The Wiley Handbook of Disruptive and Impulse-Control Disorders

 
 
Wiley-Blackwell (Verlag)
  • erschienen am 21. August 2017
  • |
  • 560 Seiten
 
E-Book | ePUB mit Adobe-DRM | Systemvoraussetzungen
978-1-119-09222-3 (ISBN)
 
The definitive reference to the policies and practices for treating disruptive and impulse-control disorders, edited by renowned experts
The Wiley Handbook of Disruptive and Impulse-Control Disorders offers a comprehensive overview that integrates the most recent and important scholarship and research on disruptive and impulse-control disorders in children and adolescents. Each of the chapters includes a summary of the most relevant research and knowledge on the topic and identifies the implications of the findings along with important next directions for research. Designed to be practical in application, the text explores the applied real-world value of the accumulated research findings, and the authors include policy implications and recommendations.
The Handbook address the nature and definition of the disorders, the risk factors associated with the development and maintenance of this cluster of disorders, assessment processes, as well as the evidence-based treatment and prevention practices. The volume incorporates information from the ICD-11, a newly revised classification system, along with the recently published DSM-5. This important resource:
* Contains a definitive survey that integrates the most recent and important research and scholarship on disruptive and impulse-control disorders in children and adolescents
* Emphasizes the applied real-world value of the accumulated research findings
* Explores the policy implications and recommendations to encourage evidence-based practice
* Examines the nature and definition, risk factors, assessment, and evidence-based practice; risk factors are subdivided into child, family, peer group and broader context
* Considers changes, advances and controversies associated with new and revised diagnostic categories
Written for clinicians and professionals in the field, The Wiley Handbook of Disruptive and Impulse-Control Disorders offers an up-to-date review of the most authoritative scholarship and research on disruptive and impulse-control disorders in children and adolescents as well as offering recommendations for practice.
1. Auflage
  • Englisch
  • Newark
  • |
  • Großbritannien
John Wiley & Sons
  • 1,56 MB
978-1-119-09222-3 (9781119092223)
weitere Ausgaben werden ermittelt
  • Cover
  • Title Page
  • Copyright
  • Contents
  • Notes on Contributors
  • Part 1 :Introduction to the Handbook
  • Chapter 1: A Framework for the Handbook's Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders
  • DBDs, IED, and Impulse-Control Disorders
  • Background on Diagnostic Classification and its Purposes
  • What Are the Purposes of, and Concerns about, Diagnostic Classification of Behavioral Problems?
  • To Facilitate Research on the Causes and Active Mechanisms That Contribute to the Development and Maintenance of Behavioral Disorders
  • Handbook Structure: Key Assumptions about Exploration of Research and Treatment Planning
  • Overview of the Handbook
  • References
  • Part 2: Diagnostic Issues for the Disruptive and Impulse-Control Disorders
  • Chapter 2: Diagnostic Issues in Oppositional Defiant Disorder
  • The History of Oppositional Defiant Disorder
  • Criteria
  • Irritability and Disruptive Mood Dysregulation Disorder
  • An ODD Specifier
  • Exclusionary Issues in the Diagnosis of ODD
  • Prevalence
  • Developmental Issues: Is ODD a Childhood Disorder?
  • Comorbidities
  • Conclusion
  • References
  • Chapter 3: Conduct Disorder and Callous-Unemotional Traits
  • A Brief History of Diagnostic Classification for Conduct Disorder
  • Callous-Unemotional Traits and Developmental Pathways to Conduct Disorder
  • Conclusions
  • References
  • Chapter 4: Diagnostic Issues for ODD/CD with ADHD Comorbidity
  • Overview of ODD/CD with Comorbid ADHD
  • Sociodemographic Factors Affecting Comorbidity Rates and Symptom Trajectory
  • Considerations and Issues for Diagnosing Comorbid ODD/CD with ADHD
  • Intervention Implications of Comorbid ODD/CD with ADHD
  • Conclusion
  • References
  • Chapter 5: Comorbidity with Substance Abuse
  • Associations between DBDs and Substance Abuse
  • Potential Common Pathways to DBDs and Substance Use
  • Potential Moderators of the Association between DBDs and Substance Use
  • Conclusion and Future Directions
  • Acknowledgment
  • References
  • Chapter 6: Intermittent Explosive Disorder and the Impulse-Control Disorders
  • Intermittent Explosive Disorder (IED)
  • Kleptomania
  • Pyromania
  • Conclusions
  • References
  • Chapter 7: Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum
  • Personality Disorders
  • Disruptive Behavior Disorders, Personality Disorders, and the Externalizing Spectrum
  • Antisocial/Psychopathic Personality Disorder
  • Borderline Personality Disorder
  • Narcissistic Personality Disorder
  • Paranoid Personality Disorder
  • Dimensional Personality Traits: A Developmentally Sounder Way Forward
  • Conclusion
  • References
  • Part 3: Etiological and Maintenance Factors: Child-Level Factors
  • Chapter 8: Genetic and Gene-Environment Influences on Disruptive Behavior Disorders
  • Heritability of DBDs
  • Genetic Studies and DBDs
  • Genome-Environment Interaction Studies
  • Limitations of Approaches
  • Summary and Recommendations
  • Conclusion
  • References
  • Chapter 9: The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder
  • Brain Structure
  • Diffusion Tensor Imaging
  • Functional Brain Imaging
  • Functional Connectivity
  • Neurotransmitters
  • Stress Response System
  • Conclusion
  • References
  • Chapter 10: Cognitive Functions
  • Intellectual Functioning
  • Language
  • Executive Functioning
  • Conclusion
  • References
  • Chapter 11: Temperament
  • Definition of Temperament
  • Theoretical Models of Temperament and Psychopathology
  • Research on Temperament and Disruptive Behavior Disorders
