Depending on the definition of this concept that is adopted, adolescence is the narrow threshold or a vast no-man's land that separates adulthood from childhood. In one -physica1ist- view, adolescence begins when secondary sex characters become noticeable and ends when they are fully developed. In another -socio1ogica1- view, adolescence ends when social independence has been gained. It may easily take many years more to span the interval between those two events. In this collection of papers by specialists from various disciplines, physical, psychological and social aspects of adolescence are considered. The book originates from a postgraduate course for medical practitioners, who deal with adolescents, but the range of the papers is such that we hope it may be of value to a much wider readership, including educators and all who are concerned with adolescents. The course was entitled: 'Adolescence: psychological, social and biological aspects', and was held in Leiden in November 1981. It was the fourth in a series of Boerhaave Courses instigated by the Dutch Growth Foundation of available. which a published record has now become Previous titles are 'Somatic growth of the child' (1966), 'De samenstel1ing van het mense1ijk 1ichaam' (1968) (=Human body composition), and 'Normal and abnormal development of brain and behaviour' (1971). VI The detailed programme of the course was planned by Dr. F.J. Bekker, Prof. Dr. J.L. van den Brande, Prof. Dr. W. Everaerd, Prof. A.Th. Schweizer and Prof. Dr. J.J. van der Werff ten Bosch.

Containing concise, updated, and easy-to-use summaries on a comprehensive range of clinical scenarios and conditions encountered by paediatricians and multi-disciplinary professionals in their everyday practice, this new edition of Neurodisability and Community Child Health has been substantially revised to be the ideal companion for anyone working with children.

In Short-Term Psychodynamic Therapy with Children in Crisis, Elisabeth Cleve presents the therapeutic stories of four children who have experienced trauma or are displaying dramatic clinical symptoms such as low self-esteem and anxiety. Exploring the situation between the individual child and the therapist, the therapeutic space and their experiences, each chapter follows the sessions and the progress made, concluding with a follow-up after the end of therapy. Cleve explores each case as it progresses, emphasising the inner strength of the children and including the interactions between the therapist and the children's parents. The focus of the psychotherapeutic encounter is in each case to help the child face the trauma, mourn what had been suffered and then move on in life with renewed strength. The final chapters explore the ethics of sharing case material and present Cleve's reflections on working with traumatised children, and the book also includes forewords by Lars H. Gustafsson, paediatrician and associate professor of social medicine, and Bjoern Salomonsson, child psychoanalyst and researcher at Karolinska Institutet in Sweden. This warm and readable work will be insightful reading for child psychologists and psychotherapists and other clinicians working with children who have experienced trauma. It will also be of interest to readers wishing to learn more about the processes of psychotherapy with children.

Movement disorders are a relatively new area of specialization within child neurology. For many years, movement abnormalities affecting the pediatric population received little attention in adult-oriented textbooks, and chapters were frequently written by adult neurologists. Over the past several decades, child neurologists have assumed a greater role in the care of children with movement disorders and the investigation of their underlying etiologies and mechanisms. This new edition will build upon the success of the 1st Edition and add new materials with a more disease oriented approach and add coverage of genetic causes, metabolic and immunological origination of movement disorders in childhood.

* The only current tutorial/reference specifically focused on childhood movement disorders..

* 100% revised and updated

* New coverage of genetics and movement disorders, immunology and movement disorders, and an introduction to the latest quantitative analysis.

This new edition of Cognitive Behavioral Therapy with Children links together the methods of cognitive behavioral therapy (CBT) practiced in academic centers as well as the community. This book addresses the challenges community practitioners face when pressured to use CBT with youth who live with mental health disorders, but whose circumstances differ from those in research settings. Practitioners will learn how to overcome therapeutic obstacles. This new edition contains an expanded discussion on cultural considerations relevant to assessment and treatment, as well as a new chapter on training others in CBT for children.

This new edition of Cognitive Behavioral Therapy with Children links together the methods of cognitive behavioral therapy (CBT) practiced in academic centers as well as the community. This book addresses the challenges community practitioners face when pressured to use CBT with youth who live with mental health disorders, but whose circumstances differ from those in research settings. Practitioners will learn how to overcome therapeutic obstacles. This new edition contains an expanded discussion on cultural considerations relevant to assessment and treatment, as well as a new chapter on training others in CBT for children.

