- Teks
- Sejarah
PERSONALITY TESTS Self-Report Measu
PERSONALITY TESTS
Self-Report Measures Self-report measures of personality tend to measure a wide variety of personality constructs that are interpreted in a profile manner on a strong theoretical base. Frequently used personality tests include the Milian Pre-Adolescent Clinical Inventory (Ms-PACI; Millon, Trin-gone, Millon, & Grossman, 2005), the Minot! Adolescent Clinical inventory (MACI; Millon,1993), and the personality Inventory for Youth (PIY; Lachar Gruber, 1995). However, the most frequently used youth personality test is the Minnesota Multiphasic personality inventory-Adolescent (MMPI-A; Archer, Krishnamurthy, & Stredny, 2007). The IMMPI-A. includes validity scales as well as the classic Basic Scales such as Depression and Psych-asthenia. Also included are the content and supplementary scales. The content scales are particularly useful to the school neuropsychologist because they provide assessments of many common problems faced by adolescents including depression, health concerns, alienation, bizarre mentation, anger, cynicism, conduct problems, low self-esteem, low aspi-rations, social discomfort, family problems, school problems, anxiety, obsessiveness, and negative treatment indicators. Finally, the Harris-Lin-goes scales, scored routinely with the MMPI-A Basic Scales, provide more fine-grained interpretation of the several of the Basic Scales.
Projective Techniques Projective assessment techniques continue to be popu-lar child assessment procedures and have been advocated as complementary to self-report measures of personality (Butcher & Rouse, 1996). Projective techniques have been shown to be particularly useful with children (Erdberg, 2007; Hughes, Gacono, Owen, 2007). Among the projective techniques appropriate for the assessment internalizing disorders are the Rorschach Inkblot Measure, Roberts Apperception Technique, Kinetic Family Drawing, and Sentence Completion (Semrud-Clikeman et al., 2007). Kearney and Bensaheb (2007) note that projective techniques are particularly useful when the child being assessed cannot identity a clear external cause to the reported symptomatology.
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF INTERNALIZING DISORDERS
PHARMACOTHERAPY
Recent studies have shown that psychotherapy may not add variance to the treatment gains of pharmacotherapy (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) for internalizing disorders. However, it should be noted that there is significant concern with the safety ofpharmacotherapy for children. As such, it is recommended that psychotherapy be included as a conjoint therapy to pharmacotherapy (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) provide a current overview of pharmacotherapy for Major Depression in children as well as an analysis of the safety issues with regard to suicide, interactions, and side effects. The American Academy of Child and Adolescent Psychiatry (2007) suppot is a multi-method approach to conjoint pharmacotherapy, cognitive-behavioral therapy, and family therapy for children with anxiety. The professional organization details the current literature on pharmacotherapy for anxiety disorders. For useful reviews of the current status of pharmacotherapy for anxiety disorders, see Birmaher, Yelovich, and Renaud (1998) and Compton, Kratochvil, and March (2007).
COGNITIVE-BEHAVIORAL INTERVENTIONS There has been an abundance of research on treatment of adults with internalizing disorders. Fortunately, there has been a burgeoning of research on cognitive-behavioral intervention as applied to children (Ammerman & Coe, 2000. It should be noted that treating neuropsychiatric disorders in children poses.unique challenges, as not all techniques and treatments can be easily adapted for use with children (Asarnow & Carlson, 1988). However, among the treatments available, cognitive-behavior therapy (CBT) arguably has the largest corpus of evidence-based outcome studies to date, with many studies supporting the positive outcomes of CBT for children (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Slice, Rohde, Seeley, & Gau, 2008). The National Institute for Health and Clinical Excellence recommends that the first line of action for child and adolescent depression /anxiety not be pharmacological treatment, but rather psychosocial approaches such as CBT (Munoz-Solomando et al., 2008). CBT is designed to reduce negative thought patterns and can include an increase in pleasant activities and homework assignments to practice newly learned skills (Slice et al., 2008). With the reduction of negative thoughts and a supportive environment, children can experience decreased levels of depres-sive thoughts and the associated negative outcomes (Slice et al., 2008). The National Institute of Health Treatment of Adolescent Depression Study (The TADS Team, 2007) was a six-year study involving thirteen different sites with a nationally representative sample (Apter et al., 2005). It was concluded that CBTplus fluoxetine (Prozac) treatment resulted in the quickest treatment response and greatest treatment gains at the end of twelve weeks of treatment (Apter et al., 2005; The TADS Team, 2007). Mulioz-Solomando and colleagues (2008) summarized recent findings in meta-analyses of treatments for internalizing disorders in children and adolescents. It was suggested that CBT is highly effective and has evi-dence-based support from numerous studies. Specifically, it was also recommended that the ideal CBT time frame is 8 to 16 sessions for 40 to 60 minutes each over a period of five to eight weeks. The authors concluded CBT is most successful with Generalized Anxiety Disorder and moderately successful for children with depression.
