Libros sobre el tema "Adjustment disorders in children"

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1

Adjustment disorders. Philadelphia: Mason Crest Publishers Inc., 2014.

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2

Children under stress: Understanding emotional adjustment reactions. 2a ed. Springfield, Ill., U.S.A: Thomas, 1985.

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3

F, Bogacki David, ed. Prescriptions for children with learning and adjustment problems: A consultant's desk reference. 3a ed. Springfield, Ill., U.S.A: Thomas, 1988.

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4

Bray, Richard y Katy Taylor. The Akamas Care & Education guide to understanding impulsive behaviour. London: Akamas Care & Education, 2011.

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5

1939-, Gupta Rajinder M. y Coxhead Peter 1948-, eds. Intervention with children. London: Routledge, 1990.

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6

1950-, Ritchie Charlotte y Dr Barnardo's (Organization), eds. What works for troubled children? 2a ed. Ilford: Barnado's, 2004.

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7

Organisation, Irish National Teachers'. Meeting the needs of children with social and emotional problems: Guidelines for teachers. Dublin: Irish National Teachers' Organisation, 1995.

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8

Treatment of antisocial behavior in children and adolescents. Homewood, Ill: Dorsey Press, 1985.

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9

Doft, Norma. When your child needs help. New York: Harmony Books, 1992.

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10

M, Reynolds William. Reynolds adolescent adjustment screening inventory: RAASI : professional manual. Odessa, FL (P.O. Box 998, Odessa, 33556): Psychological Assessment Resources, 2001.

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11

Doft, Norma. When your child needs help. New York: Harmony Books, 1992.

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12

Doft, Norma. When your child needs help. New York: Crown Trade Paperbacks, 1994.

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13

Crow, Gary A. Helping parents cope with children's adjustment problems: An advice-giving guide for professionals. Springfield, Ill: Charles C. Thomas, 1997.

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14

1950-, Allen LaRue, ed. Preventing maladjustment from infancy through adolescence. Newbury Park, Calif: Sage Publications, 1987.

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15

Kellogg, Ann. Educational assessment of emotional disturbance: An evaluation guide. Madison, WI: Wisconsin Dept. of Public Instruction, Division for Handicapped Children and Pupil Services, Bureau for Exceptional Children, Developmental, Behavioral and Learning Impaired Section, 1990.

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16

Dlugokinski, Eric L. Empowering children to cope with difficulty and build muscles for mental health. Washington, D.C: Accelerated Development, 1997.

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17

Guidera, Eoin. Perspectives on children experiencing emotional and behavioural difficulties: St. Declan's School : a case study. Dublin: University College Dublin, 1997.

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18

Enhancing social competence in young students: School-based approaches. Austin, Tex: Pro-Ed, 1995.

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19

Society for Research in Child Development., ed. Child emotion security and interparental conflict. Boston, Mass: Blackwell Publishing, 2002.

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20

School-based prevention programs for children and adolescents. Thousand Oaks, Calif: Sage Publications, 1995.

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21

Ŏmma nŭn chuch'iŭi: Nae ai ka tallajinŭn mach'um ch'ŏbangjŏn. [Sŏul]: Kyŏnghyang Midiŏ, 2009.

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22

Dinnage, Rosemary. The child with a chronic medical problem--cardiac disorders, diabetes, haemophilia. Windsor, Berkshire, England: NFER-Nelson, 1986.

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23

Muqian, Luo, ed. Mian dui hai zi de fen nu: Bang zhu er tong yu qing shao nian chu li fu mian qing xu. Taibei Shi: Gao bao guo ji (ji tuan) you xian gong si, 2007.

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24

Raising our children to be resilient: A guide to helping children cope with trauma in today's world. New York: Brunner-Routledge, 2005.

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25

Dudek, Mieczysław. Nieprzystosowanie społeczne dzieci z ADHD. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2009., 1989.

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26

E, Rolf Jon y Garmezy Norman, eds. Risk and protective factors in the development of psychopathology. Cambridge: Cambridge University Press, 1990.

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27

Help for the hopeless child: A guide for families : with special discussion for assessing and treating the post-institutionalized child. 2a ed. Alexandria, Va: Dr. Ronald S. Federici and Associates, 2003.

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28

Help for the hopeless child: A guide for families : with special discussion for assessing and treating the post-institutionalized child. Alexandria, Va: Dr. Ronald S. Federici and Associates, 1998.

