Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairments in these functions do exist and appear to follow a developmental course. How to identify children presenting with such problems and how to operationalize the disorders has long challenged professionals. This text grew from an international symposium held in the Netherlands, but all chapters have been specially prepared for the publication. Described in the foreword by Sir Michael Rutter, FRS, as ` ... thoughtful and well informed discussions ... that may serve as a basis for a problem-solving set of both research strategies and practical steps that will ensure real resolutions of the dilemmas outlined here', the text should serve as a stimulating source for debate of the many issues involved.

Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students.

Communication disabilities are common, although their precise nature and degree of severity vary greatly among individuals. They are among the most handicapping of disabilities because they isolate a person and in so doing restrict social, educational, and occupational opportunities. One of the purposes of this book was to bring together theoretical, practical, and clinical knowledge from several disciplines that bear on language and communication into some reasonably accessible form. The intent is to provide a broad and multi-faceted view of language development and language disorders. Thus, contributions from education, linguistics, psychology, pediatrics, psychiatry, neurology, neuropsychology, and speech therapy are included. They describe our current knowledge of language development, suggest classifications for language pathology, outline what is known of the epidemiology of language difficulties, consider assessment and therapy, alternative communication systems and the impact of the new technology on communication aids. The variety of perspectives that it provides will make it particularly useful to the range of specialists who are concerned with the development of communication skills and language disorders.

Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairments in these functions do exist and appear to follow a developmental course. How to identify children presenting with such problems and how to operationalize the disorders has long challenged professionals. This text grew from an international symposium held in the Netherlands, but all chapters have been specially prepared for the publication. Described in the foreword by Sir Michael Rutter, FRS, as ... thoughtful and well informed discussions ... that may serve as a basis for a problem-solving set of both research strategies and practical steps that will ensure real resolutions of the dilemmas outlined here', the text should serve as a stimulating source for debate of the many issues involved.

Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students.

How can we best understand PTSD? Why do the majority of people who are exposed to traumatic stress fail to develop PTSD? Is PTSD best regarded as a failure or delay in the natural processes of protection and recovery? This book represents the fruits of ten years' experience of working with the survivors of accidents and disasters. The contributors have all worked at the world-famous University of London Institute of Psychiatry's unit for the study and treatment of PTSD, and thus combine here to present a coherent account of PTSD and its treatment, based largely on a social learning and cognitive behavioural framework. Perspectives from cognitive psychology and information processing, social psychology, developmental psychology, and neuropsychology are brought together to enlighten our understanding of PTSD, individual reactions, and treatment approaches. Cross-cultural issues and issues of disaster planning and emergency response are also covered. Academics, researchers and professionals will find in this volume
* Contemporary models of PTSD based on the latest knowledge
* An authoritative, critical account of PTSD and treatment methods, based on scientific research and unparalleled clinical experience
* A coherent approach to PTSD in adults and children, with consideration of both individual aspects and social/community concerns
All psychologists, psychiatrists, therapists and planners with a special interest in or responsibility for dealing with PTSD will welcome this important and much-awaited volume. From the Foreword by Professor S. Rachman, Vancouver: "an extremely informative and stimulating book that covers the field. How much progress has been accomplished inthe past decade? The best and quickest answer is to read this volume."