The second edition of The Floppy Infant is devoted to the recognition and diagnosis of the floppy infant syndrome. It includes a review of some of the more important causes and provides a practical approach to the assessment and management such children require. The text of the first edition has been completely revised, but the emphasis has not changed: it remains an immensely practical and up-to-date handbook for the clinician.

Recent experience with interventions designed to promote the well-being of children and to prevent mental health problems has identified particular challenges in families with disordered parents. These families are often very difficult to engage in mental health promotion and prevention programs, and they may be especially resistant to intervention. The Effects of Parental Dysfunction on Children explores the current level of knowledge regarding the processes by which a number of parental disorders influence the developmental outcomes of children.

Renowned scientist-practitioners from the United States, Canada, and Australia contributed ten chapters to this volume addressing the topic of the effects of parental behavioral and emotional disorders on children. The major topics covered by this book focus on children growing up in families in which the parents suffer from major psychosocial difficulties, including schizophrenia, depression, alcoholism, drug addiction, anxiety disorders, intellectual disabilities, and antisocial personality disorder.
This volume is divided into two sections:

- Scholarly descriptions of developmental models for conceptualizing the various risk and protective factors (genetic, biological, and environmental) that play critical roles in the transmission of the effects of parental disorder to the development of the child; and

- Specific parental disorders and their effects on children in the family. These chapters cover descriptive psychopathology, implications for intervention (both treatment and prevention), and descriptions of intervention procedures.The Effects of Parental Dysfunction on Children is a valuable resource for clinical child psychologists, developmental psychologists, and family therapists, as well as for graduate-level students in child and family psychology, psychiatry, and social work.

Allergy, Immunity and Tolerance in Early Childhood: The First Steps of the Atopic March provides valuable insights on the atopic diseases, including asthma, allergic rhinitis, atopic dermatitis, and food allergies, which have developed into major health problems in most parts of the world. As the natural history of these chronic diseases has been extensively studied, including their major genetic, environmental, and lifestyle determinants and potential protective factors, the book presents tactics on how pediatric allergists can provide early intervention. In addition, the book unites key, global experts in the field who summarize their collective, and current, knowledge of the early stage of the "Atopic March", along with novel ideas for potential options of prevention.

The author encourages therapists to approach parents as individuals (not just as parents), and to maintain the same professional perspective in dealing with them that informs the rest of their work. Illustrative case material draws on a considerable range of presenting pictures, from parents who are themselves therapists to those who have no frame of reference for treatment, from parents who seek help when a healthy youngster hits a developmental impasse to those whose lives are shattered by severe pathology and psychic isolation in their children. Integrating theory and technique to provide the practitioner with the tools to elicit collaboration from parents instead of obstruction, Siskind makes it possible for child therapists to sustain the interest, curiosity, neutrality, and empathy that are preconditions to effective treatment.

Cognitive Behavior Therapy for Depressed Adolescents provides clinicians, clinical supervisors, and researchers with a comprehensive understanding of etiological pathways as well as current CBT approaches for treating affected adolescents. Chapters guide readers from preparations for the first session and clinical assessment to termination and relapse prevention, and each chapter includes session transcripts to provide a more concrete sense of what it looks like to implement particular CBT techniques with depressed teens. In-depth discussions of unique challenges posed by working with depressed teens, as well as ways to address these issues, also are provided.

Diagnosed with attention deficit hyperactivity disorder, oppositional defiance disorder, and pervasive developmental disorder in the early 1990s, Robert Stevens was an exceptionally intelligent child who could not function in a mainstream environment. Being the "problem child" of every play group, sports league, and extracurricular activity he joined, Robert had no friends, no internal means of self-control, no "off switch," and-as his parents, Robert and Catherine Stevens, were warned-perhaps no real future. Thinking it for the best, Robert's parents did what the experts told them to do. Despite having a remarkably high IQ, Robert was placed in a special education program, under a psychiatrist's care, and on several powerful medications, including Ritalin and Prozac. Unfortunately, nothing worked quite as intended, and Robert suffered from nearly every side effect these drugs had to offer. Robert's parents saw they were losing him. Witnesses to Robert's drastic mood swings and anxious displays, they did not know whether they were seeing their son or the results of the medications he was taking. While initially helpful, the special education class began to create its own world of problems, with Robert taking a step backwards for each step forward. Desperate, the Stevens family turned to holistic therapies. Amazingly, Robert began to show improvement. Wondering why their son's doctors had discouraged such strategies, Robert and Catherine started researching new approaches on their own. Using nontraditional approaches, Robert was found. By third grade, he was off all medications, attending a mainstream school, making friends, and simply being himself. Finding Robert chronicles one family's journey through the world of developmental disorders. It depicts the struggles faced, examines the decisions made, and offers a thorough analysis of the therapies utilized. Amid sadness and confusion, with strength and resolve, Robert and Catherine regained their son and undertook a mission to change the way we look at these conditions.

