How Many More Questions?: Techniques for Clinical Interviews of Young Medically Ill Children provides readers with a comprehensive framework to understand how 5-10 year old children use language to formulate and communicate their thoughts. The book then guides the reader in how to effectively elicit information about sensitive and stressful topics from young children, such as their emotions, difficulties, problems, worries, and illness. Seventeen exquisitely written chapters that include twelve developmental guidelines, techniques, case examples, and illustrative dialogues provide the reader with the tools needed to address specific communication challenges involved in speaking with young children who have pain, medical trauma, terminal illness, or specific disorders like epilepsy. How Many More Questions? is useful for pediatric professionals who strive to acquire exceptional clinical interviewing skills and who no longer wish to hear children say, "When are we done?" The wide range of medical and non-medical professionals who work with young ill children, such as pediatricians, neurologists, psychiatrists, psychologists, neuropsychologists, social workers, nurses, child life specialists, as well as interested parents will use this book as a reference guide.
This volume describes the basics for short- and long-term treatment of Psychogenic Non-Epileptic Seizures (PNES) in children. The text acknowledges that the disorder, though rare and highly morbid, is treatable when it is not misdiagnosed. Given the limited diagnostic and clinical training offered to clinicians, this book aims to equip professionals with the tools needed to improve the poor quality of life of youth with PNES. The text begins by introducing the main features of the disorder and the problems involved in diagnosing PNES in children. It then describes techniques to overcome these problems in order to make a reliable and valid diagnosis of PNES, as well as provide feedback on the diagnosis and treatment plan. The last section describes the indications for cognitive behavior therapy for youth with PNES and suggested treatment paradigms. Incorporation of do’s and don’ts and their relevant clinical examples in all sections of the proposed guide provide the reader with skills and techniques. The book also includes an appendix with resources for parents, children, and school nurses and teachers, relaxation techniques for the child and parents, templates of letters for the child’s school about the condition and behavior management plan, templates of supporting letters from epileptologists and primary care physicians, CBT treatment paradigm, and information on individual supervision, workshops and webinars. Written by the few experts in this area, Pediatric Psychogenic Non-Epileptic Seizures is the ultimate guide for psychiatrists, psychologists, nurses, primary care physicians, neurologists, epileptologists, social workers, nurses, school counselors, and all medical professionals working with children experiencing seizures.
How Many More Questions?: Techniques for Clinical Interviews of Young Medically Ill Children provides readers with a comprehensive framework to understand how 5-10 year old children use language to formulate and communicate their thoughts. The book then guides the reader in how to effectively elicit information about sensitive and stressful topics from young children, such as their emotions, difficulties, problems, worries, and illness. Seventeen exquisitely written chapters that include twelve developmental guidelines, techniques, case examples, and illustrative dialogues provide the reader with the tools needed to address specific communication challenges involved in speaking with young children who have pain, medical trauma, terminal illness, or specific disorders like epilepsy. How Many More Questions? is useful for pediatric professionals who strive to acquire exceptional clinical interviewing skills and who no longer wish to hear children say, "When are we done?" The wide range of medical and non-medical professionals who work with young ill children, such as pediatricians, neurologists, psychiatrists, psychologists, neuropsychologists, social workers, nurses, child life specialists, as well as interested parents will use this book as a reference guide.
This volume describes the basics for short- and long-term treatment of Psychogenic Non-Epileptic Seizures (PNES) in children. The text acknowledges that the disorder, though rare and highly morbid, is treatable when it is not misdiagnosed. Given the limited diagnostic and clinical training offered to clinicians, this book aims to equip professionals with the tools needed to improve the poor quality of life of youth with PNES. The text begins by introducing the main features of the disorder and the problems involved in diagnosing PNES in children. It then describes techniques to overcome these problems in order to make a reliable and valid diagnosis of PNES, as well as provide feedback on the diagnosis and treatment plan. The last section describes the indications for cognitive behavior therapy for youth with PNES and suggested treatment paradigms. Incorporation of do’s and don’ts and their relevant clinical examples in all sections of the proposed guide provide the reader with skills and techniques. The book also includes an appendix with resources for parents, children, and school nurses and teachers, relaxation techniques for the child and parents, templates of letters for the child’s school about the condition and behavior management plan, templates of supporting letters from epileptologists and primary care physicians, CBT treatment paradigm, and information on individual supervision, workshops and webinars. Written by the few experts in this area, Pediatric Psychogenic Non-Epileptic Seizures is the ultimate guide for psychiatrists, psychologists, nurses, primary care physicians, neurologists, epileptologists, social workers, nurses, school counselors, and all medical professionals working with children experiencing seizures.
Anglo-Indians form the human legacy created and left behind on the Indian subcontinent by European imperialism. When Independence was achieved from the British Raj in 1947, an exodus numbering an estimated 50,000 emigrated to Great Britain between 1948–62, under the terms of the British Nationality Act of 1948. But sixty odd years after their resettlement in Britain, the “First Wave” Anglo-Indian immigrant community continues to remain obscure among India’s global diaspora. This book examines and critiques the convoluted routes of adaptation and assimilation employed by immigrant Anglo-Indians in the process of finding their niche within the context of globalization in contemporary multi-cultural Britain. As they progressed from immigrants to settlers, they underwent a cultural metamorphosis. The homogenizing labyrinth of ethnic cultures through which they negotiated their way—Indian, Anglo-Indian, then Anglo-Saxon—effaced difference but created yet another hybrid identity: British Anglo-Indianness. Through meticulous ethnographic field research conducted amidst the community in Britain over a decade, Rochelle Almeida provides evidence that immigrant Anglo-Indians remain on the cultural periphery despite more than half a century. Indeed, it might be argued that they have attained virtual invisibility—in having created an altogether interesting new amalgamated sub-culture in the UK, this Christian minority has ceased to be counted: both, among South Asia’s diaspora and within mainstream Britain. Through a critical scrutiny of multi-ethnic Anglophone literature and cinema, the modes and methods they employed in seeking integration and the reasons for their near-invisibility in Britain as an immigrant South Asian community are closely examined in this much-needed volume.
Sisman aims to demonstrate that it was Haydn's prophetic innovations that truly created the Classical variation. Her analysis reflects both the musical thinking of the Classical period and contemporary critical interests. The book offers a revaluation of t
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