SOME DISCLAIMERS It is somewhat unusual to begin a book by declaring what it is not, but the topic of police behavior is so complex that it requires the writer to state as early as possible the limits of what he has written here to describe and explain a police officer's experience. In order for the reader to get a clear idea of what areas of police behavior are to be described, it is nec essary to delineate those aspects of police behavior that are beyond the scope of this book. First of all, this book is about the psychological effects of police work on policemen: male police officers. Nearly all of the police officers with whom I have worked have been men, so my impressions and opinions are based on the experiences of male police officers. Consequently, descriptions and expla nations of the motivations, anxieties, psychological defenses, and resultant behavior of police officers must be limited to policemen. I believe that there are significant differences in the psychological effects of police work on men and women, but this book does not address this issue."

This book combines autobiography and innovative narrative research to create an original psychosocial perspective on the often taboo subject of sudden, unexpected child death. Beginning with the author's own experience, the book investigates manifold aspects of sudden, unexpected child death, including the professional rapid response; contemporary cultural reactions to death; theories of grieving; child death inquiries and popular media reporting. At the heart of the book are intimate personal stories, drawn from unprecedented psychosocial research on this topic, which combine to create a unique record of parent's experiences following the sudden and unexpected death of a child. Additionally, the book offers original guidance on the Biographic Narrative Interpretive methodology, which extends knowledge of group data analysis. The book will be of great methodological interest to the psychosocial community, as well as to health and social care professionals and lay readers interested in both sudden, unexpected child death and the wider field.

This book provides a practical guide to crisis intervention. It emphasizes the role of violence, patient suicide, long-term sequelae of trauma, clinical assessment and risk management, professional boundaries and burn-out, and the neurophysiology of trauma, as well as the needs of underserved patient populations including minority group members, older adults, gays and lesbians, and children. It features critical reviews of controversial topics, including EMDR, critical incident stress debriefing, recovered memories, dissociative identity disorder, and alternative medicine.

Sleep and Movement Disorders is the second edition of a successful book that was the first of its kind. Since its publication in 2002, significant progress has been made in our understanding of motor control in sleep and the relationship between sleep and movement disorders. All three editors are authorities on the subject and have assembled expert specialists for their chapter authors. The topic is very timely, the latest edition of the International classification of sleep disorders (ICSD-2, 2005) included a separate category of 'Sleep Related Movement Disorders' emphasizing the increasing awareness of sleep-related movements and the importance of recognizing sleep-related movement disorders for diagnosis, differential diagnosis and treatment. This is a comprehensive resource, including all findings from the last 8 years of research. All the previous chapters have been revised with new materials and references. Several chapters have been added to address recent advances. For instance, new sleep-related disorders have been classified and diagnosed, including catathrenia, alternating leg muscle activation (ALMA), propriospinal myoclonus (PSM) at sleep onset, faciomandibular myoclonus at sleep onset, etc. Further understanding of the pathophysiology of RLS-PLMS is addresses, as is the neurobiology of REM Behavior Disorder (RBD), predictors of neurodegenerative diseases, and so on. Sleep and Movement Disorders is divided into four major sections and subsections preceded by an introductory essay to provide perspective on the subject. The book is intended for all sleep and movement disorders specialists as well as those neurologists, internists including pulmonologists, psychiatrists, psychologists, otolaryngologists, pediatricians, neurosurgeons, dentists and family physicians who must deal with the many patients suffering from undiagnosed or underdiagnosed sleep disorders including sleep-related abnormal movements.

