A step in the right direction: A resource for collaboration on health-related issues.

Reviews the book, Health-related disorders in children and adolescents edited by L. Phelps (see record 1998-07780-000). This edited text provides an overview of 96 medical conditions that place children at risk of developing psychological or educational problems. The central feature of this book is that it is intended as a reference tool for professionals who collaborate with medical professionals. Increasingly, there have been many vehicles for school psychologists to collaborate with medical professionals, including comprehensive school health care programs and school-based health clinics, and community-based coordinated services that provide children and youth comprehensive care. In this regard, school psychologists are likely to encounter increasing numbers of children who experience health disorders, along with more traditional areas of practice including mental health and educational issues. Although not a purely medically oriented text, Phelps has taken a perspective that school psychologists work within the context of a multidisciplinary team of professionals who are likely to provide services for these children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Preschool screening: Identifying young children with developmental and educational problems.

Reviews the book, Preschool screening: Identifying young children with developmental and educational problems by R. Lichtenstein and H. Ireton (1984). With the appearance of this book, school psychologists and other professionals now have access to an up-to-date and practical discussion of the issues, research, and instrumentation in the preschool assessment process. This book represents a scholarly collection of six chapters that address matters of philosophy and policy to matters of practice. The book introduces questions about the effectiveness of preschool screening programs as they are characteristically implemented while offering constructive guidelines for improvement to the conscientious professional. Appropriate for use in upper level graduate courses and by professionals working in school and agency settings, this book makes a valuable contribution to the preparation and continuing education of school psychologists and educators who serve preschool-age children and their families. This well-focused and comprehensive volume is recommended highly to university trainers and practitioners in the fields of school and clinical child psychology, as well as early childhood education, special education, and pediatrics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Strategic management of technostress in an information society.

Reviews the book, Strategic Management of technostress in an information society edited by Amarjit S. Sethi, Denis H. J. Caro, and Randall S. Schuler (1987). According to the editors, the contents of this book would not only provide managers with a "set of useful and practical strategies for managing technostress by organizations and their members" (p.xi), but would also serve as a reference for other stress coping (sic) scholars and practitioners, as well as a textbook for students in university management and executive development programs. A second attraction of this book was that its editors had played an unusually active role in writing it, thereby presumably avoiding the uneveness and lack of integration that plagues edited books. The reviewer does not have hands-on experience in developing organizational strategies for handling technological innovation and consequently am not as confident in criticizing the chapters devoted to this topic. But in reading these chapters the reviewer began to question whether their authors had any more experience than than the reviewer did. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevention and remediation through group interventions.

Reviews the book, The handbook of group intervention for children and families edited by Karen C. Stroiber and Thomas R. Kratochwill (see record 1998-07256-000). This book addresses current needs of psychologists and other mental health practitioners who are working across ecologies to address problems of children and youth. As such, this text is an excellent resource for school psychologists, school counselors, and others who are attempting to broaden service delivery systems and procedures. Although this handbook is appropriate for practitioners across a variety of mental health disciplines, it also meets the current needs of school psychologists by addressing gaps often found in school psychology service delivery and training models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Better Strangers": Using the Relationship in Psychotherapy for Adult Patients With Asperger Syndrome.

Requests for the assessment and treatment of Asperger Syndrome (AS) are on the rise. AS is a pervasive developmental disorder characterized by significantly impaired social competence but intact intellectual functioning. Adult AS patients often present for psychotherapy with anxiety, depression, and problems navigating their social worlds. The challenge facing psychotherapists is to establish workable therapeutic relationships with patients who have fundamental problems understanding and engaging in relationships in their daily lives. The aim of this article is to present strategies for adapting psychotherapy, particularly the therapeutic relationship, for the treatment of adult AS. The authors briefly review the phenomenology of AS and discuss strategies for using the therapeutic relationship to address the social functioning problems of this disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Learning About Learning Disabilities, Third Edition.

