Children and Adolescents with Emotional and Behavioral Disorders
Produktdetaljer
Biographical note
Vance Austin has spent 27 in the field of special education as a teacher, counselor, professor, and administrator. While his principal occupation is that of college professor preparing teachers for the classroom, he continues to work part time at a special school for students with emotional and behavioral disorders. He serves as a member on the NYS Panel for Child Specific Intervention Reviews relative to students with serious emotional disturbance (SED). He has written manuscripts and research articles related to working with students with disabilities as well as a chapter contribution to a text for general educators working with this population.
Daniel T. Sciarra, PhD, LCMHC, NCC, is professor of Counselor Education. Fluently in Spanish, he sees Latino children, adolescents, and families through the Stamford Child Guidance Center in Stamford, CT. In addition to numerous articles and book chapters on the subject of multicultural counseling, Dr. Sciarra is the author of two books, Multiculturalism in Counseling (Peacock, 1999) and School Counseling: Foundations and Contemporary Issues (Brook/Cole, 2004). A former school counselor with the New York City Board of Education, Sciarra holds a doctorate in Counseling Psychology from Fordham University, a master's degree in counseling from Boston College, and a bachelor's degree in English education from Fairfield University. He is a licensed psychologist, licensed clinical mental health counselor (LCMHC), and a national certified counselor (NCC).
This first edition text is specifically designed to help teachers work successfully with children who exhibit emotional and behavioral disorders by affording readers a comprehensive and holistic repertoire of valuable, evidence-based treatment strategies. Written from the dual perspectives of an experienced clinician and a long-time educator, the school professionals and students who read it will better understand the role of both teacher and service provider, optimizing the coordination and effectiveness of the services that are critical to the success of these students.
Chapter by chapter, Students and Adolescents with Emotional and Behavioral Disorders explores the most prevalent behavioral disorders encountered by school professionals as they work with today's students. Each disorder is addressed by type and each includes a discussion of the relevant characteristics, causes, prevalence, and current references, and treatment strategies. While the first half of each chapter focuses on the psychological overview of the disorder based on the latest research, the second half of the chapter takes an in-depth look at practical applications and strategies to combat the disorders through the use of real-world case examples, practice-based techniques, tips, and critical thinking questions.
Balanced and comprehensive, this book supports both a behavior and cognitive therapeutic approach to the treatment of students with EBD and acknowledges the need for a collaborative approach to these issues by teachers, school professionals and other service providers.
I. Introduction
Chapter 1: Introduction
Focus Questions
Defining Emotional and Behavioral Disorders
Implications of including socially maladaptive students
A Growing Field
Profile of an EBD Child
The Functional Behavioral Assessment and its Applications
Developing an Effective Intervention Plan
Typical Non-Therapeutic Teacher-Caregiver Responses
Developing the Right Attitude: Some Tips for Avoiding Conflict and Building
Community
Focus Questions Revisited
From the Field
References
Tables and Figures
II. Section One: Students with Disruptive Disorders
Chapter 2: Conduct Disorder
Focus Questions
Introduction
Case Example: Michael
Characteristics
Prevalence
Etiology
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Tables and Figures
Chapter 3: Oppositional Defiance Disorder
Focus Questions
Introduction
Case Example: Jack Straw
Characteristics
Prevalence
Etiology
Assessment and Diagnosis
Treatment Strategies
School-based Interventions: Jack Straw
Assessing the Problem
Developing an Effective Intervention Plan
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Table and Figures
Chapter 4: Attention Deficit Hyperactivity Disorder
Focus Questions
Introduction
A Brief Explanation
ADHD Introduced
Case Example: Vincent, ADHD Predominantly Hyperactive-Impulsive Type
Case Example: Brett, ADHD Predominantly Inattentive Type
Characteristics
ADHD Predominantly Inattentive Type
ADHD Predominantly Hyperactive-Impulsive Type
ADHD Combined Type
Universal Characteristics
Prevalence and Comorbidity
Etiology
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem: Vincent (ADHD Predominantly Hyperactive-
Impulsive Type)
Developing an Effective Intervention Plan
Assessing the Problem: Brett (ADHD Predominantly Inattentive Type)
Developing and Effective Intervention Plan
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Tables and Figures
III. Section Two: Anxiety Disorders
Chapter 5: Anxiety Disorders I: Specific Phobia, Separation Anxiety Disorder, and
Social Anxiety Disorder
Focus Questions
Introduction
Specific Phobia
Case Example: Ricky V.
