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[null,"1.","Record Nr.",null,"UNISALENTO991001474079707536"]
[null,null,"Autore",null,"Struwe, Michael"]
[null,null,"Titolo",null,"Variational methods : applications to nonlinear partial differential equations and Hamiltonian systems / Michael Struwe"]
[null,null,"Pubbl/distr/stampa",null,"Berlin : Springer-Verlag, 1996"]
[null,null,"ISBN",null,"3540588590"]
[null,null,"Edizione",null,"[2nd rev. and subtantially exp. ed]"]
[null,null,"Descrizione fisica",null,"xiv, 244 p. ; 24 cm"]
[null,null,"Collana",null,"Ergebnisse der Mathematik und ihrer Grenzgebiete. 3. Folge ; 34"]
[{"$nulls":4},"Ergebnisse der Mathematik und ihrer Grenzgebiete. 3. Folge, 0071-1136 ; 34 = A series of modern surveys in mathematics, 0071-1136 ; 34"]
[null,null,"Classificazione",null,"AMS 58E05"]
[{"$nulls":4},"QA316.S77"]
[null,null,"Disciplina",null,"515.64"]
[null,null,"Soggetti",null,"Calculus of variations"]
[{"$nulls":4},"Hamiltonian systems"]
[{"$nulls":4},"Nonlinear differential equations"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Includes bibliographical references and index"]
[null,"2.","Record Nr.",null,"UNINA9910860822003321"]
[null,null,"Autore",null,"McAlpine Robert (Psychologist)"]
[null,null,"Titolo",null,"Interpersonal psychotherapy for adolescents : a clinician's guide / / Robert McAlpine, Anthony Hillin"]
[null,null,"Pubbl/distr/stampa",null,"Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2021"]
[null,null,"ISBN",null,"1-000-28461-1"]
[{"$nulls":4},"0-429-27239-1"]
[{"$nulls":4},"1-4822-2718-5"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (xiii, 351 pages) : illustrations"]
[null,null,"Disciplina",null,"616.89140835"]
[null,null,"Soggetti",null,"Adolescent psychotherapy"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Half Title -- Title Page -- Copyright Page -- \u0086Contents -- List of clinical tools -- List of figures -- Acknowledgements -- Foreword -- Part I: Introduction -- 1. Introduction and orientation to this guide -- Welcome and introduction -- Aims for the book -- The authors -- The target audience and how to use this book -- Introducing the case studies -- Locating IPT-A within a stepped care approach -- Personalised treatment -- Terminology -- Overview of IPT-A -- Assessment and formulation -- The Initial Phase of IPT-A -- The Middle Phase of IPT-A -- The Consolidation Phase of IPT-A -- Summary -- Note -- References -- 2. A model of holistic assessment -- Introduction -- The holistic model of assessment -- The biological domain -- The psychological domain -- The social domain -- The cultural domain -- The spiritual domain -- Distress and impairment -- Readiness to change -- The formulation -- Step 1. Presenting problems -- Step 2. Holistic assessment -- Step 3. Readiness to change -- Step 4. Provisional formulation -- Summary -- Notes -- References -- 3. Attachment in young people -- Introduction -- Attachment theory -- Attachment in adolescence -- The three-dimensional model of attachment -- The four-dimensional model of attachment -- Assessment of attachment styles -- The client's descriptions of past and current relationships -- The quality of the client's narrative -- The nature of the therapist-client relationship -- Clinical implications -- Summary -- References -- 4. Clinical techniques -- Introduction -- The therapeutic relationship -- Setting relationship boundaries -- Monitoring communication patterns -- The "]
[{"$nulls":4},"interpersonal laboratory -- Encouragement of affect -- Content and process affect -- Exploration and clarification -- Interpersonal incidents -- Collecting information about a specific Interpersonal Incident."]
