{"product_id":"the-wiley-handbook-of-disruptive-and-impulse-control-disorders-isbn-9781119092162","title":"The Wiley Handbook of Disruptive and Impulse-Control Disorders","description":"\u003cp\u003e\u003cb\u003eThe definitive reference to the policies and practices for treating disruptive and impulse-control disorders, edited by renowned experts\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Wiley Handbook of Disruptive and Impulse-Control Disorders\u003c\/i\u003e offers a comprehensive overview that integrates the most recent and important scholarship and research on disruptive and impulse-control disorders in children and adolescents. Each of the chapters includes a summary of the most relevant research and knowledge on the topic and identifies the implications of the findings along with important next directions for research. Designed to be practical in application, the text explores the applied real-world value of the accumulated research findings, and the authors include policy implications and recommendations.\u003c\/p\u003e \u003cp\u003eThe Handbook address the nature and definition of the disorders, the risk factors associated with the development and maintenance of this cluster of disorders, assessment processes, as well as the evidence-based treatment and prevention practices. The volume incorporates information from the ICD-11, a newly revised classification system, along with the recently published DSM-5. This important resource: \u003c\/p\u003e \u003cul\u003e \u003cli\u003eContains a definitive survey that integrates the most recent and important research and scholarship on disruptive and impulse-control disorders in children and adolescents\u003c\/li\u003e \u003cli\u003eEmphasizes the applied real-world value of the accumulated research findings\u003c\/li\u003e \u003cli\u003eExplores the policy implications and recommendations to encourage evidence-based practice\u003c\/li\u003e \u003cli\u003eExamines the nature and definition, risk factors, assessment, and evidence-based practice; risk factors are subdivided into child, family, peer group and broader context\u003c\/li\u003e \u003cli\u003eConsiders changes, advances and controversies associated with new and revised diagnostic categories\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for clinicians and professionals in the field, \u003ci\u003eThe Wiley Handbook of Disruptive and Impulse-Control Disorders\u003c\/i\u003e offers an up-to-date review of the most authoritative scholarship and research on disruptive and impulse-control disorders in children and adolescents as well as offering recommendations for practice.\u003c\/p\u003e \u003cp\u003eNotes on Contributors xi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Introduction to the Handbook 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 A Framework for the Handbook’s Exploration of Disruptive Behavior Disorders, Intermittent Explosive Disorder, and Impulse-Control Disorders 3\u003cbr\u003e\u003ci\u003eJohn E. Lochman and Walter Matthys\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Diagnostic Issues for the Disruptive and Impulse-Control Disorders 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2 Diagnostic Issues in Oppositional Defiant Disorder 21\u003cbr\u003e\u003ci\u003eJeffrey D. Burke, Olivia J. Derella, and Oliver G. Johnston\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Conduct Disorder and Callous-Unemotional Traits 37\u003cbr\u003e\u003ci\u003ePaul J. Frick and Tina D. Wall Myers\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Diagnostic Issues for ODD\/CD with ADHD Comorbidity 55\u003cbr\u003e\u003ci\u003eKristen L. Hudec and Amori Yee Mikami\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Comorbidity with Substance Abuse 73\u003cbr\u003e\u003ci\u003eNaomi R. Marmorstein and Helene R. White\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Intermittent Explosive Disorder and the Impulse-Control Disorders 89\u003cbr\u003e\u003ci\u003eEmil F. Coccaro and Jon E. Grant\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Related Personality Disorders Located within an Elaborated Externalizing Psychopathology Spectrum 103\u003cbr\u003e\u003ci\u003eMartin Sellbom, Bo Bach, and Elizabeth Huxley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Etiological and Maintenance Factors 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChild Level Factors\u003c\/p\u003e \u003cp\u003e8 Genetic and Gene–Environment Influences on