Since the first edition was published in 2003, an enormous amount of research into Asperger Syndrome (AS) and autism spectrum disorders has been conducted. New genetic and epigenetic theories, updated findings on viable therapies, and targeted skill-building programs provide a solid foundation of information for professionals to use in practice and impart to concerned families. The Second Edition of Asperger Syndrome synthesizes the current state of the field, beginning with the controversy over the proposed linking of the condition with autism in the DSM-5. This comprehensive guide gives readers a deeper understanding of the disorder, detailing the effective strategies and therapies available to improve the lives of young people with AS and ensure their successful transition from childhood to adolescence to adulthood. Focusing on core deficit and treatment areas, expert contributors analyze the evidence base on behavioral and pharmacological interventions as well as educational strategies geared toward bolstering cognitive and social skills. In addition to epidemiology, etiology, diagnosis, and assessment, this volume offers the most current information on: Counseling and other therapeutic strategies for children with AS and their families. Early intervention for children and youth with AS. Social skills instruction for children with AS. Evaluating evidence-based instruction for children with AS. Comprehensive education-based mental health services for students diagnosed on the autism spectrum. Practical advice for families, from a parent of a child with AS. The Second Edition of Asperger Syndrome is an essential reference for researchers, clinicians, and scientist-practitioners in clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.

This new edition emphasizes the unique contribution of this longstanding text in the integration of mind/body relationships. The concept of stress, as defined and elaborated in Chapter 1, the primary efferent biological mechanisms of the human stress response, as described in Chapter 2, and the link from stress arousal to disease, as defined in Chapter 3, essentially remains the same. However, updates in microanatomy, biochemistry and tomography are added to these chapters. All other chapters will be updated as well, as there has been significant changes in the field over the past eight years.

Seeking to assist professionals and care providers looking to develop culturally-based techniques for the care of dementia-afflicted elders, this book first presents the need for culturally sensitive care, and then describes how this method of care may be utilized, developed, approved, and evaluated. The book includes numerous case studies, and highlights the authors' model.; Dealing with facets of intercultural practice, Part 1 of the text centres around the professional or provider already engaged or seeking to engage in day-to-day contact with ethnically diverse clientele. The emphasis is on highlighting those skills which serve the practitioner to establish intercultural rapport on their daily cross- ethnic assignments. The central tenet of this section is that the worker's attention has to be on maintaining both the dementia-affected elders' and the ethnic family members' cultural dignity.

Although research on aggressive men and boys has been plentiful, much less attention has been directed toward aggression in girls and women. The increasing number of young women who find themselves living violent lives, both as perpetrators and victims, has led to urgent calls for more information on understanding what causes, what perpetuates and what can be done about this problem.
Addressing this need, Girls and Aggression presents a range of interdisciplinary perspectives on risk and protective factors, developmental pathways and intervention principles specific to the problem of aggression and violence in the lives of young women. Contributions come from the fields of psychology, criminology, education, and sociology, and use both qualitative and quantitative methodologies to explore the issues. Girls and Aggression will be of interest to academic researchers and mental health practitioners alike by providing an up-to-date and comprehensive view of this important and underexplored area.

When Love Is Not Enough relates how a multitude of factors--the competence of staff; the safety, nurturing, and protective elements of the emotional, physical, and political setting; and all overt and covert organizational dynamics--determine whether or not a treatment setting accomplishes its therapeutic aims. Authors in When Love Is Not Enough continue the emphasis on the group-as-a-whole "Group Relation" model of organizational and group processes begun with Wilfred Bion's work at the Tavistok Clinic in London in the 1940s. This model helps those providing services to children and adolescents evaluate their treatment programs and make the necessary changes toward improvement.Chapters in When Love Is Not Enough are dedicated to improving the psychological treatment of children and adolescents in postmodern society, a society in which life in interdependent communities is becoming increasingly important for the health and survival of all persons. Topics covered include: the Tavistok approach to understanding group and organizational behavior the emphasis on group-as-a-whole in problem solving and treatment design narrowing the gap between plan and outcome the dynamics involved in the psychiatric treatment of children issues of staff selection, training, and development in programs designed to treat children countertransference responses in the treatment of children and adolescents revitalizing organizations the subjective experience of school lifeWhen Love Is Not Enough helps organizations realize the ways in which they may, inadvertently, undermine the emotional and cognitive functioning of the staff or the identified patients and set serious limits on the growth of members of the organization, staff and patients alike. It urges organizations to conduct an ongoing self-scrutiny concerning their rational and irrational processes, as this self-examination is crucial to the health and vitality of the treatment offered to others. The book also promotes thinking of the conscious and unconscious dynamics of the group-as-a-whole to more completely inform organizational decisions concerning changes that may enhance the treatment of children and adolescents.When Love Is Not Enough serves as an invaluable guide for mental health professionals who treat children and adolescents, group therapists, hospital and clinic administrators, psychoanalysts, nurses, social workers, psychologists, and psychiatrists.

