Matthew A. Diemer and Brooke A. Seyffert
Kelly C. Allison and David B. Sarwer
Body image disturbances are common among women in the general population. Less is known about their prevalence and impact during pregnancy. This chapter examines the history of body image theory and research. Next, we examine issues related to body image during pregnancy, such as pregravid weight, gestational weight gain, and the unique ways women think about the changes to their body during pregnancy. The role of physical activity, mood, and eating disorders in relation to peripartum body image disturbance is also discussed. Finally, assessment of body image disturbance and existing treatments are presented. Future research is needed to develop peripartum-specific body image assessment tools and to assess the impact of psychosocial interventions during and after pregnancy on body image dissatisfaction.
Justin C. Perry and Eric Wallace
Michael Kölch, Jörg M. Fegert, and Ulrike M.E. Schulze
In child and adolescent mental health care, the competing goals of protecting young people as a vulnerable population and their increasing legal autonomy constitute a specific ethical problem. Improving care, assessment, and treatment interventions requires research. Research that includes this vulnerable underage population has to be minimally burdensome and harmful and requires the informed consent of both children and parents. Therefore, adherence to evidence-based interventions and weighing the risks and benefits of interventions are of utmost importance in child and adolescent psychiatry. While access to mental health care can vary widely, it is crucial for at-risk populations such as children from families of low socioeconomic status, children of the mentally ill, and, in particular, children in youth welfare systems.
Megan Foley Nicpon
Gargi Roysircar, Margaret Podkova, and Vincent Pignatiello
Examining the Role of Ethnicity, Culture, and Social Class in Violence and Aggression in the United States
Sopagna Eap Braje and Gordon C. Nagayama Hall
William M. Liu
Jacqueline K. Olthoff
Nina W. Brown
Literature searches produced few evidence based studies on group leadership teaching methods. The consensus from professional experts is that group leadership training encompasses three dimensions: knowledge, leader personal development, and techniques and skills. Much of the attention is given to the use of experiential groups as a teaching learning strategy and the procedural and ethical concerns that surround its use. This chapter presents historical and current research on teaching models, professional mental health organizations’ training standards, experiential groups, cultural and diversity concerns, ethics, teaching and training methods, major training issues, and recommendations.