Evidence-Based Practice with Emotionally Troubled Children and Adolescents


  • Morley Glicken, Department of Social Work, Arizona State University West, Phoenix, AZ, USA

This book on evidence-based practice with children and adolescents focuses on best evidence regarding assessment, diagnosis, and treatment of children and adolescents with a range of emotional problems including ADHD; Bi-Polar Disorder; anxiety and depression; eating disorders; Autism; Asperger’s Syndrome; substance abuse; loneliness and social isolation; school related problems including underachievement; sexual acting out; Oppositional Defiant and Conduct Disorders; Childhood Schizophrenia; gender issues; prolonged grief; school violence; cyber bullying; gang involvement, and a number of other problems experienced by children and adolescents.

The psychosocial interventions discussed in the book provide practitioners and educators with a range of effective treatments that serve as an alternative to the use of unproven medications with unknown but potentially harmful side effects. Interesting case studies demonstrating the use of evidence-based practice with a number of common childhood disorders and integrative questions at the end of each chapter make this book uniquely helpful to graduate and undergraduate courses in social work, counseling, psychology, guidance, behavioral classroom teaching, and psychiatric nursing.

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Primary:Practicing clinicians, social workers and school counselors working with children and adolescents.Secondary:Supplemental reading for graduate students in clinical, counseling, social work, and human services programs.


Book information

  • Published: February 2009
  • ISBN: 978-0-12-374523-1

Table of Contents

Part I: The Current State of Practice with Children and Adolescents1: The Current State of Practice with Children and AdolescentsPart II: The Core Beliefs of Evidence-Based Practice 2: An Explanation of Evidence-Based Practice 3: A Simple Guide to Reading and Understanding Practice Research 4: The Importance of Critical Thinking in Evidence-Based Practice with Children and Adolescents5: Locating Relevant Clinical Research on Children and AdolescentsPart III: How EBP Views Diagnosis, Assessment and Worker-Client Relationships6: Using Evidence-Based Practice in Diagnosis 7: A Psycho-Social Assessments Using Evidence Based Practice8: Evidence-Based Practice and the Client-Worker Relationship Part IV: Evidence Based Practice With Special Problems of Children and Adolescents9: Evidence-Based Practice with School-Related Problems10: Evidence-Based Practice with Attention-Deficit Hyperactivity Disorder (ADHD)11: Evidence-Based Practice and Children and Adolescents Experiencing Social Isolation, Loneliness, and Aspirgers Syndrome12: Evidence-Based Practice and Children Experiencing Physical and Sexual Abuse and Neglect13: Evidence-Based Practice with Depression and Suicidal Inclinations14: Evidence-Based Practice with Anxiety Disorders and OCD15: Evidence-Based Practice and Eating Disorders16: Evidence-Based Practice with Serious and Terminal Illness, Disabilities, and Prolonged Bereavement17: Evidence-Based Practice and Gender Issues18: Evidence-Based Practice with Developmental Problems19: Evidence-Based Practice with Children Suffering from Autism20: Evidence-Based Practice with Oppositional Defiant Disorders and Conduct Disorders 21: Evidence-Based Practice with Children and Adolescents who Abuse Substances22: Evidence-Based Practice and Sexual Acting Out23: Evidence-Based Practice and Children and Adolescents with Borderline Personality Disorder24: Evidence-Based Practice with Bi-Polar Disorder and other Serious Problems Suggesting Mental IllnessPart V: Evidence-Based Practice and Alternative Approaches to Helping25: Evidence-Based Practice and the Significance of Religion and Spirituality26: Evidence-Based Practice and the Effectiveness of Indigenous Helpers and Self-Help Groups 27: The Importance of Resilience and Self-Righting in work with Children and AdolescentsPart VI: Evidence Based Practice and Future Trends, Social Involvement, and Final Words28: The Future of Clinical Work with Children and Adolescents