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By: Lars I. Eriksson, MD, PhD, FRCA
- Professor and Academic Chair, Department of Anaesthesiology and Intensive Care Medicine, Karolinska University Hospital, Solna, Stockholm, Sweden
His previous publications include Positive Practice: A Step by Step Guide to medications 8 rights buy discount risperidone 4mg line Family Therapy (1995) and Family Therapy and Systemic Practice (1997) treatment plan for anxiety buy 3 mg risperidone amex. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic symptoms 16 weeks pregnant safe 3 mg risperidone, mechanical treatment jellyfish sting cheap risperidone 4mg online, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Carr, Alan, Dr. The handbook of child and adolescent clinical psychology: a contextual approach/Alan Carr. King Sweeney in the trees hears the sad baying as he sits listening on a branch, a huddle between earth and heaven; and he hears also the answering mastiff that is counting the watches in the next parish. Soon the moon comes forth from behind her curtains riding full tilt across the sky, lightsome and unperturbed in her immemorial calm. The eyes of the mad king upon the branch are upturned, whiter eyeballs in a white face, upturned in fear and supplication. The author combines impressive scholarship and clinical knowledge in a reader-friendly book which should be of inestimable value to postgraduate clinical trainees and, indeed, to experienced practitioners. Preface this volume has been written as a core textbook in the practice of clinical child and adolescent psychology for postgraduate psychology students who are undertaking a professional training programme in clinical pychology. The aim has been to offer an overall set of conceptual frameworks for practice and then to cover most of the problems commonly encountered in clinical work with children and adolescents. I have used the term contextual to describe the broad approach taken, although I was tempted to describe it as multisystemic, developmental and pan-theoretically integrative, since it is all of these things. It is also multisystemic in so far as it assumes that assessment and intervention must address the systems relevant to the aetiology and maintenance of the particular problem with which the child presents. Ecological models of child development and family-based intervention strategies have been a particularly strong influence on the development of this approach. The approach is developmental because it takes account of the literature on individual lifespan development, developmental psychopathology, and the family lifecycle. Biological, behavioural, cognitive, psychodynamic, stress-and-coping, family systems, ecological and sociological theories are the main conceptual frameworks considered within this approach. The approach is integrative, in so far as it attempts, through a commitment to rigorous case formulation, to help clinicians link together useful ideas from different theories in a coherent xvi and logical way when dealing with particular problems. The overarching framework that has guided the development of this approach is socialconstructionism; that is, an assumption that for children, families and clinical psychologists, problem definitions and solutions are socially negotiated within the constraints of the physical world and the physiological limitations of the body. All we can say is that for the time being, distinctions entailed by these categories fit with observations made by communities of researchers and clinicians and are useful in understanding and managing particular problems. These frameworks offer the reader a way of thinking about both clinical problems and the process of psychological consultation. Problems which are commonly referred for consultation are given greatest attention, with the exception of intellectual disabilities and neuropsychological problems. This is because in most clinical psychology training programmes (and indeed in our own programme at University College Dublin), these areas are covered by specialist courses and are only briefly touched upon in the main clinical child psychology course. Within each of the chapters on specific clinical problems, case examples are given at the outset. These are followed in most instances by a consideration of diagnosis, classification, epidemiology and clinical features. Reference is made to the European and North American classification systems that are most widely used. These systems, despite their many faults, are widely used and, in my view, developing a familiarity with them and their shortcomings is an important part of training in clinical psychology. Reference is made to available evidence and its bearing on various theoretical positions. However, extensive critical reviews of evidence are not given, since the central focus xvii of the textbook is on practice rather than research. Frameworks for assessment and case management are given in the light of available theories and research conclusions. In offering frameworks for assessment an attempt has been made wherever possible to delineate important predisposing, precipitating, maintaining and protective factors deserving evaluation for the particular problem in question.
