Mental health practitioners who work with children are often confronted with complex, difficult-to-treat mental health issues that do not respond to conventional methods of psychotherapy. These children have a web of multiple impairments that are comprised not just of emotional and behavioral issues but also learning and other cognitive disorders. with Multi-Challenged Children presents an innovative, evidence-based approach to understanding and treating this difficult population that integrates the child's development and functioning into diagnosis and treatment. It does not rely on diagnostic categories alone, but explores the functioning of children in several dimensions of development and considers multiple levels of influence. This approach focuses on underlying mechanisms that cut across diagnoses such as executive functions and emotion regulations.

The book builds on an individualized, integrated approach to present a variety of evidence-based strategies for working with children with multiple challenges. It considers children from preschool age to adolescence who present with a number of severe difficulties that may include extreme aggression, oppositional defiant behavior, significant anxiety and depression, cognitive and academic challenges, delays in speech and language, problems with attention and concentration, sensory integration problems, and symptoms of the effects of unresolved trauma. The treatment strategies that are developed can be used by various specialists who work within the intervention team as well as by parents in the home and teachers in day care facilities and schools. Canadian author Landy is recognized in the United States for her innovative parenting program, Pathways to Competence, that has been adopted by the American Academy of Pediatrics in parts of California and Florida.

Key Features:

• Presents an innovative approach to working with children with multiple disorders, who are often the most challenging cases for clinicians
• Moves beyond standard ""recipes"" for treatment planning to encompass developmental-including social and biological factors-and functional aspects of working with children
• Includes case studies as well as detailed treatment plans
• Offers treatment strategies that can be reinforced by use within the intervention team, at school, and at home

About the Author

Sarah Landy, PhD, CPsych, is a developmental-clinical psychologist who has worked for more than 35 years in children's mental health. She has a PhD from the University of Saskatchewan, Canada and completed training at the Child Development Unit, Harvard University with Dr. T. Berry Brazelton and at the University of Washington with Dr. Stanley Greenspan. Dr. Landy has worked as a clinician, home visitor, program developer, clinical and program director, researcher, and teacher. She is an Adjunct Professor, Department of Psychology, York University in Ontario and an Adjunct Professor, Department of Developmental Psychology, University of Western Australia. While on the staff of the Hincks-Dellcrest Child Treatment Centre in Toronto, Dr. Landy co-founded the ""Growing Together"" program, an early intervention program for high-risk children and their families who came from many cultures and countries throughout the world. She has received the YWCA award for professional women and the Canadian Psychological Association's Award for Distinguished Contributions to Public or Community Service. Dr. Landy has published three books on early childhood development and intervention: Pathways to Competence: Enhancing the Emotional and Social Development of Young Children, 2nd ed. (2009); Early Intervention with Multi-Risk Families: An Integrative Approach (2006), and Pathways to Competence: A parenting program (2007). Pathways to Competence: A parenting program has been adopted by the American Academy of Pediatricians in parts of California, and Florida, and is used in British Columbia, Nova Scotia and Latvia. Dr. Landy recently joined the Circle for Children Foundation in Ontario, Canada as a consultant. She also consults for the Mindwerx4kids Early Learning Centre and Prep School in Toronto, Ontario, Canada and the Child and Adolescent Health Service at Princess Margaret Hospital for Children, Perth, Western Australia.

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Susan Bradley, MD, FRCP (C), is a Professor Emerita in the Department of Psychiatry at the University of Toronto. She was formerly Head of the Division of Child Psychiatry, and Psychiatrist-in-Chief at the Hospital for Sick Children, Toronto. Dr. Bradley was consultant psychiatrist to the Child and Adolescent Gender Identity Clinic at the new CAMH-Clarke Division (formerly the Clarke Institute), a clinic which Dr. Bradley founded in the late seventies. Other research interests include evaluation of parenting problems, especially as they relate to parents of young children. Theoretical interests include models that explain the development of psychopathology integrating findings from the developmental literature. Her book Affect Regulation and the Development of Psychopathology (2000) provides a model that integrates biological and psychosocial thinking in psychiatry. Her interest in prevention has led to the development of the Infant Mental Health Project, a community-based coalition aimed at facilitating the work of front-line care providers with parents of young children. Dr. Bradley has played a leadership role in the restructuring of services for children's mental health in Toronto and, as Early Years Champion, led the process of choosing 22 Early Years Centers in Toronto.

Book Information
ISBN 9780826199591
Author Sarah Landy
Format Paperback
Page Count 500
Imprint Springer Publishing Co Inc
Publisher Springer Publishing Co Inc
Weight(grams) 456g