Stigma is one of the major barriers to care for people with mental health and related disorders. Stigma includes negative beliefs about and hostile perceptions towards others, shame and self-stigma, discriminatory practices in hiring, promotion and recognition of people who suffer from mental health challenges, and structural and organizational policies and processes that result in inequalities for people who have mental health challenges. Stigma has been recognized as a significant factor in the well-being of people with mental health and related problems and can be more debilitating than the direct effects of mental health problems themselves. The Mental Health Commission of Canada (MHCC) was established to conduct policy reviews and to promote initiatives related to mental health. The Opening Minds program of the MHCC is the largest systematic effort in Canadian history to reduce stigma related to mental illnesses. The program has adopted the systematic development, evaluation and deployment of targeted programs based on theories of change, best practices and available research evidence as a model for stigma reduction. The Stigma of Mental Illness is an important vehicle to communicate conceptual issues in the field of stigma reduction, to document the work done to date within the MHCC Opening Minds program, and to offer practical strategies to broaden the scope and utility of the work for different contexts, cultures, and countries. This volume will be a global interest, given the growing importance of stigma reduction related to mental disorders and related problems.

This book summarizes more than four decades of research on imitation in infancy and its relation to early learning and sociocognitive development in typically and atypically developing children. The studies were carried out in a Scandinavian context and thus provide important cultural validation of the central developmental processes. The book is divided into three parts: Part one focuses on the social and cognitive aspects of imitation, discussing links to early parent-infant interaction, and developmental meaning. It addresses evidence for an imitative capacity at birth for typical and atypical infants. Also covered are early individual differences in imitation, the role of imitation as a social and cognitive learning mechanism in early development, and possible links between imitation and temperament. Part two presents unique longitudinal studies on early memory development using deferred imitation as the key method. It discusses the biological basis of memory and explores the idea that deferred imitation is an indicator of an infant's ability to understand intentions. Part three focuses on imitation in young children with autism and with Down syndrome. It examines the role of imitation as a "deficit" as well as a vehicle for change when used interactively in early interventions for children with autism. Imitation from Infancy Through Early Childhood is an essential resource for researchers, professors, and graduate students as well as clinicians and other professionals in developmental psychology, cognitive development, psycholinguistics, child psychiatry, and developmental neuroscience.

The purpose of this book is to demystify the evaluation and management of common psychological disorders and psychosocial issues which impact all realms of medical and mental health practice. These types of issues are often seen as "medical quicksand" by treating professionals, employers, and insurers alike. Consequently, there is a system-wide avoidance of these disorders that significantly increase medical and disability costs. However, there is a considerable cost to individual and society as well in terms of the reduction in the quality of life of the individual and the high costs associated with chronic use of medical resources.

It is essential to note the complexity of the psychiatric and psychosocial disability conundrum. This dilemma is not limited solely to short-term, minor problems but leach into the full spectrum of disability systems: private insurance, disability insurance, and federal programs for disabled persons. This book will provide innovative tools to confidently navigate the disability process by implementing, for the first time, true objective information coupled with the state-of-the-art evidence-based research. Thus, all individuals involved in the psychiatric disability process will be able to properly manage the process, optimize the treatment for an optimal outcome and avoid iatrogenic disability. In particular, the book will provide a clear evidence-based guidance for the evaluation and treatment process not only for individuals with obvious psychological problems, but for symptomatic individual with no discernable etiology or who simply never seem to get well.

