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Books on the topic 'Disturbing Behaviors'

Author: Grafiati

Published: 4 September 2021

Last updated: 13 February 2022

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1

Buettner, Linda. N.E.S.T. approach: Dementia practice guidelines for disturbing behaviors. State College, PA: Venture Publishing, 2009.

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2

Whitman, John. Disturbing behavior: A novelization. New York: Bantam Books, 1998.

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3

Disturbing divine behavior: Troubling Old Testament images of God. Minneapolis, MN: Fortress Press, 2009.

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4

Disturbing practices: History, sexuality, and women's experience of modern war. Chicago: The University of Chicago Press, 2013.

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5

Lauren, Braswell, ed. Cognitive-behavioral therapy for impulsive children. New York: Guilford Press, 1985.

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6

Lauren, Braswell, ed. Cognitive-behavioral therapy for impulsive children. 2nd ed. New York: Guilford Press, 1993.

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7

Kendall, Philip C. Cognitive-behavioral therapy for impulsive children: Therapist manual. 2nd ed. Ardmore, PA: Workbook Publishing, 1992.

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8

Disturbing Behavior: 52 Disturbing Behaviors That Teenagers Are Involved In. Academx Publishing Services, 2004.

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9

Protecting Your Teen from Disturbing Behaviors. Living Ink Books, 2007.

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10

Rosenberg, Scott, and John Whitman. Disturbing Behavior. Starfire, 1998.

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11

Yip, Kam-Shing, Bonnie Mak, Agnes Lau, Mandy Au Yeung, and Karis Lau. Emotionality, Intimacy and Trauma of Intellectually Disabled Clients with Self Harm, Aggression, Disturbing Behaviors and/or Emotional Fluctuation: Humanistic Interpretation and Intervention. Nova Science Publishers, Incorporated, 2020.

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12

1947-, Lloyd Gwynedd, ed. Chosen with care?: Responses to disturbing and disruptive behaviour. Edinburgh: Moray House Publications, 1992.

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13

Dryfoos, Joy G. Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.001.0001.

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Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.

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14

Vukich, Lee, and Steve Vandegriff. Disturbing Behavior: 53 Alarming Trends Of Teens and How to Spot Them. AMG Publishers, 2005.

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15

McIntyre, Iain. Disturbing the Peace: How to Make Trouble and Influence People. Homebrew Books, 2005.

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16

Eisler, Riane, and Douglas P. Fry. Nurturing Our Humanity. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190935726.001.0001.

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Nurturing Our Humanity sheds new light on our personal and social options in today’s world, showing how we can build societies that support our great human capacities for consciousness, caring, and creativity. It brings together findings—largely overlooked—from the natural and social sciences debunking the popular idea that we are hardwired for selfishness, war, rape, and greed. Its groundbreaking approach reveals connections between disturbing trends like climate change denial and regressions to strongman rule. Moving past right versus left, religious versus secular, Eastern versus Western, and other familiar categories that do not include our formative parent-child and gender relations, it looks at where societies fall on the partnership-domination scale. On one end is the domination system that ranks man over man, man over woman, race over race, and humans over nature. On the other end is the more peaceful, egalitarian, gender-balanced, and sustainable partnership system. Nurturing Our Humanity explores how behaviors, values, and socioeconomic institutions develop differently in these two environments, documents how this affects nothing less than how our brains develop, examines cultures from this new perspective (including societies that for millennia oriented toward partnership), and proposes actions supporting the contemporary movement in this more life-sustaining and enhancing direction. It shows how through today’s ever more fearful, frenzied, and greed-driven technologies of destruction and exploitation, the domination system may lead us to an evolutionary dead end. However, a more equitable and sustainable way of life is biologically possible and culturally attainable: we can change our course.

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17

1927-, Quay Herbert C., and Routh Donald K, eds. Disruptive behavior disorders in childhood. New York: Plenum Press, 1994.

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18

Aouaq, Amine. Change How You Think: Cognitive Behavioral Therapy Based Guide to Getting over Frightening, Disturbing Thoughts, Anger and Self-Discipline. Independently Published, 2020.

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19

Bradley, Elspeth, Sheila Hollins, Marika Korossy, and Andrew Levitas. Adjustment disorder in disorders of intellectual development (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198786214.003.0010.

