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Titlebook: Advances in Clinical Child Psychology; Volume 10 Benjamin B. Lahey,Alan E. Kazdin Book 1987 Springer Science+Business Media New York 1987 a

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期刊全称Advances in Clinical Child Psychology
期刊简称Volume 10
影响因子2023Benjamin B. Lahey,Alan E. Kazdin
视频video
学科分类Advances in Clinical Child Psychology
图书封面Titlebook: Advances in Clinical Child Psychology; Volume 10 Benjamin B. Lahey,Alan E. Kazdin Book 1987 Springer Science+Business Media New York 1987 a
影响因子Advances in Clinical Child Psychology is a serial publication designed to bring together original summaries of the most important new develop­ ments in the field of clinical psychology and its related disciplines. Each chapter is written by a key figure in an innovative area of research or by an individual who is particularly well qualified to comment on a topic of major contemporary importance. These chapters provide convenient, concise explorations of empirical and clinical advances in the fields of clinical child psychology, child psychiatry, and related disciplines. The chapter topics are chosen by the editors and are based on sug­ gestions by the advisory editors, unsolicited suggestions provided by colleagues, and all of our reading of the latest published empirical and theoretical works. They reflect our collective perception of the leading trends in the field of clinical child psychology. The contents of Volume 10 reflect multiple themes. Two chapters focus on different aspects of the child‘s family: the home and family environment associated with childhood psychopathology and the characteristics of parents whose parenting has become twisted into the abuse or neglect of the
Pindex Book 1987
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Complex Motion in Business Cycle Models,What is probably the first chapter ever written on the treatment of stealing was also written for an edited collection but predates this one by some 33 centuries.
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https://doi.org/10.1007/978-3-642-48856-6Learning-disabled (LD) children vary in the types and severity of learning problems as well as in the hypothesized causes for their achievement difficulties. Despite this heterogeneity, some motivational and cognitive characteristics consistently differentiate LD children from their normally achievi
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