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Palgrave Macmillan

The Palgrave Handbook of Child Mental Health

  • Book
  • © 2015

Overview

Editors:
  1. Michelle O’Reilly

    1. University of Leicester, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. Jessica Nina Lester

    1. Indiana University, USA

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Table of contents (33 chapters)

  1. Front Matter

    Pages i-lii
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  3. A Critical Approach to Child Mental Health

    1. Front Matter

      Pages 97-97
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    2. Discourses on Children’s Mental Health: A Critical Review

      • Tom Strong, Monica Sesma-Vazquez
      Pages 99-116

    3. Child Mental Health: A Discourse Community

      • Stephen Gilson, Elizabeth DePoy
      Pages 117-138

    4. The Social Construction of Attention Deficit Hyperactivity Disorder

      • Sami Timimi, Lewis Timimi
      Pages 139-157

    5. Moral Evaluations in Repertoires of ADHD

      • Mary Horton-Salway, Alison Davies
      Pages 158-174

    6. Leaving Melancholia: Disruptive Mood Dysregulation Disorder

      • Valerie Harwood
      Pages 175-193

    7. Why Does a Systemic Psychotherapy ‘Work’?

      • Sim Roy-Chowdhury
      Pages 194-213

  4. The Social Construction of Normal/Abnormal

    1. Front Matter

      Pages 215-215
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    2. Red Flags: The Social Construction of a Symptom

      • David C. Giles
      Pages 217-232

    3. The Production of the ‘Normal Child’: Exploring Co-constructions of Parents, Children, and Therapists

      • Charlotte Brownlow, Andrea Lamont-Mills
      Pages 233-251

    4. Should Autism Be Classified as a Mental Illness/Disability? Evidence from Empirical Work

      • Michelle O’Reilly, Khalid Karim, Jessica Nina Lester
      Pages 252-271

    5. Subjectivity in Autistic Language: Insights on Pronoun Atypicality from Three Case Studies

      • Laura Sterponi, Kenton de Kirby, Jennifer Shankey
      Pages 272-295

    6. Normative Development and the Autistic Child

      • Lindsay O’Dell, Charlotte Brownlow
      Pages 296-309
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Keywords

About this book

A landmark publication in the field, this state of the art reference work includes contributions from leading thinkers across a range of disciplines on topics including ADHD, autism, depression, eating disorders and trauma. It is an essential resource for all those involved or interested in child mental health.

Reviews

“This important reference work is not just for mental health practitioners; it explores new possibilities for researchers and professionals interested in using discursive analysis in the work of supporting children’s mental health. … The volume has much to offer both theoretical debates in discourse studies and implications of discursive analyses for research and practice in mental health.” (Lise Claiborne, Discourse Studies, Vol. 19 (5), 2017)


“O'Reilly (Univ. of Leicester, UK) and Lester (Indiana Univ.) have organized this handbook around an alternative perspective on children’s mental health, one using discourse and conversation analysis (DA/CA). … Summing Up: Recommended. Graduate students, researchers, faculty, professionals.” (J. F. Heberle, Choice, Vol. 53 (12), August, 2016)

Editors and Affiliations

  • University of Leicester, UK

    Michelle O’Reilly

  • Indiana University, USA

    Jessica Nina Lester

About the editors

Eva Alisic, Monashy University, Australia Saverio Bafaro, University of Sapienza, Italy Amanda Bateman, University of Waikato, New Zealand Louise Bradley, Loughborough University, UK Charlotte Brownlow, University of Southern Queensland, Australia Carly W. Butler, Loughborough University, UK Jakob Cromdal, , Linköping University, Sweden Rudi Dallos, University of Plymouth, UK Susan Danby, Queensland University of Technology, Australia, Alison Davies, Academic Consultant, UK Kat y Day, Leeds Beckett University, UK Elizabeth DePoy, University of Maine, USA Paul Dickerson, University of Roehampton, UK Michael Emmison, University of Queensland, Australia Alessandra Fasulo, University of Portsmouth, UK Marilena Fatigante, University of Sapienza, Italy David C. Giles, University of Winchester, UK Stephen Gilson, University of Maine, USA Linda J. Graham, Queensland University of Technology, Australia Valerie Harwood, University of Wollongong, Australia Mary Horton-Salway, The Open University, UK Justine Howard, Swansea University, UK Ian Hutchby, University of Leicester, UK Khlaid Karim, University of Leicester, UK Kenton de Kirby, University of California, USA Nikki Kiyimba, Chester University, UK Joyce Lamerichs, VU University, The Netherlands Andrea Lamont-Mills, University of Southern Queensland, Australia Jessica Nina Lester, Indiana University, USA Tom Muskett, University of Sheffield, UK Lindsay O'Dell, The Open University, UK Michelle O'Reilly, University of Leicester, UK Margherita Orsolini, Sapienza University, Italy Karin Osvaldsson, Linköping University, Sweden Sarah Pitt, Avon and Wiltshire Partnership Trust, UK John Rae, University of Roehampton, UK Adam Rafalovich, Pacific University, USA Monica Ramey, University of Kent, UK Johanna Rendle-Short, Australian National University, Australia Ben Robins, University of Hertfordshire, UK Sim Roy-Chowdhury, University of East London, UK Hanna Karin Schäfer, Speech and Language Therapist, Germany Marca Schasfoort, VU University, The Netherlands Monica Sesma-Vazquez, Universidad de las Americas, Mexico Jennifer Shankey, University of California, USA Janet Smithson, University of Exeter, UK Victoria Stafford, University of Leicester, UK Laura Sterponi, University of California, USA Tom Strong, University of Calgary, Canada Sami Timimi, University of Lincoln, UK Lewis Timimi, Priory Academy LSST, UK Ray Wilkinson, University of Sheffield, UK Maxine Woolhouse, Leeds Beckett University, UK

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