How is information represented in the nervous system? How is that information manipulated and processed? These are some of the more important and challenging questions for neuroscientists and psychologists today. Understanding brain functions, especially the neural mechanisms of higher cognitive processes such as thinking, reasoning, judging, and decision making, are the subjects covered by the research in the chapters of this book. They describe recent progress in four major research areas: visual functions, motor functions, memory functions, and prefrontal functions. Readers will obtain an excellent idea of how the nervous system internally represents the outer world, how the nervous system constructs images or schemas to perceive the outer world or react to the environment, and how the nervous system processes information using internal representations - topics that are at the forefront of brain science today.

The focus of Volume I of the Handbook of Human Brain Function was on basic scientific principles of brain imaging as it relates to the study of human brain function. Once the scientific bases for a particular discipline are established, follow. Such is the status of brain imaging in the study of clinical applications human brain function. It is of interest to note that the 1952 Nobel Prize for Physics was awarded to Felix Bloch and Edward Purcell, who discovered that nuclei precessing in the radiofrequency range could emit a radiofrquency signal detected by a radio receiver. Their findings initiated a series of very basic re search studies on the characteristics of nuclear magnetic resonance. It would take over 25 years of basic research before findings began to point toward truly biomedical applications. However, once realized, clinical applications became standard fare for nuclear magnetic resonance. The example of Bloch and Pur cell's work in an area of very basic science expanding to clinical application has been repeated throughout the medical and neurological sciences. This type of progress is what drives science. As a benefit from these scientific advances, research, clinical, and diagnostic imaging from a variety of modalities, not just computerized tomography or magnetic resonance imaging, can be performed. This volume focuses on the clinical applications of various neuroimaging meth ods. Chapter 1 introduces the topic of clinical neuroimaging in the study of human brain function.

Activism and Marginalization in the AIDS Crisis shows readers how the advent of HIV-disease has brought into question the utility of certain forms of "activism" as they relate to understanding and fighting the social impacts of disease. This informative and powerful book is centrally concerned about the ways in which institutionally governed social constructions of HIV/AIDS affect policy and public images of the disease more so than activist efforts. It asserts that an accounting of the power institutional structures have over the dominant social constructions of HIV disease is fundamental to adequate forms of present and future AIDS activism. Chapters in Activism and Marginalization in the AIDS Crisis demonstrate how, despite what is thought of as the "successful activism" of the past decade, the claims of the HIV-positive are still being ignored, still being marginalized, and still being administratively "handled" and exploited even as the plight of those who find themselves HIV-positive worsens. Although chapters reject the assertion that activism has been a highly effective remedy to HIV-positive voicelessness, authors do not deny that activists have been vocal, but that they continue to be ignored despite their vocality.Contributors in Activism and Marginalization in the AIDS Crisis offer numerous examples of institutional control and demonstrate that institutional structures, and not activists, are controlling the public meaning of HIV-related issues. Readers learn how messages about HIV/AIDS are produced, negotiated, modified, and sustained through institutional mechanisms that serve mostly institutional interests rather than those of the HIV-positive. In gaining an understanding of these issues, readers will begin to learn how to modify and strengthen activist efforts with valuable insight on: the lack of HIV-positive voices in mainstream news portrayals of HIV/AIDS research on constructions of HIV-disease at the state government level social constructions and how they affect HIV/AIDS policy the political construction of AIDS and interest-based struggles the emergent "bio-politics" of HIV and homosexuality in the U.S. how institutional power works to govern public understanding of HIV diseaseInstitutional structures are defined in this book as groups engaged in and defined by the production of various "truths" which sustain them. Institutional power may be defined as the capacity to regulate, constrain, and disseminate versions of "truth." Activism and Marginalization in the AIDS Crisis reveals how HIV activist groups have been outmaneuvered when it comes to the production and dissemination of various "truths" about HIV/AIDS by institutional structures more deeply steeped in social legitimacy and which have a superior capacity for message dissemination.HIV/AIDS activists, HIV-positive persons and those with AIDS, HIV/AIDS educators, public and institutional policymakers, health professionals, and the general public will find this book essential to understanding the social constructions of HIV/AIDS, how these affect HIV/AIDS-related policy and public opinion, and how to begin to cipher through the plethora of information to find and promote the "truth."