Kendall et Cl. (2008) suggests that involving parents as clients while treating children with anxiety can be helpful, but not entirely necessary. it was hypothesized that children with anxiety often have parents who have similar personality traits, and so treating just the child might riot prove to be efficient. Interestingly, Kendall and colleagues found that involving parents in treatment, as co-clients did not significantly increase the positive results the children experienced. It should not be assumed that including parents is not beneficial, however. Parental involvement as a collaborator is critical in the treatment process (Kendall et al., 2008). It is important to note that often times in the studies mentioned, CBT was used in conjunction to different psychopharmacologic inventions (i.e., The TADS 'ream, 2007). These studies found that conjoint therapy was more effective and produced larger results faster; however, one advantage CBT had was its lasting effects in social adjustment. The TADS researchers point out that using conjoint medication and CBT may help prevent suicide attempts because of the added understanding provided about what the child is going through with CBT.
Self-Report Measures Self-report measures of personality tend to measure a wide variety of personality constructs that are interpreted in a profile manner on a strong theoretical base. Frequently used personality tests include the Milian Pre-Adolescent Clinical Inventory (Ms-PACI; Millon, Trin-gone, Millon, & Grossman, 2005), the Minot! Adolescent Clinical inventory (MACI; Millon,1993), and the personality Inventory for Youth (PIY; Lachar Gruber, 1995). However, the most frequently used youth personality test is the Minnesota Multiphasic personality inventory-Adolescent (MMPI-A; Archer, Krishnamurthy, & Stredny, 2007). The IMMPI-A. includes validity scales as well as the classic Basic Scales such as Depression and Psych-asthenia. Also included are the content and supplementary scales. The content scales are particularly useful to the school neuropsychologist because they provide assessments of many common problems faced by adolescents including depression, health concerns, alienation, bizarre mentation, anger, cynicism, conduct problems, low self-esteem, low aspi-rations, social discomfort, family problems, school problems, anxiety, obsessiveness, and negative treatment indicators. Finally, the Harris-Lin-goes scales, scored routinely with the MMPI-A Basic Scales, provide more fine-grained interpretation of the several of the Basic Scales.
Projective Techniques Projective assessment techniques continue to be popu-lar child assessment procedures and have been advocated as complementary to self-report measures of personality (Butcher & Rouse, 1996). Projective techniques have been shown to be particularly useful with children (Erdberg, 2007; Hughes, Gacono, Owen, 2007). Among the projective techniques appropriate for the assessment internalizing disorders are the Rorschach Inkblot Measure, Roberts Apperception Technique, Kinetic Family Drawing, and Sentence Completion (Semrud-Clikeman et al., 2007). Kearney and Bensaheb (2007) note that projective techniques are particularly useful when the child being assessed cannot identity a clear external cause to the reported symptomatology.
EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF INTERNALIZING DISORDERS
PHARMACOTHERAPY
Recent studies have shown that psychotherapy may not add variance to the treatment gains of pharmacotherapy (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) for internalizing disorders. However, it should be noted that there is significant concern with the safety ofpharmacotherapy for children. As such, it is recommended that psychotherapy be included as a conjoint therapy to pharmacotherapy (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) provide a current overview of pharmacotherapy for Major Depression in children as well as an analysis of the safety issues with regard to suicide, interactions, and side effects. The American Academy of Child and Adolescent Psychiatry (2007) suppot is a multi-method approach to conjoint pharmacotherapy, cognitive-behavioral therapy, and family therapy for children with anxiety. The professional organization details the current literature on pharmacotherapy for anxiety disorders. For useful reviews of the current status of pharmacotherapy for anxiety disorders, see Birmaher, Yelovich, and Renaud (1998) and Compton, Kratochvil, and March (2007).
COGNITIVE-BEHAVIORAL INTERVENTIONS There has been an abundance of research on treatment of adults with internalizing disorders. Fortunately, there has been a burgeoning of research on cognitive-behavioral intervention as applied to children (Ammerman & Coe, 2000. It should be noted that treating neuropsychiatric disorders in children poses.unique challenges, as not all techniques and treatments can be easily adapted for use with children (Asarnow & Carlson, 1988). However, among the treatments available, cognitive-behavior therapy (CBT) arguably has the largest corpus of evidence-based outcome studies to date, with many studies supporting the positive outcomes of CBT for children (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Slice, Rohde, Seeley, & Gau, 2008). The National Institute for Health and Clinical Excellence recommends that the first line of action for child and adolescent depression /anxiety not be pharmacological treatment, but rather psychosocial approaches such as CBT (Munoz-Solomando et al., 2008). CBT is designed to reduce negative thought patterns and can include an increase in pleasant activities and homework assignments to practice newly learned skills (Slice et al., 2008). With the reduction of negative thoughts and a supportive environment, children can experience decreased levels of depres-sive thoughts and the associated negative outcomes (Slice et al., 2008). The National Institute of Health Treatment of Adolescent Depression Study (The TADS Team, 2007) was a six-year study involving thirteen different sites with a nationally representative sample (Apter et al., 2005). It was concluded that CBTplus fluoxetine (Prozac) treatment resulted in the quickest treatment response and greatest treatment gains at the end of twelve weeks of treatment (Apter et al., 2005; The TADS Team, 2007). Mulioz-Solomando and colleagues (2008) summarized recent findings in meta-analyses of treatments for internalizing disorders in children and adolescents. It was suggested that CBT is highly effective and has evi-dence-based support from numerous studies. Specifically, it was also recommended that the ideal CBT time frame is 8 to 16 sessions for 40 to 60 minutes each over a period of five to eight weeks. The authors concluded CBT is most successful with Generalized Anxiety Disorder and moderately successful for children with depression.
