Overview
- Editors:
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Henck P. J. G. Bilsen
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Pedologisch Institut, Rotterdam, The Netherlands
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Philip C. Kendall
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Temple University, Philadelphia, USA
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Jan H. Slavenburg
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Pedologisch Institut, Rotterdam, The Netherlands
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Table of contents (12 chapters)
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Front Matter
Pages i-viii
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- Philip C. Kendall, Susan M. Panichelli-Mindel, Michael A. Gerow
Pages 1-18
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- Dennis C. Russo, Carryl P. Navalta
Pages 19-39
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- Henck P. J. G. van Bilsen
Pages 53-64
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- Harry van der Vlugt, Huub M. Pijnenburg, Paul M. A. Wels, Aly Koning
Pages 65-75
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- Kevin D. Stark, Anne Smith
Pages 113-143
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- John E. Lochman, L. Lenhart
Pages 145-166
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- Henck P. J. G. van Bilsen
Pages 167-173
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Back Matter
Pages 175-176
About this book
Challenges for the next decade as the subtitle ofa book is a statement ofambition. In the present time we have to be ambitious as scientists, clinicians, and teachers. Without ambition we would not be able to confront the problems of young people in an effective way. In this decade, we can see an abundance of problems of young people: football hooliganism, school drop out, vandalism, delinquency, lack ofsocial skills, aggression, and depression. The problem seems to grow. Governments, parents, and concerned citizens call for action now. Unfortunately, the action that is taken is often impulsive and not based on scientifically proven methods: longerjail sentences for young first offenders, putting young offenders in military look-alike training camps, etc. For some reason, the usage of effective interventions is limited. In this, book the reader will find an extensive overview of what we know to be effective as a "cure" or prevention for the above-mentioned problems. The first four chapters will give the reader a clear insight ofwhat the "state ofthe art" is today. erview of cognitive behavioural therapies with children and ado An integrative ov lescents isgiven by Kendall, Panichelli-Mindel, and Gerow.Russo and Navalta providesome new dimensions ofbehavior analysis and therapy. What behavioral approaches can offer to education is described by Slavenburg and van Bilsen in two chapters. In Part II authors from Australia, the United States, and the Netherlands describe programs for specific clinical populations: attention deficit disorder, anti-social youth, learning problems, social skills problems, depression, and aggression.
