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Essay / Research Paper Abstract
This 5 page report discusses Temple
University’s Philip C. Kendall’s Childhood Disorders. The book offers what is clearly
topical information about the current understanding of different psychological disorders
of childhood. Kendall offers his commentary and research that is then tied into the most
“traditional” of the major models of disorders and uses both existing literature and case
studies to the process of detailing what standards are used to make a particular diagnoses.
Bibliography lists only the primary source.
Page Count:
5 pages (~225 words per page)
File: D0_BWkendal.rtf
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Unformatted sample text from the term paper:
offers his commentary and research that is then tied into the most "traditional" of the major models of disorders. Kendall uses both the literature and case studies in the process
of detailing what standards are used to make a particular diagnoses. As he explains, throughout the book, in order for treatments to be truly effective and serve as catalysts for
change in individual children and how they deal with a particular behavior disorder, there needs to be a meaningful empirical evaluation of the treatments efficacy. The way in which
the book is laid out, whether it is a tribute to the author or his editor, serves as an excellent framework for actually approaching a childs behavior disorder and dealing
with it appropriately. "Getting to know" the child serves as the introduction to Kendalls subject which seems to reflect his own reflection on how a counselor, therapist, or teacher has
to know the child before it is possible to understand the childs "disorder." The discussion of the individual disorders then allows the reader to see differences and similarities in terms
of how a child thinks and behaves but offers greater insight to what is the most appropriate treatment response. Understanding Childhood Disorders As already noted, Kendall makes a strong case
for getting to know the individual child before "pigeon-holing" him or her into a particular set of diagnostic parameters. Even though such an approach would seem to be simply logical,
the fact remains that far too many clinicians think of the disorder first and the child who has the disorder next. A far more beneficial approach is that in which
the child is seen as a unique individual and the disorder is a disorder that may be thought of as not all that radically different than a disorder such as
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