These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.
"I see this book as an excellent resource for general and child psychiatrists, developmental pediatricians and neurologists as well as for educators, speech and language pathologists, occupational and/or recreational therapists, and psychologists. I highly recommend this book." -Missouri Psychiatry "...the work as a whole is quite worthwhile and has much to recommend....One comes away from the book with a sense of optimism about improving diagnosis....The present volume is a good choice as a supplemental text for courses in child diagnostics for psychologists and perhaps even psychiatrists. It has much to offer the graduate student in the area and could serve as the basis for seminar debates on diagnosis and classification. The more I reread this book, the more I like it!" -Contemporary Psychology "...This volume represents a definitive advance in establishing what is significant in our present taxonomy. -Missouri Psychiatry "These volumes emphasize critical evaluation and health skepticism. They offer a wealth of valuable information for social workers practicing with children or adolescents in any setting. These texts should be in the libraries of agencies serving children and adolescents, as well as required reading in courses on child development and social work practice with children and adolescents." -Social Work