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Emotional and Behavioral Problems of Young Children Effective Interventions in the Preschool and Kindergarten Years

ISBN-10: 1572308613
ISBN-13: 9781572308619
Edition: 2003
List price: $38.00 Buy it from $6.75
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Description: This useful title provides hands-on tools and resources for addressing common emotional and behavioural problems in preschool and kindergarten-age children. The focus is on evidence-based interventions that are practical and effective, and that help  More...

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Book details

List price: $38.00
Copyright year: 2003
Publisher: Guilford Publications
Publication date: 3/28/2003
Binding: Paperback
Pages: 176
Size: 8.25" wide x 10.50" long x 0.50" tall
Weight: 1.254
Language: English

This useful title provides hands-on tools and resources for addressing common emotional and behavioural problems in preschool and kindergarten-age children. The focus is on evidence-based interventions that are practical and effective, and that help prevent the development of more problems.

Kenneth W. Merrell, PhD, is Professor and Director of the School Psychology Program at the University of Oregon, where he teaches courses in school psychology and leads the Oregon Resiliency Project. Earlier in his career he worked for 3 years full-time as a school psychologist, and he has worked as a consulting school psychologist in three states while working as a university educator. Dr. Merrell’s teaching and research interests are focused on social-emotional assessment and intervention for at-risk children and adolescents, as well as social-emotional learning in schools. He has a long list of publications, including five books and five nationally normed assessment instruments related to these areas. He is a Fellow in both the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. Having previously served as an editorial board member or consulting editor for several professional and scientific journals, Dr. Merrell currently serves as an editorial board member for School Psychology Review, and is the series editor for The Guilford Practical Intervention in the Schools Series. Ruth A. Ervin, PhD, is Associate Professor of School Psychology and Special Education at the University of British Columbia, Vancouver, Canada. Her professional teaching and research interests lie within the domains of promoting systems-level change to address research-to-practice gaps in school settings; collaborative consultation with school personnel, parents, and other service providers for the prevention and treatment of emotional and/or behavioral disorders such as attention-deficit/hyperactivity disorder and oppositional defiant disorder via a data-driven, solution-oriented problem-solving approach; and linking assessment to intervention to promote academic performance and socially significant outcomes for school-age children. Emphasis in Dr. Ervin’s work has been placed on systems-level change and the merging of research and practice agendas to support school personnel in the timely provision of primary, secondary, and tertiary prevention efforts to address student needs. Gretchen A. Gimpel, PhD, is Associate Professor of Psychology at Utah State University, where she coordinates the National Association of School Psychologists-approved master’s degree program in school psychology and is on the program faculty of the combined (school/clinical/counseling) American Psychological Association-accredited PhD program. Dr. Gimpel is a licensed psychologist and certified school psychologist. She teaches core child therapy and behavioral assessment courses for psychology graduate students and is the faculty internship supervisor for school psychology students. Dr. Gimpel also coordinates child therapy services within the Psychology Department’s Community Clinic and supervises graduate students who provide services in this clinic. Her publications and professional presentations are in the area of child behavior problems and family issues as related to child behaviors. Dr. Gimpel currently serves on the editorial advisory boards of several school psychology-related journals.

Introduction to Behavioral, Social, and Emotional Problems of Young Children
Overview of Disorders
Externalizing Problems
Internalizing Problems
Other Problems
Abuse and Neglect
Pervasive Developmental Disorders
Summary of Problems
Prevalence and Definition Issues
Stability of Behavior Problems
Predictors of Problems
Predictors of Externalizing Problems
Predictors of Internalizing Problems
Chapter Summary/Purpose of Book
Assessment of Mental Health Issues in Preschool and Kindergarten Children
Interviews with Parents and Teachers
Parent/Caregiver Interviews
Teacher/Daycare Worker Interviews
Interviews with Young Children
Rapport Building/Initial Information Gathering
Context of the Interview
Mental Status Examination
Rating Scales
Child Behavior Checklist and Teacher's Report Form
Behavior Assessment System for Children
Conners' Rating Scales
Preschool and Kindergarten Behavior Scales
Eyberg Child Behavior Inventory
Social Skills Rating System
Attention Deficit Disorder Evaluation Scale
ADHD-Symptoms Rating Scale
ADHD Rating Scale-IV
Limitations of Rating Scales
Direct Observation
Defining Observable Behaviors
Structured Observations
Formal Observations
Chapter Summary
Treatment of Externalizing/Acting-Out Problems
Parent Training as an Intervention for Externalizing Problems
Overview
Initial Considerations
Conducting Parent Training
Group Parent Training
Preschool- and Kindergarten-Based Behavioral Intervention Programs
Social Skills Interventions
Prevention/Early Intervention Programs
Chapter Summary
Treatment of Internalizing Problems
Overview of Common Fears, Phobias, and Anxieties
Specific Phobia
Separation Anxiety
Posttraumatic Stress Disorder
Treatment of Anxiety Problems in Young Children
Specific Phobia
Separation Anxiety, Including Early School or Daycare Refusal
Selective Mutism
Overview of Depressive Symptoms
Prevention of Childhood Depression
Treatment of Depressive Symptoms
Chapter Summary
Managing and Preventing Everyday Problems
Toileting
Toilet Training
Enuresis
Encopresis
Feeding/Eating Problems and Interventions
Treatment of Typical Feeding Problems
Pica
Rumination
Sleep Problems
Problems Initiating Sleep
Arousal Disorders
Chapter Summary
Working with Young Children Who Have Been Abused
Overview of Physical, Sexual, and Emotional Abuse and Neglect
Effects of Child Abuse
Physical Effects
Psychological Effects
Interventions for Young Children Who Have Been Abused
Posttraumatic Stress Disorder
Treatment of PTSD in Young Children
Prevention Methods for Parents and Teachers
Chapter Summary
References
Index

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