In "Borderline Personality and Mood Disorders: Comorbidity and Controversy," a panel of distinguished experts reviews the last two decades of progress in scientific inquiry about the relationship between mood and personality disorders and the influence of this empirical data on our ways of conceptualizing and treating them. This comprehensive title opens with an introduction defining general trends both influencing the expansion of the mood disorder spectrum and undermining clinical recognition and focus on personality disorders. The overlaps and differences between MDD and BPD in phenomenology and biological markers are then reviewed, followed by a review of the overlaps and distinctions between more atypical mood disorder variants. Further chapters review the current state of thinking on the distinctions between bipolar disorder and BPD, with attention to problems of misdiagnosis and use of clinical vignettes to illustrate important distinguishing features. Two models explaining the relationship between mood, temperament, and personality are offered, followed by a review of the literature on risk factors and early signs of BPD and mood disorders in childhood through young adulthood as well as a review of the longitudinal studies on BPD and mood disorders. The last segment of the book includes three chapters on treatment. The book closes with a conclusion with a synthesis of the current status of thinking on the relationship between mood and borderline personality disorder.

An invaluable contribution to the literature, "Borderline Personality and Mood Disorders: Comorbidity and Controversy" insightfully addresses the mood and personality disorders realms of psychiatry and outlines that it has moved away from contentious debate and toward the possibility of synthesis, providing increasing clarity on the relationship between mood and personality to inform improvements in clinical management of the convergence of these psychiatric domains in common practice.

Of all the aspects of British 'cultural imperialism' the one which Africans found most seductive was formal western education. They were quick to realise that University education opened up prospects for economic advancement and would ultimately provide the keys to political power and self government. Using a wide range of papers from the British Colonial Office and colonial governments in Africa, the archives of several libraries and the writings of African nationalists, Dr Nwauwa examines the surprisingly long history of the demand for the establishment of universities in Colonial Africa, a demand to which the authorities finally agreed after the Second World War.
Educated Africans first put forward requests for a university in South West Africa in the 1860's, but from the 1880's through to the 1930's British colonial regimes constantly shunned such aspirations. But starting in 1939 colonial reformers in Britain began to advocate the creation of universities in Africa and by 1943 the idea was taken up by the Colonial Office as a means of 'managing' African nationalism. The creation of university colleges became a reality in 1948, they were one of the most important colonial reforms which led to decolonisation.

Coaching is growing across the globe as a viable and useful intervention to help executives deal with the complexity they face day-to-day. In response to this increased demand, many coaches have presented their "model" of coaching to the world of business, and a number of these have made it into print. Few are based on a rigorous development process or have provided the reader with an insight into their development. The Author wanted to offer to the readers of our professional coaching series the opportunity to engage with a practitioner who had been through a journey of learning built on their experience, the literature and research. This book meets the need identified for a clear and rigorous account by an experienced coach of the development of their model within the scientist-practitioner framework.

Table of Contents

Foreword , Introduction , Reflections on my personal journey , The meta-philosophical framework , The methodological framework , The business framework , Applying and researching the Integrated Experiential Coaching Model , The integrated experiential coaching model in a team context , The impact of stress on learning , Personal reflections and implications of the coaching journey , Conclusion

