Synopsis
Impairment and disability are widely used terms, yet considerable disagreement exists as to their relationship-especially when impairment means different things to different professionals in the fields of mental health, medicine, and education. Although diagnostic criteria for various disorders are clearly detailed in the DSM-IV and elsewhere, criteria for impairment remain elusive. And patients with severe limitations but minimal symptoms, or the reverse, further complicate the discussion. The first in-depth treatment of the theory, definition, and evaluation of this core concept, Assessing Impairment: From Theory to Practice cuts through the confusion and cross-talk. Leading scholars and clinicians offer a robust evidence base for a much-needed reconceptualization of impairment within the context of diagnosis and disability, arguing for a wide-ranging quality-of-life perspective. This contextual approach to assessment goes beyond mere symptom counting, resulting in more accurate diagnosis, targeted interventions, and improved patient functioning. Within this concise but comprehensive volume, coverage focuses on key areas including: * Current conceptualizations from the DSM-IV and other medical models. * Methodologies for measuring symptom severity and impairment. * Social/behavioral issues, such as resilience, adaptive behaviors, and family environment. * Developmental issues across the life span. * Legal and ethical questions and civil rights issues. * Impairment and disability as they relate to trauma. The interdisciplinary model proposed in Assessing Impairment gives clinicians vital tools for working with the unique limitations and strengths of every patient. Child, school, and educational psychologists will find it particularly useful, given the critical importance of early detection and the complexity of young people's lives.
À propos de l?auteur
Sam Goldstein, Ph.D. is a doctoral level psychologist with areas of study in school psychology, child development and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry and soon to be affiliated faculty at George Mason University. Since 1980, Dr. Goldstein has worked in a private practice setting as part of a multi-disciplinary team, providing evaluation, case management and treatment services for children and adults with histories of neurological disease and trauma, learning disability, adjustment difficulties and attention deficit disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Hospital's Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School. Dr. Goldstein has authored, co-authored or edited 21 clinical and trade publications, including 9 text books dealing with managing children's behavior in the classroom, genetics, attention disorder and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children's learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician's Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed a text for parents on children's learning problems and a teacher training text for children's classroom problems. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited a text with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction. Jack Naglieri, Ph.D., is Professor of Psychology and Director of the School Psychology program at George Mason University. Prior to his current position he was Professor of School Psychology and Psychology at the Ohio State University where he taught from 1982 to 2000. He also is a Fellow of APA Division 16, recipient of APA Division 16 2001 Senior Scientist Award, and holds an appointment as a senior Research Scientist at the Devereux Foundation's Institute for Clinical Training and Research. Dr. Naglieri obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979. He worked as a school psychologist in the New York area from 1974-1977. The author of more than 200 scholarly papers, chapters, books, and tests, he has focused his efforts since the late 1970s on reconceptualizing intelligence as well as cognitive interventions and IDEA reauthorization. Dr. Naglieri is well known as both a knowledgeable and entertaining speaker who has lectured extensively on a national and international basis. He has spoken to thousands of professionals and parents about intelligence and cognitive processing, and, in particular, intelligence, intelligence testing, alternatives to traditional IQ and cognitively based academic interventions for exceptional children.
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