We have dedicated our efforts to 68w medications generic risperidone 4mg online retaining these strengths and building on them with the addition of new features to symptoms 5 weeks 3 days 4mg risperidone fast delivery highlight the application of content to medicine man dispensary order 4mg risperidone amex evidence-based practice 7mm kidney stone treatment risperidone 2 mg for sale. It has also served as a professional reference for special educators, general educators, physical therapists, occupational therapists, speech-language pathologists, psychologists, child-life specialists, social workers, pediatric residents and medical students, psychiatrists, neurologists, pediatric nurses and nurse practitioners, advocates, and other practitioners who provide care for children with disabilities. Finally, as a family resource, parents, grandparents, siblings, and other family members and friends xxvii Excerpted from Children with Disabilities, 8th Edition Edited by Mark L. This feature emphasizes the interprofessional nature of caring for children with developmental disabilities. The chapters are grouped into seven parts and organized to help guide readers through the breadth of content. Part I: the book starts with a section titled As Life Begins, which addresses what happens before, during, and/or shortly after birth to cause a child to be at increased risk for a developmental disability. The concepts and consequences of genetics, environmental influences, prenatal diagnosis, newborn screening, neonatal complication, and prematurity are explained. It includes chapters on typical and atypical development, diagnosing developmental disabilities, assessing physical disabilities, and neurocognitive and behavioral assessment. This section includes chapters on intellectual disability, Down syndrome and fragile x syndrome, inborn errors of metabolism, speech and language disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disabilities, cerebral palsy, epilepsy, acquired brain injury, and chronic diseases with related developmental disabilities. Part V: the fifth section addresses Associated Disabilities, those disorders that occur more commonly in individuals with developmental disabilities. All chapters have been substantially revised, and many have been rewritten to include an expanded focus on the psychosocial, rehabilitative, and educational interventions, as well as to provide information discovered Excerpted from Children with Disabilities, 8th Edition Edited by Mark L. It contains chapters on interdisciplinary care, early intervention and special education services, (re)habilitative services, oral health care, behavioral therapy, assistive technology, family assistance, medication, and complementary health approaches. This section concentrates on transition to adulthood, the effect of health care systems on outcomes, and health care disparities and their effect on outcomes in children with developmental disabilities. As you read this eighth edition of Children with Disabilities, we hope you will find that the text continues to address the frequently asked question, "Why this child? Once the initial drafts were completed, each chapter was sent for peer review by major clinical and academic leaders in the field and was revised according to their input. Kisling Upon completion of this chapter, the reader will Know about the human genome and its implication for the origins of developmental disabilities Be able to explain how errors in cell division can cause genetic syndromes Know about Mendelian inheritance Recognize the importance of mutations and genetic variation Understand the ways that genes can be affected by the environment in which they reside, i. Other traits, such as height and weight, are affected by genes and by our environment both before and after birth. In a similar manner, genes alone or in combination with environmental factors can place children at increased risk for many developmental disorders, including birth defects such as meningomyelocoele (spina bifida). In the case of meningomyelocoele, a maternal nutritional deficiency of folic acid can markedly increase the risk of the genetic disorder. Disorders associated with developmental disabilities have a spectrum of genetic and environmental origins. Some disorders are purely genetic, such as Tay-Sachs disease (a progressive neurologic disorder) and result from a defect in a single gene, while others like Down syndrome (see Chapter 15), result from a chromosomal error, in which an extra chromosome containing hundreds of genes exists. Other developmental disorders result from purely environmental exposures, including prenatal viral infections such as cytomegalovirus and teratogenic agents like alcohol and thalidomide (see Chapter 2). There are also conditions in which genes are affected by their environment, leading to epigenetic disorders such as fragile X syndrome and Angelman syndrome. As an introduction to the topics discussed in the other chapters of this volume, this chapter describes the human cell and explains chromosomes and genes. It also reviews and provides illustrations and examples of the errors that can occur in the processes of meiosis (reductive cell division) and mitosis (cell replication), summarizes inheritance patterns of single-gene disorders, and presents the concept of epigenetics. Furthermore, this chapter discusses innovative treatments 3 Excerpted from Children with Disabilities, 8th Edition Edited by Mark L. It is important to understand that while these disorders are individually rare, genetic alterations underlie almost half of developmental disabilities. Medical treatment is increasingly available for a number of these disorders, though often at great cost. Her parents became very concerned because their older son, Andrew, had died in infancy after an episode of lethargy and seizures was followed by coma, although no specific diagnosis had been made. As a result, girls are less likely to be affected by X-linked disorders than boys, and, when affected, they generally have less severe symptoms. Katy was placed on a low-protein diet and given a medicine to provide an alternate pathway to rid the body of ammonia, and she has done well.