Kendall et Cl. (2008) suggests that involving parents as clients while treating children with anxiety can be helpful, but not entirely necessary. it was hypothesized that children with anxiety often have parents who have similar personality traits, and so treating just the child might riot prove to be efficient. Interestingly, Kendall and colleagues found that involving parents in treatment, as co-clients did not significantly increase the positive results the children experienced. It should not be assumed that including parents is not beneficial, however. Parental involvement as a collaborator is critical in the treatment process (Kendall et al., 2008). It is important to note that often times in the studies mentioned, CBT was used in conjunction to different psychopharmacologic inventions (i.e., The TADS 'ream, 2007). These studies found that conjoint therapy was more effective and produced larger results faster; however, one advantage CBT had was its lasting effects in social adjustment. The TADS researchers point out that using conjoint medication and CBT may help prevent suicide attempts because of the added understanding provided about what the child is going through with CBT.
0/5000
PERSONALITY TESTS Self-Report Measures Self-report measures of personality tend to measure a wide variety of personality constructs that are interpreted in a profile manner on a strong theoretical base. Frequently used personality tests include the Milian Pre-Adolescent Clinical Inventory (Ms-PACI; Millon, Trin-gone, Millon, & Grossman, 2005), the Minot! Adolescent Clinical inventory (MACI; Millon,1993), and the personality Inventory for Youth (PIY; Lachar Gruber, 1995). However, the most frequently used youth personality test is the Minnesota Multiphasic personality inventory-Adolescent (MMPI-A; Archer, Krishnamurthy, & Stredny, 2007). The IMMPI-A. includes validity scales as well as the classic Basic Scales such as Depression and Psych-asthenia. Also included are the content and supplementary scales. The content scales are particularly useful to the school neuropsychologist because they provide assessments of many common problems faced by adolescents including depression, health concerns, alienation, bizarre mentation, anger, cynicism, conduct problems, low self-esteem, low aspi-rations, social discomfort, family problems, school problems, anxiety, obsessiveness, and negative treatment indicators. Finally, the Harris-Lin-goes scales, scored routinely with the MMPI-A Basic Scales, provide more fine-grained interpretation of the several of the Basic Scales. Projective Techniques Projective assessment techniques continue to be popu-lar child assessment procedures and have been advocated as complementary to self-report measures of personality (Butcher & Rouse, 1996). Projective techniques have been shown to be particularly useful with children (Erdberg, 2007; Hughes, Gacono, Owen, 2007). Among the projective techniques appropriate for the assessment internalizing disorders are the Rorschach Inkblot Measure, Roberts Apperception Technique, Kinetic Family Drawing, and Sentence Completion (Semrud-Clikeman et al., 2007). Kearney and Bensaheb (2007) note that projective techniques are particularly useful when the child being assessed cannot identity a clear external cause to the reported symptomatology. EVIDENCE-BASED INTERVENTIONS FOR THE TREATMENT OF INTERNALIZING DISORDERS
PHARMACOTHERAPY
Recent studies have shown that psychotherapy may not add variance to the treatment gains of pharmacotherapy (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) for internalizing disorders. However, it should be noted that there is significant concern with the safety ofpharmacotherapy for children. As such, it is recommended that psychotherapy be included as a conjoint therapy to pharmacotherapy (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) provide a current overview of pharmacotherapy for Major Depression in children as well as an analysis of the safety issues with regard to suicide, interactions, and side effects. The American Academy of Child and Adolescent Psychiatry (2007) suppot is a multi-method approach to conjoint pharmacotherapy, cognitive-behavioral therapy, and family therapy for children with anxiety. The professional organization details the current literature on pharmacotherapy for anxiety disorders. For useful reviews of the current status of pharmacotherapy for anxiety disorders, see Birmaher, Yelovich, and Renaud (1998) and Compton, Kratochvil, and March (2007).
