Children and Adolescents with Emotional and Behavioral Disorders

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Overview

This first edition text is specifically designed to help teachers work successfully with children who exhibit emotional and behavioral disorders by affording readers a comprehensive and holistic repertoire of valuable, evidence-based treatment strategies. Written from the dual perspectives of an experienced clinician and a long-time educator, the school professionals and students who read it will better understand the role of both teacher and service provider, optimizing the coordination and effectiveness of the services that are critical to the success of these students.

Chapter by chapter, Students and Adolescents with Emotional and Behavioral Disorders explores the most prevalent behavioral disorders encountered by school professionals as they work with today’s students. Each disorder is addressed by type and each includes a discussion of the relevant characteristics, causes, prevalence, and current references, and treatment strategies. While the first half of each chapter focuses on the psychological overview of the disorder based on the latest research, the second half of the chapter takes an in-depth look at practical applications and strategies to combat the disorders through the use of real-world case examples, practice-based techniques, tips, and critical thinking questions.

Balanced and comprehensive, this book supports both a behavior and cognitive therapeutic approach to the treatment of students with EBD and acknowledges the need for a collaborative approach to these issues by teachers, school professionals and other service providers.

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Product Details

  • ISBN-13: 9780205501762
  • Publisher: Pearson
  • Publication date: 3/23/2009
  • Edition description: New Edition
  • Pages: 504
  • Sales rank: 501,740
  • Product dimensions: 7.50 (w) x 9.20 (h) x 3.00 (d)

Meet the Author

Vance Austin has spent 27 in the field of special education as a teacher, counselor, professor, and administrator. While his principal occupation is that of college professor preparing teachers for the classroom, he continues to work part time at a special school for students with emotional and behavioral disorders. He serves as a member on the NYS Panel for Child Specific Intervention Reviews relative to students with serious emotional disturbance (SED). He has written manuscripts and research articles related to working with students with disabilities as well as a chapter contribution to a text for general educators working with this population.

Daniel T. Sciarra, PhD, LCMHC, NCC, is professor of Counselor Education. Fluently in Spanish, he sees Latino children, adolescents, and families through the Stamford Child Guidance Center in Stamford, CT. In addition to numerous articles and book chapters on the subject of multicultural counseling, Dr. Sciarra is the author of two books, Multiculturalism in Counseling (Peacock, 1999) and School Counseling: Foundations and Contemporary Issues (Brook/Cole, 2004). A former school counselor with the New York City Board of Education, Sciarra holds a doctorate in Counseling Psychology from Fordham University, a master’s degree in counseling from Boston College, and a bachelor’s degree in English education from Fairfield University. He is a licensed psychologist, licensed clinical mental health counselor (LCMHC), and a national certified counselor (NCC).

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Table of Contents

I. Introduction

Chapter 1: Introduction

Focus Questions

Defining Emotional and Behavioral Disorders

Implications of including socially maladaptive students

A Growing Field

Profile of an EBD Child

The Functional Behavioral Assessment and its Applications

Developing an Effective Intervention Plan

Typical Non-Therapeutic Teacher-Caregiver Responses

Developing the Right Attitude: Some Tips for Avoiding Conflict and Building

Community

Focus Questions Revisited

From the Field

References

Tables and Figures

II. Section One: Students with Disruptive Disorders

Chapter 2: Conduct Disorder

Focus Questions

Introduction

Case Example: Michael

Characteristics

Prevalence

Etiology

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Tables and Figures

Chapter 3: Oppositional Defiance Disorder

Focus Questions

Introduction

Case Example: Jack Straw

Characteristics

Prevalence

Etiology

Assessment and Diagnosis

Treatment Strategies

School-based Interventions: Jack Straw

Assessing the Problem

Developing an Effective Intervention Plan

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Table and Figures

Chapter 4: Attention Deficit Hyperactivity Disorder

Focus Questions

Introduction

A Brief Explanation

ADHD Introduced

Case Example: Vincent, ADHD Predominantly Hyperactive-Impulsive Type

Case Example: Brett, ADHD Predominantly Inattentive Type

Characteristics

ADHD Predominantly Inattentive Type

ADHD Predominantly Hyperactive-Impulsive Type

ADHD Combined Type

Universal Characteristics

Prevalence and Comorbidity

Etiology

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem: Vincent (ADHD Predominantly Hyperactive-

Impulsive Type)

Developing an Effective Intervention Plan

Assessing the Problem: Brett (ADHD Predominantly Inattentive Type)

Developing and Effective Intervention Plan

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Tables and Figures

III. Section Two: Anxiety Disorders

Chapter 5: Anxiety Disorders I: Specific Phobia, Separation Anxiety Disorder, and

Social Anxiety Disorder

Focus Questions

Introduction

Specific Phobia

Case Example: Ricky V.

