Emerging Programs for Autism Spectrum Disorder: Improving Communication, Behavior, and Family Dynamics brings forward a hybrid and a transdisciplinary methodology to identify methods used to diagnose, treat, and manage those with autism within personal and social constructs and values building exemplary international experiences from across the globe. Luminary experts offer their superb level of expertise through their research, experience, and clinical work. The book addresses all the aspects of care, lifespan, and lifestyle issues from treatment to living. It will emphasize issues related to neurodiversity, individuality, best practices, and support of people on the Autism Spectrum and their families. In addition, this book includes specific case studies, highlighting family experiences and the application of best practices by therapists thereof. - Provides a multidisciplinary approach of the diagnosis, management and treatment of autism spectrum disorders - Includes specific case studies highlighting family experiences - Emphasizes issues related to neurodiversity, individuality and improving quality of life

Evidence-Based CBT for Anxiety and Depression in Children and Adolescents “This should be on the bookshelf of everyone treating anxious and depressed children and adolescents. A cornucopia of theory and clinical good sense alike. I will be making sure that my trainees read it cover to cover.” Dr Samantha Cartwright-Hatton, Senior Clinical Research Fellow in Psychology, University of Sussex This is the first book to offer an explicitly competencies-based approach to the cognitive behavioral treatment of anxiety and depression in children and adolescents. Within it, an outstanding and influential set of experts in the field describe a comprehensive model of therapist competencies required for empirically supported cognitive behavioral treatment. They explore each of these competencies in great detail, and highlight effective ways of training them. As a result, the book not only supports the training, development, and assessment of competent clinicians who are implementing CBT, it is also invaluable for clinicians who wish to gain an understanding of the competencies they need to acquire or improve, and offers guidelines for how to achieve these, providing a benchmark against which they can assess themselves. Evidence-Based CBT for Anxiety and Depression in Children and Adolescents works to improve the quality of therapists working in this area, and, as a result, the quality of treatment that many young people receive.

This collection presents creative strategies and programs designed to address needs of families in the context of rural communities. Even before the most recent worldwide economic crisis, many rural families in the United States struggled to meet basic needs. As needs in rural communities have expanded, services have shrunk. This book identifies rural families’ needs, including social supports during pregnancy, identification of adolescent risk behaviours, child safety, and basic services such as food and health care, using techniques such as Geographic Information Systems and needs and asset assessments. Strategies to address those needs include program development, the use of technology, and community partnerships. The book reminds readers of the sense of independence and self-reliance found in many rural communities and the theme of diversity within rural communities runs throughout the book. The chapters are organized by identification of the needs of rural families, addressing disparities in rural areas, practice in rural communities, and human service organizations and professionals. Through research, practice, and creative works, the book contributes to a greater understanding of ways that service providers can advance their work with rural families and broaden their perspectives about realities experienced by families living in rural communities. This book was originally published as a special issue of the Journal of Family Social Work.

This issue provides a unique and valuable perspective on forensic matters in child and adolescent psychiatry, with an approach that adds new thinking to the discussion, rather than rehashing known facts. The issue is divided into several sections: juvenile offenders, family law/custody and visitation, child maltreatment, personal injury law suits, forensic issues in clinical child and adolescent psychiatry, and training in child and adolescent psychiatry. A wide range of topics are explored within each section. All articles are geared toward child psychiatrists in clinical practice, providing practical information in this very important area of study.

This report summarizes findings from federal reviews of research studies and program evaluations to help communities improve outcomes for children exposed to violence. It cites evidence-based practices that practitioners and policymakers can use to implement prevention services and activities for these children. In each case, programs and practices that are reviewed are supported by multiple research studies or program evaluations. Charts and tables. This is a print on demand edition of an important, hard-to-find report.

Many children with mental health problems do not receive support and there are often extensive waiting lists for Children and Young People's Mental Health Services, which are increasingly overstretched. Unfortunately, a large proportion of children with mental health disorders do not access evidence-based treatment. Low-intensity psychological interventions are now recommended by a number of national guidelines and in the UK, are being implemented by a new workforce of Child Wellbeing Practitioners (CWPs). The Oxford Guide to Brief and Low Intensity Interventions for Children and Young People provides a comprehensive resource for therapists, services and training providers regarding the use, delivery, and implementation of brief and low intensity psychological interventions within a child and adolescent context. It includes concise, focused chapters from leading experts in the field, combining the most up-to-date research with practical considerations regarding the delivery of low intensity interventions. The first of its kind, this book will be an indispensable resource for practitioners, services, and training courses internationally.

Part of the authoritative Oxford Textbooks in Psychiatry series, the new edition of the Oxford Textbook of Suicidology and Suicide Prevention remains a key text in the field of suicidology, fully updated with new chapters devoted to major psychiatric disorders and their relation to suicide.

När elever blir utsatta för kränkningar finns ofta andra elever närvarande som åskådare. Dessa åskådare kan anta olika sociala roller: de kan assistera eller förstärka de som utsätter, försvara de som blir utsatta eller förbli passiva. Syftet med den här avhandlingen var att undersöka hur elevers åskådarbeteenden vid kränkningssituationer hänger samman med moraliskt disengagemang, elev-lärarrelationer och tillit till sin egen och klassens förmåga att försvara de som blir utsatta. Självrapporterade enkätdata samlades in från elever i årskurs 4–8 och analyserades med hjälp av olika statistiska metoder såsom flernivåanalys och strukturella ekvationsmodeller. Resultaten visar att de tre åskådarbeteendena hänger samman med faktorer på både individ- och klassnivå. Att assistera och förstärka de som utsätter hade starkast samband (positivt) med moraliskt disengagemang. Att försvara de som blir utsatta och att förbli passiv hade starkast samband (positivt respektive negativt) med självtillit. Resultaten pekar också på att det positiva sambandet mellan att försvara utsatta och självtillit går åt båda håll: försvararbeteenden predicerar självtillit och själv­tillit predicerar försvarar­beteenden. I enlighet med socialkognitiv teori visar den här avhandlingen på betydelsen av att beakta ett komplicerat mönster av faktorer på olika nivåer när man studerar elevers åskådarbeteenden. Peer victimization most often occurs in the presence of bystanders, who play different social roles. They may assist or reinforce those who victimize, defend those who are victimized, or remain passive. The aim of this thesis was to investigate how students’ bystander behaviors in peer victimization are associated with moral disengagement, efficacy beliefs, and student-teacher relationship quality. Self-report questionnaire data were collected from students in grades 4 to 8, and were analyzed using different statistical methods, such as multilevel modeling and structural equation modeling. The findings show that the three types of bystander behaviors are associated with both individual- and classroom-level characteristics. Assisting and reinforcing those who victimize were most strongly associated (positively) with moral disengagement. Defending those who are victimized and remaining passive were most strongly associated (positively and negatively, respectively) with self-efficacy to defend victims. The findings also indicate that the positive association between students’ defending bystander behaviors and their self-efficacy to defend is bidirectional: defending predicts self-efficacy and self-efficacy predicts defending. In line with social cognitive theory, this thesis highlights the importance of considering a complex pattern of factors at different levels when addressing students’ bystander behaviors.