COGNITIVE-BEHAVIORAL INTERVENTIONS There has been an abundance of research on treatment of adults with internalizing disorders. Fortunately, there has been a burgeoning of research on cognitive-behavioral intervention as applied to children (Ammerman & Coe, 2000. It should be noted that treating neuropsychiatric disorders in children poses.unique challenges, as not all techniques and treatments can be easily adapted for use with children (Asarnow & Carlson, 1988). However, among the treatments available, cognitive-behavior therapy (CBT) arguably has the largest corpus of evidence-based outcome studies to date, with many studies supporting the positive outcomes of CBT for children (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Slice, Rohde, Seeley, & Gau, 2008). The National Institute for Health and Clinical Excellence recommends that the first line of action for child and adolescent depression /anxiety not be pharmacological treatment, but rather psychosocial approaches such as CBT (Munoz-Solomando et al., 2008). CBT is designed to reduce negative thought patterns and can include an increase in pleasant activities and homework assignments to practice newly learned skills (Slice et al., 2008). With the reduction of negative thoughts and a supportive environment, children can experience decreased levels of depres-sive thoughts and the associated negative outcomes (Slice et al., 2008). The National Institute of Health Treatment of Adolescent Depression Study (The TADS Team, 2007) was a six-year study involving thirteen different sites with a nationally representative sample (Apter et al., 2005). It was concluded that CBTplus fluoxetine (Prozac) treatment resulted in the quickest treatment response and greatest treatment gains at the end of twelve weeks of treatment (Apter et al., 2005; The TADS Team, 2007). Mulioz-Solomando and colleagues (2008) summarized recent findings in meta-analyses of treatments for internalizing disorders in children and adolescents. It was suggested that CBT is highly effective and has evi-dence-based support from numerous studies. Specifically, it was also recommended that the ideal CBT time frame is 8 to 16 sessions for 40 to 60 minutes each over a period of five to eight weeks. The authors concluded CBT is most successful with Generalized Anxiety Disorder and moderately successful for children with depression.
Kendall et Cl. (2008) suggests that involving parents as clients while treating children with anxiety can be helpful, but not entirely necessary. it was hypothesized that children with anxiety often have parents who have similar personality traits, and so treating just the child might riot prove to be efficient. Interestingly, Kendall and colleagues found that involving parents in treatment, as co-clients did not significantly increase the positive results the children experienced. It should not be assumed that including parents is not beneficial, however. Parental involvement as a collaborator is critical in the treatment process (Kendall et al., 2008). It is important to note that often times in the studies mentioned, CBT was used in conjunction to different psychopharmacologic inventions (i.e., The TADS 'ream, 2007). These studies found that conjoint therapy was more effective and produced larger results faster; however, one advantage CBT had was its lasting effects in social adjustment. The TADS researchers point out that using conjoint medication and CBT may help prevent suicide attempts because of the added understanding provided about what the child is going through with CBT.
PHARMACOTHERAPY
Recent studies have shown that psychotherapy may not add variance to the treatment gains of pharmacotherapy (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) for internalizing disorders. However, it should be noted that there is significant concern with the safety ofpharmacotherapy for children. As such, it is recommended that psychotherapy be included as a conjoint therapy to pharmacotherapy (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) provide a current overview of pharmacotherapy for Major Depression in children as well as an analysis of the safety issues with regard to suicide, interactions, and side effects. The American Academy of Child and Adolescent Psychiatry (2007) suppot is a multi-method approach to conjoint pharmacotherapy, cognitive-behavioral therapy, and family therapy for children with anxiety. The professional organization details the current literature on pharmacotherapy for anxiety disorders. For useful reviews of the current status of pharmacotherapy for anxiety disorders, see Birmaher, Yelovich, and Renaud (1998) and Compton, Kratochvil, and March (2007).
COGNITIVE-BEHAVIORAL INTERVENTIONS There has been an abundance of research on treatment of adults with internalizing disorders. Fortunately, there has been a burgeoning of research on cognitive-behavioral intervention as applied to children (Ammerman & Coe, 2000. It should be noted that treating neuropsychiatric disorders in children poses.unique challenges, as not all techniques and treatments can be easily adapted for use with children (Asarnow & Carlson, 1988). However, among the treatments available, cognitive-behavior therapy (CBT) arguably has the largest corpus of evidence-based outcome studies to date, with many studies supporting the positive outcomes of CBT for children (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Slice, Rohde, Seeley, & Gau, 2008). The National Institute for Health and Clinical Excellence recommends that the first line of action for child and adolescent depression /anxiety not be pharmacological treatment, but rather psychosocial approaches such as CBT (Munoz-Solomando et al., 2008). CBT is designed to reduce negative thought patterns and can include an increase in pleasant activities and homework assignments to practice newly learned skills (Slice et al., 2008). With the reduction of negative thoughts and a supportive environment, children can experience decreased levels of depres-sive thoughts and the associated negative outcomes (Slice et al., 2008). The National Institute of Health Treatment of Adolescent Depression Study (The TADS Team, 2007) was a six-year study involving thirteen different sites with a nationally representative sample (Apter et al., 2005). It was concluded that CBTplus fluoxetine (Prozac) treatment resulted in the quickest treatment response and greatest treatment gains at the end of twelve weeks of treatment (Apter et al., 2005; The TADS Team, 2007). Mulioz-Solomando and colleagues (2008) summarized recent findings in meta-analyses of treatments for internalizing disorders in children and adolescents. It was suggested that CBT is highly effective and has evi-dence-based support from numerous studies. Specifically, it was also recommended that the ideal CBT time frame is 8 to 16 sessions for 40 to 60 minutes each over a period of five to eight weeks. The authors concluded CBT is most successful with Generalized Anxiety Disorder and moderately successful for children with depression.
