By Steven R. Smith, Leonard Handler
This e-book highlights review options, concerns, and tactics that entice working towards clinicians. instead of a finished Handbook of varied checks and measures, The medical evaluation of youngsters and young people is a practitioner-friendly textual content that gives counsel for attempt choice, interpretation, and alertness. With issues starting from character overview to behavioral overview to the evaluation of melancholy and notion disease, the leaders within the box of kid and adolescent dimension define choice and interpretation of measures in a way that's such a lot appropriate to clinicians and graduate scholars. every one bankruptcy uses vast case fabric to be able to spotlight problems with applicability.
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Additional resources for The Clinical Assessment of Children and Adolescents: A Practitioner’s Handbook
A student is defined as handicapped if he or she has “a physical or mental impairment which substantially limits one or more of a person’s major life activi ties; has a record of such impairment, or is regarded as having such an impairment” (Miller & Newbill, 1998, pp. 2-3). Included among Section 504 handicapping conditions are ADD/ ADHD, anxiety, dysthymia, dyslexia, eating disorders, emotional disorders, post-traumatic stress disorders, drug and alcohol dependency, learning disabilities, and suicidal tendencies (Jacob & Hartshome, 2003; Miller & Newbill, 1998).
Interestingly, 5% of all students have serious emotional disturbance; however, in 2001 under IDEA, less than 1% qualified for services (Koyanagi, 2003). Not only are minority children, particularly Black children, overidentified as ED, but many children with disabilities are not identified or perhaps are misidentified. As suggested by the Elementary and Middle School Technical Assistance Center (EMSTAC) (2005), the overidentification of Black children may be viewed as racial segregation, lead ing to removal of these children from mainstream classrooms, lower teacher expectations, and less challenging instruction.
Psychoanalytic Study of the Child, 23, 37-46. , & Hafdahl, A. R. (2000). Factors influencing racial comparisons of self-esteem: A quanti tative review. Psychological Bulletin, 126, 26-54. Handler, L. (1998). The clinical interpretation of the Wechsler Intelligence Tests as personality instruments. In L. Handler & M. ), Teaching and Learning Personality Assessment (pp. 295-324). Mahwah, NJ: Lawrence Erlbaum Associates. Handler, L. (1999). Assessment of playfulness: Hermann Rorschach meets D. W.