Child and Adolescent Psychopathology for School Psychology
Springer Publishing Co Inc (Verlag)
978-0-8261-3578-0 (ISBN)
This is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing DSM-5 diagnoses from IDEA disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions.This resource provides comprehensive coverage of school psychologists' responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor's ancillaries include instructor's manual, test questions, and mapping to NASP domains as well as PowerPoints and a test bank. Purchase includes digital access for use on most mobile devices or computers.
Key Features:
Provides a school psychological approach to addressing a full gamut of child/adolescent mental health problems at school and at home
Integrates, compares, and distinguishes DSM-5 diagnoses, IDEA disability classifications and other legal protections (i.e., Section 504) for each disorder
Covers the impact of various disorders on a child's ability to learn and function in the classroom
Addresses practical, evidence-based educational supports and school-based mental health services suited to specific disorders
Includes case studies addressing classification issues and delineating practical student supports
Terry Diamanduros, Ph.D., completed her doctoral studies at New York University, earning a Ph.D. degree in School Psychology (APA accredited and NASP approved). Dr. Diamanduros has several years of experience working with children and adolescents in school and clinical settings in New York City. She is currently a Professor in the school psychology program at Georgia Southern University and has been a faculty member in the program since 2004. Her research interests focus on childhood trauma, cyberbullying, and the influence of technology on child development. She currently teaches courses in child psychopathology, developmental diagnosis, personality and behavioral assessment, assessment in academic achievement, and practicum in school psychology. Dr. Diamanduros is a member of National Association of School Psychologist (NASP) and served as a NASP delegate for Georgia. She is an active member of the Georgia Association of School Psychologists (GASP) and has served on its Executive Board. Dr. Diamanduros also serves on the editorial board for the Journal of Aggression, Maltreatment, and Trauma; School Psychology Review; Psychology in the Schools; and Journal of Child Sexual Abuse. Dawn Tysinger, Ph.D., NCSP, earned a Ph.D. in Psychology with a Concentration in School Psychology and a Subspecialization in Counseling Interventions from The University of Memphis in Memphis, Tennessee. Dr. Tysinger has also earned the Nationally Certified School Psychologist credential from the National Association of School Psychologists (NASP). Dr. Tysinger is a Full Professor and Program Director in the nationally-recognized and NASP – Approved School Psychology Program at Georgia Southern University. Before coming to Georgia Southern University, she practiced in the public schools in both Louisiana and Kansas and served as an adjunct faculty member for Emporia State University in Emporia, Kansas. Dr. Tysinger has contributed to her field through active participation in NASP, publications in school psychology journals, and presentations at the local, state, regional, national, and international levels. She currently serves as a reviewer for the NASP program review board and as a member of the editorial boards of Psychology in the Schools, School Psychology Training and Pedagogy, National Youth-At-Risk Journal, and Journal of Online Learning Research. Jeffrey Tysinger, Ph.D., NCSP, is a Professor at Georgia Southern University. From 2003 to 2007, he was a member of the faculty at Emporia State University, in the nationally accredited School Psychology Program. He has worked a school psychologist in Anchorage, Alaska and Louisiana in Lafourche Parish. He obtained his Ph.D. in school psychology with an emphasis in counseling and interventions from the University of Memphis. Working at all levels of the profession (specialist and doctoral practitioner and now a trainer) has given him a unique perspective and influenced his philosophy of school psychology. He regularly presents at the local, state, regional, national, and international conferences. He has been the President of the Kansas Association of School Psychologists (KASP), Editor of the KASP Newsletter, KASP Futures committee member, KASP NCSP committee member, member of National Association of School Psychologists (NASP) since 1997, Nationally Certified School Psychologist since 1997, NASP Program Reviewer, NCSP Portfolio Reviewer, and member of Georgia Association of School Psychologists. Pamela Fenning, PhD, ABPP, is a professor and co-director of the School Psychology Program at Loyola University Chicago. She is a licensed clinical and school psychologist in Illinois and holds board certification in School Psychology. Her research and clinical work focus on multi-tiered academic and behavioral interventions at the high school level, racial bias in exclusionary discipline and entry to the juvenile justice system, inequities in school discipline policy, evaluation of state level discipline reform and professional development of school personnel in creating more equitable and inclusive school environment as well as school-based supports of military youth. She has published widely in these areas. She is the immediate past-president of the Trainers of School Psychologists, the Chair of the National Association of School Psychologists (NASP) Professional Positions Committee and a member of the NASP [Graduate] Program Approval Board.
Part 1: Addressing Child and Adolescent Mental Health Disorders in Schools
Chapter 1: Child and Adolescent Mental Health
Part 2: Mental Health Disorders in Children and Adolescents: Neurodevelopmental Disorders
Chapter 2: Attention Deficit Hyperactivity Disorder
Chapter 3: Intellectual Disabilities
Chapter 4: Autism Spectrum Disorder
Part 3: Mental Health Disorders in Children and Adolescents: Disruptive, Impulse-Control, and Conduct Disorders
Chapter 5: Conduct Disorder
Chapter 6: Oppositional Defiant Disorder
Chapter 7: Intermittent Explosive Disorder
Part 4: Mental Health Disorders in Children and Adolescents: Anxiety Disorders
Chapter 8: Generalized Anxiety Disorder
Chapter 9: Separation Anxiety Disorder
Chapter 10: Social Anxiety Disorder
Chapter 11: Selective Mutism
Part 5: Mental Health Disorders in Children and Adolescents: Mood Disorders
Chapter 12: Major Depressive Disorder
Chapter 13: Disruptive Mood Dysregulation Disorder
Chapter 14: Persistent Depressive Disorder
Part 6: Mental Health Disorders in Children and Adolescents: Obsessive Compulsive Disorders
Chapter 15: Obsessive Compulsive Disorder
Chapter 16: Hoarding Disorder
Part 7: Mental Health Disorders in Children and Adolescents: Trauma- and Stressor-Related Disorders
Chapter 17: Post-traumatic Stress Disorder
Chapter 18: Reactive Attachment Disorder
Chapter 19: Disinhibited Social Engagement Disorder
| Erscheinungsdatum | 08.03.2022 |
|---|---|
| Zusatzinfo | 30 illustrations |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 333 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Psychologie ► Persönlichkeitsstörungen | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-8261-3578-1 / 0826135781 |
| ISBN-13 | 978-0-8261-3578-0 / 9780826135780 |
| Zustand | Neuware |
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