For undergraduate and graduate courses in Introduction to Emotional and Behavior Disorders of Children and Adolescents. In one of the most comprehensive books available on dealing with emotional and behavior disorders, the author examines the relationships among the causes, assessment, classification, prevention, and intervention in schools and other settings. It uses up-to-the minute research from psychology, medicine, and sociology to inform readers on how education is linked to other parts of a child's life.
"synopsis" may belong to another edition of this title.
The past decades have seen a disturbing increase in the prevalence and variety of children's emotional and behavior problems and disorders, and the field is changing to meet this challenge. This introductory text provides up-to-date, interesting, and balanced coverage of the characteristics and theories of children and adolescents with emotional and behavior disorders. Drawing on ideas from special education, developmental psychopathology, and related fields, this book pays special attention to the critical role of educators, counselors, school psychologists, and other helping professionals in serving students with emotional and behavior disorders.Special features include:
In the past decade, remarkable changes have occurred in professional perspectives on emotional and behavior disorders of children and adolescents. Advances in measurement and classification and discoveries about biological and psychosocial influences on child development have shown the need to adjust existing theories that seek to explain how emotions, behaviors, and cognitions develop normally and become deviant. Some significant changes have expanded intervention options in schools and other locations. Other changes have been extraordinary in a negative way; for example, the past decades have seen a disturbing increase in the amount and variety of children's emotional and behavior problems and disorders.
The role of educators in serving students with emotional and behavior disorders has been prominent for several decades, but it must be strengthened, expanded, and linked with other service efforts for these young people. To achieve this, educators must remain informed about significant changes. To provide up-to-date, interesting, and comprehensive introductory coverage of such changes is a main purpose of this text.
CONCEPTUAL FRAMEWORK OF THE TEXT
Students with Emotional and Behavior Disorders is intended as the text for a course that introduces students to key concepts of emotional and behavior disorders of young people, especially as these concepts apply to students in elementary and secondary schools. Ideas from special education, developmental psychopathology, and other relevant fields are presented and integrated. At the same time, the material in this book does not assume that the reader is already well acquainted with those fields.
Coverage is comprehensive in scope, addressing a variety of topics essential in undergraduate and graduate courses that prepare knowledgeable teachers, as well as school psychologists, counselors, and other helping professionals. However, I have been careful to adjust topic detail so that coverage is appropriate for an introduction to the field. Extensive references and resources are provided to enable and motivate students to further explore topics of special interest to them.
ORGANIZATION OF THE TEXT
Chapters 1 and 2 provide context for conceptualizing and studying emotional and behavior disorders of children. Chapter 1 introduces some of the variety of forms that emotional and behavior disorders can take, along with various definitions and their implications. Chapter 2 considers some historical developments that continue to affect concepts of and efforts for students with emotional and behavior disorders.
Chapters 3-5 address measurement and analysis of emotional and behavior disorders. Chapter 3 examines methods and purposes of assessing problems of e4otion, behavior, and cognition, as well as ways to classify the wide variety of such problems. Assessment and classification are prerequisites for understanding the major patterns of emotional and behavior disorders of students, detailed in Chapter 4. Chapter 5 presents some extreme forms of emotional and behavior disorders that are only partially encompassed by the patterns covered in Chapter 4.
In Chapters 6-10, causes of emotional and behavior disorders of children are discussed from several viewpoints. Chapter 6 examines the concept of causation and risk, then looks at biological, psychological, and sociocultural influences that seem to create and sustain emotional and behavior disorders. These influences are given different emphases in the various models (theories about causes and interventions) of emotional and behavior disorders of children. Chapters 7, 8, and 9 are concerned, respectively, with psychodynamic, behavioral, and cognitive models, while Chapter 10 briefly addresses sociocultural, ecological, and values-based/spiritual models.
Chapters 11 and 12 describe services for students with emotional and behavior disorders that are delivered in a variety of settings. Chapter 11 discusses interventions designed to prevent and improve emotional and behavior disorders of students in school settings. Chapter 12 describes interventions delivered by child service systems other than education.
SPECIAL FEATURES OF THE TEXT
• Developmental Perspective. The developmental psychopathology perspective examines emotional and behavior disorders in relation to biological, psychological, social, and cultural processes, from conception up to maturity. Although presented only in very brief form, the developmental psychopathology perspective will help the reader better understand young people's adaptive and maladaptive emotions, behaviors, and cognitions.
• Focus on Prevention. Long a significant concept in children's emotional and behavior disorders, prevention has grown in importance and interest in the past decade. Several chapters consider prevention and related concepts, such as risk, and their effect on intervention efforts in school and other systems of child service.• Tools for Learning. Terms listed in each chapter briefly identify concepts that the reader is encouraged to keep in mind while reading, and to define once the chapter is completed. Chapters 7-10 contain summary tables of the theoretical models, including a concise description of theory, who receives and delivers intervention, the intervention's rationale, selected strategies, and other related points. Many figures and tables present listings, graphs, and diagrams that clarify explanations found in the text. The use of vignettes and photographs keeps the reader focused on real-life challenges that children with emotional and behavior disorders and those who educate them face.
• Up-to-Date Information. This text presents the most current information, integrated with traditional perspectives and issues that continue to challenge the field. In each chapter, recent information and perspectives have been retrieved from professional journals, government reports, and other appropriate sources. Some issues in the field are variations on traditional controversies about human nature (such as the relative importance of biological and cultural influences on children's functioning, or conflicts between what may be best for the individual and what may be best for the group). Recent developments in societal, scientific, educational, and other realms can refresh these controversies and underscore their relevance for teaching students with emotional and behavior disorders.
Professors using this text in their courses have access to an instructor's manual, which includes (1) ideas and materials for taking advantage of the book's features to enhance instructional effectiveness, (2) a sample syllabus with suggested class meeting activities and assignments, and (3) sample test items. Contact your local Prentice Hall representative or call Faculty Services at 1-800-526-0485 to request your complimentary copy.
Early versions of this book were used as text material in courses I teach on students with emotional and behavior disorders. I am grateful to the students in those courses who helpfully offered critiques and suggestions. I am eager to receive comments on the book from readers (Douglas_Cullinan@ncsu.edu). I appreciate the editorial expertise of Ann Davis and Gianna Marsella at Merrill/Prentice Hall. My friend Mike Epstein gave me valuable input on this project. For loving and putting up with me for as long as they have known me, thanks to Alysse, Jeanna, Danica, Lirys, and my Sam.
We also wish to thank the following reviewers for their thoughtful comments: E. Paula Crowley, Illinois State University; Elizabeth Heins, Stetson University; Michael Kallam, Fort Hays State University; Martha J. Meyer, Butler University; Allen M. Parelius, Indiana University-South Bend; and Robert G. Simpson, Auburn University.
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Book Description Prentice Hall, U.S.A., 2002. Paperback. Book Condition: New. Size: 8vo - over 7¾" - 9¾" tall. Bookseller Inventory # 022665
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. book. Bookseller Inventory # 0130962678
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. Bookseller Inventory # DADAX0130962678
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. Bookseller Inventory # P110130962678