Faculty Books and Book Chapters
This is a select list of works produced by the faculty of the College of Psychology at Nova Southeastern University
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Una Alternativa de Intervencion Breve y Temprana para Bebedores Problema en Mexico
Hector E. Ayala-Velazquez, Leticia Echeverria, Mark B. Sobell, and Linda C. Sobell
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Obsessive Compulsive Disorder
Debora Bell-Dolan and Lourdes Suarez-Morales
This chapter delineates obsessive compulsive disorder (OCD). OCD is one of the least common anxiety disorders in children and adolescents. However, the intrusive obsessive thoughts and associated compulsive behavior characteristic of this disorder create a debilitating condition in which the severity and time-consuming quality of this behavior can cause significant impairment in every aspect of a child's life, including economic, social, and psychological functioning. The symptoms of OCD in children and adolescents are similar to those found in adults. Obsessions refer to “persistent ideas, thoughts, impulses, or images that are experienced as intrusive and inappropriate and that cause marked anxiety or distress.” Childhood OCD seems to follow a chronic course. In young children with OCD, it is common for the principal symptom to change over time. The current conceptualizations of OCD as a neurobehavioral disorder, combined with the fact that every child lives in the context of family, such integrated treatment seems optimal. Cognitive behavioral therapy (CBT) is described in the literature as the treatment of choice for children and adolescents with OCD. The use of medication would have been consistent with the neurobehavioral view of OCD, as well as appropriate based on studies of pharmacological treatment of child or adolescent OCD. However, medication alone is not optimally effective and its utility often lies in its ability to decrease symptoms to a level where clients can participate fully in psychological treatment.
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Understanding psychological assessment
William I. Dorfman and Michel Hersen
Introductory texts on psychological testing and evaluation historically are not in short supply. Typically, however, such texts have been relatively superficial in their discussion of clinical material and have focused primarily on the theoretical and psychometric properties of indi vidual tests. More practical, clinically relevant presentations of psychological instruments have been confined to individual volumes with advanced and often very technical information geared to the more sophisticated user. Professors in introductory graduate courses are often forced to adopt several advanced texts to cover the material, at the same time helping students wade through unnecessary technical information in order to provide a basic working knowl edge of each test. Understanding Psychological Assessment is an attempt to address these concerns. It brings together into a single volume a broad sampling of the most respected instruments in the psychologist's armamentarium along with promising new tests of cognitive, vocational, and personality functioning. Additionally, it presents the most updated versions of these tests, all in a practical, clearly written format that covers the development, psychometrics, administra tive considerations, and interpretive hypotheses for each instrument. Clinical case studies allow the reader to apply the interpretive guidelines to real clinical data, thereby reinforcing basic understanding of the instrument and helping to insure that both the student and practi tioner can actually begin to use the test. Understanding Psychological Assessment includes cognitive and personality tests for adults, children, and adolescents, as well as chapters on the theory of psychological measurement and integrated report writing.
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Child personality measures in clinical assessment and treatment planning
Jan Faust
Introductory texts on psychological testing and evaluation historically are not in short supply. Typically, however, such texts have been relatively superficial in their discussion of clinical material and have focused primarily on the theoretical and psychometric properties of indi vidual tests. More practical, clinically relevant presentations of psychological instruments have been confined to individual volumes with advanced and often very technical information geared to the more sophisticated user. Professors in introductory graduate courses are often forced to adopt several advanced texts to cover the material, at the same time helping students wade through unnecessary technical information in order to provide a basic working knowl edge of each test. Understanding Psychological Assessment is an attempt to address these concerns. It brings together into a single volume a broad sampling of the most respected instruments in the psychologist's armamentarium along with promising new tests of cognitive, vocational, and personality functioning. Additionally, it presents the most updated versions of these tests, all in a practical, clearly written format that covers the development, psychometrics, administra tive considerations, and interpretive hypotheses for each instrument. Clinical case studies allow the reader to apply the interpretive guidelines to real clinical data, thereby reinforcing basic understanding of the instrument and helping to insure that both the student and practi tioner can actually begin to use the test. Understanding Psychological Assessment includes cognitive and personality tests for adults, children, and adolescents, as well as chapters on the theory of psychological measurement and integrated report writing.