  • Limitations of Current Literature
  • Implications
  • Conclusion
  • References
  • Chapter 12: Prenatal and Perinatal Risk Factors
  • Prenatal Risk Factors
  • Perinatal Risk Factors
  • The Role of Genetics in Prenatal and Perinatal Risk
  • Conclusion
  • References
  • Chapter 13: Attachment and Disruptive Disorders
  • Attachment
  • Future Directions
  • Conclusion
  • References
  • Chapter 14: Emotion Regulation
  • Defining Emotion Regulation
  • Implications for Prevention and Intervention
  • Conclusions
  • References
  • Chapter 15: "It's Gonna End Up with a Fight Anyway": Social Cognitive Processes in Children with Disruptive Behavior Disorders
  • A General Model of Social Cognition in Disruptive Behavior Problems
  • Online Social-Cognitive Processing
  • Offline Processes
  • Socialization and the Development of Social-Cognitive Dispositions
  • Clinical Implications
  • Research Directions
  • Conclusion
  • References
  • Etiological and Maintenance Factors: Family Factors
  • Chapter 16: Family Poverty and Structure
  • Interpreting the Evidence
  • Family Poverty
  • Family Structure
  • Conclusions
  • References
  • Chapter 17: Parent Psychopathology
  • Parent Psychopathology
  • Conclusions, Clinical Implications, and Future Directions
  • References
  • Chapter 18: Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children
  • Relationship Discord
  • Intimate Partner Aggression
  • The Association of Relationship Discord and Intimate Partner Violence
  • Prevalence of ODD/CD
  • Association of Marital Discord/Conflict and ODD/CD
  • Meta Analyses of the Association of Marital Discord/Conflict and Externalizing Behavior
  • The Relationship between IPA and Externalizing Problems of Children
  • Conclusions and Future Research Directions
  • References
  • Chapter 19: Parenting Practices and the Development of Problem Behavior across the Lifespan
  • History of Parenting Literature
  • Parenting across the Lifespan
  • Parenting Skills as a Target of Interventions
  • Parenting Skills That Affect the Development of Problem Behavior
  • Culture and Parenting
  • Conclusion
  • Acknowledgment
  • References
  • Etiological and Maintenance Factors: Peer Factors
  • Chapter 20: Peer Rejection and Disruptive Behavioral Disorders
  • Operationalization of Peer Acceptance and Rejection
  • The Complex Relationship of Peer Rejection with Externalizing Problems
  • Comorbidity with ADHD
  • The Mechanisms for Peer Rejection's Effect on CD/ODD
  • Conclusion
  • References
  • Chapter 21: The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder
  • Conduct Disorder, Oppositional Defiant Disorder, and Deviant Peers
  • A Developmental-Ecological Perspective
  • Risk Factors for Deviant Peer Involvement
  • Mechanisms of Peer Influence
  • Moderators of Deviant Peer Influence
  • Conclusion and Future Directions
  • References
  • Etiological and Maintenance Factors: Broader Social Context
  • Chapter 22: The Broader Context School and Neighborhood Factors Contributing to ODD and CD Symptomatology
  • School Factors
  • Neighborhood Factors
  • Conclusion
  • References
  • Part 4: Assessment Processes
  • Chapter 23: Problem-Solving Structure of Assessment
  • General Issues
  • An Overview of the Assessment Procedure
  • Written Information
  • Initial Interview with the Parents and the Child or Adolescent
  • Hypotheses regarding Possible Diagnoses and Comorbidities
  • Interview and Observation of the Child or Adolescent
  • Additional Assessments
  • DSM-5 Orientated Interview
  • Categorical Diagnosis, Diagnostic Formulation, and the Treatment Plan
  • Discussion of Diagnosis and Treatment Plan with the Parents, and Use of Psychoeducation in Order to Improve Treatment Engagement
  • Conclusion
  • References
  • Part 5: Treatment and Prevention
  • Chapter 24: Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature
  • Prevalence of Disruptive Behavior Disorders and Families at Risk
  • The Relationship between Poverty and Child Disruptive Behavior Disorders
  • Treatments for DBDs and Parent Engagement
  • Treatment Engagement Difficulties for Poverty-Affected Families
  • The Need to Engage with Support Services
  • Future Directions
  • Conclusion
  • References
  • Chapter 25: Pharmacotherapy of Disruptive and Impulse Control Disorders
  • Pharmacologic Treatment of ODD/CD
  • Pharmacologic Treatment of Maladaptive Aggression and Irritability
  • Strategies for Treatment
  • Conclusions and Future Directions
  • References
  • Chapter 26: Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood
  • The Behavioral Model of Psychosocial Treatment for Early-Onset CPs
  • Treatment Formats for the Psychosocial Treatment of Early-Onset CPs
  • Leading Psychosocial Intervention Protocols for the Treatment of Early-Onset CPs
  • Promising Trends and Innovations in the Psychosocial Treatment of Early-Onset CPs
  • Conclusions
  • References
  • Chapter 27: Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence
  • Universal Prevention Programs
  • Indicated Prevention and Treatment Programs
  • Conclusions and Future Directions
  • Acknowledgment
  • References
  • Chapter 28: Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD
  • Interventions That Are Child-Focused
  • Interventions That Are Parent-Focused
  • Interventions Delivered to Youth and their Parents
  • Conclusion
  • References
  • Chapter 29: Factors Influencing Intervention Delivery and Outcomes
  • Dissemination to Real-World Settings
  • Factors at the Intervention Program Level
  • Factors at the Client Level
  • Factors at the Level of the Clinician and the Practice Setting
  • Conclusions and Cost-effectiveness of Programs and Their Adaptations
  • References
  • Part 6: Concluding Comments
  • Chapter 30: Future Directions
  • The Nature of Oppositional Defiant Disorder and Conduct Disorder
  • The Need for Careful and In-Depth Assessment and Reassessment
  • Psychological Interventions
  • References
  • Index
  • EULA

