Titlebook: Critical Thinking in Clinical Assessment and Diagnosis; Barbara Probst Textbook 2015 Springer International Publishing Switzerland 2015 Am

激勵(lì)

Meeting the Challenge of Teaching Integrated Assessment,ly be taught to students. Like clients, teachers and students have different styles, needs, and preferences, and thus, different approaches will resonate under different conditions and with different groups of learners. The skillful and effective instructor must be able to shift and adapt among a di

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Assessment and Diagnosis in Action,us, to guard against tunnel vision and premature closure, clinicians need to avail themselves of . forms of knowledge, from . domains, that can complement psychiatric categories and offer essential insight for understanding a client’s suffering and illuminating pathways for recovery. A discussion of

EXALT

Supplementary Materials,n interpretation based on its particular lens. The second appendix provides a brief historical overview of the various editions of the DSM. The third explores the evidence challenging the notion that mental disorder is a matter of chemical imbalance, with particular emphasis on the “deficient seroto

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琺瑯

Essential Clinical Social Work Serieshttp://image.papertrans.cn/d/image/240169.jpg

歪曲道理

https://doi.org/10.1007/978-3-319-17774-8American Mental Health System; Diagnosing Mental Disorders; Effective Treatments for Mental Illness; Ep

SSRIS

978-3-319-38311-8Springer International Publishing Switzerland 2015

Aromatic

Die B?rsengesch?fte mit Effektenange of theoretical frameworks, each with its own emphasis, limitations, and form of evidence, and to think critically about what each perspective has to offer, takes for granted, omits, and counts as knowledge. It begins by exploring the meaning of the key terms “critical thinking,” “diagnosis,” an

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Günter Dempewolf,Walter Neddermeyerorder,” as opposed to other kinds of suffering or maladaptive behavior that we would call .-mental disorders? What makes a disorder specifically .? And second, on what do we base these definitions and distinctions? What do we consider reliable (and unreliable) sources of knowledge, and what are some