LEADER 05501nam 2200685Ia 450 001 9910461774203321 005 20200520144314.0 010 $a1-283-53314-6 010 $a9786613845597 010 $a0-203-86978-8 010 $a1-135-19763-6 035 $a(CKB)2670000000230969 035 $a(EBL)988021 035 $a(OCoLC)806206450 035 $a(SSID)ssj0000695656 035 $a(PQKBManifestationID)11412768 035 $a(PQKBTitleCode)TC0000695656 035 $a(PQKBWorkID)10694381 035 $a(PQKB)10592378 035 $a(MiAaPQ)EBC988021 035 $a(Au-PeEL)EBL988021 035 $a(CaPaEBR)ebr10588990 035 $a(CaONFJC)MIL384559 035 $a(EXLCZ)992670000000230969 100 $a20110914d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA guide to psychiatric services in schools$b[electronic resource] $eunderstanding roles, treatment, and collaboration /$fShawna S. Brent 210 $aNew York $cRoutledge$dc2012 215 $a1 online resource (317 p.) 225 0$aSchool-based practice in action series 300 $aDescription based upon print version of record. 311 $a0-415-87102-6 311 $a0-415-87101-8 320 $aIncludes bibliographical references and index. 327 $aCover; A Guide to Psychiatric zervices in Schools; Copyright; Contents; Series Editors' Foreword.; Preface; Chapter 1: Introduction to Psychiatry in Schools; Clinical Case: Erin; Importance of Psychiatry in Schools; Child and Adolescent Psychiatrists' Contributions to the Educational Team; Clinical Case: Kayla; Chapter 2: Psychiatric Evaluation and Formulation; Psychiatrist: Background Information; Psychiatric Evaluation: Reasons; Psychiatric Standardization: DSM-IV-TR; Psychiatric Evaluation; Psychiatric Evaluation Report; Psychiatric Evaluation: Summary; Chapter 3: Psychiatric Roles 327 $aThe Psychiatrist as a ConsultantPsychiatric Consultation: Potential Roles; American Academy of Child and Adolescent Psychiatry Recommendations; Psychiatric Evaluations for a School System; Direct Service to Identified Students; Psychiatric Roles: Summary; Chapter 4: Psychopharmacology; General Principles of Psychopharmacology; Neuroanatomy; Neurotransmitters; Principles Related to Mechanisms of Action; Legal and Ethical Issues of Medication; Antidepressants; Mood Stabilizers; Antipsychotics; Stimulants; Alternative Classes of Medication; Preparing to Take Medication 327 $aPsychotropic Medications in the School SettingPsychopharmacology: Summary; Chapter 5: Disruptive Behavior Disorders; Disruptive Behavior Disorders: Introduction; Attention-Deficit/Hyperactivity Disorder; Oppositional Defiant Disorder; Conduct Disorder; Chapter 6: Mood Disorders; Depressive Disorders; Bipolar Disorder; Mood Disorders: Educational Implications; Mood Disorders: Summary; Chapter 7: Anxiety Disorders; Anxiety Disorders: Introduction; Generalized Anxiety Disorder; Separation Anxiety Disorder; Social Phobia; Specific Phobia; Panic Disorder; Anxiety Disorders 327 $aPost-Traumatic Stress DisorderObsessive- Compulsive Disorder; Anxiety Disorders: Educational Implications; Anxiety Disorders: Summary; Chapter 8: Psychotic Disorders; Psychosis: Defined; Schizophreniform Disorder and Schizophrenia; Major Depression With Psychotic Features; Bipolar Disorder With Psychotic Features; Other Psychotic Disorders; Psychotic Disorders: Educational Implications; Psychotic Disorders: Summary; Chapter 9: Eating Disorders; Eating Disorders: Background; Anorexia Nervosa; Bulimia Nervosa; Binge Eating Disorder; Eating Disorder, Not Otherwise Specified: Overview 327 $aEating Disorders: Educational ImplicationsEating Disorders: Summary; Chapter 10: Pervasive Developmental Disorders; Autism Spectrum Disorders: Background; Autistic Disorder; Asperger's Disorder; Pervasive Developmental Disorder, NOS; Autism Spectrum Disorders: Educational Implications; Autism Spectrum Disorders: Summary; Chapter 11: Treating Target Symptoms; Background Information; Aggressive Behavior; Self-Injurious Behavior; Impulsivity; Insomnia; Affective Instability; Treating Target Symptoms: Educational Implications; Treating Target Symptoms: Summary; Chapter 12: Medicating Children 327 $aPsychiatric Care 330 $aIn order