Notes on Contributors


Mary Acri, PhD, currently holds the titles of Senior Research Scientist at the McSilver Institute for Policy, Poverty, and Research; Research Assistant Professor at New York University School of Medicine's Department of Child and Adolescent Psychiatry; and Adjunct Faculty at The Silver School of Social Work at New York University. She has published over 50 peer-reviewed journal articles on mental health, peer-delivered interventions, animal-assisted therapies, and developing and testing unique models of detection and outreach for families impacted by poverty.

Bo Bach, PhD, is a clinical psychologist and Senior Research Associate at the Psychiatric Research Unit, Slagelse Psychiatric Hospital, Denmark. He is co-founder of the Center of Excellence on Personality Disorder within the aforementioned hospital. As clinician, he is particularly experienced with assessment and treatment of personality disorders. His research interests are on the utility of diagnostic models of personality disorders, and on how pathological personality dimensions may inform treatment decisions as well as predict treatment benefit and outcome.

Courtney N. Baker, PhD, is an Assistant Professor in the Department of Psychology at Tulane University. Dr. Baker's research program aims to eliminate disparities in health and academic achievement by improving the delivery of high-quality evidence-based prevention and intervention programming. Her research focuses on low-income community settings serving children and their families. In line with best practices when working with underserved communities, Dr. Baker utilizes a community-based participatory research approach.

Edward D. Barker, PhD, is Associate Professor in the Department of Psychology at the Institute of Psychiatry, Psychology, and Neuroscience, King's College London, where he also directs the Developmental Psychology Lab. His research interests are in examining how?stressful environments exacerbate underlying biological vulnerabilities to affect children's development. He is particularly interested in the impact of psychopathology in caregivers (and associated risks) on children's externalizing disorders, and the relative role of prenatal and postnatal risk exposures.

Tammy D. Barry, PhD, is an Associate Professor in the Department of Psychology at Washington State University and the Director of Clinical Training for the clinical psychology doctoral program. She has taught doctoral students at four other institutions. She currently serves on the Board of Directors of the Council of University Directors of Clinical Psychology. Her research focuses on biologically based and contextual correlates of child externalizing behaviors, including ADHD, aggression, and disruptive behaviors associated with autism.

Megan K. Bookhout, MA, is a fifth-year doctoral student in the Clinical Science Program in the Department of Psychological and Brain Sciences at the University of Delaware. Her research interests focus on the peer relations of children with obesity, particularly in the effects of weight-related victimization on children's psychosocial outcomes.

