Anthony D. Bram

Acknowledgments
Introduction: A Way of Thinking About Psychological Assessment of Emotional Regulation and Dysregulation in Children and Adolescents
I. BASIC CONSIDERATIONS
1. Emotional Regulation and Dysregulation in Children and Adolescents: What Are We Assessing?
2. Emotional Dysregulation, the Bipolar Spectrum, and Assessment Considerations With Children and Adolescents
II. EMOTIONAL DYSREGULATION AND THE BIPOLAR SPECTRUM: MULTIMETHOD, DIMENSIONAL, AND DIVERSITY-SENSITIVE ASSESSMENT
3. Basic Rationale for and Principles of Multimethod, Dimensional, and Diversity-Sensitive Assessment
4. Collateral-Report Measures to Assess Emotional Dysregulation
5. Self-Report Measures to Assess Emotional Dysregulation
6. Performance-Based Measures and Methods to Assess Emotional Dysregulation
III. EMOTIONAL DYSREGULATION AND THE BIPOLAR SPECTRUM: DSM-5-TR DIFFERENTIAL AND CO-OCCURRING DIAGNOSES
7. Orienting to Differential Diagnosis Within and Beyond the Bipolar Spectrum
8. Either/Or: Diagnoses Mutually Exclusive With the Bipolar Spectrum
9. And/Or: Conditions to Differentiate From the Bipolar Spectrum or That Co-Occur
10. Conditions More Readily Differentiated From the Bipolar Spectrum But Potentially Co-Occurring
IV. TREATMENT IMPLICATIONS AND OTHER CONSIDERATIONS FOR FOLLOW-UP
11. Treatment Implications: Broad Considerations and Level of Care
12. Treatment Modalities
13. Factors Affecting Therapeutic Engagement and Collaboration
14. Implications for School
15. Additional Considerations for Follow-Up Evaluations and Treatment Adjuncts
V. CASE ILLUSTRATIONS
16. Case 1: Denny
17. Case 2: Stevie
18. Case 3: Jillian
19. Case 4: Nicole
20. Case 5: Pedro
21. Commentary on Cases and Concluding Thoughts
References
Index
About the Author