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This book examines the nature, prevention, and treatment of violence within families. It reviews the definition of contemporary families, emphasizing various structures, including nuclear families, reconstituted families, gay and lesbian families, and recent immigrant families. In addition, the volume describes the nature of and risk factors for family violence from the perspectives of both victims (e.g., infants, children, seniors) and perpetrators (e.g., adolescent family members, women). It identifies the implications and explores strategies for prevention, treatment, and services. In addition, the volume directly addresses practice and evidence-based interventions for individual perpetrators, family interventions, interventions for victims and systemwide interventions (e.g., those involving the courts, police, and national policy). Chapters review the best available quality evidence from randomized controlled trials, systematic reviews, meta-analyses, research syntheses, and evidence-based recommendations from expert panels and government agencies. Case studies illustrate the application of evidence-based practice to violence within the family to demonstrate the effectiveness of the intervention. Topics featured in this book include: Definition and conceptualization of family.Definition and measurement of as well as risk factors for family violence.Family violence in various traditional and nontraditional families.Prevention strategies as well as Individual and family treatments for perpetrators and victims of family violence.Social policy and legal interventions for family violence. Violence in Families is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, family studies, forensic psychology, criminology/criminal justice, public health, psychotherapy/counseling, psychiatry, social work, educational policy and politics, health psychology, nursing, and behavioral therapy/rehabilitation

This book examines the nature, prevention, and treatment of violence within families. It reviews the definition of contemporary families, emphasizing various structures, including nuclear families, reconstituted families, gay and lesbian families, and recent immigrant families. In addition, the volume describes the nature of and risk factors for family violence from the perspectives of both victims (e.g., infants, children, seniors) and perpetrators (e.g., adolescent family members, women). It identifies the implications and explores strategies for prevention, treatment, and services. In addition, the volume directly addresses practice and evidence-based interventions for individual perpetrators, family interventions, interventions for victims and systemwide interventions (e.g., those involving the courts, police, and national policy). Chapters review the best available quality evidence from randomized controlled trials, systematic reviews, meta-analyses, research syntheses, and evidence-based recommendations from expert panels and government agencies. Case studies illustrate the application of evidence-based practice to violence within the family to demonstrate the effectiveness of the intervention. Topics featured in this book include: Definition and conceptualization of family. Definition and measurement of as well as risk factors for family violence. Family violence in various traditional and nontraditional families. Prevention strategies as well as Individual and family treatments for perpetrators and victims of family violence. Social policy and legal interventions for family violence. Violence in Families is a must-have resource for researchers, professsors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, family studies, forensic psychology, criminology/criminal justice, public health, psychotherapy/counseling, psychiatry, social work, educational policy and politics, health psychology, nursing, and behavioral therapy/rehabilitation.