Characteristics
Prevalence
Etiology
Assessment
Treatment Strategies
School-based Intervention
Assessing the Problem
Developing an Effective Intervention Plan
Tips for Teachers
Separation Anxiety Disorder
Case Example: Jimmy
Characteristics
Prevalence
Etiology
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Tips for Teachers
Social Anxiety Disorder (Social Phobia)
Case Example: Jody
Characteristics
Etiology
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Tables and Figures
Chapter 6: Anxiety Disorders II: Post-Traumatic Stress Disorder, Generalized
Anxiety Disorder and Obsessive-Compulsive Disorder
Focus Questions
Introduction
Post-Traumatic Stress Disorder
Case Example: Sandy
Characteristics
Prevalence and Comorbidity
Etiology
Assessment
Treatment Strategies
School-based Intervention
Assessing the Problem
Developing an Effective Intervention Plan
Tips for Teachers
Generalized Anxiety Disorder
Case Example: Jerry
Introduction & Characteristics
Prevalence
Etiology
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
h. Tips for Teachers
Obsessive-Compulsive Disorder
Case Example: Nikolas
Introduction & Characteristics
Prevalence
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Tips for Teachers
Summary
Focus Questions Revisited
From the Field
References
Tables and Figures
Chapter 7: Eating Disorders
Focus Questions
Introduction
Nature and Criteria of Eating Disorders
Anorexia Nervosa
Case Example: Siobhan
Characteristics
Bulimia Nervosa
Case Example: Michele
Characteristics
Binge Eating Disorder
Case Example: Aaron
Characteristics
Epidemiology, Prevalence, and Developmental Course
Anorexia Nervosa
Bulimia Nervosa
Co-morbidity and Differential Diagnosis
Etiology
Assessment
Treatment
Conclusions
School-based Interventions
Case Example: Siobhan
Assessing the Problem
Developing an Effective Intervention Plan
Case Example: Michele
Assessing the Problem
Developing an Effective Intervention Plan
Case Example: Siobhan
Assessing the Problem
Developing an Effective Intervention Plan
Summary
Tips for Teachers
For Students with Anorexia Nervosa
For Students with Bulimia Nervosa
For Students with Binge Eating Disorder
Focus Questions Revisited
From the Field
References
Tables and Figures
IV. Section Three: Mood Disorders
Chapter 8: Depressive Disorders, Bipolar Disorder, and Suicide Prevention in
School-age Children and Youth
Focus Questions
Introduction
Case Example: Emily
Characteristics
Prevalence
Major Depressive Disorder (MDD)
Etiology
Dysthymia
Assessment
Treatment Strategies
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Bipolar Disorder
Case Example: Calvin
Characteristics
Assessment
Psychopharmacological Treatment of BPDs
School-based Interventions
Assessing the Problem
Developing an Effective Intervention Plan
Adolescent Suicide
Case Example: A Personal Anecdote
Suicide Assessment
The Warning Signs of Adolescent Suicide
The Suicide Interview
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Tables and Figures
V. Section Four: Autistic Spectrum Disorders
Chapter 9: Autistic Spectrum Disorders
Focus Questions
Autistic Spectrum Disorder
Case Example: Carmen, a Student with Autistic Disorder (AD)
Autistic Spectrum Disorders: Introduction and Characteristics
Asperger's Syndrome
Case Example: James, a Student with Asperger's Syndrome (AS)
Asperger's Syndrome: Introduction & Characteristics
Prevalence
Etiology
Assessment
Treatment Strategies
School-based Intervention
Assessing the Problem: Carmen a Student with AD
Developing an Effective Intervention Plan: Carmen
Assessing the Problem: James, a Student with AS
Developing an Effective Intervention Plan: James
Summary
Tips for Teachers
Focus Questions Revisited
From the Field
References
Tables and Figures
Chapter10. At-Risk Behaviors and Emotional Disturbance
Focus Questions
Substance Use and Abuse
Case Example: Michael R.
