Clinical Social Work Journal, 41(2), 2013, pp.139-154.
Publisher:
Springer
Place of publication:
New York
The DSM-5 offers many changes in the criteria and categories used in clinical diagnosis. The provocative and sometimes controversial nature of the changes has enlivened debate in the mental health field about how clients should be understood. The author selectively surveys what is new in DSM-5, why changes were made, and what about them is so controversial. First, the main metastructural and organisational changes are described, including elimination of the multiaxial system and changed chapter groupings. Second, the most important new categories of disorder and the most important changes to the diagnostic criteria for existing categories of disorder are surveyed. Focus is particularly on controversial changes, such as those to substance use and addictive disorders, autism spectrum disorders, and posttraumatic stress disorder. Pros and cons are provided for changes in criteria as well as for the addition of new disorder categories, such as hoarding disorder and binge eating disorder. Finally, A more in-depth review and analysis of the changes to the depressive disorders chapter, which was subject to some of the most intense controversies and had some of the most extensive change is also offered
(Edited publisher abstract)
The DSM-5 offers many changes in the criteria and categories used in clinical diagnosis. The provocative and sometimes controversial nature of the changes has enlivened debate in the mental health field about how clients should be understood. The author selectively surveys what is new in DSM-5, why changes were made, and what about them is so controversial. First, the main metastructural and organisational changes are described, including elimination of the multiaxial system and changed chapter groupings. Second, the most important new categories of disorder and the most important changes to the diagnostic criteria for existing categories of disorder are surveyed. Focus is particularly on controversial changes, such as those to substance use and addictive disorders, autism spectrum disorders, and posttraumatic stress disorder. Pros and cons are provided for changes in criteria as well as for the addition of new disorder categories, such as hoarding disorder and binge eating disorder. Finally, A more in-depth review and analysis of the changes to the depressive disorders chapter, which was subject to some of the most intense controversies and had some of the most extensive change is also offered
(Edited publisher abstract)
Subject terms:
diagnosis, substance misuse, autistic spectrum conditions, addiction, post traumatic stress disorder, eating disorders, conduct disorders, depression, mental health problems;
British Journal of Psychiatry, 180, April 2002, pp.358-362.
Publisher:
Cambridge University Press
Obsessive-compulsive disorder has been reported in association with Prader-Willi syndrome. This study reports the nature and prevalence of compulsive and similar symptoms associated with Prader-Willi syndrome in a population ascertained as completely as possible The results suggest that ritualistic and compulsive behaviours occur more frequently in association with Prader-Willi syndrome than among people with intellectual disability and significant obesity.
Obsessive-compulsive disorder has been reported in association with Prader-Willi syndrome. This study reports the nature and prevalence of compulsive and similar symptoms associated with Prader-Willi syndrome in a population ascertained as completely as possible The results suggest that ritualistic and compulsive behaviours occur more frequently in association with Prader-Willi syndrome than among people with intellectual disability and significant obesity.
Subject terms:
learning disabilities, mental health problems, obesity, obsessive compulsive disorders, Prader-Willi syndrome, severe mental health problems, conduct disorders, eating disorders;
The first author reports on responses health and care professionals have with regard to the idea of self harm, while the second author describes how it feels to be desperate enough to harm yourself.
The first author reports on responses health and care professionals have with regard to the idea of self harm, while the second author describes how it feels to be desperate enough to harm yourself.
Subject terms:
mental health problems, self-concept, self-harm, young people, anorexia nervosa, behaviour, bulimia nervosa, conduct disorders, eating disorders;
International Journal of Geriatric Psychiatry, 17(10), October 2002, pp.950-955.
Publisher:
Wiley
Patients with Alzheimer's disease (AD) commonly develop aversive feeding behaviours. These behaviours lead to weight loss and frequently to physicians using tube feeding. The aim of this article is to investigate predictors of aversive feeding behaviours (AFBs) which occurred during a one-year interval among AD patients living at home with a caregiver. Initial feeding difficulties were significantly associated with the age of the caregiver, the severity of the disease and the initial patient's autonomy and psychological functioning (mood and behaviour disorders). AD patients, who lived with a more affected caregiver at baseline, developed feeding difficulties and AFBs during the follow-up. Logistic regression analysis showed a positive association between AFBs worsening and the initial caregiver's burden after controlling for counfounding factors. On the other hand, memory impairment was inversely associated with AFBs.
Patients with Alzheimer's disease (AD) commonly develop aversive feeding behaviours. These behaviours lead to weight loss and frequently to physicians using tube feeding. The aim of this article is to investigate predictors of aversive feeding behaviours (AFBs) which occurred during a one-year interval among AD patients living at home with a caregiver. Initial feeding difficulties were significantly associated with the age of the caregiver, the severity of the disease and the initial patient's autonomy and psychological functioning (mood and behaviour disorders). AD patients, who lived with a more affected caregiver at baseline, developed feeding difficulties and AFBs during the follow-up. Logistic regression analysis showed a positive association between AFBs worsening and the initial caregiver's burden after controlling for counfounding factors. On the other hand, memory impairment was inversely associated with AFBs.
Subject terms:
home care, independence, memory, mental health problems, nutrition, older people, ageing, Alzheimers disease, carers, conduct disorders, dementia, eating disorders;
Within the context of the growing demands for ethical, legal, and fiscal accountability in psychosocial practices, this book provides a comprehensive resource for social workers and other human service professionals. Examining both adult disorders and problems and disorders of couples, children, and families, the book looks at how to 1) conduct clinical assessments informed by current human behaviour science; 2) implement interventions supported by current outcome research; and 3) engage in evaluation as part of daily practice to ensure effective implementation of evidence-based practices. Sample assessment/evaluation instruments (contributed by leading experts) allow practitioners and students to better understand their use as both assessment and evaluation tools. Case studies and sample treatment plans help the reader bridge the gap between clinical research and everyday practice. Overall, the book provides practitioners and students with a thoroughly researched yet practice-oriented resource for learning and implementing effective assessment, intervention and evaluation methods for a wide array of psychosocial disorders and problems-in-living in adults, children and families.
