Über den Autor
Thomas J. Huberty is Professor of School Psychology at Indiana University. He received his Ph.D. in Educational (School) Psychology from the University of Missouri in 1980. His teaching and research interests are in anxiety and depression, developmental psychopathology, personality assessment, cognitive-behavioral interventions, mental health of children and youth, and special education and mental health law. Professional experiences include working as a psychologist in community mental health, developmental disabilities, pediatric psychology, public schools, and Head Start. He is a licensed psychologist in Indiana, is board certified in School Psychology by the American Board of Professional Psychology, and is a Fellow of the American Academy of School Psychology. In addition, he has been an administrative law judge/independent hearing officer for more than 20 years for due process hearings under the auspices of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. In that role, he has presided over numerous due process hearings and has issued many legally-binding decisions regarding students with special needs.
Section I: Foundations.- Chapter 1: Foundations of Developmental Psychopathology.- Chapter 2: Developmental Psychopathology of Anxiety.- Chapter 3: Developmental Psychopathology of Depression.- Chapter 4: Emotion Regulation.- Section II: Differential Diagnosis.- Chapter 5: Differential Diagnosis of Anxiety Disorders.- Chapter 6: Differential Diagnosis of Depression and Mood Disorders.- Section III: Assessment.- Chapter 7: Methods of Assessment.- Chapter 8: Assessment of Anxiety.- Disorders.- Chapter 9: Assessment of Depression and Mood Disorders.- Section IV: Intervention and Prevention.- Chapter 10: Interventions for Anxiety Disorders.- Chapter 11: Interventions for Depression and Mood Disorders.- Chapter 12: School-Based Interventions.- Chapter 13: Building Resilience through Prevention.- Section V: Legal Issues.- Chapter 14: Legal Issues in Educating Anxious and Depressed Students.- Section VI: Appendices.- Chapter 15: Appendices.- Appendix A: Developmental History Form.- Appendix B: Mental Status Examination Form.- Appendix C: Cognitive-Behavioral Therapy Case Conceptualization Worksheet.- Appendix D: Medications Used to Treat Anxiety Disorders.- Appendix E: Mood Monitoring Checklist.- Appendix F: Medications Used to Treat Depression and Mood Disorders.
Although generally considered adult disorders, anxiety and depression are widespread among children and adolescents, affecting academic performance, social development, and long-term outcomes. They are also difficult to treat and, especially when they occur in tandem, tend to fly under the diagnostic radar.
Anxiety and Depression in Children and Adolescents offers a developmental psychology perspective for understanding and treating these complex disorders as they manifest in young people. Adding the school environment to well-known developmental contexts such as biology, genetics, social structures, and family, this significant volume provides a rich foundation for study and practice by analyzing the progression of pathology and the critical role of emotion regulation in anxiety disorders, depressive disorders, and in combination. Accurate diagnostic techniques, appropriate intervention methods, and empirically sound prevention strategies are given accessible, clinically relevant coverage. Illustrative case examples and an appendix of forms and checklists help make the book especially useful.
Featured in the text:
Developmental psychopathology of anxiety, anxiety disorders, depression, and mood disorders.
Differential diagnosis of the anxiety and depressive disorders.
Assessment measures for specific conditions.
Age-appropriate interventions for anxiety and depression, including CBT and pharmacotherapy.
Multitier school-based intervention and community programs.
Building resilience through prevention.
Anxiety and Depression in Children and Adolescents is an essential reference for practitioners, researchers, and graduate students in school and clinical child psychology, mental health and school counseling, famil
Comprehensively treats two of the most common and correlated psychological disorders of childhood and adolescence, rather than treating them as distinct, which is often contrary to the common pattern of co-occurrence
Oriented more toward practice than many books on the market
Includes cultural considerations, which are not often covered systematically in other texts