This article reviews the book, "Learning about Learning Disabilities, Third Edition" (see record 2004-21912-000), edited by Bernice Wong. This book is comprised of a selection of chapters authored by well-known authors in the field of learning disabilities. The book was developed for use with advanced undergraduate and graduate students with the intent to provide current information soundly based in research in the field. The chapters in the book are organized into three thematic sections. The first section deals with conceptual, historical, and research aspects of learning disabilities. The second section comprises chapters on reading comprehension, writing, math, social competence, strategy instruction, working with adolescents, issues in service delivery, and developing communities of practice. The third section focuses on a life span approach to learning disabilities. This book does what it purports to do. This is a well put together selection of readings. It may not be appropriate for advanced undergraduate students with no previous background knowledge or experience with learning disabilities due to the level of the book. The information provided in each chapter is current and soundly based in research. In addition to the research presented, the majority of the chapters also include practical implications of the research to teaching settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Innovation up close: How school improvement works.

Reviews the book, Innovation up close: How school improvement works by A. Michael Huberman and Matthew B. Miles (1984). In this volume, Huberman and Miles address the matter of how to improve schools by means of 12 case studies of improvement efforts in elementary and secondary school districts in the United States. They provide a richly detailed, scholarly, yet highly practical account of what seems to transpire when educators and related professionals seek to improve schools. Among the psychologically relevant school improvement factors examined are the incentives and roles of administrators, teachers, students, and communities in the success and failure of a variety of innovative programs. The authors achieve what they set out to do: report about how school improvement seems to occur, based on empirical investigation, and relate their findings to prior work and fundamental concepts of school improvement. The book provides considerable substantive insights. This book is highly recommended because it is a superb blend of theory, practice, and research in the complex domain of the school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Assessing culturally and linguistically diverse students: A practical guide.

Reviews the book, Assessing culturally and linguistically diverse students: A practical guide by Robert L. Rhodes, Salvador Hector Ochoa, and Samuel O. Ortiz (see record 2006-12379-000). This book provides school practitioners with a practical guide to the assessment of culturally and linguistically diverse (CLD) children that may help reduce inappropriate referral and placement practices. The book is divided the book into three sections, the first of which focuses on the demographic, legal, and educational issues related to CLD students. The second section takes on a practical, "how to" approach to assessment. The final section proposes an integrated format for assessing cognitive and academic ability. This book is unique in that it provides a practical "how to" handbook of multicultural assessment with the culturally and linguistically diverse learner. The book is well-organized and presented in a logical manner. It begins with a clearly defined problem (i.e., disproportionality of CLD students in special education) and provides a comprehensive discussion on related background information. The authors then take the next step by providing suggestions and information that will help the professional take ownership of and change the problem. This book will be a helpful tool for providing the practitioner with information related to the disproportion of CLD students in special education. This book's foundation in current research, practical suggestions, and reproducible materials make it a worthy edition to any practitioner's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From A to Z on child and adolescent bipolar disorder.

Reviews Bipolar disorder in childhood and early adolescence (2003), edited by Barbara Geller and Melissa P. DelBello (see record 2003-04754-000). This book is structured to offer a well-rounded account of issues surrounding childhood and adolescent bipolar disorder. This volume is seen as a much needed desk reference for seasoned mental health and medical professionals as well as those in graduate level training programs. Geller and DelBello have organized a comprehensive and rigorous review of the current knowledge base, scientific innovation and technology, and future direction of assessment and treatments for childhood bipolar disorder. This book serves as a superb resource for professionals who treat families with bipolar children and as a catalyst for future debate, research, and innovation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Neuropsychological assessment and the school-aged child: Issues and procedures.

Reviews the book, Neuropsychological assessment and the school-aged child: Issues and procedures edited by G. W. Hynd and J. E. Obrzut (1981). The editors of this book have attempted to examine the issues related to the assessment of children with possible neuropyschological disorders. Each chapter is presented with the assumption that a neuropsychological perspective is germane to our understanding of children's cognitive functions. The compilation of knowledge and skills are presented in a clear and comprehensible language for individuals with very little familiarity with the subject. Each of the four major sections of the book addresses a particular topic. Section I presents a neuropsychological perspective of children's learning problems. Section II contains three chapters that examine general issues in child neuropsychology. Section III of the book focuses on neuropsychological assessment approaches useful in developing remediational strategies for children's learning disorders. The final section of this book addresses the neuropsychological implications within the educational setting. The editors have done a commendable job in integrating the diverse nature of human cognitive functioning and in focusing in on the neuropsychological aspects of school age children's learning. Their choice of contributors and the topics covered will certainly make this book a valued asset in the school psychologist's library. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature, assessment, and treatment of adolescent self-injury.