Contents -- Volume I: Definition, Conception, and Development -- Contributors Preface Part I History, Definition, and Diagnostic Issues 1 -- 1 Aggression and Violence: Definitions and Distinctions 3 -- Johnie J. Allen and Craig A. Anderson -- 2 Cultural -- Norms and Definitions of Violence Kirby Deater-Deckard and Jennifer E. Lansford -- 3 Legal -- Definitions of Violence and Aggression Cody N. Charette and Eric W. Hickey -- 4 The Development of Aggression From Early Childhood to Adulthood Richard E. Tremblay, Sylvana M. Côté, Julie Salla, and Gregory Michel -- 5 Gender Differences in Violence and Aggression Lee Copping -- 6 Online Misogyny Targeting Feminist Activism: Anita Sarkeesian and Gamergate, Melinda C.R. Burgess, Felicia Byars, Leila Sadeghi-Azar, and Karen E. Dill-Shackleford -- 7 Cross-Cultural Differences in Aggression Douglas P. Fry -- 8 Violence in the Family Donald G. Dutton, Katherine R. White, and Christie Tetreault -- 9 Mass Killing Charles R. Butcher, Charles H. Anderton, and Jurgen Brauer -- 10 Psychiatric Diagnosis and Violence: Description and Mechanisms Mark R. Serper and Yosef Sokol -- 11 Psychopathy, Violence, and Aggression Dennis E. Reidy and Megan C. Kearns -- 12 Introduction to Sexual Violence Ibitola O. Asaolu and Mary P. Koss -- 13 Hate Crime Phyllis B. Gerstenfeld -- 14 Violence and Moral Philosophy Bob Brecher -- Part II Biology 15 The Evolution of Human Violence and Aggression: The Contribution of Peace Ethology Peter Verbeek -- 16 Genetics of Aggression in Nonhuman Animals Anna V. Kukekova -- 17 Psychophysiology of Violence and Aggression Jonathan C. Waldron and Angela Scarpa -- 18 Neuroanatomy of Violence and Aggression Yaling Yang -- 19 The Role of Neurotransmitters in Violence and Aggression Klaus A. Miczek, Joseph F. DeBold, Kyle Gobrogge, Emily L. Newman, and Rosa M.M. de Almeida -- 20 Testosterone and Human Aggression Justin M. Carré;, Erika L. Ruddick, Benjamin J.P. Moreau, and Brian M. Bird -- 21 Animal Models of Aggression and Violence Sietse F. de Boer and Jaap M. Koolhaas -- 22 Interplay Between Genetic and Environmental Influences on the Development of Aggressive-Antisocial Behavior During Childhood and Adolescence Frank Vitaro, Mara Brendgen, and Richard E. Tremblay -- Part III Theoretical Accounts 23 Developmental Pathways to Aggression and Violence Sheryl L. Olson and Ka I. Ip -- 24 Masculinities, Aggression, and Violence Walter S. DeKeseredy -- 25 Protective Factors Against Crime and Violence in Adolescence Friedrich Lösel and Doris Bender -- 26 Cognitive-Behavioral Factors and Anger in the Occurrence of Aggression and Violence Raymond W. Novaco -- 27 The Developmental of Aggression and Violence Over the Life Span Jeffrey D. Burke -- 28 Addressing Children's Disruptive Behavior Problems: A 30-Year Journey With Stop Now And Plan (SNAP) Leena K. Augimeri, Debra Pepler, Margaret Walsh, and Michelle Kivlenieks -- 29 Does Alcohol Cause Violence and Aggression? Whitney Brown and Kenneth E. Leonard -- 30 Do Drugs Cause Violence? Kisha M. Radliff, Kathryn L. Zeanah, and Joe E. Wheaton -- 31 Does Poverty Cause Violence? Vania Ceccato -- 32 Do Group Processes Cause Violence and Aggression? Sabine Otten -- 33 Displaced Aggression is Alive and Well William C. Pedersen, Jennifer Ellison, and Norman Miller -- 34 Media, Violence, Aggression, and Antisocial Behavior: Is the Link Causal? Courtney Plante and Craig A. Anderson -- 35 Humor and Violence Charles S. Gulas, Marc G. Weinberger, and Kunal Swani -- 36 Is the Link Between Games and Aggression More About the Player, Less About the Game? Christopher J. Ferguson, Nicholas David Bowman, and Rachel Kowert -- 37 The General Aggression Model and Its Application to Violent Offender Assessment and Treatment Flora Gilbert, Michael Daffern, and Craig A. Anderson -- 38 On Automatic As Well As Controlled Psychological Processes in Aggression, From the Cognitive Neoassociation Perspective Leonard Berkowitz -- 39 Social Learning Theory and the Development of Aggression Jackson A. Goodnight, Sarah A. Wilhoit, and Angela