This procedure is followed with small groups of words which are practised for three consecutive days medicine and science in sports and exercise order risperidone 3mg without a prescription, after which most children find the spellings have been learned 7 medications that can cause incontinence risperidone 3mg generic. This multisensory approach may be used by children in conjunction with their parents xanthine medications quality 4 mg risperidone, in working through a typical primary-school spelling curriculum medications safe during pregnancy quality risperidone 2 mg. However, in my clinical experience it works best when small groups of spellings are targeted each week and children are allowed to work at a pace which leads to the greatest rate of success. Study skills Adolescents with specific reading difficulties may, to some degree, offset the handicap entailed by their reading difficulties by developing good study skills. These include time management, active reading, and mapping (Butler and Hope, 1995). In making a calendar of time slots, youngsters should be encouraged to take account of whether they work best in the morning or the evening, their span of concentration (which for most teenagers is about 50 minutes), and their work and leisure commitments. In chunking and prioritising work, account should be taken of how much material may reasonably be covered in a 50-minute slot, which topics can be studied for multiple consecutive periods, and which are best studied for a single period sandwiched in between other topics. When troubleshooting difficulties, the overall goal of the study plan should always be given priority, as should the need for regular reinforcement and leisure activities, which the adolescent should construe as being her own reward for completing part of the study plan. Improvising, rescheduling and avoiding catastrophising are key troubleshooting skills. Challenging catastrophic thoughts is discussed in Chapter 12, where anxiety disorders are considered. Active reading involves following a routine to extract meaning actively from texts and to remember extracted points as coherent knowledge structures (Butler and Hope, 1995). The first step is to scan the text, noting the headings, and reading the overview and summary if these are provided. In the light of this scanning process, the second step is to list the main questions that may be answered by a detailed reading of the chapter. The third step is to read each section with a question in mind and at the end of the section write down the answer to the question that has arisen from reading the section. When this process has been completed for all sections, the fourth step is to re-read the questions and answers that have been composed a couple of times. Then, with the answers covered, the questions should be asked once more and the answers recited from memory. The final stage is try to draw out a visuo-spatial representation of the material, and post this cognitive map on the wall of the study for frequent inspection. Psychometric reports for specific learning difficulties the general principles set out in Chapter 5 apply to writing reports to parents and members of the professional network about specific learning difficulties. However, it is often necessary to offer quite detailed and complex feedback to non-specialists, and so writing psychometric reports requires additional skills. Also included in this figure are some guidelines for parents on helping their children with literacy skills. Head injury Many children who sustain head injuries develop transient or chronic learning difficulties. This functional approach to acquired learning difficulties is not concerned with predicting particular brain lesions from patterns of psychometric test findings in conjunction with other clinical data, or with tracking or predicting covariation in brain-behaviour relationships over time. Such skills require advanced training in neuropsychology (Fletcher, 1988; Reynolds and Fletcher-Janzen, 1989), familiarity with a wide range of specialist assessment procedures (Spreen and Strauss, 1991; Lezak, 1995), and detailed familiarity with neurological development (Middleton and Schwartz, 1995). Where detailed evaluation of brain-behaviour linkages is required, a referral to a specialist neuropsychologist should be made. The central referral question concerned her prognosis in terms of attainment problems and behavioural adjustment, which had been within normal limits prior to the accident Her developmental history, as given by her mother, was unremarkable, with her development on sensorimotor, language, cognitive and social parameters falling broadly within the normal range. An inspection of her school reports showed that she was in the top 10 per cent of her mixed-ability class. Samples of her school work and this information suggested that her premorbid functioning was probably in the high average range of general intellectual abilities. The Child Behaviour Checklist was completed by her mother during the fourth week following the trauma. Her scores on the anxiety/depression and attention problem subscales fell within the clinical range. She co-operated well with psychological assessment procedures, exhibited no impairment of hearing or sight, and was on no medication; so the results of the psychological assessment were interpreted as a valid description of her level of functioning a month following the trauma. Her verbal skills, which were in the high average range, were significantly less impaired than her visuo-spatial skills and her visual and auditory sequential memory, which fell in the low average range. She returned a reading quotient which fell within the normal range and a spelling quotient which fell within the low average range.
