Catalogue


Mental health nursing /
Karen Lee Fontaine.
edition
5th ed.
imprint
Upper Saddle River, NJ : Prentice Hall ; [Toronto] : Pearson Education Canada, c2003.
description
xx, 727 p. : ill. (some col.) ; 27 cm. + 1 CD-ROM (4 3/4 in.)
ISBN
0130979929
format(s)
Computer Disc
Holdings
More Details
imprint
Upper Saddle River, NJ : Prentice Hall ; [Toronto] : Pearson Education Canada, c2003.
isbn
0130979929
general note
Rev. ed. of: Essentials of mental health nursing. 3rd ed. c1995.
catalogue key
5318919
technical details
Systems requirements for accompanying CD-ROM: Windows 98 or newer and Power MacIntosh.
 
Includes bibliographical references and index.
A Look Inside
Excerpts
Introduction or Preface
Goals ofMental Health Nursing Mental, behavioral, and social health problems are increasing throughout the world. According to recent world studies, four of the ten leading causes of disability worldwide are mental illnesses. In the United States, mental illnesses are the nation's second leading cause of disability, and mental illness has been classified as a public health crisis. My goal is that nursing students and nurses in all professional practice specialties incorporate psychiatric nursing skills as they work with a variety of clients to improve the quality of life and achieve the highest possible level of functioning. Strong interpersonal and communication skills are critical to every area of practice. In addition, nurses encounter people with mental illnesses in inpatient, outpatient, and community sites including medical-surgical settings, intensive care units, emergency departments, obstetrics, and pediatrics. Thus, wherever you practice nursing, your mental health nursing skills will help you think critically and creatively. The fifth edition ofMental Health Nursingis designed to appeal to both traditional and nontraditional nursing students. The text is written in a user-friendly style for undergraduate students with the understanding that students and clients encompass a wide range of ages and ethnic groups, both genders, and a variety of sexual identities. This diversity is reflected throughout the text. This text is based on the belief that the practice of mental health nursing means taking time to be with clients and their families in deeply caring ways. To that end, nursing students are encouraged to engage in self-analysis in order to increase their self-understanding and self-acceptance. This is important because nurses who are able to clarify their own beliefs and values are less likely to be judgmental or to impose their own values and beliefs on clients. Language is a powerful tool that reflects our beliefs and values. When we refer to someone with a disability by a label, we profess a belief that the disability is the most important feature about that person. This attitude is reflected when we label people as alcoholics, schizophrenics, or quadriplegics. In contrast, I use "people-first" language. I acknowledge the person first by saying, "a person with schizophrenia" or "a person who has a substance abuse problem." In the same spirit, I use the words "client" and "consumer" interchangeably. I believe these terms reflect people with options and choices who have the right to determine their own direction in life. Philosophical and Theoretical Frameworks Many theories and models are relevant to the practice of mental health nursing. It is the integration of these theories that creates the unique domain of mental health nursing as we respond to the social, cultural, environmental, and biological components of mental illness. It is important that we maintain the art of nursing, which is being there, with another person or persons, in a context of caring. It involves compassion and sensitivity to each person within the context of her or his entire life. The model basic to this text is one of competency. This is based on the belief that individuals and families are resourceful and have the capacity to grow and change. The competency model does not ignore pathology and dysfunction but emphasizes strengths and adaptation. The role of nursing is to empower people to respond and adapt to life circumstances. In this spirit, nurses develop collaborative partnerships with clients and families. The overall goal is to provide the support, education, coping skills training, and advocacy necessary for successful living, learning, and working in the community. Consumer-sensitive nursing care helps people assume personal responsibility for where they are in their lives and for where they are going. Traditional Strengths ofMental Health Nursing
First Chapter

Goals ofMental Health Nursing

Mental, behavioral, and social health problems are increasing throughout the world. According to recent world studies, four of the ten leading causes of disability worldwide are mental illnesses. In the United States, mental illnesses are the nation's second leading cause of disability, and mental illness has been classified as a public health crisis.

My goal is that nursing students and nurses in all professional practice specialties incorporate psychiatric nursing skills as they work with a variety of clients to improve the quality of life and achieve the highest possible level of functioning. Strong interpersonal and communication skills are critical to every area of practice. In addition, nurses encounter people with mental illnesses in inpatient, outpatient, and community sites including medical-surgical settings, intensive care units, emergency departments, obstetrics, and pediatrics. Thus, wherever you practice nursing, your mental health nursing skills will help you think critically and creatively.