This volume of Advances in Clinical Child Psychology, which is the second under our editorship and the sixteenth of the series, continues the tradi tion of including a broad range of timely topics on the study and treat ment of children and adolescents. Volume 16 includes contributions per taining to prevention, adolescents, families, cognitive processes, and methodology. The issue of prevention in child clinical psychology is no longer restricted to a few speculative sentences in the future directions part of a discussion section. Prevention research is actually being undertaken, as reflected in two contributions to the volume. Winett and Anderson pro vide a promising framework for the development, evaluation, and dis semination of programs aimed at the prevention of HIV among youth. Lorion, Myers, Bartels, and Dennis address some of the conceptual and methodological issues in preventive intervention research with children. Adolescent development and adjustment is an important area of study in clinical child psychology. Two contributors address key and somewhat related topics, social competence and depression in adoles cence. Inderbitzen critically reviews the assessment methods and meth odologies for social competence and peer relations in adolescence. Reynolds analyzes contemporary issues and perspectives pertaining to adolescent depression."

To inform future research, treatment, and policy decisions, this book traces the scientific and social developments that shaped the current treatment model for depression in primary care over the past half century. While new strategies for diagnosing and treating depression have improved millions of people's lives, there is little evidence that the overall societal burden of depression has decreased. Most experts point to a gap between what psychiatrists know and what primary care doctors do to explain untreated depression. Callahan and Berrios argue, however, that the problem stems mainly from lack of a public health perspective, that prevailing etiologic models underestimate the roles of society and culture in causing depression and over-emphasize biological factors.
The current conceptual model for depression is a scientific and social invention of the last quarter century. Such models are important because they shape how society views people with emotional symptoms, defines who is sick, and determines who should get care. Most parents who seek treatment for depression receive antidepressant medications in primary care. The authors show that although depressed patients' help-seeking behavior and primary care doctors' clinical approach have changed little over the past half century, the field of primary care medicine has changed dramatically. They describe how the specific diagnoses and treatments developed by psychiatrists in the past 50 years have often collided with the non-specific approaches that dominate primary care practice. In examining the research seeking to close the gap between psychiatry and primary care, Callahan and Berrios offer public health models to explain the ongoing societal burden of depression. By exploring the history of depression in primary care, they open a pathway for improvements in the care of people with depression, where primary care physicians should play a greater leadership role in the future.

This highly readable volume presents a concise but comprehensive overview of all that is known about autism, including its history, diagnosis, biological causes, neuropsychological mechanisms, and treatment. The authors offer an up-to-date review of the most current literature, summarized and organized in a manner that makes it accessible to everyone from clinicians to parents.

This book gives an account of the new possibilities and difficulties of long-term living with HIV and antiretroviral treatment. It takes an international perspective, looking at commonalities and differences across high and middle-income countries. The book draws on narrative data collected over a long period in the UK and South Africa. Analysing these stories, it argues that the HIV pandemic still presents highly particular issues that we need to address. The book suggests that HIV's present 'naturalized' incorporation into policy and everyday life is incomplete and difficult. It describes the medicalization, normalization and marketization processes that characterize current political, policy and popular approaches to HIV, and argues that these processes often fail or are resisted by people living with HIV. Finally, it describes people living with HIV's own new narrative strategies for constructing, protecting and extending their HIV citizenship.

This nineteenth volume of Advances in Clinical Child Psychology continues our tradition of examining a broad range of topics and issues that charac terizes the continually evolving field of clinical child psychology. Over the years, the series has served to identify important, exciting, and timely new developments in the field and to provide scholarly and in-depth reviews of current thought and practices. The present volume is no exception. In the opening chapter, Sue Campbell explores developmental path ways associated with serious behavior problems in preschool children. Specifically, she notes that about half of preschool children identified with aggression and problems of impulse control persist in their deviance across development. The other half do not. What accounts for these differ ent developmental outcomes? Campbell invokes developmental and fam ily influences as possible sources of these differential outcomes and, in doing so, describes aspects of her own programmatic research program that has greatly enriched our understanding of this complex topic. In a similar vein, Sara Mattis and Tom Ollendick undertake a develop mental analysis of panic in children and adolescents in Chapter 2. In recent years, separation anxiety and/ or experiences in separation from attach ment figures in childhood have been hypothesized as playing a critical role in the development of panic. This chapter presents relevant findings in the areas of childhood temperament and attachment, in addition to experi ences of separation, that might predispose a child to development of panic."

