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DSM-IV Diagnosis in the Schools, Revised Edition / Edition 1

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Overview

This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. The volume has now been updated with new information reflecting changes in the DSM-IV-TR, published in 2000, and the IDEA 1997 final regulations, published in 1999.

The book contains no figures.

Familiarity with the DSM-IV has become an integral part of child and school psychology. Specific diagnoses are increasingly required for educational placement, funding and resource allocation, and treatment planning. This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our undertanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. Throughout, the author explains terms, concepts, and procedures that might be less familiar to practitioners in a school environment.

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Editorial Reviews

Doody's Review Service
Reviewer: Rajitha Avva, BS, MD (Rush University Medical Center)
Description: This book is a description of the DSM-IV and explains how the DSM-IV should be used in the school setting by child psychologists. This is a revised edition; the previous edition was published in 1999.
Purpose: The purpose is to increase psychologists' knowledge of the DSM-IV in order to use it in the school setting. This is an important objective because child psychologists in the school setting are encountering more children with psychiatric diagnoses. The book does meet the author's objective.
Audience: This book is written specifically for the child psychologist, according to the author. The author is a credible authority in the subject matter as he is a clinical psychologist who focuses on applying assessment results in consultations and also teaches courses in mental health diagnoses.
Features: The author explains how to make use of the DSM-IV and how to make and record diagnoses. Diagnoses are separated by "externalizing problems" and '*internalizing problems "focusing on the more common diagnoses seen in children and adolescents. The author provides useful tables of differential diagnoses in order for the psychologist to think of all possibilities, including medical disorders."
Assessment: This is a useful book for the psychologist who is unfamiliar with the DSM-IV. The author describes the DSM-IV in a clear and simple way to facilitate its use. Other books in the field are written more for the psychiatrist. This second edition is necessary in order to reflect the changes in the DSM-TR.
From The Critics
This guide overviews the principles of diagnostic classification used by the DSM-IV within the context of child and school psychology. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. Terms, concepts, and procedures that might be unfamiliar to practitioners in a school environment are explained. House teaches psychology at Illinois State University- Normal. He is a clinical psychologist whose professional practice focuses on applying assessment results in school, vocational, medical, and forensic consultations. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Booknews
Explains how DSM-IV works as a method of organizing and communicating an understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. Terms, concepts, and procedures that may be unfamiliar to practitioners in a school environment are explained. Includes side notes on applications, best practice, and the Individuals with Disabilities Education Act. Annotation c. by Book News, Inc., Portland, Or.

3 Stars from Doody
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Product Details

  • ISBN-13: 9781572307599
  • Publisher: Guilford Publications, Inc.
  • Publication date: 1/28/2002
  • Series: The Guilford School Practitioner Series Series
  • Edition description: Revised
  • Edition number: 1
  • Pages: 237
  • Product dimensions: 6.20 (w) x 9.00 (h) x 1.00 (d)

Meet the Author


Alvin E. House, PhD, is a clinical psychologist whose professional practice focuses on applying assessment results in school, vocational, medical, and forensic consultations. Associate Professor of Psychology at Illinois State University, he teaches graduate-level courses in mental health diagnosis, psychological assessment, and psychopathology. He is the coauthor of a manual on observational assessment of children and has published numerous articles and chapters on intellectual, personality, and neuropsychological testing.
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Table of Contents


Introduction
I. Diagnostic Issues and the Use of DSM-IV
1. Psychiatric Disgnosis: Issues for School Psychologists
2. An Overview of the DSM-IV Diagnostic System
3. Learning to Use DSM-IV
II. Guidelines for Evaluation of Presenting Problems
4. Disruptive Behavior Symptoms (Externalizing Problems)
5. Emotional Symptoms (Internalizing Problems)
6. Substance-Related Problems, Other "Addictive" Behaviors, and Harmful Environmental Effects
7. Highly Focused Symptom Patterns
8. Problems with Mental Ability, Learning, Communication, and Cognition
9/ Highly Atypical Symptom Patterns: Pervasive Developmental Disorders and Psychoses
10. Personality Disorders
11. Additional Codes and Categories
III. The Application of DSM-IV in School Settings: Issues and Topics
12. Ethics and Professional Responsibility in Evaluation
13. The Case Record: Data and Supporting Documentation for Diagnosis
14. Seeking Reimbursement for Assessment and Diagnosis within School Settings
15. DSM-IV and the Individuals with Disabilities Education Act
16. Concerns about DSM-IV
2002 Updates: IDEA 1997 and DSM-IV-TR
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