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Where possible medications on a plane cheap risperidone 2 mg online, two strategies should be worked on for each discretely identifiable symptom symptoms 5dp5dt fet discount risperidone 2 mg overnight delivery. For example symptoms ketosis generic risperidone 3mg online, attention switching and relaxation could both be used to medicine 230 cheap risperidone 4 mg on-line reduce auditory hallucinations. Contingency management Contingency management, where specific target adaptive behaviours are reinforced and nonadaptive behaviours are not reinforced, may be used to help clients replace negative symptoms, such as lack of goal-directed behaviour, restricted expression of emotions, and restricted or incoherent speech, with more adaptive alternatives. Contingency-management approaches may also be used to help replace the behavioural manifestations of hallucinations or delusions with less bizarre behaviour. This treatment was developed within an institutional context in the form of token economy programmes. Symptomatic behaviours were not reinforced and aggressive behaviour was reduced through the use of time out. The token-economy approach to contingency management is not feasible within the community. However, contingency contracts between the client and significant members of the family and professional network may form part of a community-based treatment approach. Within such contracts, there is an agreement that the attainment of certain target goals on the part of the client will lead to certain positive consequences. Group work for parents Parent groups have been shown to reduce expressed emotion in families with a member with a diagnosis of schizophrenia, and an approach to running such a group is given in Kuipers et al. They may be open or closed, and ideally should be run in the evenings in a convenient location to minimise temporal and geographic barriers to attendance. All subsequent meetings should open with a round where each person has a turn to say what has happened since the previous meeting. If parents agree to try a particular solution as homework, this should be reviewed in the next group. Summary Schizophrenia is a complex disorder or group of disorders which affects 1 per cent of the population over 18 years of age. The condition is marked by positive symptoms such as delusions and hallucination and negative symptoms such as inactivity and poverty of speech. While, in the past, a broad definition of schizophrenia was used in North America and a narrow definition used in Europe, there is now considerable international agreement on a narrow-band definition of schizophrenia. In differential diagnosis, it should be distinguished from autism, affective conditions and adolescent precursors of adult personality disorders on the schizophrenia spectrum, particularly schizoid, schizotypal and paranoid personality disorder. This hypothesis entails the view that a distinction may be made between Type 1 schizophrenia, which is a genetically inherited disease marked by a dysregulation of the mesolymbic dopaminergic system and characterised by positive symptoms, and Type 2 schizophrenia, which is a neurodevelopmental disorder arising from pre- or perinatal insults marked by chronic negative symptoms. In the psychological domain, cognitive deficits, cognitive biases, management of prodromal symptoms, and family-and community-based stresses have all been implicated in the genesis and maintenance of schizophrenia, and a variety of focal theories have been developed to explain the role of these specific factors. Diathesis-stress models of schizophrenia have also been developed, which argue that for the symptoms of schizophrenia to occur, a biologically vulnerable individual must be exposed to environmental stress. The interaction of the vulnerability factors with the stress factors leads to the occurrence of the symptomatology. Symptoms are subsequently maintained by ongoing exposure to environmental stress and by the way in which the person reacts to this stress and copes with the unusual experiences associated with schizophrenia. Assessment premised on multifactorial diathesis-stress models of schizophrenia addresses predisposing, precipitating and maintaining factors in the biological, psychological and contextual domains. Treatment programmes premised on diathesis-stress models involve antipsychotic medication to address dysregulation of the dopamine system; family intervention to reduce family-based stress; and individual intervention to enhance personal coping strategies. Develop a plan for two sessions with Julian to help him begin to control his delusions and hallucinations. Develop a plan for the first two sessions with the family which aims to reduce the level of expressed emotion. Section V Child abuse 19 Physical abuse Physical abuse refers to deliberately inflicted injury or deliberate attempts to poison a child. Physical abuse is usually intrafamilial and may occur alone or in conjunction with sexual abuse, neglect or emotional abuse. Many studies have found a high level of co-morbidity for physical abuse and neglect (Belsky, 1993).
