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9781441999702

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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) ---- 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 greatly 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 ---- 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 incidenc

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Stefan C. Dombrowski, Ph.D., is a Full Professor and Director of Training in the School Psychology Program at Rider University in Lawrenceville, New Jersey. He is also a licensed psychologist and certified school psychologist. Dr. Dombrowski completed his undergraduate studies at the College of William & Mary and his graduate work at the University of Georgia. He also completed a post doctoral fellowship in clinical child psychology at the University of California, Davis Medical Center. Dr. Dombrowski has published three books and more than three dozen articles in the area of child psychology including child maltreatment, child assessment, child psychopathology and prenatal exposures as they adversely impact children's psychological, behavioral, and educational functioning. Karen L. Gischlar, Ph.D., is an Assistant Professor in the School Psychology Program at Rider University in Lawrenceville, New Jersey. Dr. Gischlar has 19 years of experience in the public schools as a kindergarten teacher and school psychologist. She earned her Ph.D. in School Psychology from Lehigh University, where she served as a research scientist in the Center for Promoting Research to Practice. Dr. Gischlar's current research focuses on early intervention and prevention. Martin Mrazik, Ph.D., is an Assistant Professor in the Department of Educational Psychology at the University of Alberta in Edmonton, Alberta. Dr. Mrazik completed his undergraduate degrees and M.Ed. at the University of Alberta, and his Ph.D. in Clinical Neuropsychology from the University of Georgia. He continues his clinical practice in Edmonton, Alberta where he has specializes in working with traumatic brain injuries and psychological disorders. Dr. Mrazik 's current research focuses on neurodevelopmental disabilities in children and sports concussions.

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