Reviews the book, Adolescent self-injury: A comprehensive guide for counselors and health care professionals by Amelio A. D'Onofrio (see record 2007-02689-000). To date there have been few publications in the professional literature addressing the needs of school personnel in regards to self-injury in school-age populations. This book attempts to address this gap in the literature. According to the author, the intent of the book is to assist "frontline professionals in developing a working understanding of the nature, meaning, and function of adolescent self-injurious behavior." In doing so, the author presents information from the research literature in such disparate areas as psychology, psychiatry, nursing, sociology, and feminist studies. Although written for both school and health care professionals, there is a strong focus in the book on school-based practice. The book is divided into three parts that together provide an overview of self-injury, strategies for assessment and treatment, and information on related issues. The text is well-written and provides practical, evidence-based information that should prove highly useful to school psychologists and other professionals responding to and working with adolescents who engage in self-injury. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Head injury rehabilitation: Children and adolescents.

Reviews the book, Head injury rehabilitation: Children and adolescents edited by M. Ylvisaker (1985). This is an edited text written by an interdisciplinary team of clinicians that provides a consolidated source of medical, psychological, and educational information pertaining to traumatic head injury (THI) in youth of use to a wide range of professionals. Part I deals with the pathophysiology and outcome of THI in children and adolescents. Part II addresses the family response to THI. Part III deals with the medical management of THI during the acute phase of hospitalization. Part IV addresses the physical rehabilitation of THI youngsters. Part V focuses upon cognitive rehabilitation and "cognitive retraining." Part VI covers behavioral and psychosocial issues and interventions. Finally, Part VII deals specifically with the educational and vocational rehabilitation of THI children and adolescents. This text comes close to painting a comprehensive picture of THI. The inclusion of practical data and specific recommendations makes this text relevant. The text also does a fine job of distinguishing THI youngsters from other classes of exceptional children while clearly pointing out that appropriate educational programs often do not exist for this unique group of learners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Helping Bereaved Children, Second Edition: A Handbook for Practitioners.

Reviews the book, Helping Bereaved Children, Second Edition: A Handbook for Practitioners edited by Nancy Boyd Webb (see record 2002-02276-000). When health policy decision-makers understand the greater societal benefits of providing evidence-based bereavement support to children and adolescents, our country will have coordinated, accessible, and comprehensive Loss Support programs for every family member. Until then, we are fortunate to have this guide to educate us on how to best support our most vulnerable family members when someone loved dies. Although the title specifically targets practitioners, I believe that the plain language and holistic approach would assist parents and other adults in supporting these children and teens. I am pleased to endorse this book as an excellent resource for professionals and lay people alike as we all strive to ensure that our children receive the best support for the grief they experience in their young lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Pediatric and adolescent behavioral medicine: Issues in treatment.

Reviews the book, Pediatric and Adolescent Behavioral Medicine: Issues in Treatment edited by Patrick J. McGrath and Philip Firestone (1983). With recent advances in behavioural medicine more generally, paediatric behavioural medicine has been expanding rapidly during the last decade. At this time, it seems most opportune to integrate notions from psychological and developmental models of treatment with medical treatment models, practice, and services. This book covers a number of childhood and adolescent disorders, including abdominal pain syndrome, asthma, elevated blood pressure, cigarette smoking, and obesity. The issues raised in this edited volume cover a number of important difficulties in the behavioural paediatrics area. Psychologists and other professionals working with difficulties associated with treating paediatric problems in well-child health care facilities will find it very useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Chronic Fatigue Syndrome: An integrated approach to evaluation and treatment.

