The potential of behavioural approaches for improving the lives of people with acquired brain injury is immense. Here that potential is laid out and explored with a thorough going regard for clinical practice and the theoretical frameworks that underpin that practice. Rather than prescribing fixed techniques that exclude lessons from psychotherapy, cognitive neuropsychology and linguistics, Behavioural Approaches to Neuropsychological Rehabilitation sets out a more open-ended form of clinical assessment which enables clinicians to conceptualise, identify and measure the difficulties of people with acquired brain damage. It is on this sound empirical basis that programmes of intervention and therapy can be planned and implemented. Case studies provide practical illustration of the methods, effects and outcomes of rehabilitation, whilst throughout, the practical issues of implementation are kept in view. This book will prove an invaluable resource for clinical psychologists and the whole range of therapists working with patients suffering from acquired brain damage.

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Theoretical and practice-oriented, "Clinical Child and Adolescent Psychology" offers a concise, comprehensive, review of the knowledge, concepts and practice of child and adolescent clinical psychology.

This fully revised and updated edition of 'Clinical Child Psychology ', now incorporates a fuller account of the range of clinical problems of adolescence, together with an expanded account of the major developmental and psychosocial disorders, such as autism, ADHD, and conduct disorder. Each chapter considers a different category of problem or disorder, and covers issues of diagnosis, clinical and developmental features, causes, interventions and outcomes.Now covers adolescence as well as childhoodUpdated coverage of major developmental disordersIncluded in the Wiley Series in Clinical Psychology

This book provides a practical guide to, and critical review of, community and individual professional interventions that could ease the lives of children with developmental disorders and mental health problems.
A critical review of, and practical guide to, the interventions that could ease the lives of children with developmental disorders and mental health problems.
Structured around the stages and developmental tasks in a child's life span, from conception to teenage years.
Discusses inherited disorders, intrauterine problems, neonatal and perinatal problems, early childhood attachment and physical disorders, disabilities at school, and problems associated with socialisation.
Also covers problems that affect children at all ages, such as learning disabilities, abuse and various psychological and psychiatric disorders.
Consistently considers the role of parents, the family, and the community in interventions.
Written by a leading expert in clinical child and adolescent psychology and social work.
Bridges the gap between psychosocial interventions and medically-based treatments.
Can be used alongside Herbert's "Typical and Atypical Development: From Conception to Adolescence" (BPS Blackwell, 2003).

This text provides an interesting and informative account of the child's journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children's development.The first half of the book, discussing normal patterns of growth and development, is cross-referenced to equivalent chapters in the second half, which discuss the atypical route. These connections serve to emphasize the continuities between, and similarities of, children with typical and atypical conditions. Among the difficulties covered are: Pervasive developmental disorders Genetic disorders Physical impairments Learning difficulties Brain damage Emotional and behavioural disorders Personality disorders. Physical and mental illnessesThe text also deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment.

The potential of behavioural approaches for improving the lives of people with acquired brain injury is immense. Here that potential is laid out and explored with a thoroughgoing regard for clinical practice and the theoretical frameworks that underpin that practice. This book will prove an invaluable resource for clinical psychologists and the whole range of therapists working with patients suffering from acquired brain damage.

This text provides an interesting and informative account of the child's journey from the womb to the world outside, through childhood and into adolescence. It is based on the belief that it is vital for those training to work with children who have problems to understand what is typical or atypical in children's development.

The first half of the book, discussing normal patterns of growth and development, is cross-referenced to equivalent chapters in the second half, which discuss the atypical route. These connections serve to emphasize the continuities between, and similarities of, children with typical and atypical conditions. Among the difficulties covered are:
Pervasive developmental disorders
Genetic disorders
Physical impairments
Learning difficulties
Brain damage
Emotional and behavioural disorders
Personality disorders.
Physical and mental illnesses

The text also deliberately links developmental and clinical psychology approaches in order to help readers connect their theoretical understanding of the physical and psychological problems of childhood with the practicalities of assessment, rehabilitation and treatment.

This is a new release of the original 1948 edition.

Delivered During The 1948 Rochester Dinner Of The Newcomen Society.

Delivered During The 1948 Rochester Dinner Of The Newcomen Society.

Delivered During The 1948 Rochester Dinner Of The Newcomen Society.

In recent years, numbers of young American and Israeli Jews raised in nonreligious families have chosen to become practicing Orthodox Jews, eating only food that is kosher, abstaining from all work on the Sabbath, and observing laws of family purity that require periodic sexual abstinence for husband and wife and modesty in dress and behavior. This comprehensive study of the revival of Orthodox Judaism was written by M. Herbert Danzger, a sociologist who is also a part of the world of Orthodox Judaism. Danzger interviewed more than two hundred newly Orthodox Jews, their rabbis, teachers, and recruiters, and spent hundreds of hours in yeshivot (seminaries) and at outreach programs in both countries. With these rich data, he presents colorful portraits of both men and women; Israelis and Americans; that reveal why they became Orthodox Jews, how Orthodoxy was brought to their attention, how they were socialized into their new commitment, and what sort of life they entered, with what rewards and what costs. Danzger also focuses on how Orthodox Judaism is being reshaped by its unprecedented attempt to reach out to those who want to learn about it, and he examines its outreach efforts, its organizational structures and recruitment techniques, and its struggle to articulate beliefs and justify accepted practices. His book is thus not only a description of the movement to return to Orthodoxy but also a reflection on contemporary Orthodoxy from the perspective of this movement.

"Managing Children's Disruptive Behaviour" is a comprehensive guide designed for professionals and parents who care for children whose behaviour problems are beyond those encountered normally. Arranged in three parts, the book opens by setting out the theoretical background to conduct disorders in a range of settings. Part Two discusses issues in assessment and treatment and explains the background to the 'Child-Wise' programmes devised by the authors. Four versions of the Child-Wise programme follow, complete with useful materials for evaluation and homework purposes.

This flexible set of resources has been designed for use with children aged between 2 and 10 years and includes versions for use: in group settings; at home; in the classroom; with typical and special needs children. Devised for use by a wide range of professionals, the programmes reduce fraught interactions and restore mutually enjoyable relationships between the carer/parent and the child. There are also further resources available to download from a supporting website

"Managing Children's Disruptive Behaviour" is an invaluab le tool for psychologists, health visitors, social workers, teachers, and all those whose work involves children and their carers.