Providing an introduction to the fascinating world of those with problematic obsessions and compulsions, this is the fully revised and updated second edition of Obsessive-Compulsive Disorder: Etiology, Phenomenology, and Treatment. Many of the world's leading researchers and clinicians contribute chapters to this volume, which covers everything from the causes of OCD, to how it manifests across different cultural settings, to evidence-based treatments. Both new clinicians and those experienced with the disorder will find useful information inside, as will those seeking to learn more for themselves or their family members.

Caleb W. Lack, Ph.D. is a clinical psychologist and Professor of Psychology at the University of Central Oklahoma. A best-selling author and award-winning educator, he specializes in anxiety, obsessive-compulsive, and trauma disorders, as well as training others in the evidence-based treatment of mental health problems.

This essential guide for OCD, a highly complex and heterogeneous disorder, is indispensable for clinicians who aim to deliver evidence-based care. It is the rare text that covers fundamental symptoms along with sensitive complexities such as religion, culture, race, and family dynamics in a straightforward and user-friendly format. Dr. Lack has accomplished that and more by assembling an outstanding cadre of contributors. This book should be a foundation in every serious clinician's collection of resources.

Dean McKay, PhD, ABPP

Fordham University professor, Co-director of the Institute for Cognitive-Behavior Therapy and Research

Trastorno obsesivo-compulsivo: etiología, fenomenología y tratamiento ofrece una introducción al fascinante mundo de las personas con obsesiones y compulsiones problemáticas. Muchos de los principales investigadores y médicos del mundo contribuyen con capítulos a este volumen, que cubre todo, desde las causas del TOC hasta cómo se manifiesta en diferentes entornos culturales y tratamientos basados en evidencia. Tanto los nuevos clínicos de salud mentalcomo los que tienen experiencia con el trastorno encontrarán información útil en el interior, al igual que aquellos que buscan aprender más para ellos mismos o sus familiares.

Marcos Ochoa-Panaifo, Ps. es psicólogo de la Universidad San Ignacio de Loyola - USIL (Perú), es psicoterapeuta e investigador especializado en TOC. Además, es director de la Asociación Latinoamericana de Trastorno Obsesivo Compulsivo - ALTOC.

Caleb W. Lack, Ph.D. es psicólogo clínico y profesor de psicología en la Universidad de Central Oklahoma. Autor de bestsellers y educador galardonado, se especializa en la investigación de trastornos de ansiedad, trastorno obsesivo compulsivo (TOC) y trastorno de estrés post traumático (TEPT), así como en capacitar a otros en el tratamiento basado en evidencia de problemas de salud mental.

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Esta guía esencial para el TOC, un trastorno muy complejo y heterogéneo, es indispensable para los terapeutas que aspiran a brindar atención basada en evidencia. Es un texto poco común que cubre síntomas fundamentales junto con complejidades sensibles como religión, cultura, raza y dinámica familiar en un formato sencillo y fácil de usar. Este libro debería ser la base de la colección de recursos de todo terapeuta serio.

Dean McKay, PhD, ABPP

Profesor de la Universidad de Fordham, codirector del Instituto de Investigación y Terapia Cognitivo-Conductual

In this book, clinical psychologist and professor Dr. Caleb Lack introduces readers to the class of mental health problems known as the mood disorders. Covering what we know about each of the specific disorders across eight areas (DSM-IV criteria, changes expected in DSM-5, associated features, presentation differences across the lifespan, gender and cultural differences, epidemiology, etiology, and empirically supported treatments), this text is structured in an easily digestible, but still highly informative, fashion.

In this book, clinical psychologist and professor Dr. Caleb Lack introduces readers to the class of mental health problems known as the anxiety disorders. Covering what we know about each of the specific disorders across eight areas (DSM-IV criteria, changes expected in DSM-5, associated features, presentation differences across the lifespan, gender and cultural differences, epidemiology, etiology, and empirically supported treatments), this text is structured to in an easily digestible, but still highly informative fashion. In Anxiety Disorders: An Introduction Dr. Caleb Lack artfully depicts the nature, clinical features, and empirical treatment literature associated with anxiety disorders. This volume is a must-have for any clinician or researcher given the high quality of writing, concise but thorough nature in which information is conveyed, and clinical utility. - Eric Storch, Ph.D., All Children's Hospital Guild Endowed Chair Professor, University of South Florida ... a succinct overview of anxiety disorders... an honest appraisal of the strength and weaknesses of various approaches to identification... This book is an excellent introduction or reference for students and practitioners. - B. Scott Singleton, PsyD, BCBA-D, NCSP, University of Central Oklahoma

This unique text for undergraduate courses teaches students to apply critical thinking skills across all academic disciplines by examining popularpseudoscientific claims through a multidisciplinary lens. Rather than merely focusing on critical thinking, the text incorporates the perspectives ofpsychology, biology, physics, medicine, and other disciplines to reinforce different categories of rational explanation. Accessible and engaging, itdescribes what critical thinking is, why it is important, and how to learn and apply skills that promote it. The text also examines why critical thinkingcan be difficult to engage in and explores the psychological and social reasons why people are drawn to and find credence in extraordinary claims.

From alien abductions and psychic phenomena to strange creatures and unsupported alternative medical treatments, the text uses examples from a wide rangeof pseudoscientific fields and brings evidence from diverse disciplines to critically examine erroneous claims. Particularly timely is the text' sexamination of how, using the narrative of today' s ' culture wars, ' religion and culture impact science. The authors focus on how the human brain, rife withnatural biases, does not process information in a rational fashion, and the social factors that prevent individuals from gaining an unbiased, criticalperspective on information. Authored by a psychologist and a philosopher who have extensive experience teaching and writing on critical thinking andskeptical inquiry, this work will help students to strengthen their skills in reasoning and debate, become intelligent consumers of research, and makewell-informed choices as citizens.

KEY FEATURES:

• Addresses the foundations of critical thinking and how to apply it through the popular activity of examining pseudoscience
• Explains why humans are vulnerable to pseudoscientific claims and how critical thinking can overcome fallacies and biases
• Reinforces critical thinking through multidisciplinary analyses of pseudoscience
• Enlightens using an engaging, entertaining approach
• Features teaching resources including an Instructor' s Guide and PowerPoint slides

Of the children who survive a disaster, only a small amount will come through the experience entirely unscathed. The majority of the children will show negative consequences, if only for a short amount of time. But for some, the effects of the disaster will continue to adversely impact their daily functioning for an extended period of time. This impact can be seen in symptoms such as increased worry or anxiety, social withdrawal, and difficulties in concentration. This book details two research studies designed to add to the literature concer-ning the effects of disasters on children. Both studies examined the roles that re-exposure to environmental cues, exposure to disaster-related media, attributions and coping style, and other factors, such as demographic variables, play in maintaining level of distress. The first study examined these factors in children one year to 18 months after a tornado, while the second compared disaster exposed and non-exposed children at six months and one year after the trauma. Primary findings include the role that attributions play in long-term distress and the high level of reported distress across the samples.