Böcker utgivna av Guilford Publications

Helps you understand and address cultural and racial issues in therapy with African American clients. This work explores the problems and challenges facing African American communities at different socioeconomic levels, and outlines an empowerment-based approach to helping clients mobilize cultural and personal resources for change.

Intended for those involved in studying the mental health consequences of large-scale traumatic events or in measuring the effectiveness of postdisaster interventions.

From the founder of the internationally known Benchmark School, this book presents a proven approach for helping struggling students become fully engaged readers, learners, thinkers, and problem solvers. It includes quick-reference charts and reproducible figures and activities that can be used in all subject areas from kindergarten to grade 12.

Examining brain-behavior relationships in atypically developing children, this volume integrates theories and data from multiple disciplines. It presents research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers.

This book presents a complete anger and aggression management training program for middle and high school students.

Grounded in the latest knowledge on stress and coping, bereavement, attachment, and risk and resilience, and including much-needed tips for therapist self-care, this is an essential clinical resource and text.

This pragmatic text helps students master the craft of copy editing - including both the editing skills and the "people skills" essential to professional success.

The Adolescent Transitions Program (ATP) has been nationally recognized as a best practice for strengthening families and reducing adolescent substance use and antisocial behavior. This book presents a multilevel intervention and prevention program for at-risk adolescents and their families. It also includes illustrative case examples.

This book examines the political economy of workfare, the umbrella term for welfare-to-work initatives that have been steadily gaining ground since candidate Bill Clinton's 1992 promise to "end welfare as we know it."

What can be done to help those persons who consistently do not respond to therapeutic interventions, despite significant suffering and repeated attempts to seek treatment? This text presents a powerful evidence-based approach to working with these individuals.

This engaging book presents a range of creative, time-effective approaches for helping clients build on their competencies and develop their own solutions.

Bringing together renowned social and motivational psychologists, it presents concise formulations of complete research programs that effectively map the territory, provide new findings, and suggest innovative ideas for future research.

Designed to foster inquiry-mindedness, this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use.Useful pedagogical features include:*Framing questions for exploration and reflection.*Chapter-opening dialogues that bring in perspectives from multiple disciplines.*Example boxes with detailed cases and questions for the reader.*End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects.*Suggestions for further reading.

An innovative, practical guide for middle and high school teachers, this book is packed with specific ways that technology can help serve the goals of effective writing instruction. It provides ready-to-implement strategies for teaching students to compose and edit written work electronically; conduct Internet inquiry; create blogs, websites, and podcasts; and use text messaging and Twitter productively. The book is grounded in state-of-the-art research on the writing process and the role of writing in content-area learning. Teacher-friendly features include vivid classroom examples, differentiation tips, links to online resources, and reproducible worksheets and forms. The large-size format facilitates photocopying.

This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated with vivid examples from K¿12 classrooms. The book debunks common misconceptions about fluency and clarifies its key role in comprehension. Effective practices are presented for developing fluency in specific populations, including English language learners, adolescents, and struggling readers. &

What enables people to bounce back from stressful experiences? How do certain individuals maintain a sense of purpose and direction over the long term, even in the face of adversity? This is the first book to move beyond childhood and adolescence to explore resilience across the lifespan. Coverage ranges from genetic and physiological facto

This groundbreaking book offers a comprehensive theory of executive functioning (EF) with important clinical implications. Synthesizing cutting-edge neuropsychological and evolutionary research, Russell A. Barkley presents a model of EF that is rooted in meaningful activities of daily life. He describes how abilities such as emotion regulation, self-motivation, planning, and working memory enable people to pursue both personal and collective goals that are critical to survival. Key stages of EF development are identified and the far-reaching individual and social costs of EF deficits detailed. Barkley explains specific ways that his model may support much-needed advances in assessment and treatment.See also Barkley's empirically based, ecologically valid assessment tools: Barkley Deficits in Executive Functioning Scale (BDEFS for Adults) and Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA).

Technical InformationThe BFIS-CA has benefited from more than 30 years of research with its predecessor scale, the Home Situations Questionnaire (Barkley, 1981), and the subsequent development of the BFIS-CA from it. It has also benefited from the development of a comparable rating scale for assessing impairment in adults: the Barkley Functional Impairment Scale (BFIS). Scores are obtained for 15 specific domains of major life activities, including relationships with parents, siblings, children in the neighborhood, and children at school; community activities; interactions with adults other than parents; school performance; self-care; money management; sports participation; and following rules, among other domains. Two broadband summary scores are computed for the Home-School mean impairment score (consisting of 9 domains) and the Community-Leisure mean impairment score (consisting of 6 domains). A total number of impaired domains score is also computed. These constitute the 18 primary scores. Eight additional questions provide further information on specific types of impairment related to friendships, community participation, sports, and educational performance and adjustment. The large normative sample (N = 1,800) is representative of the U.S. population in terms of region, ethnicity/race, gender, and employment status, based on the 2000 U.S. Census. Unlike other comparable rating scales, the normative sample was not filtered to exclude children receiving special education or psychiatric medications. ReliabilityReliability of the scores is quite satisfactory as evidenced by high internal consistency (Cronbach's alpha of .97 for entire scale, and .95 and .96 for the Home-School and Community-Leisure mean impairment scores, respectively) and by high test-retest reliability over a 3-5 week interval (.86 for the Home-School mean impairment score; .83 for the Community-Leisure mean impairment score; .87 for the number of impaired domains score). ValidityValidity of the scale scores is substantiated through high correlations with other rating scales of executive functioning and ADHD symptoms. Factor analysis also demonstrated a single broadband factor of impairment that comprises two narrower-band but interrelated dimensions of Home-School (work related) and Community-Leisure domains. Children and teens scoring high on the scale demonstrated impairment in separate measures of social unpopularity, community involvement, sports participation, teacher reports of behavioral or school performance problems, previous grade point average, and history of grade retention, suspension, or expulsion. Significant differences in BFIS-CA scores were demonstrated among children with and without various psychiatric, developmental, learning, and neurological diagnoses, as well as among children and teens receiving (or not receiving) various types of psychiatric, psychological, and educational treatment services. More extensive technical information is provided in the manual.

The Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA) is an empirically based tool for evaluating clinically significant dimensions of child and adolescent executive functioning. Evidence indicates that the BDEFS-CA is far more predictive of impairments in daily life activities than more time-consuming and costly traditional EF tests. The BDEFS-CA offers an ecologically valid snapshot of the capacities involved in time management, organization and problem solving, self-restraint, self-motivation, and self-regulation of emotions.

Although wisdom and compassion are seldom discussed in the mental health literature, few would disagree that these qualities are important elements of all good treatment. But what exactly is wisdom? What is compassion? What is their relationship to psychological well-being, suffering, and psychotherapeutic change? Bringing together leading scholars, scientists, and clinicians, this volume integrates insights from ancient contemplative practices and modern research. It presents powerful methods that therapists can use to cultivate wisdom and compassion in themselves and their clients. Seamlessly edited, the book features numerous practical exercises and rich case examples. It illuminates the nature of wisdom and compassion for both therapists new to this area and those already familiar with mindfulness- and acceptance-based practices. Chapters examine whether these qualities can be measured objectively, what they look like in the therapy relationship, and how to integrate them into treatment planning and goal setting. Emphasis is given to how wisdom and compassion allow us to overcome experiential avoidance/m-/to tolerate, accept, and even grow from suffering. Effective strategies are provided for addressing specific clinical challenges including anxiety, depression, trauma, substance abuse, suicidal behavior, couple conflict, and parenting stress. Innovative clinical techniques are described and the theory and research that support them are summarized. The book also probes the neurobiological foundations of wisdom and compassion, including compelling findings on the effects of mindfulness meditation on the brain. Engaging, accessible, and inspiring, this volume is essential reading for clinical psychologists, psychiatrists, clinical social workers, family therapists, and counselors. Its strong research base and practical, real-world focus also make it a useful text for graduate-level psychotherapy courses.

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support. The authors describe RTI procedures that are specifically tailored to the needs of struggling adolescent learners and that take into account the challenges and logistics of secondary-level implementation. The volume features 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction; the large-size format facilitates photocopying.

This book addresses a crucial aspect of sustaining a response-to-intervention (RTI) framework in a school: selecting interventions with the greatest likelihood of success and implementing them with integrity. Leading RTI experts explain how to match interventions to students proficiency levels, drawing on cutting-edge research about the stages of learning. Effective academic and behavioral interventions for all three tiers of RTI are described in step-by-step detail and illustrated with vivid case examples. In a large-size format with lay-flat binding for easy photocopying, the book features more than 40 reproducible planning tools and other helpful forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. See also RTI Applications, Volume 2: Assessment, Analysis, and Decision Making, which provides tools for assessing the effectiveness of RTI practices.

Posttraumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI) can each cause significant functional impairment--and these "invisible injuries" frequently co-occur. Events that lead to traumatic brain injury are often also psychologically traumatic. This authoritative volume brings together leading experts in PTSD and mTBI to explore the nature, consequences, and management of these interacting conditions. Presenting cutting-edge research and clinical practices, the book meets a growing need among mental health practitioners in both civilian and military contexts. The volume focuses on the complexities of caring for patients with comorbid PTSD and mTBI, whether caused by war-zone experiences, motor vehicle accidents, domestic violence or other interpersonal assaults, or sports concussions. Contributors examine the biological and psychosocial mechanisms underlying both disorders as well as potential ways they may affect each other. Commonly associated problems that may further complicate recovery--chronic pain and substance abuse--are also discussed in detail. Reviewing empirically based best practices in assessment and treatment, chapters offer recommendations for tailoring interventions to different patients' needs. Important topics include how to deal with dilemmas in evaluation and what treatment strategies work best for addressing overlapping symptoms. The book also considers ways to improve the structure and cost-effectiveness of providing care in this challenging area. Throughout, scientific controversies and unanswered questions are highlighted and promising directions for future research identified. Synthesizing knowledge from multiple disciplines, this is an essential reference for mental health practitioners and trauma specialists--including neuropsychologists, clinical psychologists, psychiatrists, and social workers--as well as graduate students and trainees.

Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers.

What do you do when you run into a patient in a public place? How do you respond when a patient suddenly hugs you at the end of a session? Do you accept a gift that a patient brings to make up for causing you some inconvenience? Questions like thesewhich virtually all clinicians face at one time or anotherhave serious clinical, ethical, and legal implications. This authoritative, practical book uses compelling case vignettes to show how a wide range of boundary questions arise and can be responsibly resolved as part of the process of therapy. Coverage includes role reversal, gifts, self-disclosure, out-of-office encounters, physical contact, and sexual misconduct. Strategies for preventing boundary violations and managing associated legal risks are highlighted.