The fifth edition ofMental Health Nursingis designed to appeal to both traditional and nontraditional nursing students. The text is written in a user-friendly style for undergraduate students with the understanding that students and clients encompass a wide range of ages and ethnic groups, both genders, and a variety of sexual identities. This diversity is reflected throughout the text.

This text is based on the belief that the practice of mental health nursing means taking time to be with clients and their families in deeply caring ways. To that end, nursing students are encouraged to engage in self-analysis in order to increase their self-understanding and self-acceptance. This is important because nurses who are able to clarify their own beliefs and values are less likely to be judgmental or to impose their own values and beliefs on clients.

Language is a powerful tool that reflects our beliefs and values. When we refer to someone with a disability by a label, we profess a belief that the disability is the most important feature about that person. This attitude is reflected when we label people as alcoholics, schizophrenics, or quadriplegics. In contrast, I use "people-first" language. I acknowledge the person first by saying, "a person with schizophrenia" or "a person who has a substance abuse problem." In the same spirit, I use the words "client" and "consumer" interchangeably. I believe these terms reflect people with options and choices who have the right to determine their own direction in life.

Philosophical and Theoretical Frameworks

Many theories and models are relevant to the practice of mental health nursing. It is the integration of these theories that creates the unique domain of mental health nursing as we respond to the social, cultural, environmental, and biological components of mental illness. It is important that we maintain the art of nursing, which is being there, with another person or persons, in a context of caring. It involves compassion and sensitivity to each person within the context of her or his entire life.

The model basic to this text is one of competency. This is based on the belief that individuals and families are resourceful and have the capacity to grow and change. The competency model does not ignore pathology and dysfunction but emphasizes strengths and adaptation. The role of nursing is to empower people to respond and adapt to life circumstances. In this spirit, nurses develop collaborative partnerships with clients and families. The overall goal is to provide the support, education, coping skills training, and advocacy necessary for successful living, learning, and working in the community. Consumer-sensitive nursing care helps people assume personal responsibility for where they are in their lives and for where they are going.

Traditional Strengths ofMental Health Nursing

In the fifth edition,Mental Health Nursingretains many of the strengths that have made it a popular "user-friendly" text for nursing students.

There is a heavy emphasis throughout the text on the development of effective communication skills. Chapter 2,Relating, Communicating, and Teaching,includes a new example of a student-client interaction and an analysis thereof in the form of a process recording. Each chapter in Part IV, Mental Disorders, features Clinical Interactions, illustrating a therapeutic interaction between a nurse and client.

The nursing process is the organizing framework for Chapters 11 through 23. This organizational consistency is extremely effective in helping students begin to assess, analyze, plan, implement, and evaluate in a systematic manner. TheFocused Nursing Assessmentfeature aids students in learning the type and range of assessment questions to ask particular clients.NANDA diagnosesare correlated withNursing Outcomes Classification (NOC)and withNursing Interventions Classification (NIC)in tables. These taxonomies model a systematic use of the nursing process. At the same time, students are not limited to these taxonomies as the information flows well within other internal models of the nursing process.

Clinical Interactionspresent a brief patient history and then provide clinical interactions between client and nurse to promote effective therapeutic communication skills.

Vignettesgive insights into brief client scenarios and their applications relevant to chapter topics.

Key Conceptsare listed at the end of each chapter. Students who read these concepts before reading the chapter will find this helpful in focusing their attention. Key concepts are also a useful tool to quickly review the chapter content.

Culture-Specific Contentcontinues to be a feature of Chapters 11 through 23. In addition to Chapter 5,The Role of Cultural Diversity in Mental Health Nursing,culture-specific characteristics are highlighted throughout these chapters to show students the importance of cultural considerations when caring for a variety of clients.

New Features in the Fifth Edition

While retaining many of the strengths of the previous edition, this new fifth edition ofMental Health Nursingincludes much new and significantly updated material, new pedagogical features, and new emphases.

Learning ObjectivesandKey Termsintroduce each chapter. Page numbers are included with each key term to identify the place where the term first appears in the chapter, in bold blue type. In addition, other important terms are bolded within the chapter content. The glossary on the student CD-ROM, is expanded to twice the previous size.

Critical Thinking Exercisesare integrated in every chapter in the text. Answers to these exercises are found on the accompanying Student CD-ROM and the Instructor's Resource CD-ROM and Instructor's Resource Manual.

