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liederen --- anno 1800-1999 --- England

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This book addresses knowledge gaps in RARP in 3 key sections: 1) Step-by-step approach including multiple technique options and innovations, 2) Patient selection, safety, outcomes, and 3) Preparing the patient for surgery. The order is more based upon knowledge priority rather than a chronologic sequence in which part 3 would go first. Part two allows more summary and commentary on evidence and part three allows some creative content that is otherwise hard to find in one place—medical evaluations, imaging, clinical trials, patient education, etc. This textbook emphasizes content for the advanced skills surgeon in that multiple techniques are presented as well as state of the art evidence. The learning curve is addressed and the authors clarify how this text is useful for learners. The caveat is that they should be careful in patient selection and stick with what their mentors are showing them. With experience, they can then branch out into the many techniques presented here. Robot-Assisted Radical Prostatectomy: Beyond the Learning Curve will also have cross-over appeal for surgical assistants, physician assistants, nurses, and anyone else involved in the surgical care of prostate cancer.

Urology. Andrology --- urologie

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marsen --- pianomuziek --- England

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Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD – as well as the array of treatment variables – even seasoned practitioners may find themselves in confusing situations.   Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world.  Among the book’s key features are:  A new four-subtype model of NVLD, with supporting research. A brief guide to assessment, transmitting results, and treatment planning. Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD. Material specific to improving reading, writing, and mathematics. Overview of issues in emotional competency and independent living. An instructive personal account of growing up with NVLD.  Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists.

Philosophy --- Developmental psychology --- Psychology --- Sociology of the family. Sociology of sexuality --- Social welfare methods --- Educational psychology --- Paediatrics --- Psychiatry --- sociaal werk --- pedagogische psychologie --- schoolpsychologie --- psychiatrie --- psychologie --- filosofie --- pediatrie --- kinderpsychologie --- ontwikkelingspsychologie --- gezin

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This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child’s psychology – thoughts, feelings, beliefs – affects his or her functioning and learning. In addition, the book addresses how a child’s experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient’s family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.

Developmental psychology --- Age group sociology --- Educational psychology --- Paediatrics --- Psychiatry --- Neuropathology --- kinderpsychiatrie --- neurologie --- schoolpsychologie --- pediatrie --- kinderpsychologie --- ontwikkelingspsychologie --- klinische psychologie