Evidence-Based Practice with Emotionally Troubled Children and Adolescents

This book on evidence-based practice with children and adolescents focuses on best evidence regarding assessment, diagnosis, and treatment of children and adolescents with a range of emotional problems including ADHD; Bi-Polar Disorder; anxiety and depression; eating disorders; Autism; Asperger’s Syndrome; substance abuse; loneliness and social isolation; school related problems including underachievement; sexual acting out; Oppositional Defiant and Conduct Disorders; Childhood Schizophrenia; gender issues; prolonged grief; school violence; cyber bullying; gang involvement, and a number of other problems experienced by children and adolescents.

The psychosocial interventions discussed in the book provide practitioners and educators with a range of effective treatments that serve as an alternative to the use of unproven medications with unknown but potentially harmful side effects. Interesting case studies demonstrating the use of evidence-based practice with a number of common childhood disorders and integrative questions at the end of each chapter make this book uniquely helpful to graduate and undergraduate courses in social work, counseling, psychology, guidance, behavioral classroom teaching, and psychiatric nursing.

Fully covers assessment, diagnosis & treatment of children and adolescents, focusing on evidence-based practicesOffers detailed how-to explanation of practical evidence-based treatment techniquesCites numerous case studies and provides integrative questions at the end of each chapterMaterial related to diversity (including race, ethnicity, gender and social class) integrated into each chapter

Part I: The Current State of Practice with Children and Adolescents
1: The Current State of Practice with Children and Adolescents

Part II: The Core Beliefs of Evidence-Based Practice
2: An Explanation of Evidence-Based Practice
3: A Simple Guide to Reading and Understanding Practice Research
4: The Importance of Critical Thinking in Evidence-Based Practice with Children and Adolescents
5: Locating Relevant Clinical Research on Children and Adolescents

Part III: How EBP Views Diagnosis, Assessment and Worker-Client Relationships
6: Using Evidence-Based Practice in Diagnosis
7: A Psycho-Social Assessments Using Evidence Based Practice
8: Evidence-Based Practice and the Client-Worker Relationship

Part IV: Evidence Based Practice With Special Problems of Children and Adolescents
9: Evidence-Based Practice with School-Related Problems
10: Evidence-Based Practice with Attention-Deficit Hyperactivity Disorder (ADHD)
11: Evidence-Based Practice and Children and Adolescents Experiencing Social Isolation, Loneliness, and Aspirgers Syndrome
12: Evidence-Based Practice and Children Experiencing Physical and Sexual Abuse and Neglect
13: Evidence-Based Practice with Depression and Suicidal Inclinations
14: Evidence-Based Practice with Anxiety Disorders and OCD
15: Evidence-Based Practice and Eating Disorders
16: Evidence-Based Practice with Serious and Terminal Illness, Disabilities, and Prolonged Bereavement
17: Evidence-Based Practice and Gender Issues
18: Evidence-Based Practice with Developmental Problems
19: Evidence-Based Practice with Children Suffering from Autism
20: Evidence-Based Practice with Oppositional Defiant Disorders and Conduct Disorders
21: Evidence-Based Practice with Children and Adolescents who Abuse Substances
22: Evidence-Based Practice and Sexual Acting Out
23: Evidence-Based Practice and Children and Adolescents with Borderline Personality Disorder
24: Evidence-Based Practice with Bi-Polar Disorder and other Serious Problems Suggesting Mental Illness

Part V: Evidence-Based Practice and Alternative Approaches to Helping
25: Evidence-Based Practice and the Significance of Religion and Spirituality
26: Evidence-Based Practice and the Effectiveness of Indigenous Helpers and Self-Help Groups
27: The Importance of Resilience and Self-Righting in work with Children and Adolescents

Part VI: Evidence Based Practice and Future Trends, Social Involvement, and Final Words
28: The Future of Clinical Work with Children and Adolescents