Handbook of conceptualization and treatment of child psychopathology /
Mention d'édition :1st ed. Publié par : Pergamon, (Amsterdam ; | New York :) Détails physiques : 1 online resource (xiv, 486 pages) : illustrations ISBN :9780080502724; 0080502725; 9780080433622; 0080433626; 1280927178; 9781280927171.-
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| Type de document | Site actuel | Cote | Statut | Date de retour prévue | Code à barres | Réservations |
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| Livre | La bibliothèque des Sciences Médicales et Pharmaceutiques | 618.9289 ORV (Parcourir l'étagère) | Disponible | 0000000026671 |
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| 618.9289 HER Clinician's handbook of child behavioral assessment / | 618.9289 KLY Clinical child psychiatry. | 618.9289 LEV Handbook of attachment interventions / | 618.9289 ORV Handbook of conceptualization and treatment of child psychopathology / | 618.9289 SIN International perspectives on child & adolescent mental health : | 618.9289 SIN VOL.2 International perspectives on child & adolescent mental health, vol. 2 : | 618.928914 SLI Storytelling and other activities for children in therapy / |
Includes bibliographical references and indexes.
Front Cover; Handbook of Conceptualization and Treatment of Child Psychopathology; Copyright Page; Contents; Dedication; Contributors; Preface; Part I: Introduction; Chapter 1. General Issues in Conceptualization and Treatment; Chapter 2. Developmental Considerations in Treatment; Part II: Disruptive Disorders; Chapter 3. Oppositional Defiant Disorder; Chapter 4. Conduct Disorder; Chapter 5. Attention-Deficit Hyperactivity Disorder; Part III: Mood Disorders; Chapter 6. Childhood Depression; Chapter 7. Dysthymia; Part IV: Anxiety Disorders; Chapter 8. Separation Anxiety Disorder.
This handbook examines and illustrates the integration of conceptualization and treatment of child and adolescent psychopathology. Conceptual models and intervention strategies are illustrated, and chapters cover several specific disorders and problem areas. The inspiration for this book arose largely from the teaching experiences of the editors, who found that while many students, as well as experienced clinicians, have knowledge in several theoretical domains and familiarity with a variety of interventions, significant numbers had difficulty linking the two.


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