to provide comprehensive care to students with a wide variety of social and emotional challenges, close collaboration between psychiatrists and school-based mental health professionals is vital. This book provides practical information about psychiatric diagnoses and medications, as well as effective ways to communicate with physicians, to ensure that the needs of all students and their families are met. Brent reviews the process and content of a psychiatric evaluation, the general principles of psychopharmacology, and the various classes of medications. Subsequent chapters then fo 410 0$aSchool-Based Practice in Action 606 $aStudents$xMental health services 606 $aChild psychiatry 608 $aElectronic books. 615 0$aStudents$xMental health services. 615 0$aChild psychiatry. 676 $a371.7/13 700 $aBrent$b Shawna S$0931455 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461774203321 996 $aA guide to psychiatric services in schools$92095363 997 $aUNINA LEADER 03585nam 2200709 450 001 9910462276503321 005 20211005005446.0 010 $a1-922059-17-X 035 $a(CKB)2670000000261141 035 $a(EBL)1022826 035 $a(OCoLC)811505260 035 $a(SSID)ssj0000758509 035 $a(PQKBManifestationID)11428167 035 $a(PQKBTitleCode)TC0000758509 035 $a(PQKBWorkID)10780753 035 $a(PQKB)10996595 035 $a(MiAaPQ)EBC1022826 035 $a(Au-PeEL)EBL1022826 035 $a(CaPaEBR)ebr10602153 035 $a(CaONFJC)MIL532007 035 $a(MiAaPQ)EBC4853881 035 $a(MiAaPQ)EBC1021149 035 $a(Au-PeEL)EBL1021149 035 $a(OCoLC)815651594 035 $a(EXLCZ)992670000000261141 100 $a20170712h20122012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRethinking social justice $efrom 'peoples' to 'populations' /$fTim Rowse 210 1$aCanberra, Australia :$cAboriginal Studies Press,$d2012. 210 4$dİ2012 215 $a1 online resource (273 p.) 225 0 $aAboriginal Studies Press 300 $aDescription based upon print version of record. 311 $a1-306-00756-9 311 $a1-922059-16-1 320 $aIncludes bibliographical references and index. 327 $aCover; About the Author; Copyright; Contents; Foreword; Acronyms & Abbreviations; Introduction; Part I - Recognising 'populations' and 'peoples'; 1. Recognising 'peoples' and 'populations'; Part II - Evoking people-hood; 2. Hasluck and Elkin; 3. Strehlow damns Coombs; 4. The South Australian land rights debate of 1966; 5. The politics of enumerating the Stolen Generations; Part III - Critical reflections on political capacity; 6. The changing cultural constitution of the Indigenous sector; 7. The ambivalence of Helen Hughes; Part IV - Thinking historically about 1967-76 327 $a8. Noel Pearson's economic history 9. Peter Sutton and the historical roots of suffering; 10. The Coombs experiment; Part V - The appeal of quantification; 11. The Australian Reconciliation Barometer; Notes; References; Index 330 $aIn the early 1970's, Australian governments began to treat Aborigines and Torres Strait Islanders as ""peoples"" with capacities for self-government. Forty years later, confidence in Indigenous self-determination has been eroded by accounts of Indigenous pathology, misplaced policy optimism, and persistent socio-economic gaps. This record accounts for this shift by arguing that Australian thinking about the Indigenous is a continuing, unresolvable tussle between the ideas of ""peoples"" and ""population."" Offering snapshots of moments in the last 40 years in these tensions are palpable - from... 606 $aAboriginal Australians$xCultural assimilation 606 $aAboriginal Australians$xSocial conditions 606 $aSocial justice$zAustralia 606 $aReparations for historical injustices$zAustralia 607 $aAustralia$xGovernment policy 608 $aElectronic books. 615 0$aAboriginal Australians$xCultural assimilation. 615 0$aAboriginal Australians$xSocial conditions. 615 0$aSocial justice 615 0$aReparations for historical injustices 676 $a994.230049915 700 $aRowse$b Tim$f1951-$0790766 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462276503321 996 $aRethinking social justice$92451628 997 $aUNINA