CIRCULACION, SALUD MENTAL PSICOLOGIA CONSEJERIA EDUCACION DIAGNOSTICO ESCOLAR, Mental Health, Psychology & Counseling, Pediatrics, Child, Clinical Psychology, Child Psychology, Educational Psychology, Education, Psychiatry, Psychotherapy 

PART I -- DIAGNOSTIC ISSUES AND THE USE OF DSM-IV -- CHAPTER 1. Psychiatric Diagnosis: Issues for School Psychologists -- The Emergence of Psychiatric Diagnosis as a Task in School Settings -- Psychiatric Classification and Its Role in School Settings -- Developmental Features to Consider in Diagnosing Children and Adolescents -- CHAPTER 2. An Overview of the DSM-IV Diagnostic System -- Basic Definitions of Mental Disorders and Other Conditions -- Multiaxial Classification -- Precedence of Diagnoses: Diagnostic Conventions, Hierarchies, and Multiple Diagnoses -- Child and Adolescent Mental Health and DSM-IV -- CHAPTER 3. Learning to Use DSM-IV -- Categorical Classification -- Differential Diagnosis -- Ordering of Diagnoses -- Degree of Diagnostic Confidence -- Howto Record Diagnoses -- Interpretation of Diagnostic Impressions from Other Sources -- PART II -- GUIDELINES FOR EVALUATION
OF PRESENTING PROBLEMS -- CHAPTER 4. Disruptive Behavior Symptoms (ExternalizingProblems) -- Overview -- Differential Diagnosis -- Specific Behavior Patterns -- CHAPTER 5. Emotional Symptoms (Internalizing Problems) -- Anxiety Problems -- Mood Problems -- Other Internalizing Problems -- CHAPTER 6. Substance-Related Problems, Other 'Addictive" Behaviors, and Harmful Environmental Effects -- Substance-Related Problems -- Other 'Addictive" Behaviors -- Harmful Environmental Effects -- CHAPTER 7. Highly Focused Symptom Patterns -- Eating Problems -- Tic Disorders -- Elimination Disorders -- Miscellaneous Symptom Patterns -- Sexual and Gender Identity Disorders -- Sleep Disorders -- CHAPTER 8. Problems with Mental Ability, Learning, Communication, and Cognition -- Overview -- Mental Retardation and Related Problems -- Learning Disorders and Related Problems -- Communication Disorders -- Cognitive Problems --
CHAPTER 9. Highly Atypical Symptom Patterns: Pervasive Developmental Disorders and Psychoses -- Overview -- Pervasive Developmental Disorders -- Psychoses -- CHAPTER 10. Personality Disorders -- Diagnosing Personality Disorders in Youth: Controversy and Cautions -- Other Cautions about Diagnosing Personality Disorders -- Cluster A (Odd-Eccentric) Personality Disorders -- Cluster B (Dramatic-Emotional) Personality Disorders -- Cluster C (Anxious-Fearful) Personality Disorders -- Residual Cases -- CHAPTER 11. Additional Codes and Categories -- Broader-Band Residual Categories -- No Diagnosis/Diagnosis Deferred Categories -- Appendix B: Proposed Categories and Axes -- PART III -- THE APPLICATION OF DSM-IV IN SCHOOL SETTINGS: -- ISSUES AND TOPICS -- CHAPTER 12. Ethics and Professional Responsibility in Evaluation -- The Role of the School Psychologist in Mental Health Assessment -- Best-Practice Recommendations for School
Psychologists Regarding Diagnosis -- CHAPTER 13. The Case Record: Data and Supporting Documentation for Diagnosis -- Confidentiality, Freedom of Information, and Parents' and Children's Rights -- Maintenance of Records -- CHAPTER 14. Seeking Reimbursement forAssessment and Diagnosis within School Settings -- Physicians' Current Procedural Terminology Codes -- "Medical Necessity" as a Criterion -- Ethical and Professional Responsibilities in Billing -- Diagnostic Disagreement -- CHAPTER 15. DSM-IVand the Individuals with Disabilities Education Act -- CHAPTER 16. Concerns about DSM-IV -- Concerns about Psychiatric Classification in General -- Concerns about DSM-IV's Overall Conceptualization and Structure -- Specific Concerns about DSM-IV -- Concluding Remarks -- REFERENCES -- INDEX -- 2002 UPDATES: IDEA 1997 AND DSM-IV-TR. 

This clearly written guide provides a succinct and well-organized overview of the principles of diagnostic classification used by the DSM-IV. Readers learn how the DSM-IV "works" as a method of organizing and communicating our understanding of adjustment and cognitive disorders in youth. Chapters group diagnoses thematically by prominent presenting symptoms, focusing on the disorders most commonly encountered in school-age children and adolescents. The volume has now been updated with new information reflecting changes in the DSM-IV-TR, published in 2000, and the IDEA 1997 final regulations, published in 1999.