Attachment in Intellectual and Developmental Disability

This timesaving resource features: Treatment plan components for 28 behaviorally based presenting problems Over 1,000 prewritten treatment goals, objectives, and interventions—plus space to record your own treatment plan options A step-by-step guide to writing treatment plans that meet the requirements of most insurance companies and third-party payors The Intellectual and Developmental Disability Treatment Planner provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payers, and state and federal review agencies. Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized treatment plans for the severely and persistently mentally ill Organized around 28 main presenting problems, from family conflicts to paranoia, parenting, health issues, and more Over 1,000 clear statements describe the behavioral manifestations of each relational problem, and includes long-term goals, short-term objectives, and clinically tested treatment options Easy-to-use reference format helps locate treatment plan components by behavioral problem or DSM-5™ diagnosis Includes a sample treatment plan that conforms to the requirements of most third-party payers and accrediting agencies (including TJC and NCQA)

Intellectual Disability Psychiatry is a comprehensive and accessible guide to the management of mental health problems in people with intellectual disabilities. A clear and user-friendly handbook, it will help busy healthcare professionals develop their understanding of the mental health problems of service users with intellectual disabilities. Most importantly, it will help them make an accurate diagnostic assessment and develop and implement an holistic, person-centred, evidence-based management plan. Topics covered include the classification of mental disorders in intellectual disability, the clinical assessment of specific disorders, psychological, psychopharmacological and social interventions, and the practical, legal, and social aspects of supporting service users with intellectual disability who have mental health problems.

Learning Disability and other Intellectual Impairments is the first book of its kind to explore the similarities and parallels between the needs of people with various types of intellectual impairments as they encounter health services. It not only looks at the shared issues from a bio-psycho-social perspective, but also discusses the transferable skills that a practitioner can develop working across these groups. It identifies the key skills and knowledge that professionals need in order to work with intellectually impaired patients whether they are in the hospital or at home. Rather than just focusing on people with learning disabilities, this text attempts to break down barriers and look at some of the issues associated with care and treatment of people who have intellectual impairment for a variety of reasons, including acquired brain injury, dementia and long-term mental health issues where cognition has been affected. Learning Disability and other Intellectual Impairments is suitable for health care practitioners at all levels who work with people who have intellectual impairments in their work and who wish to further develop their skills and knowledge to care for this neglected client group.

Brue’s Essentials Intellectual Disability is a concise, up-to-date overview of intellectual disability evaluation and assessment. This text offers a practical, concise overview of the nature of intellectual disability and adaptive skills functioning in children, adolescents, and adults. Coverage includes the latest information on prevalence, causes, differential diagnoses, behavioral and social concerns, test instruments, and the new DSM-5 diagnostic criteria. The discussion promotes a deeper understanding of the use of assessment data to inform interventions in clinical practice. Designed for easy navigation, each chapter highlights important points and key cautions to allow quick reference without sacrificing depth. A sample assessment report illustrates how findings should be communicated to better inform treatment, giving you a practical reference to ensure comprehensive reporting. In 2013, the DSM-5 conceptualization of intellectual disabilities was significantly changed. It's important for professionals to have access to the most current guidelines from a variety of sources, and this book compiles them all into a single reference.

The Frith Prescribing Guidelines for People with Intellectual Disability provides comprehensive guidance on prescribing for patients with intellectual disability, as well as general information on the clinical care of this important population. The guidelines have been conceived and developed by clinicians working in intellectual disability services. They are based on both the latest evidence and expert opinion to provide a consensus approach to prescribing as part of a holistic package of care, and include numerous case examples and scenarios. New to this edition are improved coverage of children and the role of primary care teams. The Frith Prescribing Guidelines for People with Intellectual Disability, Third Edition, is a practical guide for busy clinicians, as well as a valuable reference for all primary and secondary health care professionals caring for people with intellectual disability.