Disruptive Behavior Disorders 127\u003cbr\u003e\u003ci\u003eEdward D. Barker, Charlotte A. M. Cecil, Esther Walton, \u003c\/i\u003e\u003ci\u003eand Alan J. Meehan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 The Neurobiology of Oppositional Defiant Disorder and Conduct Disorder 143\u003cbr\u003e\u003ci\u003eLeah M. Efferson and Andrea L. Glenn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Cognitive Functions 159\u003cbr\u003e\u003ci\u003eMatthew A. Jarrett and Dane C. Hilton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Temperament 175\u003cbr\u003e\u003ci\u003eJinhong Guo and Sylvie Mrug\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Prenatal and Perinatal Risk Factors 189\u003cbr\u003e\u003ci\u003eD. Anne Winiarski, Cassandra L. Hendrix, Erica L. Smearman, \u003c\/i\u003e\u003ci\u003eand Patricia A. Brennan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Attachment and Disruptive Disorders 205\u003cbr\u003e\u003ci\u003eMarleen G. Groeneveld and Judi Mesman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Emotion Regulation 221\u003cbr\u003e\u003ci\u003eMegan K. Bookhout, Julie A. Hubbard, and Christina C. Moore\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 “It’s Gonna End Up with a Fight Anyway:” Social Cognitive Processes in Children with Disruptive Behavior Disorders 237\u003cbr\u003e\u003ci\u003eBram Orobio de Castro and Anouk van Dijk\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFamily Factors 255\u003c\/p\u003e \u003cp\u003e16 Family Poverty and Structure 257\u003cbr\u003e\u003ci\u003eBarbara Maughan, Richard Rowe, and Joseph Murray\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Parent Psychopathology 275\u003cbr\u003e\u003ci\u003eTammy D. Barry, Rebecca A. Lindsey, Elizabeth C. Fair, \u003c\/i\u003e\u003ci\u003eand Kristy M. DiSabatino\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Relationship Discord, Intimate Partner Physical Aggression, and Externalizing Problems of Children 291\u003cbr\u003e\u003ci\u003eK. Daniel O’Leary and Ingrid Solano\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Parenting Practices and the Development of Problem Behavior across the Lifespan 307\u003cbr\u003e\u003ci\u003eElizabeth A. Stormshak, Elisa DeVargas, and Lucía E. Cárdenas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePeer Factors 323\u003c\/p\u003e \u003cp\u003e20 Peer Rejection and Disruptive Behavioral Disorders 325\u003cbr\u003e\u003ci\u003eKristina L. McDonald and Carolyn E. Gibson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 The Role of Deviant Peers in Oppositional Defiant Disorder and Conduct Disorder 339\u003cbr\u003e\u003ci\u003eDamir S. Utržan, Timothy F. Piehler, and Thomas J. Dishion\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBroader Social Context 353\u003c\/p\u003e \u003cp\u003e22 The Broader Context: School and Neighborhood Factors Contributing to ODD and CD Symptomatology 355\u003cbr\u003e\u003ci\u003ePaula J. Fite, Sonia L. Rubens, Spencer C. Evans, and Jonathan Poquiz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Assessment Processes 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e23 Problem-Solving Structure of Assessment 373\u003cbr\u003e\u003ci\u003eWalter Matthys and Nicole P. Powell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Treatment and Prevention 391\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e24 Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature 393\u003cbr\u003e\u003ci\u003eMary Acri, Anil Chacko, Geetha Gopalan, and Mary McKay\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Pharmacotherapy of Disruptive and Impulse Control Disorders 411\u003cbr\u003e\u003ci\u003eGloria M. Reeves, Heidi J. Wehring, and Mark A. Riddle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Psychosocial Treatment and Prevention of Conduct Problems in Early Childhood 433\u003cbr\u003e\u003ci\u003eDanielle Cornacchio, Laura J. Bry, Amanda L. Sanchez, Bridget Poznanski, \u003c\/i\u003e\u003ci\u003eand Jonathan S. Comer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Psychosocial Treatment and Prevention in Middle Childhood and Early Adolescence 451\u003cbr\u003e\u003ci\u003eCaroline L. Boxmeyer, Nicole P. Powell, Qshequilla Mitchell, Devon Romero, \u003c\/i\u003e\u003ci\u003eCameron E. Powe, and Casey Dillon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Psychosocial Treatment and Prevention in the Adolescent Years for ODD and CD 467\u003cbr\u003e\u003ci\u003eBrian