Over the past two decades, the assessment of Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a sophisticated balance of science and clinical judgement essential for arriving at reliable and valid diagnostic de- sions. Because of the precarious mix of clinical and empirical skill needed to evaluate children with this disorder, diagnostic practice in this area has been found wanting by many critics. In fact, a 1998 National Institutes of Health consensus panel concluded that "existing diagnostic treatment practices ... point to the need for improved awareness by the health service sector conce- ing an appropriate assessment, treatment, and follow-up. A more consistent set of diagnostic procedures and practice guidelines is of utmost importance" (p. 21). Drs. Arthur D. Anastopoulos and Terri L. Shelton have designed a book that addresses this need. A number of themes are highlighted throughout the text. Perhaps the most important is that the assessment guidelines set forth in this book represent a balance between science and practice. The authors account for the realities of clinical practice in an age of managed care while challenging clinicians to heed the lessons of empirical research. Although the use of empirically based asse- ment procedures may at times fly in the face of cost constraints (e. g. , systematic evaluation of medication effects), the authors present a strong argument for them. Further, they call upon their vast clinical experience to provide concrete suggestions for translating research findings into effective evaluations.

This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning. As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.

Dieses Buch bietet einen Überblick über das ACCESS-Programm, ein Programm für die psychische Gesundheit, das als wirksame Behandlung für Studenten mit ADHS entwickelt und getestet wurde. Dieses Programm ist auf dem neuesten Stand der klinischen Forschung und beinhaltet Behandlungsstrategien, die eine Verbreitung in realen Umgebungen ermöglichen, um College-Studenten, die Schwierigkeiten in ihrem akademischen, persönlichen, sozialen und emotionalen Funktionieren haben, wirksam zu unterstützen. Da sich kognitiv-behaviorale Ansätze als die bisher erfolgreichsten psychologischen Behandlungen erwiesen haben, folgen die Techniken in diesem Band diesem Modell auf detaillierte und nuancierte Weise. Die Autoren bieten eine wochenweise Aufschlüsselung des Programms, ergänzt durch Handouts und Arbeitsblätter, die ein besseres Verständnis der vom Programm angesprochenen Bereiche ermöglichen. CBT for College Students with ADHD füllt eine bemerkenswerte Forschungslücke in Bezug auf ADHS-Studenten und ist eine wichtige Ressource für Psychotherapeuten auf dem Campus sowie für ein breites Spektrum von Ärzten, die mit jungen Erwachsenen arbeiten.

This book provides an overview of the ACCESS program, a mental health program that has been developed and tested as an efficacious treatment for college students with ADHD. This program is at the cutting edge of clinical research, incorporating treatment strategies that allow for dissemination in real world settings in order to effectively assist college students experiencing difficulties in their academic, personal, social, and emotional functioning. As cognitive behavioral approaches have proved to be the most successful psychological treatments to date, the techniques in this volume follow that model in a detailed and nuanced fashion. The authors provide a week by week breakdown of the program, supplemented by handouts and worksheets designed to facilitate better understanding of the areas targeted by the program. Filling a notable gap in research addressing the ADHD college student population, CBT for College Students with ADHD is a crucial resource for campus mental health practitioners as well as a broad range of clinicians dealing with emerging adults.

Over the past two decades, the assessment of Attention-Deficit/Hyperactivity Disorder (AD/HD) has evolved into a sophisticated balance of science and clinical judgement essential for arriving at reliable and valid diagnostic de- sions. Because of the precarious mix of clinical and empirical skill needed to evaluate children with this disorder, diagnostic practice in this area has been found wanting by many critics. In fact, a 1998 National Institutes of Health consensus panel concluded that "existing diagnostic treatment practices ... point to the need for improved awareness by the health service sector conce- ing an appropriate assessment, treatment, and follow-up. A more consistent set of diagnostic procedures and practice guidelines is of utmost importance" (p. 21). Drs. Arthur D. Anastopoulos and Terri L. Shelton have designed a book that addresses this need. A number of themes are highlighted throughout the text. Perhaps the most important is that the assessment guidelines set forth in this book represent a balance between science and practice. The authors account for the realities of clinical practice in an age of managed care while challenging clinicians to heed the lessons of empirical research. Although the use of empirically based asse- ment procedures may at times fly in the face of cost constraints (e. g. , systematic evaluation of medication effects), the authors present a strong argument for them. Further, they call upon their vast clinical experience to provide concrete suggestions for translating research findings into effective evaluations.

*Reliable, valid, easy-to-administer ADHD scale for ages 5-17, fully revised: 35% new material includes important DSM-5 updates. *Value: photocopy rights are included, saving clinicians many hundreds of dollars over the cost of competing assessment kits. *Four leading experts provide assessment guidelines for screening, diagnosis, and treatment evaluation. *Includes parent questionnaires in both English and Spanish, plus teacher questionnaires.