Mental health theory
 |
Description
Book Introduction
We have many strengths, but sometimes our mindsets and unconscious beliefs can make it difficult for us to achieve them.
In the process of being confused about what choices are truly beneficial to you, you often end up making the wrong choices over and over again.
The several misguided coping strategies introduced in this textbook will provide you with the fun of discovering your own errors in thinking and choice.
It's a relief to realize how much I've been torturing myself with ridiculous thoughts and beliefs.
I hope this book will help you understand your emotions, explore the causes of your difficulties, and identify areas where you can change.
Many of you will work with children as teachers or social workers.
Children encounter the world and develop expectations about it through the time and emotions they spend with you.
And those expectations and hopes will influence the choices they make every moment of their lives.
So, above all, I hope that your own mind, as you spend time with them, is healthy first.
Those who dream of becoming a teacher of infants and toddlers, or who already have experience, likely chose this path because they want to bring warmth and health to children's lives.
But not all children are always bright and happy.
Sometimes we have to face their pain and there are many moments when we wonder how to help them.
Teachers aren't mental health experts, but they should at least understand what challenges children face, how to view them, how far they can intervene, and who they should work with.
This textbook was created to help you share your concerns about children and find a clearer direction in the field.
In the process of being confused about what choices are truly beneficial to you, you often end up making the wrong choices over and over again.
The several misguided coping strategies introduced in this textbook will provide you with the fun of discovering your own errors in thinking and choice.
It's a relief to realize how much I've been torturing myself with ridiculous thoughts and beliefs.
I hope this book will help you understand your emotions, explore the causes of your difficulties, and identify areas where you can change.
Many of you will work with children as teachers or social workers.
Children encounter the world and develop expectations about it through the time and emotions they spend with you.
And those expectations and hopes will influence the choices they make every moment of their lives.
So, above all, I hope that your own mind, as you spend time with them, is healthy first.
Those who dream of becoming a teacher of infants and toddlers, or who already have experience, likely chose this path because they want to bring warmth and health to children's lives.
But not all children are always bright and happy.
Sometimes we have to face their pain and there are many moments when we wonder how to help them.
Teachers aren't mental health experts, but they should at least understand what challenges children face, how to view them, how far they can intervene, and who they should work with.
This textbook was created to help you share your concerns about children and find a clearer direction in the field.
index
Chapter 1 Mental Health
Ⅰ.
The concept of mental health
Ⅱ.
Changing perspectives on mental health
Ⅲ.
Psychological criteria and classification of mental health
Ⅳ.
Factors affecting mental health
Chapter 2 Adaptation and Stress
Ⅰ.
Conflict and Adaptation
Ⅱ.
stress
Ⅲ.
Source of stress
Ⅳ.
Response to stress
V.
Factors affecting stress intensity
Chapter 3: Coping with Stress
Ⅰ.
The concept of coping
Ⅱ.
Common coping mechanisms
Ⅲ.
Defensive coping
Ⅳ.
Constructive response
Chapter 4 Life Cycle and Mental Health
Ⅰ.
Mental health of mother and fetus
Ⅱ.
Infant Development and Mental Health (0-2 Years)
Ⅲ.
Development and mental health in early childhood (ages 3-5)
Ⅳ.
Childhood Development and Mental Health (Ages 6-12)
V.
Development and Mental Health in Adolescence (Ages 13-19)
Ⅵ.
Development and Mental Health in Adulthood (20-64 Years)
Ⅶ.
Development and Mental Health in Older Adults (65 Years and Older)
Chapter 5 Family and Mental Health
Ⅰ.
Definition and Function of Family
Ⅱ.
Key tasks by family life cycle
Ⅲ.
Family life and mental health
Chapter 6 Mental Illness
Ⅰ.
Mental Illness Overview
Ⅱ.
Definition of mental illness from a psychiatric perspective
Ⅲ.
Defining Mental Illness from a Psychological Perspective
Ⅳ.
The Evolution of the Concept of Mental Illness: The Shift to a Biopsychosocial Model
V.
Challenges and Criticisms Facing the Current Mental Illness Diagnostic System
Chapter 7 Neurodevelopmental Disorders I
Ⅰ.
intellectual developmental disability
Ⅱ.
communication disorder
Ⅲ.
autism spectrum disorder
Chapter 8 Neurodevelopmental Disorders II
Ⅰ.
Attention Deficit Hyperactivity Disorder
Ⅱ.
Specific learning disabilities
Ⅲ.
tic disorder
Chapter 9 Anxiety Disorders
Ⅰ.
separation anxiety disorder
Ⅱ.
selective mutism
Ⅲ.
social anxiety disorder
Ⅳ.
Generalized anxiety disorder
Chapter 10 Mood Disorders and Trauma and Stress-Related Disorders
Ⅰ.
Disruptive mood dysregulation disorder
Ⅱ.
major depressive disorder
Ⅲ.
reactive attachment disorder
Ⅳ.
Disinhibited social bonding disorder
Chapter 11: Disruptive, Impulse-Control, and Conduct Disorders and Other Disorders
Ⅰ.
Oppositional Defiant Disorder _
Ⅱ.
intermittent explosive disorder
Ⅲ.
Other disabilities
Chapter 12: Understanding and Supporting Mental Health in Early Childhood Education Institutions
Ⅰ.
Mental health of infants and toddlers in early childhood education institutions
Ⅱ.