Reviews the book, Chronic Fatigue Syndrome: An integrated approach to evaluation and treatment edited by Mark A. Demitrack and Susan E. Abbey (see record 1996-97910-000). This book offers the reader the collaborative efforts of clinicians, chiefly academicians, who effectively explore essential components of the history of scientific interest in this multi-faceted disorder. This edited text seeks to maintain a unity of direction. The editors accomplished the task of determining and maintaining a unity of purpose among the writers, although the problems most often seen in edited texts are no less apparent here. The authors run the gamut from clinical speculation to historical recitation to clinical specificity. The reader must adapt to varied styles of scientific writing, not all of which are equally engaging, but all of which offer important data to the reader's resource database. This text provides a concise progress through history of the conceptual framework for Chronic Fatigue Syndrome (CFS), followed by assessment and treatment of the disorder. Effectively covered are such issues as diagnostic overlap between CFS and other conditions, mediation of the central nervous system (CNS) and the often-cited concern/comparison between CFS and both Dysthymic and Major Depressive Disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Teaching children with learning and behavior problems.

Reviews the book, Teaching children with learning and behavior problems by Donald D. Hammill, Nettie R. Bartel, and Gary Owen Bunch (1984). This book was published in 1975 and re-edited in 1978 and 1982 as a practical reference book for classroom teachers. The 1984 "Canadian Edition" by Hammill, Bartel, and Bunch essentially consists of the 1982 text with an introductory chapter by Bunch and with additions and deletions aimed at providing a Canadian orientation. The authors seem deliberately to have kept the book's Canadian features separate from the basic text. Not only are there two prefaces and two introductory chapters: all textual additions are referenced in a separate bibliography and separate subject and author indexes. This referencing system is especially irritating because it is not always possible to guess from context whether a citation will appear in the "standard" or the Canadian listing. Finally, a useful list is given of Canadian sources for tests and materials. The overall effect of this format is to emphasize the book's discontinuities and to remind the reader that the preexisting text has not undergone a major revision or re-integration. This text begins with a general statement on special education needs and continues with chapters on reading, spelling, handwriting, composition, mathematics, language, behaviour problems, and perceptual-motor training. The traditional subject-area chapters are its strongest feature and include excellent scope-and-sequence charts, useful information on identification, and practical remedial suggestions. this ill-assorted book offers a stimulating Canadian-focused introduction to a worthwhile but rather time-worn text that does not cover Canadian issues in any meaningful way. A better book might have resulted from an updating for the international market rather than from this attempt at Canadianization. Our need for material that addresses the specifically Canadian aspects of special education is as great as ever. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating research and practice: An ecological analysis of the dynamics behind bullying and victimization.

Reviews the book, Peer harassment in school: The plight of the vulnerable and victimized edited by J. Juvonen and S. Graham (see record 2001-00685-000). Peer Harassment in School: The Plight of the Vulnerable and Victimized is a timely volume dedicated to understanding the correlates and consequences of chronic victimization in children and adolescents. The editors, Juvonen and Graham, define peer harassment as "victimization that entails face-to-face confrontation (e.g., physical aggression, verbal abuse, nonverbal gesturing) or social manipulation through a third party (e.g., social ostracism, spreading rumors)" (Juvonen & Graham, 2001, p. xiii). They use the term "harassment" as synonymous with "victimization" throughout the volume. The chapter authors include leading experts in peer harassment from both the United States and other industrialized countries (i.e., Canada, Australia, Norway, Great Britain). The book's emphasis on research on victims rather than research on bullies is important for school-based intervention programs, which have historically focused on how to intervene with aggressive students. The book further underscores the complex interconnections that exist among bullies, victims, and onlookers to the bullying events. Peer Harassment in School is a timely, theory-driven, and well-researched book that reviews the empirical evidence on methodological, developmental, social, and ecological factors associated with peer harassment. The volume is a "must-read" for any school practitioner and/or researcher interested in understanding the complexity behind victimization in children and adolescents. Juvonen and Graham draw on more than two decades of their collective researching of social phenomena in school-aged youth (Juvonen, 1991; Graham & Folkes, 1990; Graham & Juvonen, 1998) to produce an important book that advances conceptual models for peer victimization. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of The social psychology of reading.

Reviews the book, The Social Psychology of Reading by John Edwards (Ed.) (1981). This volume, unlike many edited books, consists of original papers. Unlike many current volumes in reading, this one addresses broad socio- and psychological correlates of reading achievement. This book is a unique collection of data-based chapters, surveys and reviews. If the aim of the volume was to provide a perspective within which reading can be better understood, the authors have achieved success. It is an excellent reference and has good potential for senior undergraduate or early graduate required reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)