Complementary/Alternative Therapiesdescribe the use of and "how to" apply complementary therapy as an adjunct to traditional psychiatric care. Books for Clients & Families provide a listing of useful books for clients and their families.

Community Resourcesinclude names and addresses of agencies and organizations that may provide additional information to students about a variety of topics.

Lengthy clinical pathways have been eliminated with the expansion of the nursing process section. A sample of aclinical pathwayis provided in Chapter 11,Anxiety Disorders.Evaluation is linked to outcome criteria, enabling the student to see the ongoing process of professional nursing practice.Interactive Care Plan activitieson the Companion Web site allow students to develop their own care plans based on a specific client scenario. Students can e-mail these custom care plans to their instructors as homework assignments.

A new feature,MediaLink,introduces each chapter of the text and lists additional specific content, animations, NCLEX Review, tools, and other interactive exercises that appear on the accompanying Student CDROM and the Companion Web site. MediaLink icons appear throughout the chapter to indicate topics in the textbook that are further explained on the accompanying media supplements. Finally, at the end of each chapter, the section entitledEXPLORE MediaLinkencourages students to use the CD-ROM and the Companion Web site to apply what they have learned from the text in case studies, practice NCLEX questions, and use additional resources. The purpose of the MediaLink feature is to further enhance the student experience, build on knowledge gained from the text book, prepare students for the NCLEX, and foster critical thinking.

Chapter 17, a new chapter onSpectrum Disorders,focuses on attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, Tourette's disorder, bipolar disorder, Asperger's syndrome, and autistic disorder. These disorders are grouped together not only because they begin in childhood but also because they are linked by overlapping signs and symptoms and genetic similarities.

Chapter 19 is a new chapter onNeuropsychiatric Problems.While these are not mental disorders per se, the disorders covered in this chapter have significant psychiatric symptoms as part of the clinical picture. This chapter is designed to help students see the application of psychiatric nursing principles to medical conditions.

A new chapter onCommunity Violence,Chapter 23, focuses on the perpetrators and victims of violence in American culture, including the effects of terrorism. The emphasis is on children and adolescents as they are the largest demographic group involved in and affected by violent behavior.

Chapter 1,Introduction to Mental Health Nursing,includes new material on the human genome, diathesis-stress model, nature versus nurture, genetic anticipation, and behavioral genetics.

The fifth edition of the text increases emphasis on family and community mental health by expanding it to two chapters. Chapter 3,The Family in Mental Health Nursing,focuses on the competency model of mental health nursing. New or expanded material includes boundaries, family burden, family pain, family recovery, expressed emotion, and cultural assessment of families. Chapter 4,The Community in Mental Health Nursing,reflects today's changing health care environment. New or expanded material includes the Americans with Disabilities Act, Individual with Disabilities Education Act, least restrictive environment, homeless populations, crisis response services, recovery-oriented nursing interventions, and community-based nursing practice.

Chapter 7 onNeurobiology and Behaviorhas been extensively revised, including new artwork illustrating structures of the brain, pathways of fear, and ligands and neurotransmission. New or expanded content includes neuroplasticity, free radicals and antioxidants, executive functions, reward deficiency syndrome, feedback and feedforward, working memory versus long-term memory, emotions, language and self-talk, motivation, and psychoneuroimmunology.

Chapter 10,Treatment Modalities,has been extensively revised and includes the negative impact of seclusion and restraints. Suggestions are provided to prevent the use of these aversive "interventions." New or expanded content includes civil rights protection, crisis intervention, 12step programs, online support groups, social skills training, self-esteem interventions, physical exercise, group therapy, and play and art therapy. An overview of the major alternative therapies is provided, with a focus on how these are used in mental health settings.

Most chapters have been revised to include new information from the neurobiological sciences, DSMIV-TR boxes, community resources, and suggested books for clients and families.Age-Specific Characteristicsare integrated into each chapter, appearing as a distinct head in the chapter content and replacing the chapters on children and adolescents and older adults from the fourth edition. This is a separate chapter feature apart from the childhood disorders presented in Chapter 17,Spectrum Disorders.