Kendall et Cl. (2008) suggests that involving parents as clients while treating children with anxiety can be helpful, but not entirely necessary. it was hypothesized that children with anxiety often have parents who have similar personality traits, and so treating just the child might riot prove to be efficient. Interestingly, Kendall and colleagues found that involving parents in treatment, as co-clients did not significantly increase the positive results the children experienced. It should not be assumed that including parents is not beneficial, however. Parental involvement as a collaborator is critical in the treatment process (Kendall et al., 2008). It is important to note that often times in the studies mentioned, CBT was used in conjunction to different psychopharmacologic inventions (i.e., The TADS 'ream, 2007). These studies found that conjoint therapy was more effective and produced larger results faster; however, one advantage CBT had was its lasting effects in social adjustment. The TADS researchers point out that using conjoint medication and CBT may help prevent suicide attempts because of the added understanding provided about what the child is going through with CBT.
Sedang diterjemahkan, harap tunggu..
TES KEPRIBADIAN
Self-Report Tindakan tindakan laporan-diri kepribadian cenderung untuk mengukur berbagai konstruksi kepribadian yang ditafsirkan secara profil di atas dasar teoritis yang kuat. Tes kepribadian sering digunakan meliputi Inventarisasi Clinical Milian Pra-Remaja (Ms-paci, Millon, Trin-pergi, Millon, & Grossman, 2005), Minot! Remaja persediaan Klinis (MACI; Millon, 1993), dan Inventarisasi kepribadian Pemuda (PIY; Láchar Gruber, 1995). Namun, tes kepribadian pemuda yang paling sering digunakan adalah Minnesota Multiphasic kepribadian persediaan-Remaja (MMPI-A; Archer, Krishnamurthy, & Stredny, 2007). The IMMPI-A. termasuk timbangan validitas serta Basic Timbangan klasik seperti Depresi dan Psych-asthenia. Juga termasuk adalah konten dan skala tambahan. Timbangan konten yang sangat berguna untuk para neuropsikolog sekolah karena mereka memberikan penilaian dari banyak masalah umum yang dihadapi oleh remaja termasuk depresi, masalah kesehatan, keterasingan, pemikiran aneh, kemarahan, sinisme, perilaku masalah, rendah diri, aspi-ransum rendah, sosial ketidaknyamanan, masalah keluarga, masalah sekolah, kecemasan, obsessiveness, dan indikator pengobatan negatif. Akhirnya, Harris-Lin-pergi sisik, gol secara rutin dengan MMPI-A Dasar Scales, memberikan interpretasi yang lebih halus dari beberapa Timbangan Basic.
Teknik Teknik proyektif penilaian proyektif terus menjadi prosedur penilaian anak popu-lar dan memiliki telah menganjurkan sebagai pelengkap untuk tindakan laporan diri kepribadian (Butcher & Rouse, 1996). Teknik proyektif telah terbukti sangat berguna dengan anak-anak (Erdberg, 2007; Hughes, Gacono, Owen, 2007). Di antara teknik proyektif yang tepat untuk penilaian gangguan internalisasi adalah Ukur Rorschach Inkblot, Teknik Roberts Apersepsi, Kinetic Keluarga Menggambar, dan Penyelesaian Kalimat (Semrud-Clikeman et al., 2007). Kearney dan Bensaheb (2007) mencatat bahwa teknik proyektif sangat berguna ketika anak sedang dinilai tidak bisa identitas penyebab eksternal yang jelas ke simtomatologi dilaporkan.