Receveur -- 40 Frustration-Aggression Theory Johannes Breuer and Malte Elson -- 41 Behavioral Explanations of Aggression and Violence Michael M. Mueller and AjamuNkosi -- 42 Psychoanalytic Concepts of Violence and Aggression Svenja Taubner, Sven Rabung, Anthony Bateman, and Peter Fonagy -- 43 Social-Psychological Explanations of Aggression and Violence Barbara Krahé; -- 44 Violence and Aggression in Socially Disorganized Neighborhoods Renee Zahnow and Rebecca Wickes -- 45 Race and Gender Stereotypes and Violence and Aggression Melinda C.R. Burgess -- 46 Forgetting Everything We Think We Know: High Self-Esteem and Violence Joseph M. Boden -- 47 Strain Theory, Violence, and Aggression Lee Ann Slocum and Robert Agnew -- 48 Theories of Political Violence Ekkart Zimmermann -- Volume II: Assessment, Prevention and Treatment of Individuals Contributors Preface Part IV Assessment of Individuals 49 Principles and Foundations of Psychological Assessment Jane E. Fisher, William O'Donohue, and Stephen N. Haynes -- 50 Dyadic Conceptualization, Measurement, and Analysis of Family Violence Lindsey M. Rodriguez and Murray A. Straus -- 51 Assessment of Callous and Related Traits Eva R. Kimonis and Natalie Goulter -- 52 Physiological Measurement and Assessment Christopher J. Patrick and Sarah J. Brislin -- 53 Systematic Screening for Challenging Behaviors in Tiered Support Systems Jeffrey Sprague and Kathleen Lynne Lane -- 54 Psychiatric Assessment of Violence John S. Rozel, Abhishek Jain, Edward P. Mulvey, and Loren H. Roth -- 55 Psychoanalytic Assessment of Violence Jessica Yakeley -- 56 Psychopathy and Violence Colleen M. Lillard, Jennifer C. Johnson, and Michael J. Vitacco -- 57 Risk Assessment, Violence, and Aggression Catherine S. Shaffer, Adam J.E. Blanchard, and Kevin S. Douglas -- 58 Violence in Individuals With Major Psychiatric Disorders: Its Prediction and Treatment in Light of Heterogeneous Pathways to Violence Menahem I. Krakowski -- Part V Individual Interventions for Prevention 59 Preschool Life Skills: Toward Teaching Prosocial Skills and Preventing Aggression in Young Children Kevin C. Luczynski and Tara A. Fahmie -- 60 Teaching Gun Safety Skills to Children Raymond G. Miltenberger, Diego Valbuena, and Sindy Sanchez -- Part VI Individual Treatment: Therapies 61 Evidence- Based Practice and Children and Adolescents: What Works? What Works Best? Tia Navelene Barnes, Kristen Merrill O'Brien, Michelle M. Cumming, Donna Spencer Pitts, and Stephen W. Smith -- 62 Evidence-Based Practice and Adults: What Works? What Works Best? James McGuire -- 63 Applied Behavior Analysis and Treatment of Violence and Aggression James K. Luiselli and Joseph N. Ricciardi -- 64 Anger Management Graham Glancy, Stefan Treffers, and Michael Saini -- 65 Mindfulness and the Treatment of Aggression and Violence Nirbhay N. Singh, Giulio E. Lancioni, and Alan S.W. Winton -- 66 Third Wave Therapies and the Treatment of Violence and Aggression Amie Zarling and Ashley Taylor -- 67 Parent Training and the Treatment of Violence and Aggression Linda Anne Valle and Jennifer W. Kaminski -- 68 Training Staff to Manage Violence and Aggression Richard Whittington and Owen Price -- 69 Psychodynamic Treatment of Violence and Aggression: Empirical Evidence and New Approaches Svenja Taubner, Peter Fonagy, Anthony Bateman, and Sven Rabung -- 70 Multisystemic Therapy for Violent and Aggressive Youths Charles M. Borduin, Alex R. Dopp, Lauren B. Quetsch, and Benjamin D. Johnides -- 71 Pharmacological Management of Aggressive Behavior in Psychiatric Patients Laurette E. Goedhard and Eibert R. Heerdink -- 72 Psychopharmacological Approaches to Aggression and Violence in Adults With Severe Mental Illness: What Works? What Works Best? Leslie Citrome and Jan Volavka -- 73 The Fast Track Project: Effects on Violence and Aggression and Related Outcomes Conduct Problems Prevention Research Group -- 74 Interventions Targeting Alcohol, Violence, and HIV: Current Evidence and Future Directions -- Lori A.J. Scott-Sheldon, Theresa E. Senn, and Tyler S. Kaiser.