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People with disorders of intellectual development (DID) have a diversity of abilities and consequent support needs. Adjustment difficulties give rise to mental distress and behavioural concerns when expectations are more than can be managed in the absence of needed supports. People with DID also experience a disturbing range of negative life events, trauma, and adversity, all of which can trigger adjustment disorder. Unless such stressors are identified, the individual with DID may be diagnosed with more serious psychiatric disorder, and the opportunity to remove the stressor and offer psychological treatment that both minimizes the emotional impact of the stressor and enhances coping (best practice) is lost. Chronic adjustment disorder, other serious psychiatric disorders, and challenging behaviours may develop and be perceived as treatment resistant (as long as the stressor remains). These diagnostic and treatment issues, in the context of the lives of people with DID, are explored in this chapter.

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20

Young, Alford A. Rethinking the Relationship of African American Men to the Street. Edited by Jeffrey C. Alexander, Ronald N. Jacobs, and Philip Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780195377767.013.13.

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This article examines how the street has become a point of reference in scholarly and public discussions of the behavior of low-income African American men living in urban communities. It begins with a discussion of how the street has attained such an overriding centrality in the cultural analyses of low-income, urban-based African American men in public space, especially in the formation of images and understandings about them. It then considers how and why African American men have come to be viewed as a frighteningly disturbing presence on the street because of the social power they are assumed to have in affecting the actions and lives of others who make use of the streets. It also looks at various frameworks for the cultural analysis of African American men and concludes by arguing that the street has been both overdetermined and incompletely theorized in terms of its significance for cultural analysis.

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21

Preventing antisocial behavior: Interventions from birth through adolescence. New York: Guilford Press, 1992.

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22

Preventing Antisocial Behavior: Interventions from Birth through Adolescence. The Guilford Press, 1992.

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23

Kendall, Philip C. Cognitive-Behavioral Therapy for Impulsive Children: Therapist Manual, 3rd Edition. 3rd ed. Workbook Publishing, 2007.

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24

Nan, Van Den Bergh, ed. Feminist perspectives on addictions. New York: Springer Pub. Co., 1991.

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25

Eyre, Janet. Clinical approach to developmental neurology. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0171.

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The objectives and principles of neurological history and examination in children are the same as those in adults. This chapter therefore, will not provide an all-encompassing description of the neurological assessment of children, but highlights where the approach must differ substantially from that used in adults. Further it aims to provide a practical and useful approach to the examination of children, who may be preverbal and certainly will show less stamina for cooperation than adults. Of course as children get older, the examination can become more conventional and systematized. By adolescence the examination can be the same as the adult examination.The first and overriding factor for success is to be flexible and to make observations when the opportunity arises rather than to wait for abnormalities to arise during the course of a more systematic approach. Nonetheless a systematic approach to recording these results is essential, so as to bring together related observations made disparately in time. The history is of paramount importance in guiding the examination. Since it is unlikely that you will be able to complete a full examination, it is important to prioritize the observations needed in light of a differential diagnosis before you begin examining. Rather than rushing straight into the examination it is rewarding to gain a young child’s confidence by playing briefly with them. Also, instead of insisting on examining the child on a couch, it helps to become adept at examining young children on their parent’s or caretaker’s knee. Finally, no matter how cooperative a child is, potentially disturbing investigations should be left until last, including tendon reflexes or examination of the tongue, fundi, and ears. Otherwise all subsequent cooperation from the child may be lost after these examinations.The examination room environment is the key to a successful neurological examination and requires careful thought. There should be sufficient space to accommodate families and for the children to play. The room needs to be friendly and conducive to encouraging play. It needs to be equipped with carefully selected toys, pictures, pencils and paper, and books of interest to children over a wide age range. Observation of the child’s play whilst you are taking a history from the parents or caregivers will allow assessment of the child’s motor skills and developmental stage. Their use of play material can yield important clues to the nature of a deficit, by revealing ataxia, weakness, involuntary movements, tics, or spasticity. Play also provides an opportunity to assess the child’s behaviour, for instance their impulsivity, distractibility, and attention span. Interaction of the child with parents or caregivers can be observed also. If the child participates actively in the history taking, their understanding and contribution to the session allows you to make assessments of their language and intellectual skills.

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