management
Authors: Keays Richard 
Published: March 2024

Abstract
Summary
Since the late 1940s, preparedness for disasters has been spurred by the economic and human losses that the world could ill afford after two world wars. Military planning became part of the civil experience. Ways of thinking about the disaster management cycle have evolved and are broadly adopted internationally. The UN Office for Disaster Risk Reduction aims to coordinate disaster management strategies and ensure synergies with local agencies. The concept of planning for emergency situations is embedded in the institutional thinking of most aspects of our lives, from sporting events to transport systems, etc. Hazards are either natural or anthropogenic—the majority are the former, but the latter are equally unexpected. This chapter seeks to highlight how disaster planning is broken down, the parts of the management cycle, and examples of where there were challenges. This should offer considerations in regard to organisation of Critical care in these situations, whilst not being the specific focus.