Background  There is much interest in the use and prevention of unnecessary restrictive behavioural procedures; however, accurate estimates of their use are lacking. The Healthcare Commission and Commission for Social Care Inspection (2007) recently reported such data from a large sample of units administered by the National Health Service (NHS).Materials  This study analysed data from The Healthcare Commission on the use of personal and mechanical restraint, PRN (as needed) medication and other restrictive procedures were analysed from 509 service units and 3902 service users.Results  Approximately 80% of service units reported using PRN medication and approximately half of service units used personal or mechanical restraints. A small number of services units used restrictive procedures much more than most service units. A small number of service users experience a very large number of applications of restrictive procedures.Conclusion  Contemporary English services administered by the NHS and independent health care use restrictive behaviour management procedures commonly, including non‐evidence‐based practices, such as PRN medication. These services should focus resources on the small proportion of services units and service users and adopt evidence‐based practices to safely reduce these restrictive procedures, enhance service user quality of life and ensure value for money from commissioned services.

Background  Lindsay's comments related mostly behaviour, analytic conceptions of human behaviour and therapy.Materials and Method  I argue that radical behaviourism addresses many of his concerns relating to private behaviour and his cognitive analysis of the private behaviour of offenders with intellectual disabilities. Cognitive explanations of behaviour can readily be reformulated in behaviour analytic terms. Emerson's comments mostly concern the external validity of applied behaviour analysis (ABA) research, the cost–benefit analysis of ABA interventions, the relevance of outcome research to public policy and the apparent narrowness of outcome variables used in ABA outcome research. I argue that treatment efficacy is a necessary condition for cost efficacy and the only other approach that currently has evidence of efficacy is anger management, although that is based on a very small literature. Studies have addressed the cost efficacy of ABA interventions for some common problems, but no studies are available for cost efficacy of non‐behavioural research. The limitations in the outcome literature for ABA should be judged against the general absence of evidence from controlled studies for non‐behavioural treatment.Conclusion  The balance of evidence continues to favour selection of behavioural treatments.

Background  Many authors have expressed concern regarding the efficacy of psychotherapy, including psychotherapy for people with intellectual disabilities.Materials and Methods  Recently, many authors have made claims for the effectiveness of cognitive therapy for treating people with intellectual disabilities. During this debate, applied behaviour analysis has been misrepresented by incorrectly labelling behavioural as cognitive techniques, repeated misrepresentations of behaviourism and attributing the efficacy of treatment packages to cognitive components of undemonstrated efficacy when it is more parsimonious to attribute efficacy to behavioural elements of known efficacy.Conclusions  This article documents and corrects these errors.

The inter‐rater and test–retest reliability of the Functional Analysis Checklist (FAC) was evaluated for a random sample of target behaviours from a random sample of individuals in behaviour therapy programmes in a state school population. The reliability of the FAC was uniformly poor. This poor reliability was ascribed to the low frequency with which most items on the FAC were endorsed, the lack of training in functional assessment that most raters had, and the very variable forms and rates of behaviour problems rated.

AbstractA sample of 32 leaflets designed for parents, carestaff and the general public by four major charities for people with mental handicaps were analysed for their readability and human interest. Approximately one‐third had some human interest and had reading ages under 18 years, however, a further third of leaflets had none or minimal human interest and reading ages over 18 years.

ABSTRACTThirteen goal planning manual texts commonly used with care staff who work with people with mental handicaps were anslysed for their readability, human interest, and content. Their readability and human interest levels were variable, and often below those of reading materials commonly experienced by the general public. The content of the manuals is criticised for lack of real‐life practice opportunities for staff training in assessment and teaching skills, and also for the general lack of suggested procedures to monitor and maintain staff behaviour. Areas for future development of goal planning manuals are suggested. In particular, the need for empirical assessment of the effect of alternative manual formats is highlighted.