P. Daly, David DeMatteo, Aimee Hildenbrand, Courtney N. Baker, and \u003c\/i\u003e\u003ci\u003eJacqueline H. Fisher\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 Factors Influencing Intervention Delivery and Outcomes 485\u003cbr\u003e\u003ci\u003eJohn E. Lochman, Francesca Kassing, Meghann Sallee, and Sara L. Stromeyer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 6 Concluding Comments 501\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e30 Future Directions 503\u003cbr\u003e\u003ci\u003eWalter Matthys and John E. Lochman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 519\u003c\/p\u003e   \u003cp\u003e \u003cb\u003eJohn E. Lochman\u003c\/b\u003e is Professor and Doddridge Saxon Chairholder in Clinical Psychology at the  University of Alabama, where he also directs the Center for Prevention of Youth Behavior Programs. He is an Adjunct Professor in the Department of Psychiatry and Behavior Sciences at the Duke  University Medical Center. His research centers on risk factors, social cognition, and intervention  and prevention in children with aggressive behavioral problems.  \u003c\/p\u003e\u003cp\u003e \u003cb\u003eWalter Matthys\u003c\/b\u003e is Emeritus Professor of Aggression in Children in the Department of Child and Adolescent Studies, Utrecht University, The Netherlands. His clinical work as a child and adolescent psychiatrist was based at the University Medical Centre, Utrecht. His research focuses on neurocognitive and social cognitive functions of children with oppositional defiant disorder and conduct disorder, and on interventions to prevent and treat these disorders.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA definitive reference to the policies and practices for treating disruptive and impulse-control disorders, edited by renowned experts\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Wiley Handbook of Disruptive and Impulse-Control Disorders\u003c\/i\u003e offers a comprehensive overview that integrates the most recent and important scholarship and research on disruptive and impulse-control disorders in children and adolescents. Each of the chapters includes a summary of the most relevant research and knowledge on the topic and identifies the implications of the findings along with important next directions for research. Designed to be practical in application, the text explores the applied real-world value of the accumulated research findings, and also includes policy implications and recommendations.\u003c\/p\u003e \u003cp\u003eThe handbook address the nature and definition of the disorders, the risk factors associated with the development and maintenance of this cluster of disorders, the assessment processes, as well as the evidence-based treatment and prevention practices. The volume incorporates information from the ICD-11, a newly revised classification system, along with the recently published DSM-5. This important resource:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eContains a definitive survey that integrates the most recent and important research and scholarship on disruptive and impulse-control disorders in children and adolescents\u003c\/li\u003e \u003cli\u003eEmphasizes the applied real-world value of the accumulated research findings\u003c\/li\u003e \u003cli\u003eExplores policy implications and recommendations to encourage evidence-based practice\u003c\/li\u003e \u003cli\u003eExamines the nature and definition, risk factors, assessment, and evidence-based practice; risk factors are subdivided into child, family, peer group, and broader context\u003c\/li\u003e \u003cli\u003eConsiders changes, advances, and controversies associated with new and revised diagnostic categories\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for researchers, clinicians, and professionals in the field, \u003ci\u003eThe Wiley Handbook of Disruptive and Impulse-Control Disorders\u003c\/i\u003e offers an up-to-date review of the most authoritative scholarship and research on disruptive and impulse-control disorders in children and adolescents as well as offering recommendations for practice.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990371844325,"sku":"NP9781119092162","price":235.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119092162.jpg?v=1761787556","url":"https:\/\/k12savings.com\/es\/products\/the-wiley-handbook-of-disruptive-and-impulse-control-disorders-isbn-9781119092162","provider":"K12savings","version":"1.0","type":"link"}