BUKTI BERBASIS INTERVENSI UNTUK PENGOBATAN internalisasi GANGGUAN
farmakoterapi
Studi terbaru menunjukkan bahwa psikoterapi mungkin tidak menambahkan varians untuk keuntungan pengobatan farmakoterapi (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) untuk gangguan internalisasi. Namun, perlu dicatat bahwa ada kekhawatiran yang signifikan dengan ofpharmacotherapy keselamatan untuk anak-anak. Dengan demikian, direkomendasikan bahwa psikoterapi dimasukkan sebagai terapi conjoint untuk farmakoterapi (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) memberikan gambaran saat farmakoterapi untuk Depresi Mayor pada anak-anak serta analisis isu-isu keselamatan yang berkaitan dengan bunuh diri, interaksi, dan efek samping. American Academy of Psikiatri Anak dan Remaja (2007) suppot adalah pendekatan multi-metode untuk farmakoterapi conjoint, terapi kognitif-perilaku, dan terapi keluarga untuk anak-anak dengan kecemasan. Rincian organisasi profesional literatur saat ini pada farmakoterapi untuk gangguan kecemasan. Untuk ulasan yang berguna status farmakoterapi untuk gangguan kecemasan, lihat Birmaher, Yelovich, dan Renaud (1998) dan Compton, Kratochvil, dan Maret (2007).
INTERVENSI KOGNITIF-PERILAKU Ada kelimpahan penelitian tentang pengobatan orang dewasa dengan internalisasi gangguan. Untungnya, telah terjadi menjamurnya penelitian tentang intervensi kognitif-perilaku yang diterapkan pada anak-anak (Ammerman & Coe, 2000. Perlu dicatat bahwa mengobati gangguan neuropsikiatri dalam tantangan anak poses.unique, karena tidak semua teknik dan perawatan dapat dengan mudah diadaptasi untuk digunakan dengan anak-anak (Asarnow & Carlson, 1988). Namun, di antara perawatan yang tersedia, terapi kognitif-perilaku (CBT) bisa dibilang memiliki corpus terbesar dari hasil studi berbasis bukti sampai saat ini, dengan banyak penelitian yang mendukung hasil positif dari CBT untuk anak-anak (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Iris, Rohde, Seeley, & Gau, 2008). Lembaga Nasional untuk Kesehatan dan Clinical Excellence merekomendasikan bahwa baris pertama aksi untuk anak dan remaja depresi / kecemasan tidak pengobatan farmakologis, tapi pendekatan lebih psikososial seperti CBT (Munoz-Solomando et al., 2008). CBT ini dirancang untuk mengurangi pola pikir negatif dan dapat mencakup peningkatan menyenangkan kegiatan dan pekerjaan rumah untuk melatih kemampuan yang baru dipelajari (slice et al., 2008). Dengan pengurangan pikiran negatif dan lingkungan yang mendukung, anak-anak dapat mengalami penurunan kadar depres-sive pengalaman dan hasil negatif yang terkait (slice et al., 2008). Institut Nasional Perawatan Kesehatan Remaja Depresi Studi (The TADS Team, 2007) adalah studi enam tahun yang melibatkan tiga belas lokasi yang berbeda dengan sampel perwakilan nasional (Apter et al., 2005). Disimpulkan bahwa CBTplus fluoxetine (Prozac) pengobatan mengakibatkan respon pengobatan tercepat dan keuntungan pengobatan terbesar pada akhir dua belas minggu pengobatan (Apter et al, 2005;. The TADS Tim, 2007). Mulioz-Solomando dan rekan (2008) diringkas temuan terbaru dalam meta-analisis dari pengobatan untuk gangguan pada anak-anak dan remaja internalisasi. Disarankan bahwa CBT sangat efektif dan memiliki dukungan evi berbasis-dence dari berbagai penelitian. Secara khusus, itu juga dianjurkan bahwa kerangka waktu CBT yang ideal adalah 8 sampai 16 sesi selama 40 sampai 60 menit setiap selama 5-8 minggu. Para penulis menyimpulkan CBT yang paling sukses dengan Generalized Anxiety Disorder dan cukup sukses untuk anak-anak dengan depresi.
Kendall et Cl. (2008) menunjukkan bahwa melibatkan orang tua sebagai klien sementara memperlakukan anak-anak dengan kecemasan dapat membantu, tapi tidak sepenuhnya diperlukan. itu hipotesis bahwa anak-anak dengan kecemasan sering memiliki orang tua yang memiliki ciri-ciri kepribadian yang sama, dan memperlakukan hanya anak mungkin kerusuhan terbukti menjadi efisien. Menariknya, Kendall dan rekan menemukan bahwa melibatkan orang tua dalam perawatan, sebagai co-klien tidak secara signifikan meningkatkan hasil positif anak-anak mengalami. Seharusnya tidak diasumsikan bahwa termasuk orang tua tidak bermanfaat, namun. Keterlibatan orang tua sebagai kolaborator sangat penting dalam proses pengobatan (Kendall et al., 2008). Hal ini penting untuk dicatat bahwa sering kali dalam studi disebutkan, CBT digunakan dalam hubungannya dengan penemuan psychopharmacologic berbeda (yaitu, rim The TADS ', 2007). Studi ini menemukan bahwa terapi conjoint lebih efektif dan menghasilkan hasil yang lebih besar lebih cepat; Namun, salah satu keuntungan CBT punya adalah efek abadi dalam penyesuaian sosial. Para peneliti TADS menunjukkan bahwa menggunakan obat conjoint dan CBT dapat membantu mencegah usaha bunuh diri karena pemahaman menambahkan tersedia tentang apa yang anak akan melalui dengan CBT.
