A Review of: “Personality Disorders in Childhood and Adolescence,” by Arthur Freeman and Mark A. Reinecke (Eds.)”     

Howard A. Paul PhD  ABPP 《Child & family behavior therapy》2013,35(4):384-394

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A Review of: “The Worry Cure: Seven Steps to Stop Worry From Stopping You. Robert L. Leahy.”     

Reviewed by Howard A. Paul ABPP Book Review Editor PhD 《Child & family behavior therapy》2013,35(2):173-186

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Emily A. McTate PhD  Amy S. Badura Brack PhD  Paul J. Handal PhD  Raymond V. Burke PhD 《Child & family behavior therapy》2013,35(4):279-292

The effectiveness of a behaviorally based day treatment program for young children diagnosed with Pediatric Bipolar Disorder (PBD) was evaluated using pretreatment and posttreatment mean scores from the Child Behavior Checklist (CBCL). Data were evaluated in aggregate and using the clinically significant change method for children diagnosed with PBD, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Adjustment Disorder, and no diagnosis/clinical and subclinical groups. Significant effects were found for all groups except the no diagnosis/subclinical group on the Internalizing scale and for all groups on the Externalizing scale. Clinically significant change was supported for the PBD, ADHD, ODD, and Adjustment Disorder groups. Implications and limitations of the study are discussed.  相似文献   

A Review of: “Verduyn,C., Rogers,J., & Wood,A. (2009). Depression: Cognitive Behavior Therapy With Children and Young People.”     

Howard A. Paul PhD  ABPP  FA  ClinP 《Child & family behavior therapy》2013,35(2):167-171

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Josie Cefai PhD  Robert E. Pushak BA  MST 《Child & family behavior therapy》2013,35(1):17-33

The effectiveness of a parenting program was examined with an Australian sample regarding improved parent knowledge, parental sense of competence, and child behavior. One hundred and sixteen parents and their children were randomly assigned to three conditions: a two-session group based intervention, a two-session self-administered individual intervention, or to a waitlist control group. Across both treatment modalities results reveal a significant increase in parental satisfaction, efficacy, and a reduction in child problem behavior. Improvements were maintained at 3-months follow-up. Results indicate the individual self-administered format enhanced treatment gains relative to the group format.  相似文献   

A Review of: “Gladwell,M. (2008). Outliers: The Story of Success.”     

Saul Axelrod Professor of Education PhD  BCBA 《Child & family behavior therapy》2013,35(4):320-323

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A Review of: “Marsh,T. L. (Ed.). (2007). Children with Tourette Syndrome: A Parents' Guide (2nd ed.).”     

Howard A. Paul Book Review Editor PhD  ABPP  FA  ClinP 《Child & family behavior therapy》2013,35(4):317-320

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Therese L. Mathews PhD  APRN  Stephen B. Fawcett PhD  Jan B. Sheldon PhD  JD 《Child & family behavior therapy》2013,35(4):270-291

Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple baseline, single-subject research design was used to test whether introduction of the intervention was associated with increased, directly observed oral interaction and engagement in social activities with peers and adults. The Child Behavior Checklist (CBCL) and the Social Skills Rating Scale (SSRS) were administered before and after intervention. All children showed increased levels of oral and social interaction and improved scores on the SSRS and the CBCL.  相似文献   

    

Robert McGrath PhD 《Child & family behavior therapy》2013,35(2):184-186

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Dubi Lufi PhD  Jim Parish-Plass PhD 《Child & family behavior therapy》2013,35(3):217-230

A group of children with Attention Deficit Hyperactivity Disorder (ADHD) was compared to children with other behavior and emotional problems. All the participants participated together in 20 weekly sessions for 1 academic year. The participants were assessed with three questionnaires on three different occasions: before the beginning of the group, at the completion of the group, and 1 year after the completion of the group. The results showed that the children indicated improvement in two behavior domains while their parents indicated improvement in the children's behavior in five domains. The most striking improvement was reduction of anxiety.  相似文献