(Edited publisher abstract)
Within the context of the growing demands for ethical, legal, and fiscal accountability in psychosocial practices, this book provides a comprehensive resource for social workers and other human service professionals. Examining both adult disorders and problems and disorders of couples, children, and families, the book looks at how to 1) conduct clinical assessments informed by current human behaviour science; 2) implement interventions supported by current outcome research; and 3) engage in evaluation as part of daily practice to ensure effective implementation of evidence-based practices. Sample assessment/evaluation instruments (contributed by leading experts) allow practitioners and students to better understand their use as both assessment and evaluation tools. Case studies and sample treatment plans help the reader bridge the gap between clinical research and everyday practice. Overall, the book provides practitioners and students with a thoroughly researched yet practice-oriented resource for learning and implementing effective assessment, intervention and evaluation methods for a wide array of psychosocial disorders and problems-in-living in adults, children and families.
(Edited publisher abstract)
Subject terms:
social work, evidence-based practice, research implementation, assessment, schizophrenia, post traumatic stress disorder, depression, bipolar disorder, anti-social behaviour, personality disorders, substance misuse, mental health problems, adults, children, conduct disorders, child abuse, child neglect, eating disorders, young people;
This textbook aims to provide a theoretical practice framework for occupational therapists. It looks at the work of an occupational therapist in child and adolescent mental health services and outlines a number of different approaches and interventions. Some areas covered include: emotional disorders; eating disorders; behaviour disorders; hyperkinetic disorders; developmental disorders; child development; attachment theory; play therapy; family therapy, and; child protection legislation.
This textbook aims to provide a theoretical practice framework for occupational therapists. It looks at the work of an occupational therapist in child and adolescent mental health services and outlines a number of different approaches and interventions. Some areas covered include: emotional disorders; eating disorders; behaviour disorders; hyperkinetic disorders; developmental disorders; child development; attachment theory; play therapy; family therapy, and; child protection legislation.
Subject terms:
hyperactive children, law, mental health problems, multidisciplinary services, occupational therapy, play, play therapy, psychiatry, psychology, young people, attachment theory, child and adolescent mental health services, child development, children, conduct disorders, eating disorders, emotionally disturbed children, family therapy;
Section one looks at general issues, focusing on children and poverty and children in the community. Section two is on intervention formats and settings and contains chapters on: individual and group interventions; residential services for children and young people; and interventions in the school and community. Section three is on preventive interventions and looks at: early intervention with at risk children and their families; substance use and misuse; conduct disorders and antisocial behaviour; mental health; health promotion; child abuse and neglect; child sexual abuse; and AIDS and sexually transmitted diseases. Section four examines treatment interventions, and includes: depressive disorders; anxiety disorders; post traumatic stress disorder; conduct disorder; attention deficit/hyperactivity disorder; eating disorders; and substance related disorders.
Section one looks at general issues, focusing on children and poverty and children in the community. Section two is on intervention formats and settings and contains chapters on: individual and group interventions; residential services for children and young people; and interventions in the school and community. Section three is on preventive interventions and looks at: early intervention with at risk children and their families; substance use and misuse; conduct disorders and antisocial behaviour; mental health; health promotion; child abuse and neglect; child sexual abuse; and AIDS and sexually transmitted diseases. Section four examines treatment interventions, and includes: depressive disorders; anxiety disorders; post traumatic stress disorder; conduct disorder; attention deficit/hyperactivity disorder; eating disorders; and substance related disorders.
Subject terms:
mental health problems, poverty, prevention, social care provision, substance misuse, treatment, therapy and treatment, vulnerable children, young people, anxiety, child abuse, child neglect, child protection, child sexual abuse, children, conduct disorders, depression, eating disorders, families, health education;
Aimed at health visitors, psychologists, social workers, school nurses, and parents. Demonstrates how a preventive approach, with intervention as early as possible, can help families with children in difficulties. Chapter one looks at research on troubled children and contains sections on: the needs of children; the nature and prevalence of children's difficulties; continuities of children's behaviour difficulties; the origins of difficulties; and a range of approaches for helping troubled children. Chapter two deals with social learning and cognitive behavioural theory. Chapter three deals with engaging families and supporting parents. Chapters four and five are on the ASPIRE method of assessment and planning. Following chapters look at helping families with: children who are anxious or depressed; children with sleeping problems; eating problems; serious behaviour problems; attention deficit/hyperactivity disorder; children who wet or soil; and parent education and training.
Aimed at health visitors, psychologists, social workers, school nurses, and parents. Demonstrates how a preventive approach, with intervention as early as possible, can help families with children in difficulties. Chapter one looks at research on troubled children and contains sections on: the needs of children; the nature and prevalence of children's difficulties; continuities of children's behaviour difficulties; the origins of difficulties; and a range of approaches for helping troubled children. Chapter two deals with social learning and cognitive behavioural theory. Chapter three deals with engaging families and supporting parents. Chapters four and five are on the ASPIRE method of assessment and planning. Following chapters look at helping families with: children who are anxious or depressed; children with sleeping problems; eating problems; serious behaviour problems; attention deficit/hyperactivity disorder; children who wet or soil; and parent education and training.