Characteristics

Prevalence

Etiology

Assessment

Treatment Strategies

School-based Intervention

Assessing the Problem

Developing an Effective Intervention Plan

Tips for Teachers

Separation Anxiety Disorder

Case Example: Jimmy

Characteristics

Prevalence

Etiology

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Tips for Teachers

Social Anxiety Disorder (Social Phobia)

Case Example: Jody

Characteristics

Etiology

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Tables and Figures

Chapter 6: Anxiety Disorders II: Post-Traumatic Stress Disorder, Generalized

Anxiety Disorder and Obsessive-Compulsive Disorder

Focus Questions

Introduction

Post-Traumatic Stress Disorder

Case Example: Sandy

Characteristics

Prevalence and Comorbidity

Etiology

Assessment

Treatment Strategies

School-based Intervention

Assessing the Problem

Developing an Effective Intervention Plan

Tips for Teachers

Generalized Anxiety Disorder

Case Example: Jerry

Introduction & Characteristics

Prevalence

Etiology

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

h. Tips for Teachers

Obsessive-Compulsive Disorder

Case Example: Nikolas

Introduction & Characteristics

Prevalence

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Tips for Teachers

Summary

Focus Questions Revisited

From the Field

References

Tables and Figures

Chapter 7: Eating Disorders

Focus Questions

Introduction

Nature and Criteria of Eating Disorders

Anorexia Nervosa

Case Example: Siobhan

Characteristics

Bulimia Nervosa

Case Example: Michele

Characteristics

Binge Eating Disorder

Case Example: Aaron

Characteristics

Epidemiology, Prevalence, and Developmental Course

Anorexia Nervosa

Bulimia Nervosa

Co-morbidity and Differential Diagnosis

Etiology

Assessment

Treatment

Conclusions

School-based Interventions

Case Example: Siobhan

Assessing the Problem

Developing an Effective Intervention Plan

Case Example: Michele

Assessing the Problem

Developing an Effective Intervention Plan

Case Example: Siobhan

Assessing the Problem

Developing an Effective Intervention Plan

Summary

Tips for Teachers

For Students with Anorexia Nervosa

For Students with Bulimia Nervosa

For Students with Binge Eating Disorder

Focus Questions Revisited

From the Field

References

Tables and Figures

IV. Section Three: Mood Disorders

Chapter 8: Depressive Disorders, Bipolar Disorder, and Suicide Prevention in

School-age Children and Youth

Focus Questions

Introduction

Case Example: Emily

Characteristics

Prevalence

Major Depressive Disorder (MDD)

Etiology

Dysthymia

Assessment

Treatment Strategies

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Bipolar Disorder

Case Example: Calvin

Characteristics

Assessment

Psychopharmacological Treatment of BPDs

School-based Interventions

Assessing the Problem

Developing an Effective Intervention Plan

Adolescent Suicide

Case Example: A Personal Anecdote

Suicide Assessment

The Warning Signs of Adolescent Suicide

The Suicide Interview

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Tables and Figures

V. Section Four: Autistic Spectrum Disorders

Chapter 9: Autistic Spectrum Disorders

Focus Questions

Autistic Spectrum Disorder

Case Example: Carmen, a Student with Autistic Disorder (AD)

Autistic Spectrum Disorders: Introduction and Characteristics

Asperger’s Syndrome

Case Example: James, a Student with Asperger’s Syndrome (AS)

Asperger’s Syndrome: Introduction & Characteristics

Prevalence

Etiology

Assessment

Treatment Strategies

School-based Intervention

Assessing the Problem: Carmen a Student with AD

Developing an Effective Intervention Plan: Carmen

Assessing the Problem: James, a Student with AS

Developing an Effective Intervention Plan: James

Summary

Tips for Teachers

Focus Questions Revisited

From the Field

References

Tables and Figures

Chapter10. At-Risk Behaviors and Emotional Disturbance

Focus Questions

Substance Use and Abuse

Case Example: Michael R.

Introduction

Drugs of Choice among Adolescents

Treatment of Substance Abuse

Prevention of Substance Abuse

At-Risk Sexual Behaviors

A Study in Contrasts: Two Stories

Introduction

Unprotected Sexual Activity: The Risk of HIV/AIDS

Teenage Pregnancy and Motherhood

Approaches to Sex Education

School Violence

Case Examples: Eric Harris and Dylan Klebold

Introduction

Early Warning Signs

Imminent Warning Signs

Evaluation of and Response to Threats of Violence

Threat Management in Schools

Effective and Ineffective Approaches to School Violence

Bullying

Who Bullies and Why

Who Gets Bullied and Why

The Victim Turned Aggressor

Bullying As It Relates to Students with Disabilities

Specific Interventions to Reduce Bullying in Schools

Gang Membership and Related Activities

A Personal Anecdote

Youth Gangs in the U.S.: Current Data

Gang Impact in Schools

Characteristics of Gangs in Schools

Purpose Served by Gang Membership

Profile of an Adolescent Gang Member

Combating Gang Activities in Schools

An Example of a Successful Prevention Program

Conclusion

Summary

Tips for Teachers

For Students that are Substance Abusers

For Students that Engage in At-Risk Sexual Behaviors

For Students that Perpetrate School Violence and Engage in Bullying

For Students Involved in Gangs and Gang Violence

Focus Questions Revisited

From the Field

References

Tables and Figures

VI. Conclusion and Summary

Chapter 11: Focus on Success Today

Focus Questions

Retrospective and Overview

Implications of new IDEA (2004) regulations for Students with

Emotional/Behavioral Disorders

The Positive Impact of Technology and Meaningful Learning Experiences

How to Work Effectively with the TriggerChild

Avoiding the Pitfalls of Stereotyping

Understanding Diversity and Its Relevance to Intervention and Treatment

Preventing Adversarial Relationships:Working Collaboratively with Families

of Students with EBD

The Last Word

Focus Questions Revisited

From the Field

References

Tables and Figures

VII. Index of Terms and Authors

VIII. References and Appendices?

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