About the Artwork and Poetry

All of the artwork and corresponding descriptions at the opening of each unit and chapter are creative expressions of psychiatric patients involved in the Expressive Therapy program at Four Winds-Saratoga, Saratoga Springs, New York. In the Expressive Therapy groups, patients are encouraged to utilize a range of art media to depict and explore their internal landscapes, clarify and communicate their struggles, and identify obstacles, as well as discover their strengths and create the ways to more effectively direct the journey toward a more gratifying life. Giving shape, form, and color to feelings promotes an increased sense of mastery over even the most painful affect. The communication through art then promotes the sharing of experiences in a safe and nonthreatening manner. The transformation of overwhelming feelings into the constructive communication embodied in the art object nurtures the patients' spontaneity and problem-solving skills in life, thereby promoting increased understanding of self and connection to others.

Submission of work for this book was voluntary and offered to patients at the end of each Expressive Therapy group over a period of six weeks. Once submitted, the appropriate legal releases of the work were secured from the individuals or their guardians, if under age 18. Many patients submitted work and were enthusiastic and appreciative of the invitation to contribute to the further education of professionals. By sharing their use of the modality of Expressive Therapy, they are sharing a very intimate dynamic expression of their search for direction, connection, strength, and hope in their individual healing process. Expressive Therapy makes manifest our belief that each individual is unique, as is his or her vision of life experience. To share that vision sparks our recognition of our common human experience. With that recognition comes the possibility of a society of greater benevolence, human dignity, and respect(Catherine Sanderson, Expressive Arts Therapist, Four Winds-Saratoga).

All New Comprehensive Teaching and Learning Package

To enhance the teaching and learning process, the following supplements have been developed in close correlation with the new edition ofMental Health Nursing.The full complement of supplemental teaching materials is available to all qualified instructors from your Prentice Hall Health Sales Representative.

Student CD-ROM.A new addition to this package, the Student CD-ROM includes NCLEX-style multiple-choice questions that emphasize the application of nursing care. Students can test their knowledge and gain immediate feedback through rationales for right and wrong answers. The CD-ROM also provides several animations to help students understand and visualize more difficult concepts in mental health nursing care. Answers to the critical thinking exercises from the textbook NOC and NIC classifications, and the glossary are provided on the CD-ROM, with complete discussions of these topics. Finally, the CDROM allows access to the Companion Web site described below. This CD-ROM is packaged free with every copy of the textbook.

Clinical Companion.</STRONG>This clinical companion serves as a portable, quick reference to psychiatric-mental health nursing. Topics include DSMIV TR classifications, common diagnostic studies, over 20 clinical applications for mental health disorders, medications, and much more. This handbook will allow students to bring the information they learn from class into any clinical setting.

Instructor's Resource Manual.This manual contains a wealth of material to help faculty plan and manage the mental health nursing course. It includes chapter overviews, detailed lecture suggestions and outlines, learning objectives, a complete test bank, answers to the textbook critical thinking exercises, teaching tips, and more for each chapter. The IRM also guides faculty on how to assign and use the text-specific Companion Web site,www.prenhall.com/fontaine, and the CD-ROM that accompany the textbook.

Instructor's Resource CD-ROM.New to this package, the Instructor's Resource CD-ROM provides many resources in an electronic format. First, the CD-ROM includes the complete test bank in Test-Gen format. Second, it includes a comprehensive collection of images from the textbook in PowerPoint format, so faculty can easily import these photographs and illustrations into their own classroom lecture presentations. Finally, the CDROM provides instructors with access to the same animations that appear on the Student CD-ROM, so faculty can incorporate these visual accents into their lectures.

Companion Web Site and Syllabus Manager®.New to this package is a free Companion Web site atwww.prenhall.com/fontaine. This Web site serves as a text-specific, interactive online workbook toMental Health Nursing, Fifth Edition.The Companion Web site includes modules for Learning Objectives, Audio Glossary, Chapter Summary for lecture notes, NCLEX Review Questions, Case Studies, Care Plan activities, Message Board discussion questions, Web Links, and Nursing Tools, such as Standards of Practice, NANDA Nursing Diagnoses, and more. Instructors adopting this textbook for their courses have free access to an online Syllabus Manager with a whole host of features that facilitate the students' use of this Companion Web site and allow faculty to post their syllabi online for their students. For more information or a demonstration of Syllabus Manager, please contact your Prentice Hall Health Sales Representative or go online towww.prenhall.com/demo.

Online Course Management Systems.Also new to this package are online course companions available for schools using Blackboard, WebCT or Course Compass course management systems. For more information about adopting an online course management system to accompanyMental Health Nursing, Fifth Edition,please contact your Prentice Hall Health Sales Representative or go online towww.prenhall.com/demo.