[{"$nulls":4},"Analysing the Interpersonal Incident -- Changing communication -- Conflict-solving styles -- Role play -- Empty chair technique -- Interpersonal mindfulness -- Summary -- Notes -- References -- Part II: The Initial Phase of IPT-A -- 5. The Initial Phase of IPT-A -- Introduction -- Client suitability -- Psychoeducation -- The Interpersonal Inventory -- Developing an Interpersonal Map -- Linking life events to the presenting problem -- Identifying the Problem Area(s) -- Complex Grief -- Interpersonal Disputes -- Role Transitions -- Interpersonal Gaps -- Linking symptoms to the Problem Area -- Exploring attachment -- The Interpersonal Formulation -- The Treatment Agreement -- The approximate number of sessions -- The frequency and duration of sessions -- The Problem Area to be addressed -- The expectations of both therapist and young person -- Treatment boundaries and telephone contact -- Erin (with Erin's mother, Julie, present) -- The role of the school -- Orientation to the Middle Phase of treatment -- Summary -- Note -- References -- Part III: The Middle Phase of IPT-A -- 6. The Middle Phase of IPT-A -- Introduction -- Assessment is an ongoing process -- Explaining client and therapist roles in the Middle Phase -- Staying on track -- Techniques for working on the Problem Area -- Plan and rehearse changes -- Markers of improvement -- Involving parents and others in the Middle Phase -- Parents -- Referring parents for mental health and other interventions -- School staff -- Summary -- References -- 7. Complex Grief -- Introduction -- Defining and assessing the Problem Area of Complex Grief -- Working on Complex Grief in the Middle Phase -- Essential Processes in IPT-A for Complex Grief -- Understand the connection between Complex Grief and the symptoms -- Create a positive experience of communicating about the loss in therapy -- Potential barriers."]
[{"$nulls":4},"Access interpersonal support outside therapy -- Indicated Processes in IPT-A for Complex Grief -- Involving the young person's significant others in therapy -- Psychoeducation to assist understanding and acceptance of loss -- Activity number 7.1: Stages of grief and loss -- Activity number 7.2: Different experiences of grief -- Activity number 7.3: Body oriented approaches to grief and loss -- Activity number 7.4: Defining steps to healing -- Creative activities to explore, process, and communicate about loss -- Activity number 7.5: Drawing about loss -- Activity number 7.6: Writing about loss -- Summary -- References -- 8. Interpersonal Disputes -- Introduction -- Defining the Problem Area of Interpersonal Disputes -- The nature of Interpersonal Disputes in young people -- Normal\" disputes between adolescents and parents -- Damaging disputes -- Seven steps -- Assessing Interpersonal Disputes -- Confirm Interpersonal Disputes as the major Problem Area -- Explore and clarify the dispute(s) -- Identifying the issues in dispute and the relationships concerned -- Determining if the dispute is resulting more from the client or from the other person -- Exploring expectations of others -- Are disputes a recurring theme? -- When the dispute can't be resolved -- Interpersonal Disputes technique number 1-The Conflict Curve -- Addressing Interpersonal Disputes -- Identify current strategies for dealing with disputes -- Identify alternative options for dealing with disputes -- Choose an approach to deal with the current dispute(s) -- Rehearse the social skills necessary to implement the approach -- Integrate the approach in life -- Interpersonal Disputes technique number 2: Conflict-solving styles -- "]
[{"$nulls":4},"Interpersonal Disputes technique number 3: Mapping -- Find a nonjudgmental description of the problem -- List the major needs and concerns of all parties."]