Brings together the growing amount of evidence on the assessment and treatment of offenders with intellectual and developmental disabilities. Written by a team of international experts, this comprehensive and informative book provides a contemporary picture of evidence-based practice for offenders with intellectual and developmental disabilities. By adopting a scientist-practitioner position directed at an academic level with practitioner guidelines, it provides a valuable reference source for professionals from allied disciplines who are using or seeking to apply research for this client group. The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment is divided into five sections: Introduction, Phenotypes & Genotypes and Offending Behavior, Validated Assessments, Treatment, and Conclusions. The Introduction offers an overview of the entire book and is followed by a second overview covering the ethics of evidence-based practice. After that come chapters on protecting the rights of people with intellectual disabilities in correctional settings, and behavioral and cognitive phenotypes in genetic disorders associated with offending. The third part of the book studies the assessment of individuals with anger and violence issues, inappropriate sexual behavior, alcohol abuse, and emotional difficulties. Next comes a section that looks how to offenders can be treated. The final section discusses future directions and requirements for offenders with intellectual and developmental disabilities. Provides an overview of the ethical challenges and issues faced by those who work with intellectually and developmentally disabled offenders Focuses on proof of treatment effectiveness and validation of assessment methods to direct readers toward «What Works» Features contributions from authors across the entire English-speaking world including the UK, US, Canada, Australia, and New Zealand The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment will appeal to all who work in the field of offenders with intellectual and developmental disabilities, including nursing staff, social workers and probation officers, medical and psychology staff, and more.

In recent years, the number of empirical studies examining attachment in adolescence has grown considerably, with most focusing on individual difference in attachment security. This volume goes a step further in extending knowledge and understanding. The physical, cognitive, emotional, and social changes that characterize adolescence invite a closer conceptual look at attachment processes and organization during this period. The chapter authors, leading researchers in attachment in adolescence, address key topics in attachment process in adolescence. These include issues such as the normative distancing from parents and the growing importance of peers, the formation of varied attachment hierarchies, the changing nature of attachment dynamics from issues of survival to issues of affect regulation, siblings' similarity in attachment representations, individual differences in social information processes in adolescence, and stability and change in attachment representations in a risk sample. Together the chapters provide a compelling discussion of intriguing issues and broaden our understanding of attachment in adolescence and the basic tenets of attachment theory at large. This is the 117th issue of the Jossey Bass quarterly report series New Directions for Child and Adolescent Development.

Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

Developmental Psychology in Action looks at how psychologists contribute to the development and well-being of children in practical ways. The role of psychologists and psychological theory is considered with respect to specific topics which focus on child development in the context of social, educational and clinical issues. The chapters are authored by active researchers and practitioners in each field. Each chapter provides an introduction to the topic under discussion and aims to stimulate reflection and evaluation. This is the final book in a series of four which form part of the Open University course Child Development. The series provides a detailed and thorough undergraduate-level introduction to the central concepts, theories, current issues and research evidence in developmental psychology. Developmental Psychology in Action is a course text for the Open University course ED209 Child Development.

As interest in attachment theory continues to grow, misconceptions of the theory are becoming increasingly common. Important texts on major theoretical and empirical contributions are often too extensive for non-specialist readers or not readily available to clinicians. Designed to address a significant gap in literature, Attachment Theory and Research : A Reader presents a carefully curated selection of book chapters and journal articles on the subject—complemented by previously unpublished material by the founder of the theory. This valuable new resource provides practitioners, students, policymakers, and general readers an accessible and up-to-date view of the concepts, development, and diversity of attachment theory. The Reader comprises 15 succinct chapters by many of the most influential researchers in the theory, covering the basis of attachment theory and the current state of the field. The book brings together a wide range of works, many of which challenge common assumptions and offer intriguing new insights on attachment theory and research. Topics include psychoanalytic theories of separation anxiety, concepts of anxiety, stress, and homeostasis, the origins of disorganized attachment, cultural differences in caregiving practices, reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED), the future prospects of attachment theory, and more.