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29

M, Blau Gary y Poirier Jeffrey M, eds. Improving emotional and behavioral outcomes for LGBT youth: A guide for professionals. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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30

Rosen, Jeffrey A. Noncognitive skills in the classroom: New perspectives on educational research. Research Triangle Park, NC: RTI Press, 2010.

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31

Taylor, John F. Helping your hyperactive child. Rocklin, CA: Prima Pub., 1990.

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32

Jaffe, Peter G. Children of battered women. Newbury Park: Sage Publications, 1990.

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33

Enderby, Pamela M. Therapy outcome measures: Speech-language pathology. San Diego, Calif: Singular Pub. Group, 1997.

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34

Enderby, Pamela M. Therapy outcome measures: Speech-language pathology. San Diego, Calif: Singular Pub. Group, 1997.

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35

Taylor, John F. Helping your hyperactive/ADD child. 2a ed. Rocklin, CA: Prima Pub., 1997.

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36

Taylor, John F. Helping your hyperactive/attention deficit child. 2a ed. Rocklin, CA: Prima Pub., 1994.

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37

P, Varma Ved, ed. The Management of children with emotional and behavioural difficulties. London: Routledge, 1990.

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38

L, Russell Robert, ed. Change processes in child psychotherapy: Revitalizing treatment and research. New York: Guilford Press, 1996.

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39

Managing the Difficult Child (Resources in Education). Northcote House Publishers Ltd, 1998.

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40

Mulligan, Aisling. Adjustment disorders in child and adolescent psychiatry (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198786214.003.0009.

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The clinical description of adjustment disorder (AD) in children and young people is the same as in adults. However, the stressors or triggers to AD in childhood and adolescence may differ from those in adult life. Up to 30% of those presenting to acute psychiatric services for adolescents can be considered to have an AD. The diagnosis of AD is associated with an increased risk of suicide and of suicidal ideation in young people. While most young people recover from AD, the long-term prognosis of AD is different in young people than in adults—young people with AD have a higher risk of developing ongoing psychiatric illness than adults with AD.
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41

Jensen, Mary M. Introduction to Emotional and Behavioral Disorders: Recognizing and Managing Problems in the Classroom. Prentice Hall, 2004.

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42

Empowering Children To Cope With Difficulty And Build Muscles For Mental health. Taylor & Francis, 1996.

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43

Helping Children with Autism Spectrum Conditions Through Everyday Transitions: Small Changes - Big Challenges. Kingsley Publishers, Jessica, 2012.

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44

Donlan, Jane, Smith John y Bob Smith. Helping Children with Autism Spectrum Conditions Through Everyday Transitions: Small Changes - Big Challenges. Kingsley Publishers, Jessica, 2012.

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45

Edwards, Allison. Why Smart Kids Worry: And What Parents Can Do to Help. Sourcebooks, Incorporated, 2013.

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46

Why smart kids worry: And what parents can do to help. 2013.

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47

Edwards, Allison. Why Smart Kids Worry: And What Parents Can Do to Help. Sourcebooks, Incorporated, 2013.

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48

Shea, Victoria, Lynn W. Adams y Gary B. Mesibov. Understanding Asperger Syndrome and High Functioning Autism (The Autism Spectrum Disorders Library, Volume 1) (Autism Spectrum Disorders Library). Springer, 2001.

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49

Nader, Kathleen y Mary Beth Williams. Trauma- and Stressor-Related Disorders. Editado por Thomas H. Ollendick, Susan W. White y Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.22.

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Developmental age and symptom variations influence treatment needs for trauma- and stressor-related disorders (TSRD). TSRD include disorders found in children age 6 and under (reactive attachment disorder, disinhibited social engagement disorder, post-traumatic stress disorder [PTSD] < 6) and those described for individuals who are older than age 6 (PTSD, PTSD with dissociative symptoms, acute stress disorder, adjustment reactions, and other specific TSRD, e.g., complicated grief). Treatments for children under age 6 primarily focus on caregiver–child dyads. Post-trauma symptoms such as those described for PTSD with dissociative symptoms, complicated grief, and complicated trauma require alterations in proven trauma-focused methods. In addition to appropriately timed processing of the trauma, treatments for youths are best when they are multifaceted (also include, for example, focus on support systems and relationships; self-skills, e.g., regulation, coping; and other age, symptom, and trait-related factors). For children, treatment methods often include creative methods as well (e.g., drawings, storytelling).
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50

Helping Parents Cope With Children's Adjustment Problems: An Advice-Giving Guide for Professionals. Charles C. Thomas Publisher, 1996.

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