Karen Lee Fontaine

Reviews
This item was reviewed in:
Doody's Reviews, May 2003
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Summaries
Long Description
For undergraduate courses in Mental Health Nursing.Written in a student-friendly style, this comprehensive text, and leading resource in the field of mental health nursing, emphasizes effective communication skills, details cultural considerations, and presents mental health disorders within a systematic organizational framework using the nursing process. It reflects the diversity of its student readers, and the belief that the practice of mental health nursing is in direct response to the social, cultural, environmental, and biological components of mental illness.
Long Description
For undergraduate courses in Mental Health Nursing. Written in a student-friendly style, this comprehensive text, and leading resource in the field of mental health nursing, emphasizes effective communication skills, details cultural considerations, and presents mental health disorders within a systematic organizational framework using the nursing process. It reflects the diversity of its student readers, and the belief that the practice of mental health nursing is in direct response to the social, cultural, environmental, and biological components of mental illness.
Main Description
This book is intended for the short courses in undergraduate psychiatric nursing. The revision includes updated content, more on NIC/NOC, end-of-life issues and grief, complementary therapies, and a completely revised chapter on community. In addition, the author incorporated references to the technology supplements making the book more interactive. A new full color design and art program, and an expanded supplement package, will make the book more competitive.
Main Description
Today, mental health nursing skills are essential throughout all nursing settings and areas of clinical practice. The new Fifth Edition of Mental Health Nursing retains the strengths that have made it a leading book and resource. It emphasizes effective communication skills, cultural and age-specific considerations, and presents mental health care in the consistent framework of the nursing process. Completely revised and updated, the new edition features a comprehensive supplemental technology package, a vibrant and colorful new design, and the latest information on crisis intervention, community violence, spectrum disorders, neuropsychiatric problems, community and family health care, and more. bull;Features: New Complementary and Alternative Therapies Focused Nursing Assessments that guide readers through specific interviewing questions for all disorders Clinical Interactions with sample nurse-client dialogues Free Student CD-ROM and Companion Website featuring audio glossary, NCLEX reviews, animations, case studies, care map activities, links, and more.
Back Cover Copy
Today, mental health nursing skills are essential throughout all nursing settings and areas of clinical practice. The new Fifth Edition of Mental Health Nursing retains the strengths that have made it a leading book and resource. It emphasizes effective communication skills, cultural and age-specific considerations, and presents mental health care in the consistent framework of the nursing process. Completely revised and updated, the new edition features a comprehensive supplemental technology package, a vibrant and colorful new design, and the latest information on crisis intervention, community violence, spectrum disorders, neuropsychiatric problems, community and family health care, and more. FEATURES New Complementary and Alternative Therapies Focused Nursing Assessments that guide readers through specific interviewing questions for all disorders Clinical Interactions with sample nurse-client dialogues FREE Student CD-ROM and Companion Website featuring audio glossary, NCLEX reviews, animations, case studies, care map activities, links, and more. Additional online course management options and supplements are available through your Prentice Hall Sales Representative.
Table of Contents
Prefacep. xiii
Acknowledgmentsp. xviii
About the Authorp. xix
Reviewersp. xx
Foundations of Mental Health Nursingp. 1
Introduction to Mental Health Nursingp. 3