This volume contains papers presented at the NATO Advanced Research Workshop on the Structure and Dynamics of Partially Solidified Systems held at Stanford Sierra Lodge, Tahoe, California, May 12-16, 1986. This work shop grew out of a realization that there was a significant amount of interest and activity in this topic in several unrelated disciplines, and that it would be mutually beneficial to bring together those mathemati' cians, scientists and engineers interested in this subject to share their knowledge and ideas with each other. Partially solidified systems occur in a variety of natural and man made environments. Perhaps the most well-known occurrence involves the solidification of metallic alloys. Typically as a molten alloy is cooled, the solid phase advances from the cold boundary into the liquid as a branching forest of dendritic crystals. This creates a region of mixed solid and liquid phases, commonly referred to as a mushy zone, in which the solid forms a rigidly connected framework with the liquid occurring in the intercrystalline gaps. In addition to the casting of metallic alloys, mushy zones can occur in weld pools, the Earth's core and. mantle, magma chambers, temperate glaciers, frozen soils, frozen lakes and sea ice. A second mechanical configuration for the solid phase is as a suspension of small crystals within the liquid; this is referred to as a slurry."

This volume provides an evidence base for clinical practice specific to traumatic brain injury (TBI) sustained during childhood, using a biological-psychosocial conceptual framework. Unlike previous books that have focused on a particular aspect of pediatric TBI, such as assessment or intervention, this book covers a broad scope of topics that offers the reader a comprehensive outlook on the characteristics and repercussions of pediatric TBI, from the time of the accident and throughout the lifespan.

The book takes a clinical perspective incorporating current and past research and evidence regarding advances that have occurred in areas such as outcomes, predictors, medical technology, and rehabilitation post-TBI. The topics are illustrated with past and current research, as well as a range of clinical case studies.

The volume is invaluable to established and new clinicians and researchers, graduate students and postdoctoral fellows who work in the field of pediatric TBI field, including psychologists, neuropsychologists, physical therapists, occupational therapists, speech therapists, nurses, social workers, psychiatrists, neurosurgeons, neurologists, geneticists, educators, pediatricians, rehabilitationists, and representatives from the legal profession.

Occupational and Physical Therapy in Educational Environments covers the major issues involved in providing lawful, team-oriented, and effective occupational and physical therapy services for students with disabilities in public schools. For those involved with students with disabilities, this book helps them make sound decisions about services that will make a meaningful difference in the lives of these children.Since the 1975 enactment of Public Law 94--142, which mandated that occupational and physical therapy be provided "as may be required by a handicapped child to benefit from special education," this required link between therapy and education has continued to lead to confusion and controversy about which students should receive therapy in school and what types of services should be provided. The purpose of Occupational and Physical Therapy in Educational Environments is to clarify the major issues surrounding occupational and physical therapy in public schools, and to provide a framework for delivery of team- and family-oriented services that meet individual needs of students with disabilities.For those unsure of current regulations regarding handicapped students, or those who need clarification on the law, the book begins with a review of legislation and regulations. This begins to guide and shape schools'provision of therapy services. The following chapters assist occupational and physical therapists and important members of the educational teams of disabled students to make sound decisions about which students need school-based therapy services: Laws that Shape Therapy Services in Educational Environments: summarizes the major statutory law, federal regulations, and case law interpretation in which school-based practice is grounded. Pediatric Therapy in the 1990s: reviews contemporary theories of motor development, motor control, and motor learning that have had major impact on therapy for school-age children with disabilities. Related Services Decision-Making: describes a strong team approach to determining a student's need for occupational and physical therapy services, which takes into account the unique characteristics of both the student and the educational team. Assessment and Intervention in School-Based Practice: describes an approach to assessment and intervention in schools that clearly illustrates a relationship between therapy and educational programs that result in meaningful outcomes for students. Challenges of Interagency Collaboration: reports on a qualitative study that points out that schools are not the only settings in which many students with disabilities receive services, so coordination between various agencies is essential to avoid gaps, overlaps, and cross purposes.Those who can benefit from Occupational and Physical Therapy in Educational Environments include occupational and physical therapists who work in public schools, school administrators, teachers, and even parents of disabled children.