Self-Report Tindakan tindakan laporan-diri kepribadian cenderung untuk mengukur berbagai konstruksi kepribadian yang ditafsirkan secara profil di atas dasar teoritis yang kuat. Tes kepribadian sering digunakan meliputi Inventarisasi Clinical Milian Pra-Remaja (Ms-paci, Millon, Trin-pergi, Millon, & Grossman, 2005), Minot! Remaja persediaan Klinis (MACI; Millon, 1993), dan Inventarisasi kepribadian Pemuda (PIY; Láchar Gruber, 1995). Namun, tes kepribadian pemuda yang paling sering digunakan adalah Minnesota Multiphasic kepribadian persediaan-Remaja (MMPI-A; Archer, Krishnamurthy, & Stredny, 2007). The IMMPI-A. termasuk timbangan validitas serta Basic Timbangan klasik seperti Depresi dan Psych-asthenia. Juga termasuk adalah konten dan skala tambahan. Timbangan konten yang sangat berguna untuk para neuropsikolog sekolah karena mereka memberikan penilaian dari banyak masalah umum yang dihadapi oleh remaja termasuk depresi, masalah kesehatan, keterasingan, pemikiran aneh, kemarahan, sinisme, perilaku masalah, rendah diri, aspi-ransum rendah, sosial ketidaknyamanan, masalah keluarga, masalah sekolah, kecemasan, obsessiveness, dan indikator pengobatan negatif. Akhirnya, Harris-Lin-pergi sisik, gol secara rutin dengan MMPI-A Dasar Scales, memberikan interpretasi yang lebih halus dari beberapa Timbangan Basic.
Teknik Teknik proyektif penilaian proyektif terus menjadi prosedur penilaian anak popu-lar dan memiliki telah menganjurkan sebagai pelengkap untuk tindakan laporan diri kepribadian (Butcher & Rouse, 1996). Teknik proyektif telah terbukti sangat berguna dengan anak-anak (Erdberg, 2007; Hughes, Gacono, Owen, 2007). Di antara teknik proyektif yang tepat untuk penilaian gangguan internalisasi adalah Ukur Rorschach Inkblot, Teknik Roberts Apersepsi, Kinetic Keluarga Menggambar, dan Penyelesaian Kalimat (Semrud-Clikeman et al., 2007). Kearney dan Bensaheb (2007) mencatat bahwa teknik proyektif sangat berguna ketika anak sedang dinilai tidak bisa identitas penyebab eksternal yang jelas ke simtomatologi dilaporkan.
BUKTI BERBASIS INTERVENSI UNTUK PENGOBATAN internalisasi GANGGUAN
farmakoterapi
Studi terbaru menunjukkan bahwa psikoterapi mungkin tidak menambahkan varians untuk keuntungan pengobatan farmakoterapi (Apter, Kronenberg, & Brent, 2005; Segool Carlson, 2008) untuk gangguan internalisasi. Namun, perlu dicatat bahwa ada kekhawatiran yang signifikan dengan ofpharmacotherapy keselamatan untuk anak-anak. Dengan demikian, direkomendasikan bahwa psikoterapi dimasukkan sebagai terapi conjoint untuk farmakoterapi (Apter et al., 2005). Boylan, Romero, Birrnaher (2007) memberikan gambaran saat farmakoterapi untuk Depresi Mayor pada anak-anak serta analisis isu-isu keselamatan yang berkaitan dengan bunuh diri, interaksi, dan efek samping. American Academy of Psikiatri Anak dan Remaja (2007) suppot adalah pendekatan multi-metode untuk farmakoterapi conjoint, terapi kognitif-perilaku, dan terapi keluarga untuk anak-anak dengan kecemasan. Rincian organisasi profesional literatur saat ini pada farmakoterapi untuk gangguan kecemasan. Untuk ulasan yang berguna status farmakoterapi untuk gangguan kecemasan, lihat Birmaher, Yelovich, dan Renaud (1998) dan Compton, Kratochvil, dan Maret (2007).