Mental Health and Mental Illnessp. 5
Significance of Mental Disordersp. 7
Theories of Mental Disordersp. 7
The Therapeutic Relationshipp. 27
Nursing Process in Mental Health Nursingp. 32
Meeting the Challenges of the Twenty-First Centuryp. 43
Relating, Communicating, and Educatingp. 49
Relatingp. 50
Communicatingp. 54
Educatingp. 70
The Family in Mental Health Nursingp. 79
Family Systemsp. 80
Psychiatric Disability and the Family Systemp. 84
Mental Disorders Across the Life Spanp. 86
Death and the Family Systemp. 88
Family Nursing Practicep. 92
Assessment of Vulnerability to Relapsep. 93
Cultural Assessmentp. 93
The Community in Mental Health Nursingp. 99
Treatment Settings and Servicesp. 101
Community Servicesp. 103
Community-Based Nursing Practicep. 104
Community-Based Nursing Interventionsp. 108
The Role of Cultural Diversity in Mental Health Nursingp. 115
Culture and Mental Healthp. 117
Valuesp. 118
Caring for a Diverse Populationp. 126
Diversity Within the Professionp. 132
Legal and Ethical Issuesp. 137
Types of Admissionp. 138
Competencyp. 139
Confidentialityp. 140
Informed Consentp. 140
Client Rightsp. 140
Reporting Lawsp. 141
Duty to Disclose/Protectp. 141
Leaving Against Medical Advice (LAMA)p. 142
Omnibus Mental Illness Recovery Actp. 143
Clients with Legal Chargesp. 143
The Mentally III in Correctional Settingsp. 143
Caring: A Prerequisite to Ethical Behaviorp. 144
Nursing Ethicsp. 144
Foundations of Neurologyp. 151
Neurobiology and Behaviorp. 153
Development of the Brainp. 154
Neurophysiologyp. 164
Functions of the Brainp. 172
Psychoneuroimmunologyp. 176
Nutritional Neurosciencep. 177
Dysregulationp. 178
Psychopharmacologyp. 183
Introductory Conceptsp. 184
Psychotropic Medicationsp. 185
Antipsychotic Medicationsp. 185
Adjunctive Medications for EPSsp. 190
Antidepressant Medicationsp. 190
Mood-Stabilizing Medicationsp. 194
Antianxiety Medicationsp. 197
Central Nervous System Stimulantsp. 199
Special Populations and Psychopharmacological Treatmentp. 201
Nursing Interventionsp. 204
Client and Family Participationp. 206
Therapeutic Approachesp. 213
Cross-Diagnosis Behaviorsp. 215
Clients Experiencing Hallucinationsp. 216
Clients Experiencing Delusionsp. 219
Clients Who Self-Mutilatep. 221
Clients Who Are Aggressivep. 223
Treatment Modalitiesp. 233
Mental Health Care Consumersp. 234
Mental Health Care Professionalsp. 235
Milieu Therapyp. 237
Individual Psychotherapyp. 238
Crisis Interventionp. 239
Groupsp. 242
Family Therapyp. 245
Behavioral Therapyp. 247
Play Therapyp. 248
Art Therapyp. 249
Biological Therapiesp. 249
Psychosocial Nursing Interventionsp. 252
Complementary/Alternative Therapiesp. 255
Mental Disordersp. 267
Anxiety Disordersp. 269
Knowledge Basep. 271
Nursing Processp. 298
Eating Disordersp. 315
Anorexia Nervosa and Bulimia Nervosap. 316
Knowledge Basep. 319
Nursing Processp. 333
Mood Disordersp. 345
Knowledge Basep. 350
Nursing Processp. 371
Schizophrenic Disordersp. 395
Knowledge Basep. 397
Nursing Processp. 412
Substance-Related Disordersp. 427
Knowledge Basep. 431
Nursing Processp. 458
Personality Disordersp. 477
Knowledge Basep. 479
Nursing Processp. 494
Spectrum Disordersp. 507
Knowledge Basep. 509
Nursing Processp. 524
Neurobehavioral Brain Disordersp. 539
Cognitive Impairment Disordersp. 541
Knowledge Base: Dementiap. 543
Knowledge Base: Deliriump. 554
Nursing Processp. 558
Neuropsychiatric Problemsp. 573
Knowledge Basep. 574
Nursing Processp. 581
Dysinhibition Syndromesp. 589
Suicidep. 591
Knowledge Basep. 593
Nursing Processp. 601
Domestic Violencep. 611
Sibling Abusep. 613
Child Abusep. 614
Partner Abuse--Heterosexualp. 616
Partner Abuse--Homosexualp. 616
Elder Abusep. 617
Emotional Abusep. 617
Abuse of Pregnant Womenp. 617
Stalkingp. 618
Knowledge Basep. 619
Nursing Processp. 627
Sexual Violencep. 639
Sexual Harassmentp. 640
Rapep. 641
Childhood Sexual Abusep. 643
Knowledge Base: Rapep. 644
Nursing Processp. 649
Knowledge Base: Childhood Sexual Abusep. 654
Nursing Processp. 661
Community Violencep. 675
Types of Violencep. 677
Types of Homicidep. 678
Settings of Community Violencep. 679
Knowledge Basep. 681
Nursing Processp. 685
DSM-IV-TR Classificationp. 697
Indexp. 711
Table of Contents provided by Syndetics. All Rights Reserved.

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