Beaver treatment 3 phases malnourished children cheap 3mg risperidone otc, adolescent males who possess a certain type of variation in a specific gene are more likely to treatment 3 nail fungus discount 2 mg risperidone free shipping flock to symptoms hyperthyroidism generic risperidone 2 mg amex delinquent peers treatment quadratus lumborum generic 4mg risperidone otc. Individual Risk Factors: Individual psychological or behavioural risk factors that may make offending more likely include intelligence, impulsiveness or the inability to delay gratification, aggression, empathy, and restlessness. This may increase the chances of offending because low educational attainment, a low attachment to school, and low educational aspirations are all risk factors for offending in themselves. However, it must be born in mind that defining and measuring intelligence is troublesome. Impulsiveness: Young males are especially likely to be impulsive which could mean they disregard the long-term consequences of their actions, have a lack of self-control, and are unable to postpone immediate gratification. However is not clear whether these aspects of personality are a result of deficits in the executive functions of the brain, or a result of parental influences or other social factors. Family Environment: Family factors which may have an influence on offending include; the level of parental supervision, the way parents discipline a child, parental conflict or separation, criminal parents or siblings, parental abuse or neglect, and the quality of the parent-child relationship Children brought up by lone parents are more likely to start offending than those who live with two natural parents, however once the attachment a child feels towards their parent(s) and the level of parental supervision are taken into account, children in single parent families are no more likely to offend then others. When parents commonly do not know where their children are, what their activities are, or who their friends are, children are more likely to truant from school and have delinquent friends, each of which are linked to offendingA lack of supervision is connected to poor relationships between children and parents, as children who are often in conflict with their parents may be less willing to discuss their activities with them. Delinquency Prevention Delinquency Prevention is the broad term for all efforts aimed at preventing youth from becoming involved in criminal, or other antisocial, activity. Increasingly, governments are recognizing the importance of allocating resources for the prevention of delinquency. Because it is often difficult for states to provide the fiscal resources necessary for good prevention, organizations, communities, and governments are working more in collaboration with each other to prevent juvenile delinquency. With the development of delinquency in youth being influenced by numerous factors, prevention efforts are comprehensive in scope. Prevention services include activities such as substance abuse education and treatment, family counseling, youth mentoring, parenting education, educational support, and youth sheltering. Low educational attainment, a low attachment to school, and low educational aspirations in juveniles are all risk factors for offending in themselves. White-Collar Crime White-collar crimes are offenses that persons commit while acting in their legitimate jobs and professions. White-collar criminals behave in unethical ways for self-gain (for example, embezzlement) or for the benefit of a business (for example, corporate price-fixing). Victims of white-collar crime include the economy, employers, consumers, and the environment. Defining White Collar Crime White collar crime is a term that was first used by a sociologist in 1939 to describe criminal activity by members of the upper classes in connection with their professions. His point was that this type of crime was barely acknowledged by the criminal justice system and rarely prosecuted. Today, the most common definition of white collar crime no longer focuses on the social status of the offender but rather on the type of conduct involved: illegal acts using deceit and concealment to obtain money, property, or services, or to secure a business or professional advantage. Within the field of criminology, white-collar crime has been defined by Edwin Sutherland as "a crime committed by a person of respectability and high social status in the course of his occupation" (1949). Sutherland was a proponent of Symbolic Interactionism, and believed that criminal behavior was learned from interpersonal interaction with others. White-collar crime therefore overlaps with corporate crime because the opportunity for fraud, bribery, insider trading, embezzlement, computer crime, and forgery is more available to white-collar employees. Generally, however, white collar crime is defined as,violation of the law committed by a person or group of persons in the course of an otherwise respected and legitimate occupation or business enterprise. Coleman, 1989) Limitation of the Term "White Collar Crime" Modern criminology generally rejects a limitation of the term by reference to type of crime and the topic is now divided: By the type of offense. But the Federal Bureau of Investigation has adopted the narrow approach, defining whitecollar crime as "those illegal acts which are characterized by deceit, concealment, 108 or violation of trust and which are not dependent upon the application or threat of physical force or violence" (1989, 3). Because this approach is relatively pervasive in the United States, the record-keeping does not adequately collect data on the socioeconomic status of offenders which, in turn, makes research and policy evaluation problematic. Shover and Wright (2000) point to the essential neutrality of a crime as enacted in a statute. It almost inevitably describes conduct in the abstract, not by reference to the character of the persons performing it. Thus, the only way that one crime differs from another is in the backgrounds and characteristics of its perpetrators.