Mental health guidance for infants and toddlers in early childhood education institutions
Chapter 13: A Collaborative Approach to Mental Health in Early Childhood Education Institutions
Ⅰ.
Forming cooperative relationships
Ⅱ.
Family Reactions to Mental Illness
Ⅲ.
The Importance and Solutions of Family Support: Effective Communication
Ⅳ.
Teacher-Family Collaboration in Practice: Counseling Primary Caregivers
V.
Collaborative teaching between teachers (early childhood education institutions) and teachers (special education teachers)
Chapter 14 Mental Health Services
Ⅰ.
Mental health services
Ⅱ.
Community Resources for Mental Health
Ⅲ.
Community Resources for Child and Adolescent Mental Health
Chapter 15 Mental Health of Early Childhood Teachers
Ⅰ.
Emotions experienced by early childhood teachers
Ⅱ.
The impact of teachers' emotions
Ⅲ.
Emotional skills needed by teachers
Ⅳ.
emotional labor
V.
Job stress and psychological burnout
Ⅵ.
Efforts and support to promote teachers' mental health
References
Ⅰ.
The concept of mental health
Ⅱ.
Changing perspectives on mental health
Ⅲ.
Psychological criteria and classification of mental health
Ⅳ.
Factors affecting mental health
Chapter 2 Adaptation and Stress
Ⅰ.
Conflict and Adaptation
Ⅱ.
stress
Ⅲ.
Source of stress
Ⅳ.
Response to stress
V.
Factors affecting stress intensity
Chapter 3: Coping with Stress
Ⅰ.
The concept of coping
Ⅱ.
Common coping mechanisms
Ⅲ.
Defensive coping
Ⅳ.
Constructive response
Chapter 4 Life Cycle and Mental Health
Ⅰ.
Mental health of mother and fetus
Ⅱ.
Infant Development and Mental Health (0-2 Years)
Ⅲ.
Development and mental health in early childhood (ages 3-5)
Ⅳ.
Childhood Development and Mental Health (Ages 6-12)
V.
Development and Mental Health in Adolescence (Ages 13-19)
Ⅵ.
Development and Mental Health in Adulthood (20-64 Years)
Ⅶ.
Development and Mental Health in Older Adults (65 Years and Older)
Chapter 5 Family and Mental Health
Ⅰ.
Definition and Function of Family
Ⅱ.
Key tasks by family life cycle
Ⅲ.
Family life and mental health
Chapter 6 Mental Illness
Ⅰ.
Mental Illness Overview
Ⅱ.
Definition of mental illness from a psychiatric perspective
Ⅲ.
Defining Mental Illness from a Psychological Perspective
Ⅳ.
The Evolution of the Concept of Mental Illness: The Shift to a Biopsychosocial Model
V.
Challenges and Criticisms Facing the Current Mental Illness Diagnostic System
Chapter 7 Neurodevelopmental Disorders I
Ⅰ.
intellectual developmental disability
Ⅱ.
communication disorder
Ⅲ.
autism spectrum disorder
Chapter 8 Neurodevelopmental Disorders II
Ⅰ.
Attention Deficit Hyperactivity Disorder
Ⅱ.
Specific learning disabilities
Ⅲ.
tic disorder
Chapter 9 Anxiety Disorders
Ⅰ.
separation anxiety disorder
Ⅱ.
selective mutism
Ⅲ.
social anxiety disorder
Ⅳ.
Generalized anxiety disorder
Chapter 10 Mood Disorders and Trauma and Stress-Related Disorders
Ⅰ.
Disruptive mood dysregulation disorder
Ⅱ.
major depressive disorder
Ⅲ.
reactive attachment disorder
Ⅳ.
Disinhibited social bonding disorder
Chapter 11: Disruptive, Impulse-Control, and Conduct Disorders and Other Disorders
Ⅰ.
Oppositional Defiant Disorder _
Ⅱ.
intermittent explosive disorder
Ⅲ.
Other disabilities
Chapter 12: Understanding and Supporting Mental Health in Early Childhood Education Institutions
Ⅰ.
Mental health of infants and toddlers in early childhood education institutions
Ⅱ.
Mental health guidance for infants and toddlers in early childhood education institutions
Chapter 13: A Collaborative Approach to Mental Health in Early Childhood Education Institutions
Ⅰ.
Forming cooperative relationships
Ⅱ.
Family Reactions to Mental Illness
Ⅲ.
The Importance and Solutions of Family Support: Effective Communication
Ⅳ.
Teacher-Family Collaboration in Practice: Counseling Primary Caregivers
V.
Collaborative teaching between teachers (early childhood education institutions) and teachers (special education teachers)
Chapter 14 Mental Health Services
Ⅰ.
Mental health services
Ⅱ.
Community Resources for Mental Health
Ⅲ.
Community Resources for Child and Adolescent Mental Health
Chapter 15 Mental Health of Early Childhood Teachers
Ⅰ.
Emotions experienced by early childhood teachers
Ⅱ.
The impact of teachers' emotions
Ⅲ.
Emotional skills needed by teachers
Ⅳ.
emotional labor
V.
Job stress and psychological burnout
Ⅵ.
Efforts and support to promote teachers' mental health
References
GOODS SPECIFICS
- Date of issue: July 25, 2025
- Page count, weight, size: 376 pages | 176*248*30mm
- ISBN13: 9788920052880
- ISBN10: 8920052883
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