Assessing and Treating Low Incidence/High Severity Psychological Disorders of Childhood

From the reviews:

" Overall, Assessing and Treating Low Incidence/High Severity Psychological Disorders of Childhood fills a critical gap in the child psychopathology reference literature through its integration of historical context, theoretical frameworks, etiological processes, assessment, treatment, and research recommendations for multiple rare but serious childhood conditions. It will be a helpful tool for researchers and academics across disciplines, as well as for clinicians seeking a solid background in uncommon but serious psychological conditions among youths. "

Deborah A. G. Drabick and Johanna L. Carpenter, PsycCRITIQUES, Vol. 57 (6), February, 2012)

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" This is an exceptionally relevant and informative work for clinicians and researchers who work with disturbed youth. The chapters are comprehensive, interesting, informative, and up to date. I believe that the authors have made a significant and elegant contribution to the literature through their careful and detailed analysis of rare disorders that are exceptionally problematic. This is an outstanding work that greatl

y contributes to our understanding of childhood psychopathology. I most strongly recommend it. "

Philip A. Saigh, Ph. D.
Professor of Psychology & Education
Department of Health & Behavior
Teachers College
Columbia University

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" This volume addresses one of the critical needs in child clinical and school psychology. Most writing on child psychopathology addresses the most common pathologies (ADHD, Autism, Intellectual Handicaps, Learning Disabilities, etc.). However, there are a number of low incidence conditions that professionals, whether working in private practice or in institutional settings, will rarely see in their careers. Thus, they need help in (a) understanding the literature on these conditions and patterns of behavior, (b) have some guidance on diagnosis and etiology of the conditions, and (c) some guidance on treatment. Of course the range of these very specific low incidence disorders is very wide, and this volume addresses only, by necessity, a few. However, many conditions that are discussed in this volume are among those that will be encountered most often (e. g. , Gender Identity Disorders, Youth Gang issues, Selective Mutism, Impulse Control Disorders, Self-Injurious Behavior). The authors also include a few rare conditions such as Feral Children and Juv

enile Firesetters. In sum, this is a groundbreaking book that should be in the library of most child practitioners. It sets the stage for follow-up volumes on other very troubling, low incidence conditions. "

Roy Martin, Ph. D.
Acting Department Head
Educational Psychology and Instructional Technology
University of Georgia

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" Dombrowski, Gischlar, and Mrazik (2011) have constructed a handbook resource for those who encounter children with low incidence/high severity psychologicaldisorders that provides an unparalleled compilation of some of the most infrequently seen psychological disorders of childhood. It will likely serve as not only a resource for practitioners, but also as a text for trainers working with future psychology clinicians. The text is well-organized and comprehensive and should be a go-to resource for psychologists or other clinical professionals who treat children with severe psychological conditions. "

Milena Keller-Margulis, Ph. D.
Assistant Professor
School Psychology Program
Department of Educational Psychology
University of Houston

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" Psychoeducational Assessment and Report Writing provides the reader with a strong and detailed description of the processes and principles of psychoeducational assessment and reporting writing with the school-aged child. The chapters are well written and the author utilizes practical expertise with real-world examples that are easy to follow. The text is clear, detailed, and interesting. Any professionals responsible for psychoeducational evaluations of school-aged children or trainers of these professionals will benefit from its content and practicality.

Sofia Garza
San Antonio Independent School District
Journal of Psychoeducational Assessment