Caroline L. Boxmeyer, PhD, is an associate professor in the Department of Psychiatry and Behavioral Medicine at The University of Alabama. She is also a Research Scientist in UA's Center for Prevention of Youth Behavior Problems. Dr. Boxmeyer's federally funded program of research focuses on developing, testing, and disseminating preventive interventions that support children's social and emotional development and family well-being. She is a master trainer in the Coping Power program and has codeveloped several related interventions.

Patricia A. Brennan, PhD, is a?Clinical Psychology Professor at Emory?University. She obtained her doctorate from the?University?of Southern California, and for over two decades has studied the social and biological factors that contribute to aggression. As a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford, she coauthored a book on the prevention of aggression in youth. Her current work incorporates biological variables in treatment outcomes studies of delinquency.

Laura J. Bry, BA, is a doctoral student in the Clinical Science of Child and Adolescent Psychology program at Florida International University. She is a member of the Mental Health Interventions and Technology (MINT) program, where her research focuses broadly on improving access to care for children and families through novel intervention methods and models of care.

Jeffrey D. Burke, PhD, is an Associate Professor in the Department of Psychological Sciences at the University of Connecticut. His research focuses on describing the development of disruptive behavior problems and on improving the characterization of chronic irritability and its outcomes. His work also involves the evaluation of treatments and barriers to treatment engagement for irritability and antisocial behavior.

Lucía E. Cárdenas, BA, is a doctoral student in the Counseling Psychology program at the University of Oregon. Through a NIDA diversity supplement, she currently participates as a doctoral student investigator on a project evaluating the efficacy of a family-centered web program focused on the prevention of substance use in at-risk students (PI: Elizabeth Stormshak, PhD). Her research interests are on the implementation of school-based mental health services and the influence of parenting on emerging adulthood.

Charlotte A. M. Cecil, PhD, is an ESRC FRL Fellow in Developmental Psychopathology at the Institute of Psychology, Psychiatry, and Neuroscience, King's College London. Her work focuses on the impact of early adversity on children's emotions, behavior, and mental health. In particular, her aim is to identify how stressful experiences become biologically embedded, influencing children's development and long-term health, so as to improve current strategies for prevention and intervention.

Anil Chacko, PhD, is an Associate Professor in Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. His clinical and research interests are in treatment engagement and the development, evaluation, and dissemination of psychosocial interventions for the prevention and treatment of child behavioral difficulties, primarily ADHD, oppositional and conduct problems in youth.

Emil F. Coccaro, MD, is the Ellen C. Manning Professor of Psychiatry and Behavioral Neuroscience at the Pritzker School of Medicine of the University of Chicago. His work involves neurobiologic and treatment studies of impulsive aggressive behavior in humans, work that led to the DSM-5 Criteria for Intermittent Explosive Disorder (IED).

Jonathan S. Comer, PhD, is Professor of Psychology at Florida International University, where he serves as Director of the Mental Health Interventions and Technology (MINT) Program. His research is focused on expanding the scope and accessibility of mental healthcare for youth with anxiety, traumatic stress, and/or disruptive behavior problems. Dr Comer is Associate Editor of?Behavior Therapy, and has received several early career awards, including from the American Psychological Association and the Association for Behavioral and Cognitive Therapies.

Danielle Cornacchio, MS, is a fourth-year PhD student in the clinical science program in child and adolescent psychology at Florida International University. Her research interests are related to examining innovative treatment formats for difficult-to-treat child populations.

Brian P. Daly, PhD, is Associate Professor and Director of Clinical Training at Drexel University, where he also directs the Pediatric, Child, and Adolescent Psychology lab. He is a Consulting Editor for Professional Psychology: Research and Practice and the Journal of Psychotherapy Integration, and has been President of the Philadelphia Behavior Therapy Association. His areas of interest in research include prevention and resiliency in urban youth, school mental health promotion, and evidence-based psychosocial interventions for youth.

David DeMatteo, JD, PhD, ABPP (Forensic), is an Associate Professor of Psychology and Law at Drexel University, and Director of Drexel's JD/PhD Program in Law and Psychology. His interests include psychopathy, forensic assessment, and offender diversion. He is a Fellow of the American Psychological Association, a Fellow of the American Academy of Forensic Psychology, board-certified in forensic psychology by the American Board of Professional Psychology, and currently President of the American Psychology-Law Society (APA Div. 41).

Olivia J. Derella, BA, is a doctoral student in clinical psychology at the University of Connecticut, specializing in child clinical psychology under the mentorship of Dr Jeffrey D. Burke. Her research interests include transactional models of maladaptive parent-child relations and cognitive-behavioral treatment of childhood irritability and emotional dysregulation.

Elisa DeVargas is currently a fifth-year counseling psychology doctoral student at the University of Oregon. She will begin her predoctoral internship at the University of New Mexico Health Sciences Center in July 2017. Elisa's dissertation aims to investigate the treatment fidelity of the Family...

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