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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.

Tabla de contenidos provista por Syndetics

• 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

Notas de autor provistas por Syndetics

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.