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어떤 주어진 시간에 적절한 집중(focus: 초점, 환부)을 결정하는 것이 필요할 것이다. 9장 Personality Disorders
Definition
Assessment
Epidemiology
Clinical Course
Differential Diagnosis
Etiology
Intervention
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mental Clinical Approach 이봉건 역, 성원사, 1989
American Psychicatric Association
Diagnostic and Statistical Manual of Mental Disorders (Rev.3rd ed.)
(DSM-Ⅲ-R)
American Psychicatric Association, 1987 (성격장애) DSM-Ⅲ-R 진단준거
CASE NO.9 BORDERLINE PERSONALITY DISORDER (p.141 ~ 155)
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969). Measurement of social-evaluative anxiety.Journal of Consulting and Clinical Psychology, 33, 448-457.
Weeks, J. W., Heimberg, R. G., Fresco, D. M., Hart, T. A., Turk, C. L., Schneier, F. R., & Liebowitz, M. R. (2006). Empirical validation and psychometric evaluation of the Brief Fear of Negativ
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성격장애 (cluster C); 불안해 보이고 두려워 함
회피성 avoidant
의존성 dependent
강박성 obsessive-compulsive
17) 임상적 관심의 초점이 될 수 있는 기타 장애
Other Conditions That May Be a Focus of Clinical Attention 1. 아동정신건강의 개념 P
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(Social Functioning Problems)
(2) 제2요인 : 환경상 문제(Environmental Problems)
(3) 제3요인 : 정신건강상 문제(Mental Health Problems)
(4) 제4요인 : 신체건강상 문제(Physical Health Problems)
3) 개인에 대한 관점
4) 환경에 대한 관점
참고문헌
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and Treatment Issues. Sarasota, Florida, Professional Resource Press. 1992
Prochasta, J. O. Norcross, J. C. & Dichlemente, C. C. Changing for Good. New York, Avon Book. 1994.
Rosecrance, J. Compulsive gambling and the medicalization of dsviance. Social Problem, 32, pp275∼284, 1985.
The Fifth Special
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disorders: Successful adaptation and the Double ABCX model. Journal of Autism and Developmental Disorders, 17(4), pp. 441-451.
Corser, L. A.(1956), The Function of Social Conflict. Glencoe:Free Press.
Cobb, S.(1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38, pp. 300-3
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Clinical decision making in fluency disorders. Van Couver, Canada: Singular.
Gregory, H. H. & Hill, D.(1999). Differential evaluation-differential therapy for stuttering children. In Stuttering and related disorders of fluency (2nd ed.). NY: Thieme.
Runyan, C. M. & Runyan, S. E.(1999). Therapy for
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and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language instruction type is by syntax, semantics, phonology, pragmatics and morphemics. Fourth, as for integration with other life topi
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and reading. Second, the language instruction activity was carried out most frequently when discussing \'environment and living\'. Third, the order of the frequent language instruction type is by syntax, semantics, phonology, pragmatics and morphemics. Fourth, as for integration with other life topi
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