The Practice of Psychoanalytic Parent-Infant Psychotherapy is a comprehensive handbook, addressing the provision of therapeutic help for babies and their parents when their attachment relationship is troubled and a risk is posed to the baby's development. Drawing on clinical and research data from neuroscience, attachment and psychoanalysis, the book presents a clinical treatment approach that is up-to-date, flexible and sophisticated, whilst also being clear and easy to understand. The first section: The theory of psychoanalytic parent infant psychotherapy - offers the reader a theoretical framework for understanding the emotional-interactional environment within which infant development takes place. The second section, The therapeutic process, invites the reader into the consulting room to participate in a detailed examination of the relational process in the clinical encounter. The third section, Clinical papers, provides case material to illustrate the unfolding of the therapeutic process. This new edition draws on evidence from contemporary research, with new material on: Embodied communication between parent and infant and clinician-patient/s Fathers and fathering Engagement of at-risk populations Written by a team of experienced clinicians, writers, teachers and researchers in the field of infant development and psychopathology, The Practice of Psychoanalytic Parent-Infant Psychotherapy will be an essential resource for all professionals working with children and their families, including child psychiatrists, psychoanalysts, psychotherapists, and clinical and developmental psychologists.

Originally published in 1987, the objective of this volume was to provide a clear and comprehensive review of the literature in the area of adolescents and the MMPI based on the research studies that had occurred in the previous 40 years. It was written to provide the reader with an appreciation and understanding of the research that had occurred, as well as to highlight areas in which crucial research had essentially not occurred, such as systematic and ongoing investigations of the accuracy of clinical descriptive statements for adolescents based on adolescent and adult correlate data. The volume also attempts to provide a developmental perspective through which to understand adolescent response patterns as well as a clear discussion of the empirical implications of using adult and adolescent norm conversions for adolescent respondents. A series of direct, concrete recommendations are offered for the scoring and interpretation of adolescent response patterns, along with the empirical foundations on which these suggestions are based. Finally, this book provides a description of norm development projects at the time and future research directions.

Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child's poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research.

Body image is a significant issue for the majority of adolescents. Anxieties relating to body image can be crippling across both genders, their debilitating effects sometimes leading to mental health problems. This important book is the first of its kind to focus specifically on adolescents, providing a comprehensive overview of the biological, psychological and socio-cultural factors relating to the development of body image. It also provides a detailed review of the measures which can be taken to address body dissatisfaction. Discussing the role of culture, family, peers, schools, sport and media in stimulating a negative body image, the book also examines the different challenges faced by girls and boys as they grow. Eating disorders and body change strategies are also addressed, as well as the challenges faced by youngsters affected by conditions causing visible differences, such as hair loss in cancer patients.The book also presents original research, including the results from a large Australian study of the body image and associated health behaviours of adolescent boys, and the results of a study of current teaching practices relating to body image. Adolescence and Body Image will be ideal reading for students and researchers from a variety of fields, including developmental, health, and social psychology, sociology, and cultural and health studies. Professionals working with young people, whether in education, health promotion or any other allied discipline will also find this book an invaluable resource.

Body image is a significant issue for the majority of adolescents. Anxieties relating to body image can be crippling across both genders, their debilitating effects sometimes leading to mental health problems. This important book is the first of its kind to focus specifically on adolescents, providing a comprehensive overview of the biological, psychological and socio-cultural factors relating to the development of body image. It also provides a detailed review of the measures which can be taken to address body dissatisfaction. Discussing the role of culture, family, peers, schools, sport and media in stimulating a negative body image, the book also examines the different challenges faced by girls and boys as they grow. Eating disorders and body change strategies are also addressed, as well as the challenges faced by youngsters affected by conditions causing visible differences, such as hair loss in cancer patients.The book also presents original research, including the results from a large Australian study of the body image and associated health behaviours of adolescent boys, and the results of a study of current teaching practices relating to body image. Adolescence and Body Image will be ideal reading for students and researchers from a variety of fields, including developmental, health, and social psychology, sociology, and cultural and health studies. Professionals working with young people, whether in education, health promotion or any other allied discipline will also find this book an invaluable resource.