Recently, there has been a renewal of interest in the broad and loosely bounded range of phenomena called deception and self-deception. This volume addresses this interest shared by philosophers, social and clinical psychologists, and more recently, neuroscientists and cognitive scientists. Expert contributors provide timely, reliable, and insightful coverage of the normal range of errors in perception, memory, and behavior. They place these phenomena on a continuum with various syndromes and neuropsychiatric diseases where falsehood in perception, self-perception, cognition, and behaviors are a peculiar sign. Leading authorities examine the various forms of "mythomania," deception, and self-deception ranging from the mundane to the bizarre such as imposture, confabulations, minimization of symptomatology, denial, and anosognosia. Although the many diverse phenomena discussed here share a family resemblance, they are unlikely to have a common neurological machinery. In order to reach an explanation for these phenomena, a reliable pattern of lawful behavior must be delineated. It would then be possible to develop reasonable explanations based upon the underlying neurobiological processes that give rise to deficiencies designated as the mythomanias. The chapters herein begin to provide an outline of such a development. Taken as a whole, the collection is consistent with the emerging gospel indicating that neither the machinery of "nature" nor the forces of "nurture" taken alone are capable of explaining what makes cognition and behaviors aberrant.

This is the first book-length account of the controversy preceding and following the APA's decision in 1986 to include a premenstrually related diagnosis in its revised diagnostic manual, DSM III-R. Figert examines why the decision was controversial and consequential in three main domains where people, their interests, and claims to ownership coincide: the Health and Mental Health Domain, the Woman Domain, and the Science Domain.

This book explores the ways in which systems (organizational) consultation may be applied to school roles and functions as part of an overall systems change process. Using an implementation science framework grounded in systems/organizational consultation research, the volume details how school reform or improvement may be facilitated. School-based case studies illustrate the application of implementation science to systems change efforts in schools and districts across the United States. Each case study describes the implementation science steps taken to deliver a school-based innovation at the systems level. The book discusses implementation science theory combined with real-world examples of its use in planning for, implementing, and engaging in ongoing evaluation of a systems change effort. Key areas of coverage include: Implementation science in educational settings. Key stakeholder roles in school-based systems change. Implementing and evaluating systems change in schools. Teacher-student mediation to reduce conflict and ensure effective school discipline and behavior practices. District-level processes and supports for English Language Learners. Mental health screening and social-emotional well-being of students. Systems Consultation and Change in Schools is an essential resource for researchers, professors, and graduate students as well as scientist-practitioners, school-based practitioners, and clinicians across such disciplines as school administration and leadership, school and clinical child psychology, social work, public health, teaching and teacher education, educational policy and practice, and all interrelated fields.

Based on a recently completed project of cultural consultation in Montreal, Cultural Consultation presents a model of multicultural and applicable health care. This model used clinicians and consultants to provide in-depth assessment, treatment planning, and limited interventions in consultation with frontline primary care and mental health practitioners working with immigrants, refugees, and members of indigenous and ethnocultural communities. Evaluation of the service has demonstrated that focused interventions by consultants familiar with patients' cultural backgrounds could improve the relationship between the patient and the primary clinician.

This volume presents models for intercultural work in psychiatry and psychology in primary care, general hospital and specialty mental health settings. The editors highlight crucial topics such as:

- Discussing the social context of intercultural mental health care, conceptual models of the role of culture in psychopathology and healing, and the development of a cultural consultation service and a specialized cultural psychiatric service

- Examining the process of intercultural work more closely with particular emphasis oto strategies of consultation, the identity of the clinician, the ways in which gender and culture position the clinician, and and interaction of the consultant with family systems and larger institutions

- Highlighting special situations that may place specific demands on the clinician: working with refugees and survivors of torture or political violence, with separated families, and with patients with psychotic episodes

This book is of valuable use to mental health practitioners who are working in multidisciplinary settings who seek to understand cultural difference in complex cases. Psychiatrists, psychologists, social workers, nurse practitioners, primary care providers and trainees in these disciplines will make thorough use of the material covered in this text.

