Handbook of conceptualization and treatment of child psychopathology / edited by Helen Orvaschel, Jan Faust, Michel Hersen.
Material type:![Text](/opac-tmpl/lib/famfamfam/BK.png)
- text
- computer
- online resource
- 9780080502724
- 0080502725
- 9780080433622
- 0080433626
- 1280927178
- 9781280927171
- Child psychopathology -- Handbooks, manuals, etc
- Mentally ill children -- Handbooks, manuals, etc
- Mental illness
- Children
- Mental Disorders
- Child
- Enfants -- Psychopathologie -- Guides, manuels, etc
- Enfants vivant avec un trouble de santé mentale -- Guides, manuels, etc
- Maladies mentales
- Enfants
- mental disorders
- children (people by age group)
- MEDICAL -- Psychiatry -- Child & Adolescent
- Child psychopathology
- Mentally ill children
- Kinderen
- Psychopathologie
- Behandeling
- Stoornissen
- 618.92/89 22
- RJ499.3 .H3625 2001eb
- 2002 K-598
- WS 350
Item type | Home library | Collection | Call number | Materials specified | Status | Date due | Barcode | |
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OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Includes bibliographical references and indexes.
Print version record.
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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