In this groundbreaking handbook, more than 60 internationally respected authorities explore the interface between intelligence and personality by bringing together a wide range of potential integrative links drawn from theory, research, measurements, and applications.

Temperament is the first monograph in 40 years to present theories and basic findings in the field of temperament from a broad international and interdisciplinary perspective. The text, based on the author's four decades of personal study and data collection, thoroughly explores the physiological, biochemical, and genetic bases of temperament - incorporating age-specific methods of assessment developed through child- and adult-oriented approaches. The 147 illustrations comprise tables of the most popular temperament inventories for both children and adults, and unique data tables illustrating the psychometric features of temperament inventories based on self-rating and rating by others.

Despite considerable progress in clinical and basic neurosciences, the cure of psychiatric disorders is still remote, little is known about their prevention, and the etiology and molecular mechanisms of mental disorders are still obscure. Diagnoses are still guided by patients' stories. The mission of animal models is to bridge the gap between `the story and the synapse.' Contemporary Issues in Modeling of Psychopathology attempts to do this by examining such questions as `What good might come from such a model? Are we wasting our time? How far can we carry results from model animals, such as rats and mice, without causing a highly distorted view of the field and its goals?' This book serves as the opening volume for a new series, Neurobiological Foundation of Aberrant Behaviors.

The Oxford Handbook of Treatment Processes and Outcomes in Psychology presents a multidisciplinary approach to a biopsychosocial, translational model of psychological treatment across the lifespan. It describes cutting-edge research across developmental, clinical, counseling, and school psychology; social work; neuroscience; and psychopharmacology. The Handbook emphasizes the development of individual differences in resilience and mental health concerns including social, environmental, and epigenetic influences across the lifespan, particularly during childhood. Authors offer detailed discussions that expand on areas of research and practice that already have a substantive research base such as self-regulation, resilience, defining evidence-based treatment, and describing client-related variables that influence treatment processes. Chapters in newer areas of research are also included (e.g., neuroimaging, medications as adjuncts to psychological treatment, and the placebo effect). Additionally, authors address treatment outcomes such as evaluating therapist effectiveness, assessing outcomes from different perspectives, and determining the length of treatment necessary to attain clinical improvement. The Handbook provides an entree to the research as well as hands-on guidance and suggestions for practice and oversight, making it a valuable resource for graduate students, practitioners, researchers, and agencies alike.

With its origins and conceptual underpinnings in the applied behavior analysis arm of psychology, positive behavior support (PBS) emerged during the 1980s as a comprehensive approach to addressing the need for community support for persons with disabilities who engage in challenging behavior. As a field of endeavor, PBS has experienced phenomenal growth over a span of 25 years and is now an integral component of public education in many schools in practically every state in the United States.
As an applied science of human behavior, PBS brings together the precision of a careful, analytical examination of the functions of problem behavior and relies on a broader framework of person-centered values to guide support through teaching alternative skill repetoires. Therefore, PBS involves a conceptual shift in addressing challenges presented by difficult behavior associated with disabilities this shift is away from a direct and focused effort to simply reduce the occurrence of such behavior (sometimes with the use of punishing consequences) to a comprehensive values-based approach that eschews highly aversive consequences in favor of a teaching model focused on both the person and the person s total life span or ecology.
Currently, the field of positive behavior support offers a significant and expanding scientific basis for the functional analysis of problem behavior that is, behavior that impedes learning and development and that, if not addressed, may result in a seriously diminished quality of life for those affected. PBS is now conceptualized as a risk-prevention system applicable at three levels of intervention:
-Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).

• Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).
• Group, or secondary intervention, directed to a specific group or aspect of the total ecology, (e.g., a classroom).
• Individual, or tertiary interventions, directed to individual supports.

