|
|
|
Item Details
Title:
|
MYSEARCHLAB WITH PEARSON ETEXT - STANDALONE ACCESS CARD - FOR MENTAL HEALTH IN SOCIAL WORK
A CASEBOOK ON DIAGNOSIS AND STRENGHTS BASED ASSESSMENT (DSM 5 UPDATE) |
By: |
Jacqueline Corcoran, Joseph Walsh |
Format: |
Online resource |
List price:
|
£34.99 |
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
ISBN 10: |
0205991742 |
ISBN 13: |
9780205991747 |
Publisher: |
PEARSON EDUCATION (US) |
Pub. date: |
1 January, 2014 |
Edition: |
2nd Revised edition |
Pages: |
288 |
Synopsis: |
"Uses a case study method to teach students clinical assessment skills for working in the mental health field"Organized by types of disorders, "Mental Health in Social Work: A Casebook on Diagnosis and Strengths-Based Assessment "emphasizes DSM diagnoses of mental disorders that are commonly seen in clinical and social service settings. Becoming conversant with the DSM will allow readers to: 1) offer clients appropriate referrals and treatment; 2) communicate effectively with other mental health professionals; and 3) be eligible for third-party reimbursement. While gaining competence with DSM diagnosis, the reader will also learn to understand clients holistically as they proceed with the assessment and intervention process. In this update, the ordering of the chapters and content in the chapters themselves have been revised to reflect the changes in the DSM-5. Learning objectives are now included in each chapter. Advancing Core Competencies Series - As part of the Advancing Core Competencies Series, this title is designed to help students apply CSWE's competencies and practice behaviors examples to specialized fields of practice. Readers will gain experience answering licensing-type higher-level thinking questions tied to the competencies. |
Publication: |
US |
Imprint: |
Pearson |
Returns: |
Non-returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|