Intro -- Preface -- Contents -- Contributors -- Chapter 1: Adaptive Behavior and Functional Life Skills Across the Lifespan: Conceptual and Measurement Issues -- 1.1 Definition and History -- 1.2 Disorders Associated with Deficits in Adaptive Behavior -- 1.2.1 Developmental Disabilities -- 1.2.2 Autism Spectrum Disorder -- 1.2.3 Intellectual Disability -- 1.2.4 Relation Between Adaptive Behavior and Intellectual Functioning -- 1.2.5 Importance of Adaptive Behavior -- 1.3 Assessment of Adaptive Behavior -- 1.3.1 Adaptive Behavior Assessment System: Third Edition -- 1.3.2 Adaptive Behavior Diagnostic Scale -- 1.3.3 Diagnostic Adaptive Behavior Scale -- 1.3.4 Vineland Adaptive Behavior Scale, Third Edition -- 1.3.5 Other Means and Measures -- 1.3.6 Social Skills Improvement System: Rating Scales -- 1.3.7 Texas Functional Living Scale -- 1.3.8 Teaching Adaptive Behavior -- 1.4 Summary and Conclusions -- References -- Chapter 2: Interventions to Support Feeding in People with Intellectual and Developmental Disabilities -- 2.1 Eating and Feeding -- 2.1.1 Picky Eating -- 2.1.2 Disabilities and Persistent Feeding Problems -- 2.1.3 A Continuum of Pediatric Feeding Disorders -- 2.1.4 Common Behavioral Deficits and Excesses -- 2.1.4.1 Behavioral Deficits -- 2.1.4.2 Behavioral Excesses -- 2.1.4.3 The Development and Maintenance of Feeding Problems -- 2.1.5 Evidence-Based Treatment -- 2.2 Method -- 2.2.1 Search Procedures -- 2.2.2 Inclusion and Exclusion Criteria -- 2.2.3 Data Extraction and Interobserver Agreement -- 2.2.4 Classification of Certainty of Evidence -- 2.3 Results -- 2.3.1 Participant Characteristics -- 2.3.2 Study Characteristics -- 2.3.3 Results Aggregated by Age Group -- 2.3.3.1 Toddler -- 2.3.3.2 Preschool -- 2.3.3.3 School Age -- 2.3.3.4 Adolescent -- 2.3.3.5 Adulthood -- 2.4 Discussion -- 2.5 Recommendations -- 2.6 Conclusions.

"This book examines strategies for teaching adaptive behavior across the lifespan to individuals with intellectual and developmental disabilities who regularly experience difficulty learning the skills necessary for daily living. It details evidence-based practices for functional life skills, ranging from teaching such basic hygiene as bathing, brushing teeth, and dressing to more complex skills, including driving. In addition, the volume describes interventions relating to recreation, play, and leisure as well as those paramount for maintaining independence and safety in community settings (e.g., abduction prevention skills for children). The book details existing evidence-based practices as well as how to perform the interventions. Key areas of coverage include: Basic hygiene as bathing, brushing teeth, and dressing. Advanced, complex skills, including driving, recreation, play, and leisure. Skills to maintain independence and safety in community settings, including abduction prevention skills for children. Teaching new technology skills, such as using mobile telephones and apps as well as surfing the web. Training caregivers to promote and support adaptive behavior. Use of evidence-based practices for teaching and supporting adaptive behavior for individuals with intellectual disabilities and autism. Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other scientist-practitioners in developmental psychology, behavioral therapy/rehabilitation, social work, clinical child and school psychology, child and adolescent psychiatry, pediatrics, and special education."--

Evidence-Based Practice and Intellectual Disabilities responds to the recent increased focus on, and need for, the use of evidence-based practice (EBP) in treating intellectual disabilities. The first book wholly dedicated to addressing EBP specifically in relation to intellectual disabilities Provides clinical guidelines based on the strength of evidence of treatments for a given problematic behavioral topography or disorder Highly relevant to a wide-ranging audience, including professionals working in community services, clinicians and parents and carers.