At all three levels, the process begins with a systematic examination of the total context in which behavior of interest is manifest and addresses interventions that are concerned with each individual s well-being and overall quality of life rather than directing efforts to make individuals "fit in" to existing systems. At teritary levels of intervention, the process begins with a systematic examination of the total context in which problem behavior occurs, including preceding "setting events," biological factors, antecedent occurrences, environmental arrangements, learning styles and histories, and immediate as well as long-range consequences for problem behavior. The science of delineating functions of behavior is called functional behaviorial assessment (FBA).
Results of FBA are then directed to a set of teaching interventions with a system focus which may include multiple persons in a variety of settings, and which are carefully delineated in a document called a positive behavior support plan. Progress on implementation of the plan is carefully monitored and the resultant data periodically reviewed for progress and for any needed modifications. Tertiary interventions are considered to be terminated when an individual has successfully replaced aberrant and antisocial behavior with newly learned skills that are life affirming and socially desirable.
The sum of the three-level system of intervention of positive behavior support affords a comprehensive approach to preventing the emergence of life-restricting behavior through increasing degrees of support, as needed, to build a positive behavioral repetoire with entire social systems. As such, PBS respresents a scientifically validated, applied body of knowledge that spans all ages from early childhood through adulthood. It enables educational and other service providers to fully integrate a technology of sociobehavioral development with other pedagogical efforts to enhance the quality of life of recipients. It does so within a framework of expressed values that emphasize positive interactions directed to sustained lifestyle changes that enable recipients to participate fully in day-to-day community life.
"

While brain injury can be a potentially devastating childhood medical condition this book explores the developing field of neuropsychology to suggest it is not inevitable. It draws together contributions from leading international clinicians and researchers to provide an authoritative guide to help children with brain injury using neuropsychology.

Clinical workers, research psychologists, and graduate students in psychology will find this series useful for keeping abreast of the latest issues, instruments, and methods of assessment. This latest volume includes chapters on the Interpersonal Style Inventory, the new Five Factor Theory of Personality, and adult sexual offenders.

This personal yet scholarly journey into the confusing and clandestine world of ritual abuse survivors sheds light on their catastrophic experiences and their efforts to heal afterward. Revised, updated, and expanded, this third edition of a classic study is one of the most authoritative and evenhanded volumes to tackle its hotly debated subject matter. Incorporating the authors' firsthand observations, the book provides historical, anthropological, and psychological context for contemporary reports of both ritual abuse and ritual crime. In addition to sharing patient vignettes and a history of cult and ritual abuse in society, the authors explore fascinating topics related to these practices, among them what triggers personality shifts for victims even many years after the abuse has stopped. Importantly, the book shows how ritual abuse affects society as a whole, influencing civil and criminal law, politics, legislation, social movements, social welfare, and psychological theory. It provides unique insights into the scientific study, forensic investigation, and implementation of social services for survivors of cult and ritual abuse, discusses new research and treatment strategies, and establishes the foundation for a psychological diagnosis to be called Cult and Ritual Trauma Disorder. Features recalled histories of ritual abuse and vignettes of patients who have experienced dissociative identity disorder (formerly known as multiple personality disorder) Discusses techniques used to create and manipulate altered states of consciousness Explores how media sensationalizes and inaccurately depicts ritual abuse Critiques the argument that ritual abuse stories are the result of false memories and advances the idea that reports of ritual abuse are understated Expresses the position that clinicians have an ethical duty to achieve competence in recognizing and treating the psychological effects of ritual abuse Concludes that clinicians, lawmakers, law enforcement, social services personnel, journalists, and others need to treat allegations of ritual abuse seriously and evaluate each report on its own merits

In this nation, in this decade, there is only one way to deal with an individual who is sick-with dignity, with compassion, care and confidentiality, and without discrimi nation. Statement made by President George Bush at the National Business Leadership Conference This book is about the care of sick human beings. It is about the heroic struggle of individuals with AIDS. It is about their daily coping in the workplace and at home; about economic problems, the loss of friendship and family support, and physical and emotional pain. But it is also about empowering them to deal with their disease, viewing them not as victims but as warriors, vital and active par ticipants in their battle against AIDS. This book is also about the social context in which HIV-infected persons and people with AIDS live. It is about how we must learn to deal with sickness in more compassionate and humanitarian ways and what we yet need to learn. It touches on the health care system that confronts those who are ill, on programs of prevention and education, and on the personal implications of broader national and local policies."