INTERVENSI KOGNITIF-PERILAKU Ada kelimpahan penelitian tentang pengobatan orang dewasa dengan internalisasi gangguan. Untungnya, telah terjadi menjamurnya penelitian tentang intervensi kognitif-perilaku yang diterapkan pada anak-anak (Ammerman & Coe, 2000. Perlu dicatat bahwa mengobati gangguan neuropsikiatri dalam tantangan anak poses.unique, karena tidak semua teknik dan perawatan dapat dengan mudah diadaptasi untuk digunakan dengan anak-anak (Asarnow & Carlson, 1988). Namun, di antara perawatan yang tersedia, terapi kognitif-perilaku (CBT) bisa dibilang memiliki corpus terbesar dari hasil studi berbasis bukti sampai saat ini, dengan banyak penelitian yang mendukung hasil positif dari CBT untuk anak-anak (Kendall, Hudson, Gosch, Flannery-Schroeder, & Suveg, 2008; Muftoz-Solomando, Kendall, & Whittington, 2008; Iris, Rohde, Seeley, & Gau, 2008). Lembaga Nasional untuk Kesehatan dan Clinical Excellence merekomendasikan bahwa baris pertama aksi untuk anak dan remaja depresi / kecemasan tidak pengobatan farmakologis, tapi pendekatan lebih psikososial seperti CBT (Munoz-Solomando et al., 2008). CBT ini dirancang untuk mengurangi pola pikir negatif dan dapat mencakup peningkatan menyenangkan kegiatan dan pekerjaan rumah untuk melatih kemampuan yang baru dipelajari (slice et al., 2008). Dengan pengurangan pikiran negatif dan lingkungan yang mendukung, anak-anak dapat mengalami penurunan kadar depres-sive pengalaman dan hasil negatif yang terkait (slice et al., 2008). Institut Nasional Perawatan Kesehatan Remaja Depresi Studi (The TADS Team, 2007) adalah studi enam tahun yang melibatkan tiga belas lokasi yang berbeda dengan sampel perwakilan nasional (Apter et al., 2005). Disimpulkan bahwa CBTplus fluoxetine (Prozac) pengobatan mengakibatkan respon pengobatan tercepat dan keuntungan pengobatan terbesar pada akhir dua belas minggu pengobatan (Apter et al, 2005;. The TADS Tim, 2007). Mulioz-Solomando dan rekan (2008) diringkas temuan terbaru dalam meta-analisis dari pengobatan untuk gangguan pada anak-anak dan remaja internalisasi. Disarankan bahwa CBT sangat efektif dan memiliki dukungan evi berbasis-dence dari berbagai penelitian. Secara khusus, itu juga dianjurkan bahwa kerangka waktu CBT yang ideal adalah 8 sampai 16 sesi selama 40 sampai 60 menit setiap selama 5-8 minggu. Para penulis menyimpulkan CBT yang paling sukses dengan Generalized Anxiety Disorder dan cukup sukses untuk anak-anak dengan depresi.
Kendall et Cl. (2008) menunjukkan bahwa melibatkan orang tua sebagai klien sementara memperlakukan anak-anak dengan kecemasan dapat membantu, tapi tidak sepenuhnya diperlukan. itu hipotesis bahwa anak-anak dengan kecemasan sering memiliki orang tua yang memiliki ciri-ciri kepribadian yang sama, dan memperlakukan hanya anak mungkin kerusuhan terbukti menjadi efisien. Menariknya, Kendall dan rekan menemukan bahwa melibatkan orang tua dalam perawatan, sebagai co-klien tidak secara signifikan meningkatkan hasil positif anak-anak mengalami. Seharusnya tidak diasumsikan bahwa termasuk orang tua tidak bermanfaat, namun. Keterlibatan orang tua sebagai kolaborator sangat penting dalam proses pengobatan (Kendall et al., 2008). Hal ini penting untuk dicatat bahwa sering kali dalam studi disebutkan, CBT digunakan dalam hubungannya dengan penemuan psychopharmacologic berbeda (yaitu, rim The TADS ', 2007). Studi ini menemukan bahwa terapi conjoint lebih efektif dan menghasilkan hasil yang lebih besar lebih cepat; Namun, salah satu keuntungan CBT punya adalah efek abadi dalam penyesuaian sosial. Para peneliti TADS menunjukkan bahwa menggunakan obat conjoint dan CBT dapat membantu mencegah usaha bunuh diri karena pemahaman menambahkan tersedia tentang apa yang anak akan melalui dengan CBT.
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- Badanku sakit, kerjaan masih numpuk
- Tempat tidur
- Bende seni seviyorum skim
- i had dinner an hour ago
- Badanku sakit, kerjaan masih numpuk
- Bende
- Run and perform inflow tests using SPS /
- i had dinner an hour ago
- Where were the ex-girlfriends parents go
- Plan and prepare BHA space outs for runn
- sakit mata
- Do it fast
- cinta
- DULY NOTEDWe will informed our sales to
- iritasi mata
- hari ini hari kamis
- align
- hari ini hari kamis
- My father was always in good spirits, he
- Goo ahead
- life was very different a hundred years
- Apa yang harus aku lakukan?
- terseyum adalah salah satu yang harus ak
- Go ahead