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Sleep disorders in children and adolescents
Ana I. Fins and William K. Wohlgemuth
This chapter explains sleep disorders in children and adolescents. Sleep in infants, children, and adolescents differs greatly from that of adults. There is great variability in sleep requirements and in the presence of sleep disorders across the developmental span of children and adolescents. A commonly occurring sleep problem among infants and toddlers is insomnia, being expressed as either night awakenings, difficulty falling asleep at bedtime, or a combination of both. These problems are frequently observed in children between the ages of one and three. Education is an important component of treatment in working with adolescents who have delayed sleep phase syndrome as well as with their parents. Narcolepsy is a sleep problem which usually begins during adolescence. Its symptoms consist of excessive sleepiness during the day or sleep attacks; loss of muscle tone for brief periods of time that can be precipitated by strong affective states; and hypnagogic hallucinations, vivid images which occur while the individual is awake. Treatment often includes behavioral interventions and family guidance. Delayed sleep phase syndrome is a particularly interesting disorder because it highlights the importance of taking into consideration not only the psychological and social manifestations of the disorder but also the biological factors that lead directly to it. Successful treatment of delayed sleep phase syndrome must address the biological etiology as well as the psychological and social factors associated with the disorder.
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Promoting self-change from problem substance use: Practical implications for policy, prevention, and treatment
Harold Klingemann, Linda Carter Sobell, J. Barker, J. Blomqvist, W. Cloud, T. P. Ellingstad, D. Finfgeld, R. Granfield, D. Hodgins, G. Hunt, C. Junker, S. Peele, R. Smart, Mark B. Sobell, and J. Tucker
For many years, what has been known about recovery from addictive behaviors has come solely from treatment studies. Only recently has the study of recoveries in the absence of formal treatment or self-help groups provided an alternative source of information. This book on the process of self-change from addictive behaviors is the first of its kind, as it presents more than research findings. Rather, it presents the process of self-change from several different perspectives - environmental, cross-cultural, prevention and interventions at both societal and individual level. It provides strategies for how health care practitioners and government policy makers alike can aid and foster self-change. Directions for future research priorities are also presented.
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Operant theory and research in self-regulation
Floyd C. Mace, Phillip J. Belfiore, and Jeffrey M. Hutchinson
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Handbook of conceptualization and treatment of child and adolescent psychopathology
Helen Orvaschel, Jan Faust, and Michel Hersen
The Handbook of Conceptualization and Treatment of Child Psychopathology examines and illustrates the integration of conceptualization and treatment of child and adolescent psychopathology. A number of conceptual models and intervention strategies are illustrated, and chapters cover most axis 1 disorders and several specific problem areas. The inspiration for this book arose largely from the teaching experiences of the editors, who found that while many students, as well as experienced clinicians, have knowledge in several theoretical domains and familiarity with a variety of interventions, significant numbers had difficulty linking the two.
Conceptualization, derived from a theoretical perspective, frames the clinicians understanding of the presenting problem. Theory defines psychopathology, establishes domains appropriate for treatment, and determines the nature of psychotherapy, thereby providing the underlying foundation that informs clinical practice. The conceptual model does not have to be the same for all disorders or for different individuals with the same disorder. A model that is effective with one patient may be ineffective for another, and absolute claims about a treatment approach and the model from which it is derived are rare. Indeed, different models may be equally effective for the same problem.
The Handbook of Conceptualization and Treatment of Child Psychopathology is organized into seven sections. The first discusses issues of conceptualization and developmental considerations in treatment, laying a foundation for the reader on the central thesis of integrating case conceptualization with treatment, as well as establishing the importance of development in the treatment of psychopathology in youth. The ensuing sections delineate treatment models and specific interventions for disruptive behavior disorders, mood disorders, anxiety disorders, eating disorders, substance use disorders, and a special topics section covers firesetting, trichotillomania, elimination disorders, schizophrenia, sleep problems, and dissociative disorders. Authors were asked to begin their contributions with a description of the clinical syndrome, followed by a conceptual framework for the pathology and a detailed treatment strategy related to the conceptual model. An alternative conceptual model is also offered, with a somewhat less detailed intervention that follows from the second model.
Handbook of Conceptualization and Treatment of Child Psychopathology provides detailed, state of the art intervention strategies for specific child and adolescent disorders; ties treatment to conceptual models; offers alternative models for subsequent treatment approaches; covers a broad range of disorders and problems, most prevalent among referred youth; includes diverse conceptualizations, rather than one or two paradigms, so that the reader can view treatment from numerous (cognitive, behavioral, family, interpersonal, psychodynamic) perspectives; features contributions from outstanding scholars who are active in both the science and practice of child and adolescent treatment.