[{"$nulls":4},"Generating solutions -- Involving parents or others in working on Interpersonal Disputes -- When a parent has mental health issues or other impediments -- When the parent is amenable to addressing their impediments -- When a parent is not amenable to addressing their impediments -- Concluding the Middle Phase -- Summary -- Notes -- References -- 9. Role Transition -- Introduction -- Defining Role Transition -- Assessing the Problem Area -- Early indicators -- Self-esteem and social functioning -- Screening to identify life changes that may constitute a Role Transition -- Examples of questions that can help identify possible Role Transitions -- Examples of questions to check if a life change constitutes Role Transition -- Confirming if Role Transition is the Problem Area -- Working on the Problem Area in the Middle Phase of IPT-A -- Step 1. Identify Role Transition as central to the symptoms -- Step 2. Review positive and negative aspects of the old role -- Exploring the old role -- Step 3. Review positive and negative aspects of the new role -- When further exploration is needed -- Addressing loss -- Step 4. Identify role options to reduce symptoms -- Step 5. Plan, rehearse, and implement changes -- Involving significant others in assessment and treatment of Role Transition -- Additional issues -- Role Transition in relation to sexuality or gender identity -- Assessment -- Psychoeducation to assist Role Transition -- Step 1. Identify Role Transition as central to the symptoms -- Cautions in identifying same-sex attraction as a Role Transition -- Step 2 and 3: Develop a more balanced view of the old and new roles -- Step 4. Identifying options that will lead to symptom reduction -- Step 5. Plan, rehearse, and implement changes. -- Integrating structural approaches to effectively address oppression within an IPT-A intervention -- Summary -- References."]
[{"$nulls":4},"10. Interpersonal Gaps -- Introduction -- Assessing the Problem Area -- Confirm the Problem Area -- Identify the specific gaps in social skills -- Working on the Problem Area in the Middle Phase -- Recognise the connection between Interpersonal Gaps and distress -- Develop social skills to fill or compensate for the current gaps -- The art of conversation -- Using questions -- Social skills training and self-esteem programs -- Apps, bibliotherapy, and media enhanced therapy -- Checking for intended meaning -- Support materials-skill reminders and practice reports -- Rehearsing skills alone outside therapy sessions -- Managing emotions that adversely affect social interactions -- The Anger chart -- Education about life stress -- Blind spots -- Enhance social support by maintaining, expanding, and/or deepening social networks -- Working with significant others -- Summary -- References -- Part IV: Consolidation Phase of IPT-A -- 11. Conclusion of Acute Treatment -- The Consolidation Phase of IPT-A -- The four primary tasks of Conclusion of Acute Treatment -- Stepping back from the role of transitory attachment figure -- Facilitate independent functioning -- Task 1. Elicit feelings in the young person about ending therapy -- Task 2. Review remaining symptoms -- Task 3. Recognise interpersonal competencies -- Task 4. Markers of improvement -- Recognise early warning signs of relapse -- The letter -- Assess the need for further treatment -- Summary -- Note -- References -- 12. Continuation and Maintenance Therapy -- Continuation Therapy -- Maintenance Therapy -- Summary -- References -- Part V: Closing thoughts -- 13. Closing thoughts -- Increasing the reach of IPT-A -- Practice-based evidence: Clinical implications -- Dissemination of IPT-A -- Summary -- References -- Index."]
[null,null,null,"Sommario/riassunto","\"Interpersonal Psychotherapy for Adolescents (IPT-A) is a comprehensive guide for clinicians. It will enable the reader to add IPT-A to their clinical repertoire or to deepen their existing practice of IPT-A, using a time-limited, evidence-based intervention that is engaging for young people. The guide outlines the structure, skills and techniques of IPT-A, utilizing real-life encounters in the therapy room, which reflect the diverse nature of adolescents and young adults who present for therapy. It provides the reader with a birds-eye-view of how IPT-A works. It expands the range of IPT-A clinical tools, techniques and models to assist the reader to work effectively with a wide range of clients. The book provides a new protocol for the psychological assessment of young people, acknowledging the importance of culture and spirituality alongside the biological, psychological and social dimensions that have previously comprised assessment. The importance of the clinician forming a transitory attachment relationship with the client is emphasized throughout. The target audience for this book is mental health clinicians including psychologists, psychiatrists, social workers, mental health nurses, occupational therapists, general practitioners with a mental health focus and students from these professions\"--"]