Clinical Child Psychology: Social Learning, Development and BehaviourEffective childhood interventions can have huge importance, not only to children's lifelong development, but also to the wellbeing and happiness of parents and families. This second edition of Clinical Child Psychology, looks at childhood problems and interventions within a framework of normal development and learning, and a recognition of family influences and resources. Clinical formulation and therapeutic programme planning are introduced, and a range of new topics (e.g. suicide/parasuicide, PTSD, bereavement, eating disorders and Special Needs) are included. Other major areas such as Attention-Deficit Hyperactivity Disorder, Depression, and Autism, have been extended. There is greater emphasis on school-related problems, and psychology of health, as well more guidance on practical decisions and strategies of treatment. The approach here is systemic and family-orientated. A book of much value by one of the world's leading clinical child psychologists. |
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45 pages matching conduct disorders in this book
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The referral | 7 |
Conducting a formulation | 41 |
Interventions | 57 |
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ability actions activity adolescents adult aggressive anxiety appear approach assessment associated attention autistic children become behaviour boys causes child childhood clinical cognitive communication conduct consequences depression described developmental difficulties disorder drug early eating educational effects emotional evidence example experience factors fear feelings functioning give Herbert impairment important increase individual infants influences interactions intervention involved language learning less major means mental methods mother normal occur parents particular patients pattern period person physical play positive present problems processes programme psychological psychopathology question range referred reinforcement relationships reported response Rutter sense severe significant situation skills sleep social specific speech stage studies success suggest symptoms task teachers tend theory therapy thinking thought tion treatment usually young