When a child without a fully developed language experiences physical and psychological stress that exceeds the child's capacity to cope, the experience can leave lasting marks, unless the child receives treatment.Infant therapy is a method inspired by the work of the French pediatrician and psychoanalyst Francoise Dolto and her student Caroline Eliacheff. The method can be applied both with infants and with older children. The most important messages are, "Never allow the child's pain to be forgotten," and "Everything that is left unsaid ties up energy." In therapy, the therapist puts the child's stressful experiences into words. The infant's story is told, the words bring order to the child's chaos, and the trauma becomes an identified part of his or her life.Infant therapy is primarily a therapeutic intervention aimed at traumatised infants, but the method can also be applied in daily educational practices by preschool teachers, nurses, teachers, day care providers and parents.

The proposed volume is distinctive in that it offers different and even competing perspectives on loss, grief and bereavement, which is essential given the complexities of the tragic human experience of perinatal, neonatal, and pediatric death. The Editors have selected an impressive array of contributors who have provided new theoretical approaches and explored extant concepts in new ways. The book is foundational for both novice scholars in the field of perinatal and pediatric grief and bereavement and for clinicians who seek a trusted resource in their care of bereaved women and families. Combining all of the theories into one provides easy access for the emerging canon on perinatal and pediatric loss.

The use of ultrasonic scans in pregnancy makes it possible to observe the fetus undisturbed in the womb. Dr Alessandra Piontelli has done what no one has done before: she observed eleven fetuses (three singletons and four sets of twins) in the womb using ultrasound scans, and then observed their development at home from birth up to the age of four years. She includes a description of the psychoanalytic psychotherapy of one of the research children, and the psychoanalysis of five other very young children whose behaviour in analysis suggested that they were deeply preoccupied with their experience in the womb. Dr Piontelli has discovered what many parents have always thought - that each fetus, like each newborn baby, is a highly individual creature. By drawing on her experience as a child psychotherapist and psychoanalyst as well as on her observational research, she is able to investigate issues relating to individuality, psychological birth and the influence of maternal emotions during pregnancy. Her findings demonstrate clearly how psychoanalytical evidence enhances, deepens and supports observational data on the remarkable behavioural and psychological continuities between pre-natal and post-natal life.

Pragmatic Children's Nursing is the first attempt to create a paediatric nursing theory which argues for the importance of giving children living with illness access to a childhood which is, as far as possible, equal to that of their peers. Set in the historical context of the development of children's nursing, this theory is presented in detail as an educational process, complete with eight outcome measures which allow the practitioner to evaluate its effectiveness. This book explores the triad relationship between children, carers and nurses within the context of healthcare delivery. Ht analyses the moral and ethical implications of pragmatic children's nursing, which challenges the established ideas of family-centred care. In addition to offering theoretical grounding and debate, Randall presents four practical case studies which model how this theory may work within various hospital and community settings. Establishing a link between the concepts inherent in pragmatism and our understanding of childhood within society, this accessible book will appeal to a global audience of undergraduate and postgraduate nursing students, researchers and policy makers. Discover more about this subject on our author Duncan C. Randall's website, which provides extra resources and information here: http://pragmaticchildrensnursing.com/

A unique and innovative resource for conducting ethnographic research in health care settings, Ethnographic Research in Maternal and Child Health provides a combination of ethnographic theory and an international selection of empirical case studies. The book begins with an overview of the origins and development of ethnography as a methodology, discussing underpinning theoretical perspectives, key methods and challenges related to conducting this type of research. The following substantive chapters present and reflect on ethnographic studies conducted in the fields of maternal and child health, neonatal nursing, midwifery and reproductive health. Designed for academics, postgraduate students and health practitioners within maternal and child health, family health, medical sociology, medical anthropology, medicine, midwifery, neonatal care, paediatrics, social anthropology and public health, the book will also illuminate issues that can help health practitioners to improve service delivery.