Successful Prevention Programs for Children and Adolescents presents a wide variety of exemplary programs addressing behavioral and social problems, school failure, drug use, injuries, child abuse, physical health, and other critical issues. The validity and generality of each study's results are given special attention, and outcomes involving actual behavioral change are emphasized. A special appendix lists resources on prevention, including other texts, special journal issues, national clearinghouses, resource centers containing videos and curriculum materials, and Web sites.

In the past decade, evidence based practice (EBP) has emerged as one of the most important movements to improve the effectiveness of clinical care. As the number of older adults continues to grow, it is essential that practitioners have knowledge of effective strategies to improve both the medical and the psychosocial aspects of older persons' lives. The purpose of this work is to present systematic reviews of research-based psychosocial interventions for older adults and their caregivers.

The interventions presented focus on a variety of critical issues facing older adults today including medical illnesses (cardiac disease, diabetes, arthritis/pain, cancer, and HIV/AIDS), mental health/cognitive disorders (depression/anxiety, dementia, substance abuse), and social functioning (developmental disabilities, end-of-life, dementia caregivers, grandparent caregivers). For each of these areas the prevalence of the problem, the demographics of those affected, and the nature and consequences of the problem are discussed. The empirical literature is then reviewed. A treatment summary highlights the type and nature of research supporting the interventions reviewed and is followed by a conclusion section that summarizes the status of intervention research for the specified issue. A Treatment Resource Appendix for each area is included. These appendices highlight manuals, books, articles and web resources that detail the treatment approaches and methodologies discussed.

This book was previously published as a special issue of the Journal of Gerontological Social Work.

Integrating the perspectives of a number of disciplines, this work examines social referencing in infants within the broader contexts of cognition, social relations, and human society as a whole.

As we enter the last decade of the twentieth century, the AIDS epidemic looms ever larger and threatening. The specter of upwards of a million deaths in the United States and perhaps many millions worldwide from a sexually transmitted virus shakes our belief in modem medical science, while challenging the foundations of democratic society. Almost ten years into the epidemic, and with an enormous body of basic science research on the Human Immunodeficiency Virus (HIV), we still do not know why AIDS emerged when it did or how to stop its spread. A very humbling experience for scientists, clinicians, public health experts, politicians, and the general public. Yet there are signs that a well coordinated multidisciplinary research program can conquer the epidemic and, perhaps, provide the basis for preventing future epidemics. The HIV family of viruses is now better understood, both in terms of structure and function, than any other virus. Genetically engineered peptides and nucleic acids are being tested as specific treatments or vaccines against HIV infection/disease. Most prom ising are the strides which have been made in understanding those aspects of human behavior which have contributed to the spread of HIV infection and which must be substantially modified if AIDS is to be controlled and eventually eradicated. The basis of that understanding has roots in a diverse set of disciplines which have converged in the work presented in this book."

Volume 2 discusses the relationship between patient and caregiver in terms of structural and interactional determinants. The impact of provider characteristics on "compliance" and "adherence" is given especially noteworthy treatment. Each volume features extensive supplementary and integrative material prepared by the editor, the detailed index to the entire four-volume set, and a glossary of health behavior terminology.

This original work focuses on how stress evolves and is resolved in the interplay between persons and their social connectedness within family, tribe, and culture. Stress, Culture, and Community maintains that the primary motivation of human beings is to build, protect, and foster their resource reservoirs in order to protect the self and its social attachments. Stevan E. Hobfoll searches for the causes of psychological distress and potential methods of successful stress resistance by probing the ties that bind people in families, communities, and cultures. By focusing on the `process" rather than the `outcomes' of stress, he reshapes the stress dialogue.