Introduction
Drugs of Choice among Adolescents
Treatment of Substance Abuse
Prevention of Substance Abuse
At-Risk Sexual Behaviors
A Study in Contrasts: Two Stories
Introduction
Unprotected Sexual Activity: The Risk of HIV/AIDS
Teenage Pregnancy and Motherhood
Approaches to Sex Education
School Violence
Case Examples: Eric Harris and Dylan Klebold
Introduction
Early Warning Signs
Imminent Warning Signs
Evaluation of and Response to Threats of Violence
Threat Management in Schools
Effective and Ineffective Approaches to School Violence
Bullying
Who Bullies and Why
Who Gets Bullied and Why
The Victim Turned Aggressor
Bullying As It Relates to Students with Disabilities
Specific Interventions to Reduce Bullying in Schools
Gang Membership and Related Activities
A Personal Anecdote
Youth Gangs in the U.S.: Current Data
Gang Impact in Schools
Characteristics of Gangs in Schools
Purpose Served by Gang Membership
Profile of an Adolescent Gang Member
Combating Gang Activities in Schools
An Example of a Successful Prevention Program
Conclusion
Summary
Tips for Teachers
For Students that are Substance Abusers
For Students that Engage in At-Risk Sexual Behaviors
For Students that Perpetrate School Violence and Engage in Bullying
For Students Involved in Gangs and Gang Violence
Focus Questions Revisited
From the Field
References
Tables and Figures
VI. Conclusion and Summary
Chapter 11: Focus on Success Today
Focus Questions
Retrospective and Overview
Implications of new IDEA (2004) regulations for Students with
Emotional/Behavioral Disorders
The Positive Impact of Technology and Meaningful Learning Experiences
How to Work Effectively with the TriggerChild
Avoiding the Pitfalls of Stereotyping
Understanding Diversity and Its Relevance to Intervention and Treatment
Preventing Adversarial Relationships:Working Collaboratively with Families
of Students with EBD
The Last Word
Focus Questions Revisited
From the Field
References
Tables and Figures
VII. Index of Terms and Authors
VIII. References and Appendices?
Produktdetaljer
Biographical note
Vance Austin has spent 27 in the field of special education as a teacher, counselor, professor, and administrator. While his principal occupation is that of college professor preparing teachers for the classroom, he continues to work part time at a special school for students with emotional and behavioral disorders. He serves as a member on the NYS Panel for Child Specific Intervention Reviews relative to students with serious emotional disturbance (SED). He has written manuscripts and research articles related to working with students with disabilities as well as a chapter contribution to a text for general educators working with this population.
Daniel T. Sciarra, PhD, LCMHC, NCC, is professor of Counselor Education. Fluently in Spanish, he sees Latino children, adolescents, and families through the Stamford Child Guidance Center in Stamford, CT. In addition to numerous articles and book chapters on the subject of multicultural counseling, Dr. Sciarra is the author of two books, Multiculturalism in Counseling (Peacock, 1999) and School Counseling: Foundations and Contemporary Issues (Brook/Cole, 2004). A former school counselor with the New York City Board of Education, Sciarra holds a doctorate in Counseling Psychology from Fordham University, a master's degree in counseling from Boston College, and a bachelor's degree in English education from Fairfield University. He is a licensed psychologist, licensed clinical mental health counselor (LCMHC), and a national certified counselor (NCC).