At a time when biological psychiatry claims that drugs and electroshock are the best methods for helping deeply disturbed persons, mental health professionals need to be reminded that psychological and social approaches to mental illnesses remain more effective, less harmful, and much more able to address the real needs of recovery, growth, and development for affected persons. Psychosocial Approaches to Deeply Disturbed Persons empowers counselors, psychiatrists, psychologists, and social workers to trust their intuitive and clinical understanding of how to help seriously disturbed people through humane, caring approaches.Psychosocial Approaches to Deeply Disturbed Persons introduces mental health professionals to an array of psychological and social alternatives that are available for helping patients considered "psychotic" or very emotionally disturbed. Focusing on psychological and social approaches to helping people who become labeled "psychotic" or who carry serious psychiatric diagnoses, contributors show mental health professionals psychological, social, and spiritual alternatives for approaching or treating these individuals. Readers learn about: a successful model for nonmedical, non-drug residential treatment centers utilizing the artwork of psychotic patients case histories of psychoanalytic therapy group therapy to help families with a "schizophrenic" member improve communication Re-evaluation Counseling (RC) with disturbed individuals psychoanalytically-oriented therapy World Health Organization research which demonstrates the positive effect of extended family and social relationships and the negative effect of modern biopsychiatric treatment research demonstrating the efficacy of psychotherapy with persons labeled "schizophrenic"These chapters combined with a review of empirical studies demonstrate to readers the efficacy of psychotherapy with psychotic patients. Students or experienced professionals in any of the mental health fields, including psychotherapy, counseling, clinical psychology, clinical social work, and Re-evaluation Counseling will find Psychosocial Approaches to Deeply Disturbed Persons a necessity for most effectively and humanely treating clients with serious psychiatric diagnoses.

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

This book explores the underlying biology and neuroscience associated with mental health and wellbeing. This fully revised fourth edition includes new chapters on behavioural science, and brain-gut and brain-gender connections, as well as expanded content on memory and genetics. Integrating up-to-date pharmacological and genetic research with an understanding of environmental factors that impact on human biology, The Biological Basis of Mental Health covers topics including brain development, neural communication, neurotransmitters and receptors, hormones and behaviour, genetic disorders, pharmacology, substance misuse, anxiety, schizophrenia, depression, epilepsy, subcortical degenerative diseases of the brain, dementia, developmental disorders and sleep. This unique textbook is an essential read for all healthcare students, practitioners and educators with an interest in mental health and neuroscience.

This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

Psychosocial Resource Variables in Cancer Studies reviews the literature on selected psychosocial resource variables in cancer in order to raise and examine conceptual and methodological issues and to offer suggestions for future directions in the field. It provides investigators and clinicians with a systematic treatment of the state of the art in research on specific resource factors and provides a careful consideration of more generic methodological and statistical issues in this research context.Editors Curbow and Somerfield define resources as aspects of a person or environment that are brought to bear on the maintenance or restoration of adaptation under taxing conditions. They hope Psychosocial Resource Variables in Cancer Studies is just the beginning of an ongoing discussion within the field of psychosocial oncology on the nature and use of resource variables. The book's topics are crucial since researchers appear to be committed to using resource variables to explain outcomes. Also, resource variables are increasingly considered as explanatory concepts in quality-of-life research.Psychosocial Resource Variables in Cancer Studies offers critical reviews of the major resource variables investigated in contemporary psychosocial oncology research. It provides timely information on vital issues in this research, emphasizing studies of the influence of personal and social resources on adaptation to cancer. Chapters cover topics such as: the use of resource variables in the explanation of individual differences in adaptation to cancer and cancer treatment theories, measures, and methodological issues in the use of perceived control the use of the transactional model of coping to examine issues surrounding coping and the management of cancer demands religion and spirituality as resources in coping with cancer social support in adaptation to cancer and survival the clinical usefulness of research on psychosocial resources major measures of psychological functioning in psychosocial oncology research statistical and analytical issues in the use of resource variables roles of qualitative and quantitative approaches in exploring resource variablesThe editors begin with an overview of the oncology field and offer comments on issues that can be generalized to all psychosocial resource variables. Next is a presentation of a series of review papers on selected resource variables, including perceived control, coping, religion and spirituality, and social support, followed by a discussion of the clinical utility of research on these resource variables. The book concludes with a discussion of important cross-cutting methodological issues, including the selection of psychological functioning outcome measures, the statistical analysis of resource variables, and quantitative versus qualitative approaches.Psychosocial Reource Variables in Cancer is a valuable reference and guide for health psychologists, clinical health psychologists, clinical social workers in oncology, medical sociologists, medical anthropologists, and oncology nurses. It may also serve as important reading material for courses in health psychology, physiological factors in health and illness, personality and diseases, and stress and coping.